LOOK on

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TEACHER'S BOOK Starter

Leonor Corradi - Gonzalo Rosetti

 Contents
USING LANGUAGE
UNIT
Text types Interaction Outcome World Wide / Skills Wide

0 Welcome
page 6

1 Family and
Friends
A comic
A poem
Greeting and
introducing people
A family tree
A poem for a friend
English around the world
Informative text
page 10 Captions Video Introductions BBC Documentary clip
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A family tree This is the UK
VIDEO    It’s Granny’s
WB page 76 Birthday.

2 My Things
page 20

WB page 82
A comic
A descriptive article
VIDEO    That’s my T-shirt

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Asking for and giving
personal information
What’s your name?
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A list of my clothes Friends from school
Informative text
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CLIL: Art  Families in art  page 70   Consolidation  Shape and List Poetry  page 71

3 In the House
page 30
A comic
A descriptive article
Having a guest
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A plan of a house
A conversation
Houses in the UK
Informative text
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VIDEO    There’s a phone on VIDEO   Where’s BBC Documentary clip
the sofa the bathroom? Hampton Court Palace
WB page 88
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4 About Me
page 40
A comic
A quiz
Apologising
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A list of different
people
What’s your favourite place?
Descriptive text
VIDEO    I haven’t got big Friends and family
VIDEO   Sorry
WB page 94 feet! about that.

CLIL: Science  Ecology  page 72   Consolidation  A Room of One’s Own  page 73

5 Things I Can
Do
A comic
An informative text
Making suggestions
and responding to
Guess my abilities Fun London
Informative text
page 50 VIDEO    I can fix it! suggestions BBC Documentary clip
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Free time activities
VIDEO    Let’s do
WB page 100 something fun!

6 I Like That!
page 60
A comic
VIDEO    Let’s go summer
Talking about the
weather
My likes
A game
Friends and sports
Informative text
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camp!
VIDEO    What’s the
WB page 106 weather like?

CLIL: Science  Genes  page 74   Consolidation  Japanese Poetry  page 75

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 LINGUISTIC DISCURSIVE ELEMENTS
Lexical areas Structures and tenses
Personal information: name A / an
Hobbies Singular and plural nouns
The alphabet
How do you spell …?
Numbers 1-100
Colours
School objects
Classroom language

Family Verb to be affirmative and negative   

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Nationality adjectives Possessive adjectives: my, your, his, her 
Adjectives to describe clothes Genitive case
Demonstrative pronouns

Clothes

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Parts of the house There is / are   
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Furniture and household items Prepositions of place
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Parts of the face Order of adjectives 

Parts of the body Have / has got  
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Descriptive adjectives Possessive adjectives: our, its, their
Personality adjectives

Actions and activities Can: all forms 

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Make, play and ride collocations

Sports and activities I like / don’t like. 

Go, do, play collocations Do you like? Yes, I do. / No, I don’t.
Likes and dislikes: like, hate Questions 
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The weather
Months of the year
The seasons

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 Components
0.1Txt
0.? It’sSB
STUDENT’S me! BOOK
pages ? + WORKBOOK
SB pages 6-7

• Six units plus a welcome unit

• V
 ideo (drama, BBC Vox Pops and BBC Culture
clips) in every unit

• Language awareness boxes

• Culture awareness boxes

• Tips and suggestions to explore topics on the web

• 3 literature-based consolidation lessons

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• WORKBOOK section with additional grammar,
vocabulary and skills practice to consolidate
material in the Students’ Book section
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STUDENT’S INTERACTIVE DIGITAL BOOK

• The full Student’s Book in digital format

• All audio and video embedded into the exercises

• WORKBOOK with interactive exercises

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TEACHER’S BOOK

• A yearly planning that can be submitted at schools

• Detailed teaching notes for every lesson, including ideas

for further practice

• Workbook answer key

• Audio and video scripts

• Reference to ways to make the classroom inclusive

• Ideas and suggestions to approach ESI

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• Attainment targets to cater to diversity and different
learning rhythms
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TEACHER’S SITE
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• The complete TEACHER’S BOOK

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• Downloadable worksheets with further

vocabulary

• Downloadable resources for teachers

(e.g. unit and progress tests)

• mp3 audio files

STUDENT’S SITE

• Downloadable worksheets with further

vocabulary

• Downloadable further practice

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 Overview of the Student’s Book
0.1Txt
It’sSB
Student’s
0.? me! SB pages
Book
pages 6-7
?+ Workbook

En Look Wide vas a encontrar … presents the Unit Wide section, which presents a summary
(pages 4 and 5) of the topics in the unit.

These two pages are a permanent reference to students.

The names of the different sections in the Student’s Book
are presented in these two pages with an explanation in
Spanish as to what they are about and what students have
to do.
Whenever they see one of the indicators of a section
(Language Wide, Culture Wide, Pronunciation and Over to
You), they can go back to these pages to check what each
of the sections mean.
There is also a list of instructions for exercises and activities.
Students can match the instruction with the Spanish
equivalent and use this table as a reference if they have a
query when doing an activity. In this way, we help students

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develop their autonomy.

The structure of a unit

Every unit is divided into 5 lessons, each one with a clear
focus. Each unit opens with a tweet from a teenager, which
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relates to the topic of the unit. Students can use this tweet
as a model and write their own, or they can try answering
At the end of every unit, you will find an integration, skills
the questions posed in the tweet at the end of the unit. This
based section. Units 1, 3 and 5 present World Wide, while
will give coherence to the unit and will work as another way
units 2, 4, and 6 present Skills Wide. This section is two
to round it up.
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pages long and consolidates the topic developed in the
unit. In the case of World Wide, there is always a written text
which will open up the world to students, followed by a BBC
clip related to the topic. Activities are presented which help
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the students use language meaningfully. Finally, students

Lesson 1 presents vocabulary areas and collocations in
context with plenty of images to help students understand
their meaning. The activities aim at consolidating the
lexical area and, at the same time, integrating it with
previously seen topics.
Lesson 2 is video based and presents a grammar topic in
context, with activities which go from recognition to guided
production. This lesson features the characters interacting
in different situations. Grammar is also presented through
the Get Grammar video, particularly useful to visual Ss.
Lesson 3 presents another grammar topic in context plus a
number of activities. In this lesson, students get to know two
cartoon characters, Doug and Kit, and their world. There is
a Get Grammar video for this lesson as well.
Lesson 4 is video based with the characters introduced in
the starter unit, and presents an instance of interaction,
with a focus on oral language.
Lesson 5 is a skills based lesson. This last lesson also
are invited to do a project for which they are guided
throughout the unit. The Skills Wide units open up with a
written text followed by a number of activities that will help
Ss in their Skills Wide project.
Each unit has a WORKBOOK section, which starts at
page 76. Students have the opportunity to practise and
consolidate the teaching points in the Student’s Book
section, from lessons 1 to 3. Lesson 4 is interaction based,
that is why there is no workbook practice associated with
it. The last lesson before the Revision and Self-Check pages
corresponds to Lesson 5. At the end of every unit in the
Workbook, there is a Revision page and a Self-Check page
for students to assess how much they have been learning.
There are six consolidation lessons on pages 70-75. They
are structured so that students can do one every two units.
These lessons are skills based and integrate the language
seen in the units. Students have the possibility to use the
language meaningfully while they engage in CLIL (Content
and Language Integrated Learning) and literature.
Look Wide is constructed on key educational principles

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 TheTxt
0.? pedagogical
SB page ? proposal
which are in keeping with the aims of education: reflection, Student’s Book
communication, collaboration, creativity, critical thinking
and digital literacy.

As in any good language teaching methodology, the skills

of communication, collaboration and creativity are central
guiding principles and are peppered throughout the
activities in Look Wide.

Reflection, one of its main features, is a fundamental Language Wide

principle without which there can be no real, effective
learning.
Critical thinking: problem solving and reasoning skills
are developed throughout the course, especially via the
reading and listening activities.
Autonomy and personal initiative: students are given
opportunities to choose and create their own projects so
that they connect personally with the topic, often using the
internet with their own mobile devices (BYOD). Students are
As students reflect on how language works, they will
be cognitively active trying to figure the answers to the
questions posed. There will be two different instances
of reflection: about English and about the connection
between English and Spanish, the language of instruction
at school. By making connections between the two
languages, students can then focus on what is different
or on what they need to pay attention to. Most probably,
there will be different varieties of Spanish spoken at school.
This will be a great opportunity for students to see variety in
action and that different does not mean inferior or superior

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prompted to reflect on and take responsibility for their own in quality. If students know any other language, they can
progress through the regular Self-assessment sections in be invited to talk about them during these instances of
the Workbook. language awareness.

Twenty-First-Century Skills: in this interconnected world

we are living today, education is crucial in providing
the necessary skills to become successful citizens (Shin
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and Crandall, 2014). LOOK WIDE helps students gain
competence in these 21st century skills:

Creativity and collaboration: a wide variety of tasks and

text styles foster students’ creativity and collaboration
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skills. The students will have to resort to the language
they are learning and the 21st century skills to complete
outcomes in all the lessons in the book.
Culture Wide
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Critical thinking: problem solving and reasoning skills
are developed throughout the course, especially via
the reading and listening activities.
Digital literacy and multimodal communication: the
content, as well as the means of delivery of Look Wide,
are rooted in today’s digital environment and reflect
the way today’s teenagers already manage their lives:
the topics cover up-to-date technology and media,
while the projects suggested encourage the use of
digital tools to create their own projects whether
presentations, reports or reviews, or even mini videos of
their own. In this way, students become producers of
multimodal content, a key aspect of today’s world.
Language and culture cannot and should not be separated.
Culture has to do with our everyday lives, with what we take
for granted, for those accepted yet unwritten rules of society
that make us part of it. The purpose of these boxes is to raise
awareness of students’ own cultures and to see how there
are different views of the world, none of which should be
considered better than others. Students are invited to reflect
on them, and to pose further questions related to each of
the topics. Understanding that there are different views of the
world (cosmovisiones) is one of the steps towards education
for peace and the construction of citizenship.

Opportunities for reflection are signalled in the Student’s

Book and will be signalled in the Teacher’s Book. They are
explained below and will be dealt with in depth as they
appear in the units.

* Shin, J.K. & Crandall, J. (2014). Teaching Young Learners of English: From Theory to Practice. Boston. MA: Heinle Cengage Learning.

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Unit Wide The grammar tables
At the end of every unit, Unit Wide shows the different
In some cases, students are asked to go back to the
learning objectives (related to language skills, lexical areas,
texts and complete the tables. In other cases, there are
grammar and tenses, and educational aspects) developed
options for them to tick after they look at examples and
in the unit. Students should identify where in the unit each
figure out how language works. Students can be invited to
of the objectives is dealt with. This is also an opportunity for
personalise these tables and to use them as reference as
students to reflect on the following:
they are working with language.
• Understanding the topics
• Managing the topics at recognition level, i.e. given
options, they know which one is correct
• Managing the topics at guided production level, i.e.
students can use the items quite at ease.

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If they cannot tick any, this is a signal that they need to ask
their teacher. If they just tick understanding, after a while
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they can go back and check if now they can manage the
topics. In this way, they are made responsible for their own
learning and are given resources to develop their autonomy.
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Pronunciation
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Pronunciation is essential in the construction of meanings

since the same phrase, with different intonation, can mean
different things. Students are encouraged to work on those
intonation aspects which are different from Spanish. They
are invited to listen to recordings and to record their own
productions to see how close they are. Through their own
recordings, they can also check progress over time, which
will be motivating and enhance learning.

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Teacher’s Book
Attainment targets: students will learn topics at different
paces. Some will be able to tell which form to use if given
options whereas others will be able to produce the form in
guided contexts. As with any teaching point, some mistakes
are typical and expected, and are signs that students are
learning. This section will show the minimum attainment
target for each teaching point, as well as expected
mistakes.
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Inclusive classrooms: any text – written, oral, visual or
multimodal – is a necessary cropping of reality and will show
one view of the world. Suggestions will be presented to cater
to diversity and to make sure every student is included and
can make his or her voice heard.
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ESI (Comprehensive sexuality education): This refers to
systematic teaching and learning that fosters reflection
and making informed decisions with respect to topics
related to human development (reproduction, puberty,
sexual orientation and gender identity), relationships,
sexual health, society and culture (including gender roles,
diversity) and children and youth’s rights. Along the units,
there are plenty of opportunities to approach ESI. Some of
these instances will be signalled in the Teacher’s Book.
Working with the different activities
Instructions
Most probably, Ss (students) will be beginners or false
beginners. Some of them may not be used to using English,
i.e. reading in English, listening to recordings, the teacher or
classmates, etc. It is crucial to help them construct meanings
as they use English. This will boost their self-esteem and will
motivate them to go on making the effort to understand. For
this to happen, we need to give them resources.
Understanding what to do is essential. Ss can be asked
to read the instructions. You can read them out once they
have read them and use gesture to put meaning across.
Ss can be referred to page 5 in their books. They can
also draw icons next to key words in the instructions to
remember what to do. As Ss keep on learning, you can ask
one of them each time to read out an instruction and use
gesture. At the same time, some other student can draw
the icons on the board.
Listening
Whenever we listen to something, e.g. part of a
conversation, a radio programme, an announcement,
we may not know what is going to be said. However, we
do know the context and we may have some idea about
the content. For instance, at a train station we know that
announcements have to do with destinations, times and
platforms. In a conversation, we may get some clues when
we look at the participants’ facial expressions and body
language. It is important, whenever students do a listening
activity, to help them anticipate what the situation may
be, the topic of conversation. This has to be something
general. Ss will listen and go back to their predictions. Then
they are ready for the second task, which typically involves
Ss finding key information. It is important to remind Ss that
it is not necessary to understand every single word but to
get a general idea. It is essential as well to help Ss see the
role of intonation in conveying meaning.
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Reading
We live in a print-rich environment and are surrounded by
written texts. Because of this, there is plenty of information
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we can get from a text even before we start reading it. For
instance, by looking at the layout of a letter, we know if it is
formal. It is necessary to do this whenever Ss are going to
read a text. By looking at the layout, and any visuals there
may be, Ss can make hypotheses as to the text type, or
the general topic. These hypotheses need to be general.
They then read the text – quite fast – and go back to their
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predictions. As in the case of listening, they are ready to
do another task, which usually focuses on some specific
information. Also, Ss need to understand that it is not
necessary to know or understand every single word in a text
to understand its meaning.
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Speaking
There are opportunities for speaking and interacting all
around the coursebook. In every case, Ss need to know
what to say and how to say it, i.e. they need to know what
linguistic resources they can use. Before any speaking
activity, it is advisable to brainstorm with Ss what language
they can use and write the list on the board.
When Ss have to record themselves, they can first rehearse
and make recordings to check how they are doing. They
can keep these recordings as records to show learning and
improvement.
Ss will tend to make mistakes when they are interacting.
As the focus of speaking activities is fluency, rather than
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accuracy, it is better to keep a mental list of the most
common mistakes and have a general revision at the end
of the activity. As teachers, we know what mistakes Ss are
likely to make, so we can have some remedial work before
an activity.
Writing
In Look Wide, there are activities in writing – exercises –
and writing activities. In the case of writing activities, Ss are
conveying meanings, they are communicating. This means
they need to take into account the audience – who they are
writing to – and the best text type to communicate what
they want to say. For example, to advertise a show, a digital
presentation is not useful, whereas a poster would be a
much better choice. Deciding on the audience, the genre
and the text type are fundamental stages of writing. Ss also
need to know they should write down ideas as some sort
of organisation before they actually start writing. Writing is
a process and, as such, the first version is not usually the
best one. After Ss write a first draft, the teacher can decide
to assign peer and / or teacher feedback sessions. In all
cases, the teacher will provide useful feedback, not only
in terms of grammar and vocabulary, but also in terms of
content and meaning. With this feedback, Ss are ready to
write a second draft.
Marking written pieces involves much more than grammar
and vocabulary. Ss should know what criteria teachers will
take into account to mark their work, such as organisation,
risk taking, integration of new and old teaching points,
among others.
Project work

In every unit, there is at least one instance of a final task

which is the result of the work in a lesson. Ideas will be
included in the notes for the units to enlarge on this final
task at a level that Ss can manage.

There is also a project at the end of every World Wide and

Skills Wide unit.

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Exercises

Exercises are presented in the Student’s Book and in the

Workbook sections. Their main purpose is the consolidation
of new teaching points. Exercises can be done in class or as
homework. If they are checked in class, there are different
ways to do so. The answers are read aloud by individual Ss
appointed by the teacher. It is better not to follow a pattern
so that everybody should pay attention. The T can also ask
Ss which sentences proved to be more challenging, and
check those, or the ones about which Ss may have a query.
Another interesting suggestion is to give Ss a key (which are
included in every lesson). In this case, they can ask if they
cannot understand why something was wrong.

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Assessment in Look Wide
Assessment refers to the process of gathering information General self-evaluation: using the list of criteria
about our students’ learning process and progress. the teachers decide upon, students can assess their
performance according to each criterion. A simple form
can be given to students or it can be drawn on the board,
LOOK WIDE caters for both assessment for learning and e.g.
assessment of learning. When assessing learners, teachers
need to use a variety of methods and tools, the written test CRITERIA EXC VG G F P
being only one. These tools are necessary since they will
give teachers different pieces of information about our Participation in class
students’ progress. Collaboration

Students should be involved in their assessment process. Attitude

For this to happen, they have to know what criteria Homework in time
teachers will focus on to assess them. These criteria need to
Materials in class
be shared with students from the very beginning, and there
should be instances along the term for students to reflect
on their progress as regards the given criteria. If we do this The teacher can then compare his or her own assessment
at the end of the term, there is no possibility for students to with each student’s and have a conversation with those in
make any improvement. which there is disagreement.

Apart from tests, teachers can get valuable information

about their students’ learning process by means of the

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Observation and checklist: the information that we get
following assessment tools:
from students when we see them interacting in class
• Student’s unit self-evaluation is extremely valuable to assess their learning process.
A corrected mistake can tell us much more than no
• Student’s self-check mistake at all for it shows reflection. Teachers can create
a checklist with the different concepts they want to focus
• Student’s general self-evaluation on. When something happens in class that catches their
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attention, they will go to the checklist and record this
• Observation information.

• Checklists
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• Attainment targets Attainment targets: As students learn new topics, they will
move from recognising the topics in a different context,
• The Global Scale of English (GSE) using it with guidance and support, e.g. when choosing
between two options, to using it more freely. There will
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• The GSE Teacher’s Toolkit come a point in which the topic is produced spontaneously.
It is hard to say when this will happen, but we know it is
definitely not when the topic is first introduced. At the end
of every lesson, there is reference to what students can be
Unit self-evaluation: at the end of every unit there is a expected to do as regards the new topics. In some cases,
Unit Wide section in which students go over the unit and expected mistakes are included. This information is crucial
reflect on what they have worked on. Students will draw a when assessing students.
✓ if they think they have understood the topic and have no
queries about it, a ? if they think they need some help or a
✗ if they feel they really need to go over the topic again.
Teachers can prepare different activities and exercises
with all the topics in the unit, and each student will do only
those in which they feel they need to practise. This will foster
autonomy.

Self-check: at the end of every unit in the workbook

section, there is a page with revision exercises for the whole
unit. Students can also use this to check if they need help in
any language area.

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THE GLOBAL SCALE OF ENGLISH
The Global Scale of English (GSE) is a standardised,
granular scale that measures English language proficiency.
Using the Global Scale of English, students and teachers
can now answer three questions accurately: Exactly how
good is my English? What progress have I made towards
my learning goal? What do I need to do next if I want to
improve?
 
Unlike some other frameworks that measure English
proficiency in broad bands, the Global Scale of English
identifies what a learner can do at each point on a scale
from 10 to 90, across each of the four skills (listening,
reading, speaking and writing) as well as the enabling
skills of grammar and vocabulary. This allows learners
and teachers to understand a learner’s exact level of
proficiency, what progress they have made and what they
need to learn next.
The Teacher’s toolkit
The GSE Teacher Toolkit is a free tool which contains a
global standard of reference developed by Pearson over
a number of years in collaboration with teachers, ELT
authors and language experts from around the world. It
is an online, searchable database. Teachers can select
the range that corresponds to the coursebook they are
teaching, and filter it by skill. This list can be downloaded
and can be used as a personal checklist. It can also
be shared with learners for them to be able to see their
progress. This can tap into their motivation for they may
feel it is worth making an effort to advance in their learning
process.
Visit https://www.english.com/gse/teacher-toolkit/user/
to access the Teacher Toolkit.

The Global Scale of English is designed to motivate

learners by making it easier to demonstrate granular

knowledge of their students’ GSE levels to choose course

materials that are precisely matched to their ability and
learning goals. The Global Scale of English serves as a
standard against which English language courses and
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progress in their language ability. Teachers can use their
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assessments worldwide can be benchmarked, offering
a truly global and shared understanding of language
proficiency levels.

Visit www.english.com/gse for more information about the

Global Scale of English.
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Visit www.english.com/blog/download-gse-young-
learners to download the GSE syllabus and descriptors.
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 Assessment
The following are forms teachers can use to keep a record of Students’ performance.

WORKBOOK HOMEWORK ASSIGNMENT

SUBMITTED

SUBMITTED

SUBMITTED

SUBMITTED

SUBMITTED

SUBMITTED
EXERCISE

EXERCISE

EXERCISE

EXERCISE

EXERCISE

EXERCISE
DATE

DATE

DATE

DATE

DATE

DATE
STS’ NAMES

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14 PHOTOCOPIABLE

 GENERAL ASSESSMENT
TERM 1 TERM 2 TERM 3

Complying with rules

Complying with rules

Complying with rules

Participation in class

Participation in class

Participation in class
Meeting deadlines

Meeting deadlines

Meeting deadlines
Materials in class

Materials in class

Materials in class
Collaboration

Collaboration

Collaboration
Punctuation

Punctuation

Punctuation
Attendance

Attendance

Attendance
STS’ NAMES

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REFLECTION SUGGESTIONS • What worked well? Why?

• What did not work well? Why? How can I change it?
Very often, we teachers have no time to focus on very important • Is there anything some students did not understand?
aspects of our lessons. Here is a list of suggested questions for What was it? How can I go back to it in a different way?
reflections, whose answers can be a word or two. • What ideas did students have that I can use?

PHOTOCOPIABLE 15
 The LOOK WIDE Interactive Digital Book
Look Wide offers a Student’s e-book, an enhanced
digital version of the Student’s Book. This resource can be
downloaded onto computers, tablets and smartphones.
Those teachers who choose to use this resource will
augment their classrooms with digital technology very
easily, without the need to use any special software. Also,
those teachers will open their classrooms to the ubiquitous
possibilities of mobile leaning.
What is mobile leaning?
M-learning refers to the process of teaching and
learning using mobile devices, i.e. laptops, tablets
and smartphones. Teachers and students can access
pedagogical resources any day of the week and from any
place they want to. This ubiquity of teaching and learning
makes m-learning a splendid possibility to keep on
learning away from the classroom.
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Does the Look Wide Interactive Digital Book need an
active Internet connection to work?
The Look Wide Student’s e-Book does not need an active
Internet connection to work after the teacher or the student
has downloaded the e-book onto their computer, tablet
or smartphone. Students can watch videos, listen to the
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audio files and do the activities in the interactive workbook
without connecting to the Internet. However, for teachers
to get the results of the students' workbook activities, they
need to go online.
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Who can benefit from the Look Wide Interactive Digital
Book?
Teachers and learners can benefit from the Look Wide
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Interactive Digital Book alike.
How can teachers offer an augmented classroom with
the Look Wide Student’s e-Book?
An augmented classroom is a face-to-face classroom
enhanced with the possibilities of ICT (information and
communications technologies). Teachers can augment
their classrooms by using the Look Wide Student’s e-Book
in their lessons. By doing so, teachers are using ICT
purposefully in their lessons augmenting their classrooms
with technology. Instead of playing the recordings, Ss can
listen to them using their own devices. The same thing
applies to the videos.
How can teachers offer a flipped classroom with the
Look Wide Student’s e-Book?
A flipped classroom refers to a pedagogical practice
in which the teachers assign their students some tasks,
especially video-based activities, to be completed before
coming to a face-to-face lesson. EFL teachers can offer
a flipped classroom experience by assigning reading,
listening and watching activities, as well as, videoed
grammar explanations in the Starter Level before coming
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to school. In this way, the students will activate their prior
knowledge before the lesson, which will free class time
for more interaction and production. Thus, teachers gain
time for reflection on the strategies the students used to
complete the assigned activities.
How can teachers and students use the Look Wide
Student’s e-Book?
There are different possibilities. Teachers can use the
e-book in the classroom as an augmented version of the
paperback. The e-book has the audio and the video files
embedded in the corresponding activities. Teachers can
display the e-book with a projector or on an interactive
whiteboard for the whole class to see. Teachers can
use digital tools, like the spotlight tool in interactive
whiteboards or annotations and markup tools in Adobe
Acrobat Reader to signal, make comments and highlight
content on the e-book pages. All the audiovisual resources
are in the activities and exercises where teachers and
students need them so no more wasting time searching for
the audiovisual files in the computer or mobile devices!
A second possibility is to ask students to use their mobile
devices – tablets, netbooks or smart phones – in class to
listen to the audio files or watch the videos. This solves the
problem of not having a digital projector or interactive
whiteboard available, or the issue of loudspeakers not
being powerful enough.
A third possibility, as suggested before, is the flipped classroom.
Students can not only benefit from the Look Wide Student’s
e-Book in the classroom but out of it as well. Students can
follow the lesson using their e-books in the same fashion
they use a printed book. However, as the students can
access the audiovisual resources for the listening and
watching activities, they can work on them on their own
and at their own pace. That is to say, learners can play the
listening and video activities as many times as they may
need to. Students can listen to an audio or watch a video
several times, anywhere, any time to complete a given
activity. In this way, the Look Wide Student’s e-Book is a
wonderful resource for fostering learners’ autonomy and
differentiated learning.
One more thing! Students can benefit from the Look Wide
Student’s e-Book while they are not at school because they
can have the e-book installed in their own devices. So, they
can access all the contents of the e-book from their desks
or from any mobile device on the palm of their hands. Rainy
days and extreme weather conditions in the country and
in some cities as well usually prevent many students from
attending lessons. The same thing happens when students
cannot make it to school because they are not in town or
get sick. Their teachers can send students a text message
and assign a listening or a video activity to be done at
home and stayed tuned with the English lessons while they What can teachers use the Look Wide Interactive
are away from school. This is a meaningful example of Workbook for?
an extended classroom. Look Wide offers another way to
These are some reasons why teachers should use the Look
extend a classroom with digital technology.
Wide Interactive Workbook:
How can teachers create an extended classroom with
• very easy to use
the Look Wide Interactive Workbook?
• already programmed
• remedial work
An extended classroom is a virtual companion to a face- • catch-up work
to-face classroom. This virtual module could be a blog • differentiated instruction
(e.g. blogger.com), a shared folder (e.g. Google Drive), or a • free classroom time of homework feedback
virtual classroom. • use of classroom time for interaction, queries and
reflection
Look Wide offers a virtual classroom so every teacher • flipped learning experiences
can extend their face-to-face classroom with this online • mobile learning
classroom. The Look Wide virtual classroom keeps a • an extended classroom experience
record of all the exercises each student attempts to do
or completes, the scores they get in each activity and the
time they spend on each exercise; and the good thing is
that everything is automatic and already programmed.
Therefore, the teacher needs to focus only on teaching
without worrying about administering the virtual classroom
and the students have to only focus on their own learning
by completing the exercises from any place and at any

What is the bright side of using the Look Wide

Interactive Workbook for the students?
Students have online access to all the exercises they have
on
time they enter their virtual classroom. This is a meaningful
example of ubiquitous, mobile learning.
rs
in the paperback workbook. That means they can work
on the interactive exercises anywhere, any time. However,
the brighter side is that the students receive immediate
feedback after submitting their answers of the exercises.
This can help students to quickly see their progress.
a
Students can choose to re-do any exercise 2 times (3 times
in all) and, thus, improve their scores.
Pe

What is the bright side of using the Look Wide Interactive

Workbook for the teachers?
The Look Wide Interactive Workbook is already online and
available for the teacher to use with their class. Teachers
will have a private virtual classroom to use with their
students. Both teacher and their class will access the virtual
classroom and the Look Wide Interactive Workbook with a
secret password.

As the Look Wide Interactive Workbook is interactive and

offers automatic and immediate feedback, the teacher
will only have to look at the scores their students got and
notice where the challenges in the exercises are. With this
assessment record at hand, the teacher can design future
courses of actions for their lessons. In this way, the Look
Wide Interactive Workbook will do all the assessment by
giving feedback and collecting the students’ progress.
Undoubtedly, this sound evidence of the students’ progress
will free the teacher from long hours of checking and
marking students’ activities so he or she can have more
time for teaching and more time for using the language in
the classroom.

17
 Planificación anual
Uso del Inglés
Estilos
Contenido
Unidad Producto final Expectativas de logro Habilidades del siglo 21 textuales y
escolar
géneros

0 Unidad de inicio Alfabetización digital:

Los alumnos podrán:
Bienvenidos
• Reconocer colores,
números y objetos Búsqueda de información
escolares.
• Presentarse.
Pensamiento crítico: evaluación
de información

Red social:
Twitter

Procesador de texto

1
La familia y
los amigos
Árbol
genealógico
Poema
Los alumnos podrán:
• Reconocer miembros de
una familia.
• Reconocer el caso
posesivo.
• Usar adjetivos posesivos
on
Arte: Familias
en el arte
Software para crear
collage, presentaciones,
poster multimedial, audio,
organizadores gráficos
Historieta
Texto
informativo
Poema
Epígrafes
rs
del singular. Árbol
• Recordar la conjugación Colaboración: trabajo de a genealógico
del verbo to be en pares y grupales
afirmativo y negación.
• Listar nacionalidades. Creatividad y Producción
a
• Saludar y presentarse. multimodal: collage
• Reflexionar sobre sus
presentación, poster, mapas
habilidades de lectura.
mentales
Pe

2 Listado: ropa Los alumnos podrán:

• Recordar prendas de
Practicas
del lenguaje:
Historieta
Mis cosas Artículo
vestir. poemas descriptivo
• Identificar sustantivos (shape & list Texto
singulares y plurales. poems) informativo
• Describir prendas de
vestir.
• Diferenciar los
pronombres
demostrativos.
• Usar el verbo to be en
preguntas.

18 PHOTOCOPIABLE

 Reflexión Recursos lingüísticos discursivos
ESI
Intercultural Lingüística (Educación sexual Áreas léxicas Gramática Fonética
integral)

Objetos que se llevan a El uso de pronombres Nombres femeninos Información Uso de a / an Entonación
la escuela personales en inglés y y / o masculinos personal Formación del del discurso
español Pasatiempos plural de los en oraciones
Abecedario sustantivos y preguntas
Números 1-100
Colores
Objetos
escolares
Lenguaje del
aula

La familia

Celebración de
cumpleaños
Uso de his y her y
su equivalente en
español

La negación de los
on
Tipos de familia

Uso de nacionalidad
como forma agresiva
y despectiva
Familia
Nacionalidades
Adjetivos para
describir la ropa
Verbo to be en
modo afirmativo
y negativo
Adjetivos
posesivos: my,
rs
Saludos y formas de verbos to be, ser y your, his, her
presentarse estar en español e Saludos y espacio Caso posesivo
inglés personal Pronombres
demostrativos
Uso de mayúsculas Uso de hashtags y
a
para nacionalidades grooming
en inglés y español
Pe

Posesiones materiales Uso de pronombres La moda: Ropa Verbo to be

demostrativos en estereotipos y en modo
Opinión vs crítica español e inglés prejuicios sexistas interrogativo
Pronombres
Tipos de preguntas Juegos digitales y demostrativos
físicos y prejuicios Pronombres
sexistas interrogativos

PHOTOCOPIABLE 19
 Uso del Inglés
Estilos
Contenido
Unidad Producto final Expectativas de logro Habilidades del siglo 21 textuales y
escolar
géneros

3 Plano de una
casa
Los alumnos podrán:
• Recordar partes de una
Ciencias
naturales:
Alfabetización digital: Historieta
Artículo
En casa
casa. reciclaje descriptivo
• Recordar muebles y Búsqueda de información Texto
artefactos de una casa.
Arte: collage informativo
• Usar there is / are en los 3
modos. Pensamiento crítico: evaluación
• Reconocer preposiciones de información
de lugar.
• Atender a un invitado. Red social:
Twitter

Procesador de texto

4 Listado:
personas:
Los alumnos podrán:
• Describir las partes de la
Prácticas
del lenguaje:
Software para crear
Historieta
collage, presentaciones, Cuestionario
Yo
amigos y cara. Creación de Texto
poster multimedial, audio,
familiares • Nombrar partes del personaje

on
organizadores gráficos descriptivo
cuerpo. de historieta:
• Usar el verbo have / has superhéroes
got.
• Recordar el uso de why y Colaboración: trabajo de a
because. pares y grupales
• Pedir disculpas y
responder a ellas.
Creatividad y Producción
rs
multimodal: collage
presentación, poster, mapas
mentales
a
5 Juego:
habilidades
Los alumnos podrán:
• Listar actividades.
Educación
física: deportes
Historieta
Texto
Las cosas
• Reflexionar sobre sus y recreación informativo
Pe

que sé habilidades de lectura.

hacer • Usar el verbo can en sus Ciencias
3 modos.
naturales:
• Hablar sobre hobbies.
genética

6 Juego: gustos Los alumnos podrán:

• Recordar el uso de verbos
Prácticas
del lenguaje:
Historieta
Texto
Eso me
asociados con deportes poesía informativo
gusta (do karate). japonesa
• Expresar preferencia con (list poems &
diferente intensidad. haiku)
• Listar los meses y las
estaciones del año.
• Hablar del clima.

20 PHOTOCOPIABLE

 Reflexión Recursos lingüísticos discursivos
ESI
Intercultural Lingüística (Educación sexual Áreas léxicas Gramática Fonética
integral)

Hogar y casa Estructura de there is / Orden y respeto por Partes de la There is / are Entonación
are y hay los demás casa Preposiciones de del discurso
Recepción de invitados Muebles y lugar en oraciones
en casa objetos del y preguntas
hogar
Cortesía

Vacaciones Orden de los adjetivos Belleza y Partes de la cara Orden de los

en inglés y en español. personalidad: Partes del adjetivos
Pedido de disculpas estereotipos cuerpo Verbo Have /
impuestos por los Has got

on
Conjugación de los Adjetivos
verbos have y tener. medios. para describir Adjetivos
apariencia y posesivos: our,
Estructura de la Bullying personalidad its, their
pregunta con los
verbos have y tener Las disculpas y el
respeto
rs
Diferentes
inteligencias
a
Aceptar y rechazar Estructura del verbo Diferentes Deportes Verbo can en
sugerencias. can habilidades Actividades todas sus formas
recreativas
Pe

El uso del “no” Respeto y escucha a Usos de play,

Lenguaje de señas los demás. make & ride
Actividad física y el
efecto en la salud

Nombres El uso del artículo en El deporte y prejuicios Deportes Verbo like

español e inglés para sexistas Actividades en modo
Brecha tecnológica generalizaciones (I like Usos de go, do interrogativo y
coffee.) Espacio personal & play afirmativo
Estaciones del año y Preferencia: like
clima Uso de gerundio en Uso del lenguaje & hate
inglés e infinitivo en inclusivo El tiempo
español para expresar Meses
gustos
Estaciones del
año

PHOTOCOPIABLE 21
 The first week
Before starting, you may want to work with Ss with some
ground rules. They will be at two levels, linguistic and
relational. Linguistic refer to the use of English in class. Most
Ss will be beginners. This is a good opportunity to give them
some resources so that they can use English in class.
It is advisable to use English as much as possible. You can
use cognates, i.e. transparent words, such as nationality,
personality, family. However, when you are helping students
construct meaning, it is advisable to use Spanish. However,
we want to stress we do not aim at translating at all. Once
Ss get used to the questions you use to help them reflect,
and once they have more linguistic resources, they will be
able to understand you when you use English.

TEACHER CLASSROOM LANGUAGE

What follows is a list of the most frequent classroom Latin origin which mean the same in English and Spanish),
language. As you use it, make sure you put meaning across body language, and any other means to help Ss construct
by using gesture, helping Ss focus on cognates (words with meaning without resorting to translation.

Classroom instructions
• Look at this / the picture on page … Classroom management
• Say it again.

on
• Listen to this / the dialogue. The following are expressions you can use to keep
• Open your books at page / unit … the class working appropriately.
• Close your books / notebooks. • Work quietly.
• Read this / the text in silence. • No more talking, please.
• Write the answers in your notebooks. • Use English. / Say it in English.
• Act out the conversation. • Try again.
• Sit next to (Gon). • Time’s up.
rs
• Do (Exercise X) for homework. • Go back to your spot.
• Spell it.
• Make two teams.
• Get into groups.
• Work on your own.
a
• This is to hand in.
Pe

Student classroom language

As suggested before, use different means to put meaning across.
Ss can make a poster with these phrases and pin it on the wall
and they can also make personal file cards with this information.
It is a good idea to ask Ss how they think they can keep a record
Assessment criteria
of these expressions. Remind them to use them every class. You
During the first lessons, it is advisable to tell
can have a challenge of sorts, e.g. if everybody uses English all
Ss the criteria to be applied to mark them.
the time, they can choose which game to play or which favourite
Ss’ marks should include several aspects,
activity to do the following class.
not only exams. The following are suggested
• A (pen), please. criteria:
• Say that again, please. • Participation in class (irrespective of
• How do you spell "teenager"? mistakes Ss can make).
• How do you say "flequillo" in English? • Collaboration.
• Can I go to the toilet, please? • Attitude.
• Is this to hand in? • Submitting homework and assignments in
• Can I work with (Majo)? time.
• Can we work in groups? • Bringing materials to class.
As to relational rules, it is usually a good idea to have them in a
poster signed by everybody, teacher included. It is even better if
some of the rules apply to the teacher as well, e.g. when to give
back checked homework or marked exams.

22

 0 Welcome
0.1What’s
0.1
0.? It’sSB
Txt me! SB pages
your
pages ?name?6-7SB pages 6 - 7
LEAD IN
• As you enter the classroom, greet Ss. You can say 3
Hello! or Good (morning)! In either case, wave 1 Boy: Oh, look! That’s Hailey. 3 Girl: Is this Fergal?
Girl: Sorry? Who? Boy: Fergal? How do you
your hand so that it is clear to Ss what you mean. Boy: H  ailey. H-A-I-L-E-Y spell that?
Encourage Ss to greet you back. 2 Girl: Hi, I’m Betty. Girl: F-E-R-G-A-L.
• Introduce yourself to Ss, e.g. I’m Florencia / I’m Ms Boy: H  i! How do you spell 4 Boy: My name is William.
Artillo. In English, we either use our name or Miss / Mr Betty? Girl: And how do you
Girl: B-E-doubleT-Y spell that?
/ Mrs / Ms and our surname. Boy: …  double T-Y … OK, Woman: W-I-double
• You can look at one of the Ss and ask, Matías? thanks. L-I-A-M.
Gonzalo? When the S says no, ask What’s your name?
Answers 2 E, T 3 F, R, G 4 W, L, I, M
The S will say his name. Do not ask him to say I’m.
• Remind Ss of what you said: I’m Florencia. Ask Ss to
introduce themselves. 4 Work in pairs. Ask for your partner’s name or
• Tell Ss to open their books at page 6 and look at surname. Write it down.
the photos. Read out what each character says and • Work on the instructions.
ask Ss Is this personal information or an introduction, • Allot a couple of minutes for Ss to interact. They can
presentarse? record the dialogues.

on
• Ask Ss to read the presentations and ask them what the
characters say to say their name: I’m… or My name’s… Meet Doug and Kit
• Tell Ss these two characters will be present in every unit.
➤ Extra activity • Have Ss read the dialogue. You can ask them if they
This activity is useful to learn more Ss’ names. Look at a like Dug and Kit. You can use the thumbs up gesture.
S and say, e.g. Lucila. S says Yes, I'm / my name's Lucila • Tell them that Kit is intelligent = clever.
or No, I'm Pia.
rs
Language Wide
1 Listen to your teacher and repeat the letters.
What’s in common? Help Ss see names are not repeated. Ask them if in
Spanish we repeat names. Help them see the connection
• Ask Ss to read the instructions. Remember the between he / she and the Spanish equivalents.
a
suggested procedure on page 22.
• Read out the first group and ask Ss what similarities
they can hear. Show them they are grey, which has 5 Write in the correct column.
the same pronunciation. Do the same with the other
Pe

groups of letters. • Work on the instructions. Give Ss a couple of minutes

to do the activity, then check.
2 2 Listen and tick (✓) the letters you hear.
• You can add further examples.
Answers He: Gonzalo, Jeremías She: Mariana, Luciana, Ana
• Check Ss know what to do.
• Tell Ss about the rules for listening: do not interrupt,
make no noise, etc. ESI Names are very important to us since they are part of
• Play the recording. You can pause after each one to our identity. To us, some names are clearly feminine
check, or just check at the end. or masculine, but there are others which are not that
clear. Sometimes there are differences in languages. For
2 instance, Ariel is a masculine name in Spanish but feminine
One. A, E Three. W, U Five. M, N in English. It is necessary to discuss with Ss how to be
Two. G, C Four. B, P Six. I, Y respectful of everybody’s name and never to mock them.

6 Read, circle and complete. Use the names in

Watch OUT! the box. One extra superhero!
Help Ss notice that whenever there is repetition of a letter, • Work on the instructions.
we say double. • Check that Ss know all the superheroes.
• Have them do the exercise.
3 3 Listen to the names. Complete the • Check Ss’ answers.
missing letters. Check with your partner. Answers 1 He’s Superman. 2 She’s Supergirl. 3 She’s Killer Frost.
• Work on the instructions. 4 He’s Batman. 5 He’s The Flash.
• As before, you can play and check one by one.

23
0.? Numbers,
0.2 Txt SB pages
numbers!
? SB page 8

1 Write the answer in words. 5 6 Listen and repeat.

• Work on the instructions. Tell Ss they can use the
information in the box to do the activity.
• Alternatively, you can do Ex 2 first. If you do not, wait
to check till Ss do Ex 2.
Answers 2 nine 3 five 4 three 5 one 6 eight 7 seven
8 eleven
• Show Ss that the words are coloured for them to
understand the meaning.
• Play the recording and have Ss repeat the colours.
• As further practice, you can spell out the colours for
Ss to say the words.

6 Look at Exercise 2. Write the numbers which

2 4 Listen, read and repeat. How many can are this colour.
you say in one minute? • Work on the instructions.
• Work on the instructions. • Ss can check in pairs before the general checking.
• You can play the recording one by one, with time for • Check Ss’ answers.
Ss to repeat more than once.
• You can then have them say as many as they can in ➤ Extra activity
one minute.
You can tell Ss to either point to or show something the
colour you say, e.g. show me red. After a while, Ss can
4 ➔ See SB page 8 give the instruction. As an alternative, you can play
Simon Says. Remind Ss they must perform an action
➤ Extra activity only if it is preceded by the phrase “Simon says”.
You can mouth numbers for Ss to say them.

➤ Extra activity
Draw numbers in the air for Ss to say them. You can
then appoint Ss to draw the numbers.
on
rs
3 Circle the correct number. Say them
backwards.
• Work on the instructions. Make sure Ss understand
they have to spell them backwards.
a
• Give Ss time to do the activity, then check.
• After Ss spell out the numbers, you can ask them to
spell the ones they have not circled.
Pe
7 Look at the picture below. Match 1 – 5 with
colours a–e.
• Work on the instructions.
• Go over the words. Some of them are quite
transparent and Ss will understand their meaning.
Have Ss look at the picture for them to check the
meaning of the words they do not know.
• You can say each of the words for Ss to point in the
picture. This way, they can associate spelling and
pronunciation.
• Give Ss time to do the matching, then check.
Answers 2 e 3 a 4 b 5 d

Answers 1 4 2 15 3 13 4 8 5 20 6 7
Students can go online to learn other colours
and practise them.

Ss can go online and have further practice with

numbers 1-20.
4 5 Listen and write the number you hear.
• Work on the instructions.
• Remind Ss of the rules for listening.
• Play the recording more than once if necessary, then
check.
• You can also ask Ss to spell the numbers.
Answers b 7 c 13 d 4 e 12 f 15 g 8 h 19
➤ Extra activity
Ss will need coloured pencils. If they do not have any,
they can write the colours on slips of papers. Tell them
you’ll dictate a sequence of colours, and they have to
organise them on their desks. Start by two at a time,
and then add difficulty by saying three or four. This way,
Ss will repeat the colours in their heads.

5
a Twenty c Thirteen e Twelve g Eight
b Seven d Four f Fifteen h Nineteen

Ss can go online and have further practice with

numbers from 1 to 100.

24

0.3 What is it? SB page 9

1 7 Listen and repeat. Name the objects

in Alex’s bag. How many can you say in one
minute?
• Work on the instructions.
• For Ss to get the meaning of the words, describe
them, e.g. The backpack is yellow. Once you say this,
ask them what number it is.
• After Ss repeat the words, say the numbers for Ss to
say what it is.
• Now challenge Ss to say as many as they can in one
minute.
7 ➔ See SB page 9
➤ Extra activity
Show different items (either real objects or flashcards).
Say the word and Ss have to say Yes or No depending
on what you say. For instance, if you show a backpack
and say pencil case, they have to say No. After a while,
3 Write a or an before the words.
• Work on the instructions.
• Give Ss time to do the activity, then check.
• You can have Ss name the objects in Alex’s
backpack, this time using a or an.
Answers 2 a 3 an 4 an 5 an 6 a
4 8 Listen and repeat. Then label the objects
1–5 in the picture.
• Work on the instructions.
• Play the recording for Ss to listen and repeat the
words.
• Once Ss have repeated the words, say The board
is white (or the colour of the classroom board). Tell
Ss to listen and point. Do the same with the other
elements in the classroom for Ss to understand the
meaning of the words.
• Have Ss label the objects and check.
Answers 1 board 2 desk 3 chair 4 bin 5 clock

on
they have to repeat the word if it is correct and remain
silent if it is wrong.
8 ➔ See SB page 9
Watch OUT! Watch OUT!
Focus Ss’ attention on the examples. Ask them if the plural
Focus Ss’ attention on the use of It’s and They’re. Elicit from
is similar or different to Spanish. You can give them an
them which one is used for the singular and which for the
example to compare, e.g. manzana, manzanas, avión,
rs
plural.
aviones. In the latter, what changes is the pronunciation,
but the spelling is the same.
AT This is a starter unit. Ss will be using the vocabulary
in this unit as they move along. At this stage, they
2 Look. How many can you see?
are expected to recognise a few. Later on, they will
a
• Work on the instructions. remember and produce most.
• Have Ss write the answers, then check orally.
Answers 2 four rulers 3 seven sandwiches 4 fifteen pencils
Pe

➤ Extra activity
You can draw a number of school objects in the air for
Ss to say how many and what they are, e.g. three pencil
cases.

IC Help Ss understand that what Alex has in his backpack

does not represent any standard. Ss will take to school
what they need. For instance, if they live in a dry area,
there is no need to take an umbrella. In some schools,
Ss use the books in the classroom so they do not need
to take any in their backpacks. It is important to make
everybody feel OK with what they take to school. Ss
can describe the elements in their backpacks. You may
show them the words for what they take, e.g. lunchbox
if they take vianda to school.

Watch OUT!
Focus Ss’ attention on the examples. Show them that a is
the same as one in Spanish. Ask them if it is easy to say *a
umbrella, *a apple. They have to stop after a, that’s why we
say an apple, an umbrella.

25
 1 Family and Friends
0.1AIt’s
1.1 me! family?
typical SB pages 6-7
SB pages 10-11

This unit is about families. The concept of family we

adhere to is that of people living together who share a
bond of love and kinship. No mention is made of what
used to be considered the typical family: parents and two
kids. There are plenty of opportunities to discuss different
types of families: single parent, same sex parents, big and
small, multicultural, mixed-race, mixed or blended, families
in which there are no parents but grandparents or older
siblings, nuclear and extended, among others. Ss can be
invited to talk about their families. It is important not to refer
to any of the types here as different, because that would
mean there is a norm, with the rest deviating from the norm.
Every unit is introduced by a Tweet from Nico Toyota or Silvia
Cantero, two teenagers. They pose a question related to the
topic. As Ss move along the unit, or towards the end of the
unit, they can go back to the question posed at the beginning
and answer it according to their own opinions and ideas.
ESI In this big family we can see different types: a man and
a woman with three children, an elderly divorced man
married to a divorced young woman, and two men
with an adopted daughter who calls them fathers. No
judgement is passed at all about any topic.
Watch OUT!
Focus Ss’ attention on the words. You can ask them
how they’d say mother and mum in Spanish for them to
understand the relation between the words. You can do the
same with the other words. In the case of parents, you can
tell them the Spanish is padres.
2 9 Listen and repeat. How many can you
memorize in one minute?
• Work on the instructions.

@ Tweet: What is a family in the 21st century? Models

of families? Who is your family?
You can ask your students to respond to the tweet at the
end of the unit. You can use Twitter; however, to maximize
on • Ask Ss first to tick the words they have already seen.
Check which they are.
• Using the family on page 10, explain uncle and
aunt, e.g. Claire is Lily’s aunt. Phil is Lily’s uncle. Lily is
Mitchell and Cameron’s daughter. Joe is Gloria and
Jay’s son. Lily and Manny are cousins.
• Play the recording and have Ss repeat the words.
rs
the privacy of our students, we recommend using a closed
group or the message tool in a virtual learning environment • Challenge Ss to memorize as many words as they can.
like Edmodo or Google Classroom. You can even display
a poster on a classroom wall where Ss can write or paste 9 ➔ See SB page ?
their comments to the hashtag.
a
3 Read, look at the photo on page 10 and
LEAD IN complete the table.
• With this wide idea of what a family is, write the word • Work on the instructions.
Pe

family on the board. Tell Ss to think about their family
and to write in their notebooks the names of as
many family members as possible.
• Set a time limit and, when time’s up, ask how many
names Ss were able to write. Do not have this as any
sort of competition.
• You can ask Ss how many from the list are male
and how many female. Ask around to see if the
percentage tends to be the same for most Ss.
• Tell Ss that later in the lesson they will work with their
lists of family members.
1 Look at the picture. What do these words mean?
• Work on the instructions.
• Focus Ss’ attention on the words and the photo. You can
give them options, e.g. family words or personality?
• Present the family to the Ss for them to understand
the meaning of the words, e.g. Jay is the grandad to
Hailey, Lily, Alex and Luke. What’s your grandfather’s
name? Do the same with the other members of the
family while Ss look at the family tree.
• You can go back to the title of this lesson and ask Ss
if they consider this is a typical family. Their answers
may differ, which is great.
• Ss can work individually or in pairs.
• Give them time to complete the activity, then check.
Answers He: grandfather, brother, cousin She: daughter, aunt, brother
➤ Extra activity
Tell Ss you’ll describe your family, including true and
false information. Challenge them to spot the wrong
information. You can tell them, e.g. My father is Antonio.
They have to say Yes if they think it’s true or No, if they
think it’s false.
Watch OUT!
Focus Ss’ attention on the examples. Ask them how they’d
say Manny’s mother (la madre / mamá de Mannny). Show
them that personal relation is expressed by adding ‘s to the
name.
➤ Extra activity
Ask Ss to go back to the list at the beginning of the
lesson. They can tell the rest about their families,
e.g. My mother’s name is Susana. You can write the
example on the board for Ss to use as reference.

26

4 Look at the family tree on page 10 and write
the names.
• Work on the instructions. Check Ss know what to do.
If necessary, you can do the first one with them.
• Remind Ss they have to look at the family tree and
Hayley’s comments.
• Allot a couple of minutes for Ss to complete the
activity, then check.
Answers 2 Claire 3 Mitchell 4 Hayley, Alex, Luke 5 Gloria and Jay
5 Look at the family tree again. Complete the
sentences. Use the names in the box. There is
an extra name.
• Work on the instructions.
• Check Ss know where they can check if they have
any queries.
• Let them complete the sentences and then check.
Answers 2 Mitchell’s 3 Gloria’s 4 Phil and Claire’s 5 Joe’s 6 Lily’s
➤ Extra activity
will use them again in class: at home, in the English
notebook or binder, in the classroom, etc. This is a
good way of fostering Ss’ responsibility. In all cases,
they will need to have their materials with them when
they are needed.
Remind Ss they can type the words in bold in a search
engine to find apps or tools.
Vocabulary: Ss will design their own dictionaries. At
the end of every lesson, or at the end of the unit, they
will add words to their dictionaries. You can discuss
different categories with them. Ask them to go over
the Welcome unit and lesson 1, and tell you if they
can find different categories for words. You can give
them options, e.g. school objects / elements, families,
personality, etc. Tell Ss each category will need a
page or a card, so that new words can be added.
Ss can personalise their vocabulary banks. They can
add pictures or make drawings to show the meaning
of the words. They can also use a digital app or tool
to create their vocabulary banks.

on
Have Ss look at the family tree for a minute and close AT Ss should recognise some family words. They should
their books. Describe the family for Ss to say if your
understand the meaning of the genitive, though they
statements are true or false, e.g. Gloria is Luke’s aunt.
will find it very difficult to produce it, even in very
guided contexts.
6 10 Listen and circle. Then listen again and
check your answers.
WB Answers 1.1 A typical family? Page 76
• Work on the instructions.
rs
• Remind Ss of the rules for listening. 1. 2 d 3 b d 4 c 5 e 6 a, f 7 g
2. FEMINE: mother grandmother granny daughter sister aunt
• Play the recording, then check the answers. MASCULINE: father dad grandfather granddad son brother uncle
Answers 2 daughter 3 daughter 4 grandmother 5 son BOTH: parents cousin
6 brother 3. 2 grandfather 3 aunt 4 cousins 5 daughter 6 sister 7 son
4. 2 son 3 cousins 4 grandmother 5 uncle
a
10
1 Woman: John is Julia’s son.
Pe

Man: No, he isn’t. He’s Julia’s father.

2 Man: Anna is Peter’s daughter.
Woman: Yes, that’s right. Anna’s Peter’s daughter.
3 Woman: Julia is Agatha’s mother.
Man: No, that’s not right. Agatha is Julia’s mother. Julia
is Agatha’s daughter.
4 Man: Agatha is Tom’s sister.
Woman: Erm … no. She’s his grandmother.
5 Woman: Paul is John’s son.
Man: Yes. Well done!
6 Man: Tom is Anna’s brother.
Woman: Tom? Yes. Correct.

Over
  to
YOU Draw
 your family tree. Write the names of
the people from your family.
• Work on the instructions.
• Ss can draw their families. Alternatively, they can
use photos and use an online app or tool to present
their families.
• Ask Ss to present one or two people per sheet
because they will enlarge on this as they learn new
topics. In this Teacher’s Book, it will be signalled as
Project Development.
• Reflect with Ss on where it is better to keep these
productions if they are paper productions since they

27
1.2 How old are you? SB pages 12-13
LEAD IN
Focus Ss’ attention on the title of the video: It’s Granny’s
birthday! If Ss do not understand the word birthday, begin
singing the Happy Birthday song.
Introduction of age
• Tell Ss you’ll play a quiz. Write the following on the
board: Messi, Rosario, 24/6/1987. Ginobili, Bahia
Blanca, 28/7/1977 Paula Pareto, San Fernando,
16/1/1986, Del Potro, Tandil, 28/9/1988. Point to
the date next to Messi, say it’s his birthdate and ask
Ss, How old is Messi? Do the same with the other
sportspeople.
• Ask Ss what information you get when you ask How
old…? You can go back to Messi and ask Ss whether
they’d answer He’s… or She’s… Do the same with
Paula Pareto.
• You can then tell Ss you’ll test their memory. Erase
the info on the board and tell Ss, e.g. Ginobili is forty.
Yes or no? I am seventeen. Yes or no? Paula Pareto
and Messi are thirty, yes or no?
on
• Close the activity by referring to their maths and
memory skills.
1 1 11 Watch or listen, then read the
extract from the video. Answer the question.
• Have Ss look at the images. Point to the number and
rs
ask Ss what it may refer to. You may give them options
in Spanish, e.g. la edad o cantidad de regalos?
• Ask them if they think the situation is happy or not.
You can draw an emoji on the board or show the
meaning with your thumb up.
• Play the video or the listening for Ss to check.
a
• Go back to Ss’ predictions. It’s granny’s age and
there’s a problem. You can elicit from Ss what the
problem may be.
Pe
• Ask Ss to read the question and answer it.
Answer She’s seventy.
11 ➔ See SB page 12
1 Video script page 83
2 Read the sentences. Circle T (true) or F (false).
Correct the wrong sentences.
• Work on the instructions.
• You may read out the sentences as Ss read them on
their own. You can do the first one together with them.
• When checking, you can ask Ss to show where in the
text they find the answer to each question.
Answers 2 T 3 T
3 Listen again. Find the following expressions in
the story. What are they in your language?
• Work on the instructions.
• Have Ss read the Out of Class box. In this box, they
will find every day, colloquial expressions.
28
• Once Ss find the expressions and give the Spanish
equivalent, ask them in what situations they can use
them.
• Ss can make a poster with the expressions they can
use in class.
4 Jen and Alex’s mum says ‘Oh, no!’ What’s the
problem? Choose: a, b or c.
• Work on the instructions. Check Ss understand the
photo next to the statements show the problem.
• You can check how many Ss think the problem is a,
how many vote for b and how many for c. Do not tell
them which is correct.
5 2 12 Now watch or listen and check.
• Work on the instructions.
• Play the video or recording and go back to Ss’
predictions.
12
Mum: Oh, no!
Dad: What?
Mum: Look at the cake.
Megan: Oh, no! It’s the wrong cake.
Jen:
Sophie:
It’s a baby’s cake! Look!
‘Happy birthday baby Luke’!
Alex: Luke is one today!
Dad: And the cake is yummy!
Jen and Alex: Dad!
2 Video script page 83
IC This is a birthday situation in which there is a party
with balloons, presents and a birthday cake. This
may be natural for many, but not necessarily for all
Ss. There may be no presents involved, or some other
sort of celebration, or even no celebration at all. It is
important to make every student tell the rest about the
way in which they celebrate birthdays.
Introduction of to be affirmative
• Before working on the table, write I’m Florencia. Kara
is Superman. Gloria and Jay are Joe’s parents.
• Ask them how they would translate the underlined
words.
• Tell Ss I’m happy. (if necessary, write it on the board).
Ask them to translate am. Do the same with Sophie
is happy, Megan and Dad are happy.
• Have Ss read the table and ask them if the
examples refer to a family or to age.
• Tell Ss that in Spanish, we use another verb, but in
English, age is part of people, the same as height.
• Focus Ss attention on the different forms. Ask them
how they would like to keep a record of this to
remember. Ss can write this on a card and keep it as
reference or they may design a poster for the wall.
• You can play the Get Grammar video or tell Ss to
watch it at home.
3 Video script page 83

Language Wide
Help Ss notice that there is one verb in English (to be)
but two different verbs in Spanish (ser and estar). Ask
them to answer the question.
6 Find the sentences in the story. Write the
missing word.
• Work on the instructions.
• You can ask them to complete the sentences first,
and then find the examples in the story to check.
• Allot a couple of minutes, then check.
Answers 2 am 3 are 4 is 5 are
7 Circle the correct answer.
• Work on the instructions.
• Give them time to do the activity and then check
their answers.
• You can ask them what change they would make in
each sentence to use the other option.
on
Answers 2 am 3 are 4 is 5 are
Watch OUT!
• You can start by reminding Ss of My name’s… and
What’s your name? The meaning of my and your are
very clear. You can introduce the topic by asking a
rs
student, e.g. What’s her name? while pointing to a
girl. Then ask another student What’s his name?, this
time pointing to a boy.
• Have Ss read the box and ask them what the
difference is between his and her. You may ask them
about the equivalent in Spanish.
a
8 Complete with my, your, his or her.
• Work on the instructions.
Pe
• Allot a couple of minutes for Ss to do the exercise.
• Ss can check in pairs before the general checking.
Answers 2 her 3 My 4 Your 5 his
9 13 How old are they? Follow the lines and
complete the sentences. Then listen and check.
• Work on the instructions.
• Allot a couple of minutes for Ss to do the activity,
then check.
Answers 2 are thirteen 3 is sixteen 4 are eleven
13
1 Lucas is Jen's new friend. He's twelve years old.
2 Alex is in Lian's class. They are classmates. They're thirteen.
3 Lucas's brother is in Spain now. He's sixteen years old.
4 Jen is eleven years old. She's Alex's sister!
10 Read and complete with am, are or is.
• Work on the instructions.
• Ask Ss what they think the connection is between the
photo and the text.
• Have them read the text quickly and go back to
their predictions.
• Give them time to complete the text, then check.
Answers 2 am 3 are 4 is 5 are
Watch OUT!
• Have Ss read the box and ask them what
information is required when you ask How old…?
Over
  to
Read the poem. Make changes to talk
YOU 
about a friend or classmate.
• Work on the instructions.
• You can explain the meaning of break by referring
to the time the Ss play in the playground, e.g. Your
break is at 10.20.
• Read out the poem and show Ss that cake and
break rhyme.
• You can elicit from Ss what changes they need to
make to the poem if they write about a girl – she –
or if they write about a boy – he.
• Encourage Ss to add rhythm to their poems.
Tell Ss they can type the words in bold in a search
engine to find useful apps or tools.
➤ Extra activity
This activity can be done as homework for the following
class. Ss need to bring a photo of somebody they all
know, but they can add a pair of glasses or something
to the photo. They should show the photo and ask the
rest, e.g. What’s his / her name? How old is he / she?
Vocabulary: Ask Ss to include the new words in their
dictionaries.
Project development
• Ask Ss to get their family tree or open the file.
• You can elicit from Ss what information they can
add to the tree: their age.
• Give Ss time to add this information. You may tell
them to work on some of the members of the family
in class and do the rest at home. At the top of their
family tree, they can write the year.
• Remind Ss to keep their productions.
AT Ss should recognise there are different forms for the
verb to be. They should also understand the meaning
of my, your, his and her.
WB Answers 1.2 How old are you? Page 77
1. 2 is 3 am 4 is 5 is 6 are 7 are
2. 2’s 3’m 4’s 5’s 6’re 7’re
3. 2 am 3 are 4 is 5 are 6 are
4. 1 my 2 your
5. 2 my 3 are 4 They 5 is 6 Her
29
1.3 Where are you from? SB pages 14-15
Introduction of nationality
Language Wide
• Tell Ss you’re going to have a quiz about Modern
family, in lesson 1. They have to tell if the information Have Ss read the box and answer the question.
about the actors is true or false. Ask Ss to open their
books at page 10. Tell them:
• Gloria is Sofia Vergara. She’s forty five. True or false? 3 Correct the false information.
F. She’s from Colombia, she’s Colombian. True or
false? T
• Work on the instructions.
• Jay is Ed O’Neill. He’s seventy. (Show Ss they have • You can do the first one together with Ss if you think
it is necessary.
to say True or False). F. He’s from the USA, he’s
American. T
• Give Ss time to complete the activity, then check.
• Manny is Rico Rodríguez. He’s nineteen. F. He’s from • You can also have Ss provide the correct version.
Mexico. He’s Mexican. F. Answers 2 Kit isn’t a dog. 3 Dug’s parents aren’t superheroes.
4 I am not happy. 5 You aren’t happy in the photo, Dug. 6 Dug
• Give them feedback, e.g. You did well! isn’t fat.
• Ask Ss what information you gave them about these
actors. You can give them options, e.g. personality
or nationality? 4 15 Look, listen and repeat. How many can
• Tell Ss you’ll go back to this. you memorize in one minute?
• Remind Ss of the quiz you had at the beginning of
1 14 Look at the cartoon and the title. Who the lesson. You can write the first example, e.g. Sofia
are the terrific two? Listen or read, and check. Vergara is from Colombia. She’s Colombian.

on
• Work on the instructions. Check Ss understand they • Ask Ss which is the name of the country (país) and
are not supposed to read the dialogue. which is the nationality.
• Check Ss’ predictions. You may write them on the board. • Have them read the examples in the box.
• Play the recording or ask Ss to read. You may decide • Play the recording for Ss to repeat. They can also try
to play the recording while Ss read. saying the words together with the recording.
• Go back to Ss’ predictions. Help them see • Now set the time limit and check how many Ss can
nothing’s wrong if their predictions were not OK. memorize.
rs
Understanding this shows they understood the
cartoon. 15 ➔ See SB page 15
Answer Dug and Kit
ESI Nationality and our origins are part of our identity.
a
Sadly, some people use a person’s nationality as an
14 ➔ See SB page 14 insult. This is an excellent opportunity to reflect with Ss
on this, on how you can hurt a person’s feelings.
2 Read the sentences. Circle T (true) or F (false).
Pe

• Work on the instructions. 5 Look at Ex. 6. Complete the sentences about

• You can do the first one together with the Ss. Kit’s family with is or isn’t.
• When you work with #2, you may tell Ss it refers to • Work on the instructions.
Gigi’s nationality. • Allot a couple of minutes and check.
• Check Ss’ answers. It is advisable to ask Ss to show
where in the text they can find the answers. Answers 2 isn’t 3 isn’t 4 is 5 is

Answers 2 T 3 F 4 F 5 F
IC It is important for every Ss to be able to talk about
his or her nationality. You can tell them, e.g. I’m from
to be negative Argentina, I’m Argentinian. Raise your hand if you’re
• Focus Ss’ attention on what Dug says: My parents Argentinian. Ask those who did not raise their hand
aren’t superheroes. Ask Ss, are they or not? Use where they’re from and teach the corresponding
gesture if necessary. Then point to Roberto isn’t a nationalities.
French name. Is it or not?
• Ask Ss to read the examples in the table and come
up with a rule as to how to say no with the verb to be. Language Wide
• Work on the pronunciation of aren’t /ɑːnt/. Focus Ss’ attention on the examples. Ask them if this is
• If Ss have file cards or have made a poster, go back the same or different in Spanish.
to that.
• Play the Get Grammar video or ask Ss to watch it at
home.

4 Video script page 83

30


➤ Extra activity
This activity can be set as homework and done the
following class for revision. Every S has to find about
a famous person’s nationality. They tell the rest, e.g.
Neymar is Spanish and the rest have to decide if the
information is True or False.
WB Answers 1.3 Where are you from? Page 78
1. Answers will vary.
2. 1 isn’t in the classroom 2 aren’t happy. They aren’t in the house.
3 isn’t a teacher. He isn’t ready for school.
3. 2 France, French 3 UK, British 4 Italy, Italian 5 China, Chinese
6 USA, American 7 Spain, Spanish
4. Answers will vary.
5. 2 are 3’m not 4 are 5 is 6 isn’t 7 is 8 isn’t 9 is

6 Write sentences about Kit’s friends and family.

• Work on the instructions.
• Allot a couple of minutes and check.
• Check Ss’ pronunciation when checking.
Answers 2 We aren’t from Spain. We’re from the UK. 3 Granny Ola
isn’t from Spain. She’s from Poland. 4 My cousins aren’t from the
USA. They’re from China.

➤ Extra activity
Write the following on the board, e.g. I’m from
Argentina. I’m Argentinian. Ask Ss if there is any
difference in meaning. Show them that these are two
different forms of expressing nationality. Ask them to
talk about Kit’s family in Ex 6 using a different way to

on
express nationality, e.g. 1 I’m not Italian. I’m British.

7 Game! Pair work. Choose a celebrity and play

Three Guesses Game.
• Work on the instructions and the example.
• You can think about a celebrity first and play with Ss
for them to understand what to do.
rs
• Once Ss get in pairs, let them play the game.
• To round up the activity, you can ask Ss if they won
the game.

IC Winning and losing should not change who you

a
are. Often, we may win or lose out of luck or other
circumstances external to our identity. Everybody has
to learn how to be a good loser and a good winner as
Pe

well. You can reflect on Ss how they can celebrate they

have won without hurting anybody’s feelings. At the
same time, they can also reflect on how to show they
are good losers.

Vocabulary: Ask Ss to include the new words in their

dictionaries.

Project development
• Ask Ss to get their family tree or open the file.
• You can elicit from Ss what information they can
add to the tree: their nationality.
• Give Ss time to add this information to the members
in the family tree. You may tell them to work on some
of the members of the family in class and do the rest
at home.
• Remind Ss to keep their productions.
AT Ss should recognise how to form the negative of the
verb to be and how to express nationality.

31
1.4 Interaction Introductions SB page 16
1 5 16 Watch or listen and read. What’s
Jen’s family name?
• Have Ss look at the photo and ask them what the
topic of conversation can be. You can give them
options, e.g. family? Tea? Remind them not to read.
• Play the video or the recording and go back to Ss’
predictions. If they have thought the topic was tea,
ask them what clues in the photo led them to that.
• Work on the instructions and play the video again
for Ss to answer the question. You can tell Ss that in
Spanish, we say la familia… using the family name.
• Check Ss’ answer.
• You can go back to the topic of conversation. Most
probably, Ss will say Le presenta a alguien. Tell Ss this
is an introduction.
Answer Newman
16 ➔ See SB page 16
5 Video script page 83
on
Interactions
• Have Ss read the examples. Most probably, they
will know and understand the word friend. Help
them pronounce it well, /frend/, i.e. the i is silent.
As to classmate, you can have an example, e.g.
rs
Vera and Agustín are two classmates. Work with
four classmates. Ask Ss if classmate is a synonym of
friend. You can also ask them to translate it. You may
have to translate the word neighbour.
• Show them how we respond in English when
a
somebody is introduced to us. You may ask Ss if they
know how we respond in Spanish.
• You may play the recording again for Ss to imitate
the speakers’ pronunciation and intonation.
Pe
Language Wide
Focus Ss’ attention on the Interaction box. Are these
introductions common? You may ask Ss to ask adults
at home how they introduce a person in an informal
situation, and how they respond.
IC Ss may have different experiences as to introductions.
Maybe there is no need for them to introduce friends
to their families because they know them from school.
There may be those for whom introductions are part of
their lives. Every student should be given the possibility
to talk about their own experience in connection with
introducing others.
2 17 Put the dialogue in the correct order.
Then listen and check.
• Work on the instructions.
• Give Ss time to organise the dialogue and play the
recording to check.
• Ask Ss what clues helped them organise the text
32
Answers 2 d 3 c 4 a
17
Adam: Lisa, this is Desi. He’s my best friend.
Desi, this is my cousin, Lisa.
Lisa: Hello, Desi. Nice to meet you.
Desi: Nice to meet you too, Lisa.
➤ Extra activity
Ss can listen to the recording to remember the lines
and imitate the speakers. Then they can act out the
conversation.
You can elicit from Ss if greetings are the same
everywhere in the world. Remind them they can type
the words in bold in a search engine.
ESI Greetings are cultural. In some cultures, people kiss
whereas in others, they do not. Even in the same
country there may be differences. For instance, in
the North East of Argentina people kiss twice while in
other parts of the country, they kiss only once. In some
cultures in Oceania, people rub their noses. In Russia,
men kiss on the lips. On the one hand, Ss need to be
made aware of this. If they meet people from different
cultures, they should observe to see how they greet. On
the other hand, if some greeting makes them feel their
personal space is invaded, they should be able to say
so. You can help Ss find ways to point this out politely.
3 Circle the best answer.
• Work on the instructions.
• Give Ss time to do the activity and check.
• You may point out that in 2, a would be OK if the
same person said it. The same thing happens with
3 c.
Answers 1 c 2 b 3 b
4 Write the names of three famous people. Then
introduce them to your friends!
• Work on the instructions.
• Have Ss read the example to check they know
what to do. They can complete the blanks with the
names of the people they want to introduce to their
classmates.
• Encourage them to imitate the speakers in the
previous dialogues
AT Ss should recognise how to introduce others and how
to respond to introductions.
1.5 My family SB page 17
1 Read Alice’s profile on Instagram. Find Alice in
photos A, B and C.
• Before Ss read the texts, ask them to look at the
photos and the title, and ask them what this lesson
may be about. You can give them options, Families
in different countries? Alice’s Family?
• Have Ss read the texts quickly and check their ideas.
• Now work on the instructions.
• Allot a couple of minutes and check. Ask Ss what
clues they found in the text.
Answers A girl in the middle (younger than the other girl) B girl with
the white helmet (younger than the other girl) C girl in the green
T-shirt (younger than the other girl)
IC Ss may not be familiar with #TBT, which introduces
the first two posts. Nobody should feel ashamed for
not knowing. The hashtag is used to post old pictures.
However, point it out to Ss that before using something
new like this hashtag, they should check what it means
and when it is used.
on
ESI Going on with hashtags, Ss may start using them,
or emojis or acronyms such as LOL without knowing
exactly what they mean. The danger is that some of
these may be rude or offensive and may give others the
wrong impression, especially groomers.
rs
2 Complete the sentences about the text with
one word.
• Work on the instructions.
• Allot a couple of minutes and check.
a
Answers 2 cousin 3 mum / mother 4 house
3 Read the sentences. Circle T (true) or F (false).
Pe
• Work on the instructions.
• Allot a couple of minutes and check.
• Check with the class. You can ask Ss to show where
in the text they find the answer to each sentence.
Answers 2 F 3 T 4 F 5 T
4 18 Listen and repeat.
• First point to photo B and ask Ss Are they at school?
Are they at home? Are they in the park? Then ask
Ss Are we in the park? Are we at home? Are we at
school? Tell them holiday means vacation (you may
write it on the board for Ss to get its meaning). Ask
Ss Are we on holiday?
• Help Ss see these phrases refer to place.
• Have them look at the box and play the recording
for them to repeat.
18 ➔ See SB page 17
5 Look at the pictures and write the places.
• Work on the instructions.
• Give Ss a couple of minutes and check.
Answers b at school c on holiday d at home
ESI Emphasize the concept of family again. Make it clear
that this family is no standard and no norm.
IC In these photos, it is clear that Alice’s family do not live in
France, which means they go abroad for their holidays.
In Europe, countries are closer than some cities in Latin
America. Since most European countries are part of a
community, people do not need passports to travel from
one country to another one. Ss should understand again
that this is not a standard or something desirable.
Project development
• Ask Ss to get their family tree or open the file.
• You can elicit from Ss what information they can add
to the tree: where they are in the photos or drawings.
• Give Ss time to add this information. They can do
one in class and the rest at home.
• Tell Ss they can revise everything they have written
down. Show them they can use posters on the wall,
their books and their notes to check.
• You can make a classroom display of Ss’ work.
Vocabulary: Ask Ss to include the new words in their
dictionaries.
AT Ss should reflect on how they are improving their
reading skills.
Unit Wide
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending on
how well they think they know each of the topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
WB Answers 1.5 My family? Page 79
1. 1 B 2 C 3A
2. 2 d 3 g 4a 5b 6e
3. 2 British 3 Spanish 4 Spanish 5 Italian 6 British
4. 1 home 2 school 3 holiday 4 park
Revision WB page 80 ➔ See page 34
SELF-CHECK WB page 81 ➔ See page 34
33
WORLD WIDE English around the world SB pages 18-19

LEAD IN • Play the video and freeze the first scene for Ss to
Before working with this consolidation lesson, ask Ss check their predictions.
if they know in what countries English is spoken as a • Play it again for Ss to answer the questions.
mother tongue or official language. Answers b

1 Look at the map. Label the countries 2, 4, and

5 with the words below. 6 Video script page 83
• First have Ss look at the map and ask them what
they think these countries have in common. 6 Watch the video again. Circle the correct
• Work on the instructions. answer a, b or c.
• Let Ss work and check their answers. • Work on the instructions. Have Ss read the sentences
Answers 2 the USA 4 the UK 5 Australia before you play the video.
• Play the video and check Ss’ answers.
2 19 People in the UK, the USA and Australia Answers 1c 2 a 3 b 4 b

speak the same language. What language is

it? Read, listen and check. 7 Discuss in class. What new things did you learn
• Work on the instructions. Ask Ss to answer the from the video? Would you like to visit the UK?
question. • Work on the instructions. You can simplify them by

on
• Play the recording and check. You may have Ss read asking Ss, e.g. New information in the video?
at the same time.
• After you check, you can ask Ss what information is 8 WORLD WIDE PROJECT In groups, prepare a digital
new or surprising to them. presentation of your country.
Answers English • Work on the instructions.
• Elicit from Ss where they can have a model to make
rs
their presentation.
19 ➔ See SB page 18 • Ss can present their work on paper or use
presentation software.
3 Look at the map and read the text again. Read • Ss share their productions.
tasks 1–5 and follow the instructions.
a
• Work on the instructions. Check Ss understand they
will find the information on the map and in the text.
• Allot a couple of minutes for Ss to do the activity.
• Check Ss’ answers.
Pe

Answers 1c 2 the UK 3 1 The USA 2 The UK 3 Australia

4 Australia 5 Ireland is a country. Northern Ireland is in the UK.

4 20 Listen and match 1–3 with a–c.

• Work on the instructions. Have Ss read the exercise.
• Play the recording and check Ss’ answers.
Answers 1 Erin is from the UK. 2 Peter is from the USA. 3 Ollie is
from Australia.
Revision WB page 80
1. 1 grandad 2 granny 3 uncle 4 aunt 5 mum 6 dad 7 cousin
20 8 sister 9 brother
2. 1 a 2 b 3 c 4 c 5 b
1 Hiya! I’m Erin. I live in Leeds. It is a big city in the north of 3. at school, in the park, on holiday, at home
England, in the UK. 4. 2 Granny’s birthday 3 Dad’s sister 4 Jen’s brother
2 Hi! I’m Peter. My family and I are from the USA. At my school, 5. 2 am 3 is 4 is 5 are 6 are
we speak English and Spanish. 6. 1 c 2 d 3 e 4 a 5 b
3 Hello! My name’s Ollie and I’m Australian. My country’s very, 7. Answers will vary.
very big and beautiful. 8. 2 this 3 Nice 4 meet
SELF-CHECK WB page 81
5 6 Watch the video and answer the
presenter’s questions. 1. 2 aunt 3 father 4 brother 5 daughter 6 granny
2. 2 park 3 American 4 school 5 France 6 home
• Ask Ss to read the title of this Explore More section. 3. 2 are 3 is 4 aren’t 5 are 6 am
• Work on the instructions. What can the video be 4. 1 Jack’s 2 His 3 Fred’s dog 4 They’re 5 park 6 her 7 Nadia’s
8 mum 9 They’re 10 home
about? 5. 2 is 3 Hello 4 Nice 5 meet 6 too

34

 2
? My Things
0.1Is
2.1
0.? It’s
Txt me!
fashion
SB SB pages 6-7 to you? SB pages 20-21
important
pages ?
IC This unit is about possessions. We live in a world in which
some possessions are overvalued. To some, what you
possess defines who you are. Possessions are material
things some of which are necessary to live, such as
clothes for we need to protect ourselves. However,
protection does not require any colour or fashion in
particular. The possessions featured in this unit are not
meant as a standard or something desirable. On the
contrary, they should be used as an opportunity for
reflection on what is necessary and what is not.
@ Tweet More things, more possessions = more
happiness? What are your goals in life: to have, to
travel, to love, to be happy, what?
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.
on
LEAD IN
• Most probably, Ss will be familiar with the word
fashion. Tell them you’ll conduct a survey on fashion.
• Ask Ss, e.g. Is fashion important? Yes? Raise your
hand. (use gesture). Count the number of girls’ and
boys’ hands up. Do the same with no.
rs
ESI You can use the results of the survey to discuss gender
and stereotype issues such as girls are into fashion
whereas boys are not.
a
Introduction of clothes
• You may use flashcards or the pics in the book. Tell
Ss you want them to classify clothes. Write Feminine,
Pe
Masculine and Unisex on the board. You can also
draw stick figures.
• As you show and name each item of clothing, ask
Ss if it is feminine, masculine or unisex, e.g. A T-shirt.
Feminine, masculine or unisex?
• Do the same with the following: cap, coat, dress, jacket
jeans, shoes, skirt, T-shirt, top, tracksuit, trainers,
trousers.
ESI Most probably, Ss will say that a skirt is feminine.
However, in some cultures, men wear skirts, e.g. in
Scotland. Reflect with them how fashion and clothes
are closely connected with cultures and gender issues.
1 Find these clothes in the picture. Which are
you wearing today?
• Ask Ss to read the instructions and check they know
what to do. You can use gesture. Concentrate on
the first part.
• You can read each of the words for Ss to say if they
are in the picture or not.
• Now show them what you’re wearing today, e.g. Look
at my clothes: A T-shirt, jeans, shoes and a jacket.
• Now tell Ss, e.g Who’s wearing a T-shirt today? Focus
Ss’ attention on the articles of clothing.
2 21 Listen and repeat. Find the clothes in
the picture on page 20.
• Ask Ss to read the instructions.
• Play the recording. Stop after each word and have
Ss point to the right article of clothing. Have them
repeat the words.
• You can ask Ss to number the words in the box and
write the corresponding number in each article of
clothing on page 20.
21 ➔ See SB page 21
3 22 Listen and circle the word you hear.
• Ask Ss to read the instructions.
• Remind them of the rules for listening.
• Check Ss’ answers.
• You can ask Ss to draw the words they’ve heard.
Answers 2 jacket 3 trainers 4 dress 5 coat 6 top
22
1 Now, where’s my T-shirt? Ah, here it is!
2 Hm … This isn’t my jacket. It’s Lisa’s.
3 … my tracksuit … and my football trainers ... and done!
4 Nice dress, Mum! I love the colour.
5 Oh! It’s chilly today. I need a coat!
6 The green top or the blue top with this skirt?
➤ Extra activity
• Ask Ss to draw the items of clothing on small pieces
of paper. Once they’re ready, tell them, e.g. Show me
a skirt. Show me trousers. Ss have to put up the item
of clothing you name.
➤ Extra activity
A sequence dictation. Ss need their drawings. Tell
them you’ll dictate a sequence and they have to put
the pictures on their desks, e.g. Trousers, shoes. After
a couple of examples, add elements to the sequence.
Ss will repeat the words in their heads to remember the
sequences.
➤ Extra activity
A new organisation. Tell Ss they have to divide clothes
into waist up or waist down. Ss can dictate the words to
classmates at the board or to you.
Watch OUT!
Focus Ss’ attention on the examples. You may ask them
what the difference is, e.g. singular and plural. You may
also ask them to check in the clothes box which articles of
clothing will take are.
35
4 Complete the table with the words in the
Clothes box.
• Ask Ss to read the instructions.
• Give them time to add the words to the categories.
• Check Ss’ answers.
Answers Singular: cap coat dress jacket skirt top tracksuit
Plural: shoes trainers trousers
➤ Extra activity
Memory game. Ask Ss to look at the clothes on page
20 for a minute, then close their books. Describe the
clothes for Ss to say if the information is true or false,
e.g. The dress is yellow. The trainers are black.
5 Complete the sentences with is or are. Then
look at the picture on page 20. Add a tick (✓)
for yes or put a cross (✗) for no.
• Ss should read the instructions.
• Have Ss complete the sentences.
• You may check this first. Then ask Ss to look at the
pictures and tick or cross the sentences.
• Give Ss time to write their lists. Then they can
compare in pairs.
• To check, you can have Ss dictate their different
ideas for Claudio and Adela to see how many
different opinions there can be.
Over Make lists of clothes you wear at school
  to 
YOU and at the weekend. You can make it on a
digital bulletin board. Ask your teacher.
• Ask Ss to read the instructions.
• Set a time limit for Ss to complete their lists. They
can add drawings or pics if they want.
• If Ss have access to the Internet, you can create
the 2 columns on Padlet.com and Ss can work
collaboratively to complete the activity.
Vocabulary: Ask Ss to add the new words to their
dictionaries.
AT Ss should recognise some items of clothing and also
recognise which are singular and which are plural.

on
• Check this second part. Ss may correct the wrong WB Answers 2.1 Is fashion important for you? Page 82
information. 1. 2 jeans 3 skirt 4 dress
Answers 2 are, ✗ 3 is, ✓ 4 are, ✗ 2. 2 shoes 3 jacket 4 coat 5 dress 6 trousers 7 cap 8 top 9 skirt
T T R A C K S U I T
E H B W Q L W T F D
6 Choose a student from your class and name L T V I H S H O E S
his or her clothes. Ask your partner to guess.
R R B U E S Y P U S
rs
• Have Ss read the instructions and the example. Y O I Y R C L T B K
• If Ss wear a uniform, you can bring cutouts from D U T F F A E U X I
magazines, or you can choose online pictures. In R S M V C P C G Q R
either case, write the person’s name. Alternatively, Ss E E I J A C K E T T
can describe somebody from unit 1 (pages 10, 12,
a
S R M Q W S N Q D P
16 and 17) for the rest to guess who it is.
S S C O A T F I S Y
• You can have one example first, and then Ss can
interact in groups. 3. 2 coat 3 shoes 4 cap 5 sweater 6 trousers 7 trainers
4. 2 polo 3 trousers 4 jeans
Pe

7 Claudio and Adela are in the sports centre.

Are their clothes OK? Complete the list. Tick
(✓) for yes or put a cross (✗) for no.
• Have Ss read the instructions. Check they
understand what to do.
• Give them time to do the exercise, then check their
answers. There may be differences.
Answers Claudio: trainers ✓ shirt ✗
Adela: cap ✓ top ✗ shoes ✗ skirt ✗

ESI Going on with the previous idea of appropriateness, you

can help Ss reflect on this concept related to cultural
issues. In some cultures, it may be OK to wear cargo
pants for a job interview, whereas in others, it would be
considered completely inappropriate. It is important to
discuss this from the point of view of cultures and situations.

8 Dress Claudio and Adela for a party. Write two

lists of clothes. Then compare in pairs.
• Have Ss read the instructions. You may decide
on the type of party, e.g. a party at school, a
grandparent’s birthday party, etc.

36

0.? Who
2.2 Txt SBare these?
page ? SB pages 22-23
Describing clothes
1 7 23 Watch or listen and read. Are the
• You can use one of the Ss as reference, you can
clothes in the right place? be the reference or somebody everybody knows.
• First, ask Ss to look at the photos and tell you if there Depending on the person, you’ll decide on the size.
is a problem with clothes. • Ask Ss to tell you if the clothes are OK (gesture
• Play the recording or video and go back to their thumbs up) or not (thumbs down), e.g. Jeans, size XL.
predictions. Are they OK? No, true, they’re big. What about size
• Play the video or recording again. This time, Ss can XS? Are they OK? No, you’re right, they’re small.
read. Ss answer the question. • What about my jeans for you? OK or long? And your
Answer No jeans for me? Yes, small and short.
• Look at Alex’s jacket. Is it OK? Yes, not big and not
small, not short and not long. Is it nice? (You can say
23 ➔ See SB page 22 ¿se lo pondrían? ¿Les gusta?) If they say yes, then tell
them it’s cool. If some say no, tell them OK, it’s boring.
7 Video script page 83
• You can show a picture of an article of clothing with
the tag on, and tell Ss it’s new.
2 Look at the photos and read the story again. • Write big on the board and ask Ss to find the
Whose clothes are they? Circle the correct opposite. You can draw ≠ next to it to show the
answer. meaning of opposite.
• Ask Ss to read the instructions. • Do the same with cool and long. Finally, write new
• Give Ss time to do the activity, then check. for Ss to realise the opposite is old.
Answers 2 Jen’s 3 Mum’s 4 Dad’s

OUT of class
3 24 Listen and repeat. Find these expressions
on
Introduction of this, that, these and those.
• You can use your own school objects. Tell Ss you’ll
test their knowledge of colours. Show a green pencil
and say This pencil is green. That board is black.
These books are blue. Those desks are brown.
• Write this pencil, these books, those desks and that
rs
in the story. What are they in your language?
board on the board. Ask Ss when you say this or
• Remind Ss of this box. They will find everyday these are you near the objects or not? Do the same
expressions. with that and those.
• Once Ss find the expressions and give the Spanish • Give Ss a couple of examples, this book, this
equivalent, ask them in what situations they can use backpack, these pencils, these pens. Ask them when
a
them. to use this and when to use these. Help them notice
• If Ss have made a poster, they can add the the difference between singular and plural. Do the
expressions they can use in class. same with that and those.
• You can design a rule with Ss and have something of
Pe

24 ➔ See SB page 23 the sort on the board:

singular Plural
4 Guess who’s got Alex’s new T-shirt? this these
• Ask Ss to read the instructions. They can go back to that those
the dialogue.
• Keep Ss’ ideas on the board. You can check how
many votes for a, b and c.
➤ Extra activity
5 8 25 Watch or listen and check. Tell Ss you’ll say a few phrases and they have to point
• Ask Ss to read the instructions. in the right direction. Suggested phrases, but they will
• Play the video or the recording and go back to Ss’ depend on what there is in the classroom: this desk,
answers. that board, this book, that desk, this backpack, those
backpacks, those chairs, these pencils, these classmates.
Answer b

Language Wide
25
Alex: Dad! That’s my T-shirt! Have Ss look, read the example and answer the question.
Dad: Yes, it’s cool, isn’t it? My T-shirts are boring!
Alex: But Dad …
Dad: Bye now!
Jen & Alex: It’s too small for you!

8 Video script page 83

37
6 In pairs, talk about the clothes. Use adjectives in
the Vocabulary box and this, that, these or those.
• Ask Ss to read the instructions and the example.
• You can ask them which words they will use if they
show the clothes (this, these) and which words if they
point to them (that, those).
• Remind Ss there may be different opinions as
regards clothes.

Watch OUT!
• Focus Ss’ attention on the examples. Give another
example yourself, e.g. a T-shirt for a rugby player, big
or small? A small girl is size 4. Her T-shirts are small,
but a T-shirt size 6 is too big for her.
• You may ask Ss to translate too into Spanish
(demasiado).

7 What’s wrong with her clothes? Write 3

sentences with too. Make one false. Ask your
classmate: true or false?
• After Ss read the instructions, give them a couple of
minutes to think about examples.

on
• Get them in pairs and do the activity.
Culture Wide
Have Ss read the box. Reflect with them on the
difference between the right to one’s opinion and
criticism.
rs
Vocabulary: Ask Ss to add the new words to their
dictionaries.

AT Ss should recognise a few clothes, and adjectives to

a
describe them. They should understand the difference
between this, that, these and those.
Pe

WB Answers 2.2 Whose are these? Page 83

1. 2 This 3 These 4 Those 5 This 6 That
2. 1 cool 2 new, old 3 short, long 4 small, big
3. 2 are too short 3 is too long 4 are too old
4. 2 Those are small shoes 3 That is an old trainer 4 These are new trousers

38

0.? Are
2.3 Txt SB
you a hero?
page ? SB pages 24-25
1 Look at the cartoon. What is the topic of
conversation? Listen and read, and check.
• Have Ss look at the cartoon without reading it. Ask
them what the topic of conversation may be. You can
give them options, e.g. Family? Clothes? Animals?
• Now Ss listen to the recording and then check.
Remind them that getting their prediction wrong
does not mean they did not understand.
Answer Clothes / A new suit
2 26 Listen and read. What size is Dug’s new
suit?
• Ask Ss to read the instructions. Tell them the
meaning of suit.
• Have them read the dialogue again while you play
the recording.
• Check Ss’ answers.
Answer XL
26 ➔ See SB page 24
3 Read the sentences. Circle T (true) or F (false).
• Ask Ss to read the instructions and the sentences.
• Give them time to do the activity.
• Check the answers. When checking, you can ask
on
rs
Ss to show you where in the text they can find the
answers.
Answers 2 F 3 T 4 F
a
to be questions
• Ask Ss to read the examples in the box. You may
write a sentence in the affirmative and compare it
with the interrogative, e.g. I am a hero. Ask Ss what
Pe
the changes are, apart from the intonation and the ?
• You may ask them to compare with Spanish: the only
difference in the structure is the intonation.
• Play the recording again for Ss to work on the
intonation in yes / no questions. Have them repeat
and imitate the speakers.
• Focus Ss’ attention on the answers, which are usually
short.
• You can play the Get Grammar video or ask Ss to
watch it at home.
➤ Extra activity
Tell Ss you’ll have a quiz. You can divide the class into
two groups or the class can play against you. For each
correct answer, they score a point, whereas you’ll score
a point if their answer is wrong. They cannot have their
books open.
Suggested questions: Is Kit’s dress red? Are Kit’s
cousins French? Is Umberto Dug’s father? Is Ola Dug’s
grandmother? Is Kit’s dress too small? Is the dress on
page 20 yellow? Is Mum’s top blue? Is Alex’s jacket
black? Are the shoes on page 20 brown? Is Kit grey?
As an alternative, you can try this quiz digitally. Make it on
Kahoot.com and play it in the classroom using a computer
and a projector.
4 Find the questions in the cartoon. Write the
missing word.
• Ask Ss to read the instructions and look at the
activity. Check they know what to do.
• You may ask them to write the words first, and then
check by reading the cartoon.
• Check Ss’ answers. Make sure they use the right
intonation.
Answers 2 he (if Ss write Dug, it’s OK) 3 Are 4 Is 5 it / that / this?
6I
5 Look at the cartoon. Answer the questions in
Exercise 4.
• Have Ss read the instructions.
• Again, you can ask them to answer the questions
and then check by reading the cartoon.
• Check Ss’ answers.
Answers 2 Yes, he is. 3 Yes, I am. 4 Yes, it is. 5 It’s my (new) suit.
6 No, you aren’t.
6 Complete the questions and the short answers.
• Ss should read the instructions.
• Allot a couple of minutes and then check.
• Have Ss produce the right intonation in the
questions.
Answers 2 Are, are 3 Is, isn’t 4 Am, are 5 Is, isn’t 6 Are, are.
7 27 Listen to the questions and circle the
correct answer.
• Ask Ss to read the instructions.
• Remind them of the rules for listening.
• You may play one at a time and check each one, or
check at the end.
• Check Ss’ answers. If there are mistakes, you can
play the recording again.
Answers 2 No, they aren’t. 3 Yes, I am. 4 No, he isn’t. 5 Yes, they
are. 6 Yes, we are.
27
1 Is Superdug’s old suit small? 4 Is he twelve years old?
2 Are the puppies white? 5 Are these your shoes?
3 Are you in class? 6 Are we friends?
➤ Extra activity
• Guess the question. Tell Ss you’ll mime a question
and they have to guess it. For instance, point to your
shoes and make a gesture showing small: Are your
shoes small? You can make it more challenging,
make the gesture of putting a backpack on your
back, point to a boy or a girl and point to something
(red): Is (Ignacio’s) backpack red?
39
8 Write questions. Then ask the questions and
give true answers in pairs.
• Ask Ss to read the instructions and the examples.
• Elicit from them where they can find help if they
need any (their books, posters on the wall if there
are any, their notes).
• Give Ss time to write the questions.
• You can check the questions before they answer
them. When checking, work on intonation.
• Get Ss into pairs for them to ask and answer the
questions.
• To round up the activity, you can have a few answers
from different Ss.
Answers 2 Are you happy? 3 Are we friends? 4 Are you optimistic?
5 Are you clever?

Over
  to
YOU Who are you? Design your coat of arms.
• Ask Ss to read the instructions. You may tell them
that a coat of arms is a set of pictures or patterns
painted on a shield and used as the special sign of
a family, town, university etc.
•

•
Have Ss read the instructions for each of the
quadrants. They are transparent words so
encourage Ss not to ask for translation.
Give Ss time to design their coat of arms. They can
do that for homework.
You can ask Ss to write their name at the back of the
page. You can display all the coats of arms. Ss can
on
rs
try to identify whose each one is.

Vocabulary: Ask Ss to add the new words to their

dictionaries.
a

AT Ss should recognise how to make questions with

the verb to be though they will still find it difficult
Pe

to produce questions on their own, even in guided

contexts.

WB Answers 2.3 Are you a hero? Page 84

1. 2 . 3 ? 4 ? 5 . 6 ?
2. 2 Is 3 Are 4 Are 5 Is 6 Is
3. a 5 b 3 c 1 d 6 f 4 g 2
4. Answers will vary.
5. 2 I am 3 Is Ben 4 he isn’t 5 Are you 6 we are 7 Is he 8 he is
6. 2 Are you at school? 3 Are you twelve 4 Is your best friend thirteen
5 What is your best friend´s name?
7. Answers will vary.

40

0.? Interaction
2.4 Txt SB page ? Asking for personal information SB page 26

1 10 28 Watch or listen. Then read the
extract from the video. Where is Lucas from?
• Before Ss watch the video, ask them to read the title
of the dialogue, What’s your name? Ask them if they
think the question is asked in photo 1 or photo 2.
You can ask them what clues lead them to decide
on photo A or photo B.
• Play the recording or video for Ss to check.
• Have Ss read the instructions.
• Let them read the extract and answer the question.
Answer He’s from Spain. Madrid. He’s Spanish.
28 ➔ See SB page 26
IC Going on with the last question about a favourite
singer, you can have a survey in class and check how
many Ss like a singer who’s not from the country,
how many like a singer who sings in Spanish and how
many like a local singer. Ss can reflect on the results,
especially from the point of view of external influences.
3 Complete the dialogues with questions in the
Interaction box.
• Have Ss read the instructions.
• Give them time to complete the dialogues, then
check.
• When checking, make sure Ss use the right
intonation.

10 Video script page 83 Answers 2 How old are you? 3 What’s your name? 4 What’s your
favourite sport? 5 Where are you from?

Interaction Personal information

Over
• Ask Ss to read the questions.   to

• Go back to the recording and help Ss notice the YOU Guessing Game. Work in pairs.

on
intonation in Wh-questions. • Have Ss read the instructions. Check they all
• You can ask a few Ss about their favourite sports, understand the game.
singers, actors, sports people and music. Check • You can have a couple of examples before Ss
everybody understands these words. interact in pairs.
• Remind Ss of the intonation.
Culture Wide
Vocabulary: Ask Ss to add the new words to their
rs
Focus Ss’ attention on the box. Are all the dictionaries.
questions OK? You can work with the How old
question and reflect on Ss when it is OK to ask AT Ss should recognise some of these expression in
people their age. You can do the same with the context.
other questions tapping on the topic of privacy.
a

IC When Ss answer the personal information questions,

reflect with everybody on how we have to respect
Pe

everybody and their likes and opinions, even if we think

differently. At the same time, everybody should have
the chance to talk about their favourite things.

2 29 Listen to the dialogues and circle the

correct answer.
• Ask Ss to read the instructions.
• Remind them of the rules for listening.
• You can play one exchange at a time and check, or
you can do the checking at the end.
• Check Ss’ answers.
Answers 2 Carl Neal. N-E-A-L. 3 Paris, France. 4 I’m twelve.
5 Taylor Swift.

29
1 Boy: What’s your
favourite film?
Girl: It’s Superman.
2 Girl: What’s your name?
Boy: It’s Carl Neal.
That’s N-E-A-L.
3 Boy: Where are you
from?
Girl: I’m from Paris,
France.
4 Girl: How old are you?
Boy: I’m twelve.
5 Boy: Who’s your
favourite singer?
Girl: It’s Taylor Swift.

41
0.? What
2.5 Txt SBare your
pages ? favourite things? SB page 27
LEAD IN
• You may focus Ss’ attention on the title of this lesson
and ask them about their favourite thing in their
backpacks since they will have the vocabulary.
• You can have a ranking with the different objects
and show the results in a pie chart.
1 30 Listen and repeat. How many can you
memorise in one minute? Then label pictures
1– 6 with the words in the Vocabulary box.
• Ask Ss to look at the images and the words in the
box and identify the objects. You can tell them that
bike is short for bicycle.
• Most probably, Ss will understand the other two
words, game console and skateboard.
• As to mobile phone, tell them this is British English,
while cellular or cell phone is American English.
• Play the recording for Ss to listen and repeat.
Encourage them to imitate the speakers.
• Challenge them to memorize all the words in a minute.
• Ask them to label the four pictures. They can draw
on
the other two.
 30 ➔ See SB page 27
2 31 Read or listen to the article. Is it a
special backpack?
rs
• Have Ss look at the title of the article and the photo.
Ask them to predict what makes the backpack super.
• Have Ss read the article quickly and check their
predictions.
• Play the recording while Ss read the article and
a
answer the question.
• You can ask Ss if they think this backpack can be real.
Answer Yes.
Pe
31 ➔ See SB page 27
IC As stated before, it is crucial to deal with the topic of
possessions with Ss to make it clear these possessions
show no norm at all. Three of the objects presented
require electricity, which may not be readily available
everywhere, and which needs to be saved. They may
require internet access as well, which is not available
everywhere. You may discuss with Ss how young people
enjoy themselves as much as others when they have no
access to this type of technology. The value of games
should be stressed.
ESI Going on with the idea of games, Ss can reflect on how
the use of technological devices may prevent them
from doing physical activity. They can reflect with you
on how they can enjoy themselves while, at the same
time, doing good to their health. They can also discuss
different games and gender issues, how boys and girls
can interact while playing.
42
3 Read the sentences. Circle T (true) or F (false).
• Ask Ss to read the instructions.
• Give them time to do the activity and check.
• When checking, Ss can show where in the article
they find the answer.
Answers 2 T 3 F 4 T
5 Work in groups. Invent a supergadget! Draw it
and present it to the class.
• Ask Ss to read the instructions.
• Give them time to come up with ideas, draw their
gadget and think about its qualities.
• Ss make an oral presentation of their gadgets,
following the example in the book.
Unit Wide
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
WB Answers 2.5 What are your favourite things? Page 85
1 1B 2 C 3 A
2 1 Becky 2 Anna 3 Luke
31F 2T 3T 4F
Revision WB page 86
1. 2 coat 3 top 4 cap 5 trainers 6 jeans 7 T-shirt 8 jacket
2. 1 b 2 c
3. mobile phone laptop computer backpack mountain bike
4. Answers will vary.
5. 2 e 3 b 4 a 5 c
6. 2 Are those your books? No, they aren’t 3 Is he at school? Yes, he is
4 Is she Italian? No, she isn’t 5 Are you my best friend? Yes, I am
7. 2 are 3 you 4 is 5 Who
Answers will vary.
SELF-CHECK WB page 87
1. 1 boring 2 backpack 3 cap 4 top 5 skirt
2. 1 cap 2 T-shirt 3 jeans 4 trainers 5 skateboard
3. 1 a 2 b 3 b 4 a 5 b
4. 1 Yes, it is 2 No, they aren’t 3 Yes, we are 4 No, he isn’t 5 Yes, she is
5. 1 d 2 e 3 a 4 f 5 b
SKILLS WIDE Cheryl’s world SB pages 28-29

LEAD IN Answers (the children in any order)

• Before working with this consolidation lesson, ask Ss
Tisha Al
to read the title, look at the photos and tell you who
Cheryl is.
• You can ask them personal information questions,
which they will answer without reading the text, e.g. Cheryl Rob Mick

What’s her name? How old is she? Where is she from?

What’s her favourite colour? What’s her favourite thing?
Sarah Daniela
• You can keep a record of Ss’ answers.

1 a Look at the photo. Read the text. Circle the

correct title. 5 Is this information in the text? Yes or No?
• Ask Ss to read the instructions. Remind them not to • Ask Ss to read the instructions and reread the text.
read the article. • Allot a couple of minutes for Ss to complete the
• Ask them to choose a title. Check how many vote for exercise, then check their answers.
a, and how many for b. Answers 1 No 2 No 3 Yes 4 Yes 5 Yes 6 No

b Read and check.

• Ask Ss to read the text and go back to their ideas. 6 32 Read the questions. Listen and write a

on
• Check the answer. name or a number.
Answer Me and my family
• First ask Ss to look at the picture and tell you what
the topic of conversation may be. You can give them
options, e.g. school, family or personal information?
➤ Extra activity • Play the recording for Ss to check.
If you have worked on the personal information questions,
• Have Ss read the instructions and the questions.
• Play the recording again for Ss to find the answers
rs
go back to them and ask Ss to compare their original
to the questions.
answers and the answers after having read the text.
• Check Ss’ answers.
2 Read and circle YES or NO. Answers 2 Shaun 3 David 4 12 5 13

• Ask Ss to read the instructions. They have already

a
read the article, so they may try doing the activity 32
without rereading the text. 1 Shaun Is this the sports club?
• Give Ss time to complete the exercise. Brian: Yes, it is. I’m the sports teacher. I’m Brian Smith.
• Ask Ss to reread the text and check their answers. Shaun Pardon?
Pe

Brian: My name’s Brian Smith. S-M-I-T-H.

• Check Ss’ answers. Shaun Nice to meet you!
Answers 1 NO 2 YES 3 NO 4 YES 5 YES 2 Brian: Nice to meet you too! What’s your name?
Shaun: I’m Shaun.
Brian Can you spell that?
3 Read the sentences. Answer the questions. Shaun: S-H-A-U-N.
3 Shaun: Cool! Can my best friend come too?
• Ask Ss to read the instructions. Brian: Great! What’s your best friend’s name?
• You can ask them to answer the questions before Shaun: David. D-A-V-I-D.
rereading the text. 4 Brian: How old are you Shaun?
Shaun: I’m twelve.
• Have Ss write the answers. Brian: Is David twelve too?
• Check Ss’ answers. Remind them to use the right Shaun: No, he isn’t. He’s thirteen.
intonation in questions. 5 Brian: What’s your address, Shaun?
Shaun: 13 Bristol Road.
Answers 2 Her mobile phone. 3 No, it isn’t. 4 Cheryl’s / Her Brian: 30 Bristol Road?
brothers. 5 No, she isn’t. 6 She’s from Spain. Shaun: No, number 13.

4 Read the text and complete Cheryl’s family
pyramid.
• Ask Ss to read the instructions. Tell them that you
can call this a family pyramid or tree.
• Give Ss time to complete the tree and check their
answers.
7 Complete this text about Mick.
• Ask Ss to look at the photo and think what the text
can be about.
• Have them read the text quickly and go back to
their predictions.
• Allot a couple of minutes for Ss to complete the text,
then check.
Answers 1 He’s 2 His 3 his 4 his 5 white 6 brown (or brown and
white) 7 isn’t 8 he’s

43
SKILLS WIDE Cheryl’s world SB pages 28-29

8 Write 40–50 words about you and your family.

Use these questions to help you.
• Have Ss read the instructions and the questions.
• You can have one example with them about yourself
or about one of Cheryl’s sisters.
• Give Ss time to go over the questions and answer
them.
• You can make a display of the Ss’ pieces.

9 SKILLS PROJECT Write about your favourite

singer / pop artist / sports person. Use a
presentation program and go digital!
• Have Ss read the instructions and the questions.
You can draw a table on the board and complete it
with your favourite person’s information. Below is a
suggestion for the table.
• Read the Ss’ pieces and give them useful feedback.
• Ss share their productions.
NAME
AGE
NATIONALITY
FAVOURITE THING
FAMILY: Mother’s name
on
rs
Father’s name
Brothers / sisters
a
Pe

44

 3
? In the House
0.1Home
3.1
0.? It’sSB
Txt me! SB pages
sweet
pages ?home6-7SB pages 30-31
can say there are four walls in this classroom, and
IC This unit is about houses and home. We consider home
they’re (green).
the place where one lives, usually a place of affection,
irrespective of whether it is a house, a palace, a flat
• Have Ss find the items of this first part of the box in
the photos on page 30.
or just a room. Again, no norm is set through the
examples in the unit.
• Inside the house (you can use gesture). Look at the
kitchen. There’s a fridge in the kitchen. It’s very big.
Show me the fridge. An armchair is a chair with arms
@ Tweet: A house or a flat? In the city or in the country?
Big or small? What’s your #DreamHouse? Where is it?
(use gesture). What colour is the armchair in the
living room? Point to it. Shower: the bathroom is the
This is the Tweet for this unit. You can check the ideas room with a bath (you may draw one on the board)
suggested for Unit 1, which can be applied to all units. or the room with a shower. Again, you can draw one.
• Have Ss find the items of this second set of words in
Teaching of furniture the photos on page 30.
• Tell Ss you want to know how many of the following Answers bathroom bedroom door floor garage garden kitchen
they can find at home and at school. You can use living room wall window armchair bed chair desk fridge sofa table
pics or make a drawing for bed.
• You can start by telling Ss, e.g. OK, a window
(point to one). At home only? At school only? Or 33 ➔ See SB page 31
at home and at school? Yes! Do the same with the
rest. Balcony and sofa are transparent words so Ss
won’t have trouble understanding it. In the case of
bed, you can draw a simple one on the board. You
can do the same with table if there isn’t one in the
classroom.
on 3 Which part of the house are the photos from?
Circle the correct word.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to do the activity,
then check.
rs
Answers 2 bathroom 3 garage 4 living room 5 garden 6 wall
1 Label the objects in the photos (1–8) with these
words.
• Ask Ss to read the instructions and check they all ➤ Extra activity
know what to do. You can mime different actions for Ss to say the room,
a
• Give Ss time to label the pics, then check. e.g. pretend you’re cooking for Ss to say kitchen.
Answers 2 bed 3 balcony 4 window 5 sofa 6 chair 7 table
8 door
4 34 Listen to the sounds. Where are you?
Pe

• Ask Ss to read the instructions.

Remind Ss they can type the words in bold in the
search engine to find the information online.
2 33 Listen and tick the words you hear. Find
the items in the box in the photos on page 30.
• Ask Ss to read the instructions.
• Play the recording first, stopping after each word for
Ss to tick the words they hear. Tell them they have to
try and see the connection between the spoken and
the written word.
• Check Ss’ answers.
• Work on the meaning of the new words. You can
start by classroom, helping Ss notice it’s the room for
a class, a group of Ss. Do the same with bedroom.
Living room and garage will pose no problem. The
following are ideas for the rest of the words.
• Kitchen: tell Ss that in the picture on page 30, in
the kitchen there’s a brown table, a chair and a
brown door. Bathroom: It’s white and yellow, there’s
a white door and a small window. Garden: plants
and flowers like jasmines and roses. Floor: point to
the floor in the classroom, as well as to the walls. You
• Play the first sound for Ss to understand the activity.
• Play the other sounds and check as you go along.
Answer 2 kitchen 3 garage 4 bedroom 5 garden 6 bathroom
34
1. A TV in the background. Someone places a cup on a hard
surface. The rustling of the pages of a book.
2. A fridge door opens and closes. Someone breaks an egg
into a frying pan. The sizzling of the egg frying. A kitchen fan
extractor starts.
3. A garage door opens. Someone gets into a car: bleep of car
alarm being turned off, door opens and closes, engine starts.
4. A few seconds of absolute quiet, followed by someone snoring.
5. Birds singing. Sound of someone mowing the lawn.
6. Someone’s brushing his teeth. The shower starts. A man
starts to hum a tune, followed by water splashing as he begins
to have a shower.
5 Complete the word. Read the sentence to help
you.
• Ask Ss to read the instructions and the first example
for them to understand how the sentence helps them.
• Give Ss time to do the activity, then check.

45
 Answers 2 fridge 3 armchair 4 table 5 desk 6 shower 7 chair
8 sofa

6 Look at the photos on page 30. Student A: Say

a sentence about an object inside the house.
It can be a true sentence or a false sentence.
Student B: Is student A’s sentence true?
Correct the false sentences. Then swap roles.
• Ask Ss to read the instructions and the example.
• First give Ss a couple of minutes to decide on the
sentences. You can ask them to write three or four.
• Get Ss into pairs for them to interact.

Over Choose a cartoon character. Draw the

  to 
YOU things in his / her house. Then make lists
and compare in pairs.
• Ask Ss to read the instructions. Tell them that the one
in the book is an example. You can draw a kind of
floor plan on the board.
• Have Ss draw the objects.
• They can also make a list. When they finish, they

on
compare the lists and find things in common.

Remind Ss they can type the words in bold in the

search engine to find a collage maker web app
online.

Vocabulary: Ask Ss to include the new words in their

rs
dictionaries.

AT Ss should recognise parts of the house and some

pieces of furniture
a
WB Answers 3.1 Home sweet home Page 88
1. 2 an armchair 3 a sofa 4 a chair 5 a table 6 a fridge 7 a window
Pe

2. 2 floor 3 wall 4 armchair

3. 2 c 3 a 4 d 5 b
4. 2 bathroom 3 living room 4 bedroom 5 garage 6 garden

46

0.? Where
3.2 Txt SB page
is it?? SB pages 32-33

1 11 35 Watch or listen, then read the 12 Video script page 83

extract from the video. Is Alex happy?
• Ask Ss to look at the photos and think if there is a
problem.
• Play the video or the recording and go back to Ss’
predictions.
• Ask Ss to read the instructions.
• Play the video or the recording again for Ss to
answer the question.
• Show Ss the meaning of under the sofa.
Answer No
35 ➔ See SB page 32
11 Video script page 83
2 Answer the questions.
• Ask Ss to read the instructions and the questions.
You may have to explain sweets. You can draw one
IC We do not know if Alex is absent-minded or just untidy.
In either case, it is important to reflect with Ss on how a
person’s untidiness can negatively affect others. Often,
we hear people say that if they have a mess it is theirs
and others should mind their own business. However,
we can see how our own mess may have negative
consequences on others.
Introduction of there is / there are
• Tell Ss to look around and close their eyes. Tell them
you’ll test their visual memory. Remind them not to
open their eyes.
• Suggestions for description: In this classroom, there’s
one door. There are three windows. There are 12 boys
and 13 girls today. There’s a blue backpack on the
teacher’s desk.
• Ask Ss to open their eyes and check.
• You can elicit from Ss whether you’re providing

on the board. Remind Ss they have to look at the
photos and read the dialogues.
• Allot a couple of minutes for Ss to answer the
questions and check the answers.
Answers 2 They’re in the living room. 3 No, it isn’t. 4 No, they
aren’t. 5 They’re under the sofa.
on
personal information or describing a place.
There is / there are affirmative
• Have Ss read the examples in the table. Elicit from
them when to use there is and when to use there are.

Language Wide
rs
OUT of class You may ask Ss to say any of the examples in the table
in Spanish. Whether they use there is or there are, the
3 36 Listen and repeat. Find these translation is hay. Help them notice this and have them
expressions in the story. What are these answer the question in the box.
a
expressions in your language?
• Ask Ss to read the examples in the Out of Class box.
• Have Ss look for them in the dialogue. Check they 5 Complete with There is or There are. Then look
Pe

understand their meaning. at the photos on page 32 and tick (✓) the true
• Elicit from them which ones they can use in class. sentences.
• If they have made a poster with these expressions,
include the new ones. • Ask Ss to read the instructions and the example.
• Play the recording and have Ss repeat the expressions. • Give them time to do the first part of the activity and
Encourage them to imitate the speakers. then check.
• Have them look at the photos on page 32 and tick
the true sentences.
36 ➔ See SB page 32 • Check the second part.
Answers 2 There are 3 There’s 4 There are ✓ 5 There are
4 12 37 Where is Alex’s phone? Watch or 6 There’s ✓
listen and check.
• Ask Ss to read the instructions. 6 Look around you. Say how many of these things
• Play the video or the recording and check the answer. there are in your classroom.
Answer It’s in the fridge. • Ask Ss to read the instructions and the words.
• Ss take it in turns to describe their classroom.
• You can other words referring to elements in the
37 classroom, e.g. plants, posters.
Lian: Shhh!
Jen: It’s in the kitchen.
Alex: Yes, but where? Prepositions of place
Lian: It’s in the fridge!
Jen: Yes, it is!
• Ask Ss to look at the cartoon in Get Grammar. Tell
Alex: What? them you’ll describe it for them to say True or False.
Lian: Oh, Alex! • Suggested sentences: There’s a sofa in the living

47
 room. There’s a girl on the sofa. There’s a phone
under the sofa. There’s a boy next to the table. In all
the cases, use gesture to show the meaning of the
preposition.
• Remind Ss they can also check the meaning of the
prepositions in the box.
• Ask Ss to watch the Get Grammar video in class, if
there is connectivity, or at home.
Vocabulary: Ask Ss to include the new words in their
dictionaries.
AT Ss should understand the meaning of there is / there
are, and should recognise when to use each. They
should also recognise prepositions of place.

WB Answers 3.2 Where is it? Page 89

13 Video script page 83
1. 2 A There are 3 A There is 4 A There is 5 B There are 6 B There are
2. 2 next to 3 on 4 under 5 in 6 on 7 next to
➤ Extra activity 3. 2 are, on 3 is, next to 4 are, under 5 is, on 6 is, in
4. 2 in 3 are 4 on 5 a 6 next 7 are 8 There
Tell Ss they’ll need their backpacks and a book (or any 5. Answers will vary.
two objects). You’ll give them orders, e.g. Put the book
next to the backpack. Put the book in the backpack. Tell
them they have to be very quick.

7 Look at the photos on page 32. Circle the

correct preposition.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to do the exercise.
• Ss can check in pairs before the general checking.
Answers 2 in 3 next to 4 under

8 Look at pictures A and B. Complete the

sentences.
• Ask Ss to read the instructions. Check they
on
rs
understand they have to complete the two
descriptions based on each of the pictures. Help Ss
see the difference between a bag and a backpack.
• Allot a couple of minutes for Ss to do the exercise.
• Check their answers.
a
Answers 2 A next to, B in 3 A in, B under 4 A on, B under

➤ Extra activity
Pe

Ss can play a memory game.

1 They have to look at the two pictures and try to
memorize them. First you can describe the pictures for
Ss to say if you’re describing A or B, e.g. There’s a chair
next to the desk.
2 After a while, Ss can play in pairs and do the same.
3 With the class as a whole, Ss have to describe the
pictures, e.g. In A there’s a lamp on the desk and in B,
there’s a lamp on the floor.

9 Game. Pair work. Draw a plan of a house with

four rooms. Place objects and furniture in the
rooms. In turns, guess where the objects and
the furniture are.
• Have Ss read the instructions and the example. You
can have one example with you against the class.
Draw something on a sheet of paper and Ss guess,
e.g. There’s a fridge in the kitchen.
• Once Ss know what to do, they can get organised
into pairs and start the game. You may decide on
a set number of objects. Remind Ss where they can
check what objects to include.

48

0.? Where
3.3 Txt SB page
are they?
? SB pages 34-35
1 Look at the cartoon. Kit and Superdog’s
communication: circle the correct picture.
• Before Ss listen, focus Ss’ attention on the title: Dug
and Coco.
• Tell Ss to look at the cartoon without reading and
decide who Coco is.
• Then ask them to circle the picture that shows how
Kit and Superdog communicate.
• Check their answer.
Answer c
2 38 Listen and read. Who says ‘Kit! Help!’
on the phone? Circle the correct words and
complete the sentence.
• Play the recording for Ss to check who Coco is.
• Have Ss read the instructions and play the recording
again. This time, they read as they listen.
• Check the answers.
• You may have to explain the meaning of car, tree,
people and parrot.
on
• Suggested ideas: car: Renault is a car, Peugeot
and Toyota are cars. Tree: you can draw one on the
board. People: one person, 2, 3, 30 people. Parrot:
point to Coco and tell Ss Coco is a parrot.
Answer Coco the parrot
rs
38 ➔ See SB page 34
3 Complete the sentences with words from the
cartoon.
a
• Have Ss read the instructions.
• You can ask Ss to complete the sentences before
rereading the cartoon.
Pe
• Have Ss reread the cartoon and check their answers.
• Check the answers.
Answer 2 car 3 trees 4 people 5 Coco
There is / there are negative and questions
• To introduce the topic, ask Ss to close their books.
Tell them you’ll test their memory again.
• Ask the following suggested questions: Is there a
phone in picture 1? Are there any flowers in picture
2? Are there any plants in picture 3? Is there a door
in picture 4? Ask Ss to open their books and check
their answers.
• Have Ss read the examples in the table.
• Play the recording again for Ss to work on the
intonation in questions. Remind them of the
pronunciation of aren’t.
• Ask Ss to watch the Get Grammar video in class or
as homework.
14 Video script page 83
4 Circle the correct answers. Then look at the
cartoon on page 34 and tick (✓) the true
sentences.
• Have Ss read the instructions. Check they know what
to do.
• Allot a couple of minutes for the Ss to do the exercise.
• You may check this first part. You can ask Ss to
account for their answers.
• Have Ss look at the picture and tick the correct
sentences.
• Check the answers.
Answers 2 There aren’t 3 There isn’t ✓ 4 There aren’t ✓ 5 There
isn’t 6 There isn’t ✓
Watch OUT!
• Ask Ss to read the examples in the box. At this stage,
do not work on the difference between countable
and uncountable nouns.
• Focus Ss’ attention on the use of any for questions
and the negative with plural nouns.
• You may ask Ss to translate the questions and
negative sentences for them to realise that any has
no translation into Spanish.
5 Look at the cartoon pictures on page 34. What
is missing? Choose from the box.
• After Ss read the instructions and the example.
• Ss may work in pairs to spot what is missing in each
of the pictures.
• Check Ss’ answers.
Answers 2 There isn’t a door. 3 There isn’t a TV. 4 There isn’t a
table. 5 There aren’t any photos.
➤ Extra activity
You can use your bag or a S’s backpack. Elicit from Ss
what different things there may be in a backpack. They
can go back to their own dictionaries or the book. Put
some of these things in the bag without Ss watching.
Ss have to describe what’s in the bag without looking
inside. Remind them they can describe by referring to
what there is and what there isn’t. At the end, show the
contents of the bag.
6 Look at the picture. Write Kit’s questions and
Dug’s answers.
• Have Ss read the instructions and the example.
• Have Ss write the questions and the answers first.
• Get Ss into pairs, ask and answer the questions.
Check they use the correct intonation.
➤ Extra activity
You can play a guessing game. You can tell them to
guess what there is in, e.g. your bedroom (they have to
find everything out: a bed, a table, two chairs, a plant).
49
➤ Extra activity
Ss work in pairs. Each one draws 5 elements in the
living room. Once they do so, each one can ask 10
questions to find out the 10 elements. Remind Ss of
the intonation in yes / no questions. You can have one
example first for everybody to understand what they
have to do.

7 Memory game. Look at the cartoon on page 34

for a minute. Close your books. Describe the
pictures. Is your memory good?
• Ask Ss to read the instructions.
• You can have Ss play in groups.

IC Ss’ housing experiences will differ, with some living

in a home with a room for each member whereas
others may live in a room. When describing houses or
rooms in the house, care should be taken not to hurt
anybody’s feelings. It is better, therefore, not to ask Ss
to describe their homes. However, if the topic crops up,
it should not be treated from the deficit perspective but
rather as another instance of diversity without making

on
a value comment.

Remind Ss they can type the words in bold in the

search engine to find the information online.

Vocabulary: Ask Ss to include the new words in their

rs
dictionaries.

AT Ss should recognise the structure for there is / are in the

interrogative and negative.
a
WB Answers 3.3 Where are they? Page 90
1. 2 Are 3 Is 4 isn’t 5 Is 6 aren’t
2. 2 F 3 T 4 T 5 F 6 T 7 T 8 F
Pe

3. 2 Are there any 3 Is there a 4 Are there any 5 Is there a 6 Are there any
4. a 2 b 4 c 5 d 6 e 1 g 3
5. 2 Is there a garage next to your house? No, there isn’t 3 Are there any
armchairs in your living room? Yes, there are. 4 Are there any pencils
on your desk? No, there aren’t. 5 Is there a desk in your bedroom? Yes,
there is.
6. 2 an 3 are 4 any 5 aren’t 6 a

50

0.? Interaction
3.4 Txt SB page ? Having a guest SB page 36
IC The name of this interaction lesson is having a guest. • When checking, work on pronunciation and
intonation.
Ss may not be familiar with the concept, but they may
invite a friend over, or they may visit other friends.
• Get Ss into pairs. Let them memorize the situation
and act it out.
Tell them that this is the meaning of having a guest.
However, for different reasons, there may be Ss who do Answers 1 c 2 a 3 b
not visit friends or whose families do not have guests
over. Let them know this is customary in some cultures Culture Wide
whereas it is not in others.
Have Ss read the question. You can ask them first
1 15 39 Watch or listen, then read the if the dialogue in Ex. 3 is similar to what they’d say.
video extract. Whose house is it? Circle the Then ask them if this is also true for adults.
correct answer.
• Before doing Ex. 1, ask Ss to look at the title and
the pictures. Who, do they think, asks Where’s 4 Circle the best answer.
the bathroom? Remind them not to read the • Ask Ss to read the instructions.
conversation. • Allot a couple of minutes for them to choose the
• Play the recording or the video for Ss to check their correct answers.
predictions. • Check.
• Have Ss read the instructions. Answers 1 b 2 c 3 b
• Play the video or recording again.

on
• Check Ss’ answers.
Answer Lucas’ ➤ Extra activity
Ss can think of a possible part A for the answers they
have not circled.
39 ➔ See SB page 36
15 Video script page 83 5 Write dialogues. Then act them out in pairs.
rs
• Ask Ss to read the instructions and the example.
2 40 Listen and repeat. Check they understand what to do.
• Have Ss read the box. Ask them to match each • Ss can write the dialogues in pairs and then act it
sentence with a photo. out.
• Elicit from them which gestures we use for each • You can have a few pairs act out in front of the rest.
a
situation, i.e. when inviting somebody in, when
Over You have a guest at home. In pairs, write
offering something to eat, etc. Have Ss watch   to 
YOU the conversation. Make it funny or crazy!
the video again to compare gesture and body
language. Then act it out in class. You can record it
Pe

• Play the recording for Ss to repeat and imitate the and make a video.
speakers’ pronunciation and intonation. A: Hello, Agus. Please, come in.
• Help Ss notice some words are in italics. Elicit from
B: Hello!
them why this may be so (because when interacting,
they can change these words).
• Have Ss read the instructions. Elicit from them
where they can get help if they need any.
• Ss can compare what we say in Spanish to accept
or reject an offer with the way to answer in English.
• Give pairs time to prepare the dialogues.
• You can discuss with Ss what can make a
performance really good.
40 ➔ See SB page 36 • If you make a video, you can upload it to the
school’s blog.
IC Discuss with Ss what guests may be offered when • Ss can vote for the best performances.
invited over. There may be differences depending on
the cultures. Some are offered a mate, some others Vocabulary: Ask Ss to include the new words in their
tea, juice or water. You may teach Ss a few words, e.g. dictionaries.
water, juice, (chocolate) milk, tea, coffee, coke or soda
and biscuits. AT Ss should recognise typical exchanges when having a
guest over.
3 Match 1–3 with a–c. Then act out the dialogues
in pairs.
• Have Ss read the instructions.
• Allot a few minutes for Ss to do the matching, then
check.

51
3.5 Txt
0.? A dream house?
SB pages ? SB page 37
1 41 Listen and repeat. Then label pictures
1–6 with the words in the box.
• Before doing Ex. 1, tell Ss what dream means, in
particular a dream house, a dream experience. You
may ask them if the super backpack on page 27
can be their dream backpack.
• Ask Ss if the elements in the box would be part of a
dream house of theirs.
• Have Ss label the pictures. Encourage them to use
different strategies. There are words they know and
transparent words. In the case of carpet, tell them
you put it on the floor. Check they understand it is not
carpeta, which is called binder. You can ask them
to translate carpet (alfombra). For cushion, you may
tell them they are on a sofa. You can ask them to
go to page 33 and tell them there are three orange
cushions on the sofa for Ss to get its meaning.
• Play the recording and have Ss repeat and imitate
the speaker.
• Give Ss time to label the pictures and check.
on
Answers 2 cushion 3 plant 4 poster 5 lamp 6 carpet
41 ➔ See SB page 37
2 Which objects in Exercise 1 are in your
classroom? Where are they?
rs
• You may challenge Ss to do the activity before
looking around.
• You can make this more challenging by asking them
about the whole school, not just their classroom.
a
3 42 Look, read and listen. What is the text
about? Circle the correct answer.
• Ask Ss to look at the illustration and the title of the
Pe
text. Ask them what the text may be about.
• Have them read quickly and check their predictions.
• Play the recording while Ss read and have them
circle the correct option.
Answer c
42 ➔ See SB page 37
4 Read the text again and circle yes, no or no
info.
• Ask Ss to read the instructions.
• Give them time to do the exercise and check.
• When checking, you may ask Ss to account for their
answers.
Answers 2 no 3 no info 4 yes 5 no info 6 no info
5 Answer the questions about the text.
• Ask Ss to read the instructions.
• They can reread the text before they answer the
questions.
• Have an oral discussion with the Ss’ answers.
52
Answers 1 (There's) a living room, a kitchen, a bedroom, a
bathroom and a skateboard practice room. 2 (There's) a sofa, a
table and chairs. 3 Television, cushion, plant, poster, and carpet.
IC Ss may have the idea that a dream house will be very
expensive and impossible to afford. However, you can
reflect with them how we can turn anything into our
dream. You can start with the classroom. Ss can look
at photos of dream classrooms and use the ideas to
make theirs a dream classroom.
Vocabulary: Ask Ss to include the new words in their
dictionaries.
Unit Wide
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
WB Answers 3.4 A dream house? Page 91
1. 3 4 6
2. 1 two 2 two 3 four
3. 2 carpet 3 lamp 4 poster 5 cushion 6 plant
Revision WB page 92
1. Oral work
2. 2 carpet 3 Television 4 plants 5 armchair
3. 2 bedroom 3 garage 4 bathroom 5 living room 6 garden
4. 2 on 3 next to 4 in 5 next to 6 under
5. 2 There’s 3 There’s 4 there are 5 There isn’t 6 There aren’t
6. 2 Is there 3 Are there 4 Is there 5 Is there 6 Are there
7. 2 No, there isn’t 3 Yes, there are 4 Yes, there is 5 No, there isn’t
6 No, there aren’t
8. 2 come in 3 Would 4 please 5 Where’s 6 show
SELF-CHECK WB page 93
1. 1 armchair 2 window 3 cushion 4 sofa 5 garage
2. 1 bedroom 2 under 3 kitchen 4 next to 5 fridge
3. 1 are 2 a pen 3 aren’t 4 is 5 aren’t
4. 1 isn’t 2 Are 3 any 4 aren’t 5 a 6 there 7 isn’t 8 are
5. 1d 2e 3f 4b 5a 6c
WORLD WIDE Houses in the UK SB pages 38-39

LEAD IN
Before working with this consolidation lesson, ask Ss
what type of houses they think they can find in the UK.
You can give them options, all palaces? Mansions?
Small, old houses?
44
Girl: I live in the country. My house is a cottage in Devon, South
England. There are lots of trees next to it.
Boy: I live in a houseboat on the River Thames. It is very small
but I like it. The view from my window is never boring!

1 There are different types of houses in the UK. 4 a 16 Is Hampton Court Palace a historic
Where can you find these types of houses? place? Watch and check.
• Ask Ss to read the instructions. Focus their attention • Ask Ss to read the instructions, look at the photo
on the photos of different houses. and answer the question.
• Tell them that there’s some space between semi- • Play the video or the recording for Ss to check.
detached houses, while there is no space between • Go back to their predictions.
terraced houses. You can ask them if there are Answer Yes
terraced and semi-detached houses in the place
where they live.
• You can give them a few minutes to discuss the 16 Video script page 83
answers. Answers will vary depending on where Ss
live and what ideas they have. In fact, there are no
right or wrong answers.
b Watch the video again and answer the

on
presenter’s questions. Then circle the answer.
2 43 Read the texts and circle the type of • Ask Ss to read the instructions and the options.
house Ian, Lisa and Claire live in. Then listen You may ask them to choose the answer before
watching the video again.
and check.
• Play the video and check Ss’ answers.
• Ask Ss to read the instructions. Before they do the
Answer c
circling, you may ask them to read one by one and
rs
ask them if the house is similar to theirs.
• Once you do this, have Ss read and circle. 5 Watch the video again. Complete the
• Play the recording for Ss to check. sentences with one word from the video.
Answers Ian: semi-detached Lisa: block of flats Claire: terraced • Ask Ss to read the instructions. As before, they may
houses
try completing the sentences before watching the
a
video again.
• Play the video and check Ss’ answers.
43
Ian, 11 Answers 1 London 2 no 3 rooms 4 garden
Pe

I live in a semi-detached house. I am friends with the boys next

door. There’s a big tree in their garden with a tree-house. We
play there all the time! 6 Discuss in pairs. Which part of Hampton Court
Palace is your favourite?
Lisa, 13
I live in a block of flats with twelve floors. The flat isn’t big. There • Ask Ss to read the instructions.
are two small bedrooms but the living room is nice. The view is • Get them into pairs and discuss.
fantastic!

Claire, 12 7 WORLD WIDE PROJECT In groups, make a digital

I live in the city, in a street with terraced houses. They are all tall presentation of an unusual or interesting
and grey but the doors are different colours. The door of my
house is yellow!
house in your area.
• Have Ss read the instructions and the different steps.
3 44 Listen and complete the texts with the • Once they get into groups, you can ask them where
words in the box. There is an extra word. they can get the information.
• Ss can present their work on paper or using an app
• Have Ss read the instructions. As before, you can / online tool or any software available. You can ask
ask them to go over the two texts and say if their
the ICT teacher to join in for this part of the project.
house is similar or not.
• Ss share their productions.
• You can have Ss think about ways to complete the
texts before listening.
• Check Ss’ answers.
• Play the recording for Ss to check.
Answers 2 cottage 3 next to 4 houseboat 5 small 6 boring

53
 4 About Me
0.1Are
4.1 It’s your
me! eyes
SB pages 6-7 or green? SB pages 40-41
brown
Answers Sam (short) curly brown hair, brown eyes Regan long
IC This unit is about physical description and personality. straight red hair, green eyes Maria brown wavy hair, brown eyes
We all know that stereotypes are forced on us, Andy short straight blonde hair, blue eyes
especially from the media. This unit provides teachers
with a great opportunity to discuss these issues and
help Ss value themselves for who they are. ➤ Extra activity
Tell Ss you’ll name features and those who bear those

@ Tweet Tall or short? Brown or blue eyes? Good

person, good friend? What are important personal
characteristics?
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.
Introduction of parts of the face
• Tell Ss you’ll check how good they are at finding
answers. Tell them, e.g. I’ll describe the face (show
your face). They can be brown, green or blue. Are
they eyes or ears (point to each as you name them)?
features have to stand up. You can have an example or
two before they actually start playing, e.g. short brown
hair; straight brown hair; brown eyes; blond hair…
3 Find the numbers (1–5) in the photos on page
40. Write whose features they are.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to complete the
sentences.
• Check Ss’ answers.

on
Answers 2 Regan’s nose 3 Regan’s hair 4 Maria’s eyes 5 Andy’s
Good! Now they are big or small but they’re not mouth
green or brown or blue. Are they eyes or ears? (again
pointing to each). Great! There’s only one of this. It is
big or small. Hair or nose? (pointing). Great! Now this
4 In pairs, put the words below in the correct list.
can be brown, red, black. It can be long or short. Hair You can use them more than once.
or nose? (pointing). OK, the last one. It’s big or small, • Ask Ss to read the instructions. Remind them they
can use the same word more than once. You may
rs
and it’s red. Hair or mouth? (pointing)
have to explain dark and include its opposite
1 Say the words you know. light. Use elements in the classroom to explain the
difference between dark and light (blue, green,
• Ask Ss to read the instructions. You may ask them to brown, etc,).
number the words from 1 to 5.
• Give them time to do the exercise, then check their
a
• As you name each, they have to say which number it answers.
is. This will help Ss see the relationship between the
• Note: you may tell Ss that both blonde and blond
written and the spoken word.
are OK.
Pe

2 a 45 Listen to these words. How many can
you memorise in one minute?
• Ask Ss to read the instructions.
• Tell Ss that in the first part, Ss have the parts of the
face. Have them read the second list and check they
understand it. Ss can also add big and small to the
list. When dealing with hair, focus on the second part
and ask Ss if the words refer to style or colour. Ask
them infer what colour blonde is. Tell Ss the first part
refers to hair style. You can use Ss in class to explain
each of the words. You can also tell Ss to add short
and long to describe hair.
• Play the recording for Ss to listen and repeat. Have
them imitate the speakers.
• Give Ss a minute and check how many words they
can memorize.
45 ➔ See SB page 41
b Find the features in the photos on page 40.
• Ask Ss to read the instructions.
• Give them time to find the features in the photos.
Answers 1 big brown dark green small. Ss may argue some people
have grey eyes. 2 big small 3 blonde brown curly dark grey long
red short spiky straight wavy. You can tell them that grey hair is cana
in Spanish.
Watch OUT!
• Ss won’t have any problem understanding that eyes
and ears are plural whereas mouth and nose are
singular. Hair is also singular. You can ask Ss how
they say hair in Spanish when they describe it, e.g.
long hair, short hair: pelo (singular).
ESI You can reflect with Ss how sometimes we are not
very happy with our bodies. Some people have
plastic surgery to make their features more beautiful.
However, the results are not always satisfactory for they
lose their original beauty. It looks as if a perfect nose,
for instance, does not fit their face. Ss should also be
made aware that beauty is a cultural concept and has
changed over time. At some point, fashion dictates
curly or wavy hair while at time, straight hair is in. This
is a good opportunity to reflect on the importance of
being oneself.

54

5 Look at the photos on page 40. Circle the
correct word.
• Ask Ss to read the instructions.
• You can organise this as a memory game with Ss
looking at the photos for a minute and then doing
the exercise without looking at the photos.
• Give Ss time to do the exercise, then check Ss’
answers.
Answers 2 curly 3 long 4 straight 5 dark 6 red 7 blue
Project development
• Ss can start a new project or they can enlarge on
the one they did in Unit 1 about their family.
• Ss choose a couple of members of their family or
they can choose their best friend or somebody they
admire.
• At this stage, with a photo, they should write the
words that describe them, e.g. short spiky hair, dark
eyes, etc.

AT Ss should recognise the parts of the face and ways to

6 Look at the children’s hair. Complete the describe them.
words.
• Ask Ss to read the instructions. WB Answers 4.1 Are your eyes brown or green? Page 94
• Allot a couple of minutes for Ss to do the activity, 1. 2 hair 3 eye 4 nose 5 mouth
then check. 2. 2 spiky red 3 curly black 4 long dark
Answers b wavy c curly d spiky e long f short 3. 1 spiky 2 long straight 3 curly black 4 wavy blonde
4. 2 straight blue 3 short grey small 4 long blonde big
5. 2 E 3 H 4 H 5 H 6 E
7 46 Listen and number the pictures in
Exercise 6.
• Ask Ss to read the instructions. Show them they can
listen and read at the same time.
• Give them time to do the numbering, then check.
Answers 2 f 3 b 4 c 5 a 6 d

46 ➔ See SB page 41

Watch OUT!
on
rs
• Have Ss read the examples and focus their attention
on the order of adjectives.

Language Wide
a
Have Ss read the question. Help them reflect on the
answer.
Pe

8 In pairs, describe someone in your class. Guess

who it is.
• Have Ss read the instructions and the example.
• Remind them to check the order of adjectives.

IC Very often physical features are used as a form of

mockery or even as an insult. Reflect with Ss that
though some of these may be a form of affection in a
family, they can be offensive to others. There is nothing
a person can do if their nose is big or small, if their hair
is straight or spiky.

Over
  to
YOU Do
 you know a person with … You can
create your own list.
• Have Ss read the instructions, the lists and the
examples. You may ask them not to think about
classmates.

Vocabulary: Ask Ss to include the new words in their

dictionaries.

55
4.2 Have you got short hair? SB pages 42-43
1 17 47 Watch or listen, then read. Is
Alex happy?
• Have Ss look at the photos. Show that they are at
a bookshop. Ask them what the situation may be
about.
• Play the video or the recording for Ss to check their
predictions.
• Ask Ss to read the instructions.
• Have Ss read the text while you play the recording
and check the answer to the question.
• Note: Ss will be able to complete the tasks even if
they do not understand all the words in the dialogue,
so there is no need to pre teach anything.
Answer No, he isn’t.
47 ➔ See SB page 42
17 Video script page 83
2 Circle YES or NO.
on
• Ask Ss to read the instructions and the statements.
• Give Ss time to do the exercise, then check.
Answers 1 No 2 No 3 No 4 Yes
3 48 Listen and read. Find these expressions
rs
in the story. What are they in your language?
• Ask Ss to read the examples in the Out of Class
box. Remind them they are everyday colloquial
expressions.
• Have Ss go back to the dialogue to check the
a
meaning of the expressions.
• You may ask them to translate them into Spanish.
• You can elicit from Ss different situations in which
we can use these expressions both at school and
Pe
outside school.
• If Ss have been working on the poster, add the
expressions to it.
48 ➔ See SB page 42
4 CLASS VOTE A positive ending?
• Ask Ss to read the question.
• Ask Ss to raise their hand if they think the ending is
positive. Count the number of Ss. Do the same with
a negative answer.
• You can ask Ss why they think it’s positive or
negative.
5 18 49 Now watch or listen and check.
• Ask Ss to read the instructions.
• Play the video or the recording and check.
49
Jen: That book over there? Please?
Alex: So my long arms are OK, now?
Jen: Come on! Be a good brother!
56
Alex: Oh, all right!
Jen: Thank you!
Alex: But I want these cupcakes! Ooh, and these! And these too!
Jen: Fine!
18 Video script page 83
Introduction of parts of the body
• Focus Ss’ attention on photo 1 on page 42. Ask Ss,
e.g. Is there a problem with Alex’s leg (point to your
leg) or Alex’s foot? (point to your foot)
• Ask Ss to look at photo 2. What’s the problem, the
head or the arms? (again, use gesture for both).
• Show Ss what the two characters say, e.g. big feet (use
gesture) a big head, long arms. Are Alex and Jen nice?
have got affirmative and negative
• Ask Ss to read the examples in the table. You can refer
them to the instances of have got in the dialogue.
• Ask Ss if have got indicates possession or state.
• Ask Ss what different forms they can see and when
they’d use each one.
• Ask Ss how the negative is formed.
• Tell Ss to watch the Get Grammar video either at
school or at home.
19 Video script page 83
Language Wide
Focus Ss’ attention on the statements in the box. How
many forms in Spanish?
6 Complete the sentences with ’ve got or ’s got.
• Ask Ss to read the instructions.
• Give Ss time to complete the sentences, then check.
Answers 2 ’s got 3 ’s got 4 ’ve got 5 ’ve got
➤ Extra activity
Tell Ss you’ll describe yourself. They have to spot wrong
information. Decide how they’ll signal when they hear
something false, e.g. clapping their hands, standing up,
saying False, etc. Include the description of the face.
7 50 Listen and tick the words you hear.
• Ask Ss to read the instructions.
• First ask them to underline the words they already
know.
• Remind them you always tell them to raise their …
hand.
• Tell Ss there are 5 fingers in a hand, and that people
have got 10 fingers in their hands. Ask them what
finger is in Spanish.
• Tell them that at the end of a leg, there’s a foot and
in the middle, there’s a knee.
• Tell Ss that we’ve got fingers in our hand and toes in
our foot.
 • Finally, point to your shoulders. information.
• Play the recording for Ss to tick the words they hear. • Get Ss into groups and let them interact.

50 Vocabulary: Ask Ss to include the new words in their

arm body fingers foot hand head leg dictionaries.

➤ Extra activity Project development

• Ask Ss to have the photos ready.
Tell Ss you’ll name parts of the body. As they hear each,
• Ss write a short description of the person. Remind
they have to say how many a person has got, e.g.
them they can use the words they had already
T: Eyes, Ss: 2.
written down and also the words in this lesson.
Reflect with them where they can get help if they
8 Label the parts of the body. Use the words from need any.
the box. • Tell Ss to keep the photo ready for further use.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to do the exercise. They can go online to search to find images of people
• Check their answers. with a Guinness world record. Remind them to type
Answers 1 shoulder 2 knee 3 toes the words in bold in the search engine to find the
information they need.
Watch OUT!
AT Ss should understand the meaning of have / has got
• Have Ss look at the words and the drawings. Check and they should recognise some parts of the body.
they understand the meaning.

IC Refer Ss to the dialogue, in particular when Jen and

Alex say awful things about the other. Help them see
how wrong this is. You can reflect with them what to say
when you are angry with somebody.

ESI Going on with the previous activity, it is quite common

rs
for pre adolescents and adolescents to go into growth
spurts, with the result that their legs and arms may be
comparatively longer than the rest of their body. Help
Ss see this is a natural process and eventually, the body
becomes harmonious again.
a
on
WB Answers 4.2 Have you got short hair? Page 95
1. Answer will vary.
2. 2’s got 3 haven’t got 4’ve got 5 hasn’t got 6’ve got
3. 2 He hasn’t got a new skateboard. 3 Jen hasn’t got a new coat.
4 She’s got a new skirt. 5 Alex and Jenny haven’t got a cat. 6 They’ve
got a games console.
4. 2 arm 3 feet 4 hand finger
5. 2 feet 3 eyes 4 legs 5 feet 6 eyes 7 ears. A 2 B 1
6. 2 haven’t got 3’ve got 4 hasn’t got 5’ve got 6’s got

9 Write the correct sentences in your notebook.

• Ask Ss to read the instructions.
Pe

• Allot a few minutes for Ss to write the sentences.

• When they are doing sentence 2, they may ask what
feet is. Refer them to the Watch Out box.
• Check Ss’ answers.
Answers 2 Alex hasn’t got small feet. He’s got big feet. 3 Alex
hasn't got short legs. He's got long legs. 4 Their mum hasn’t got
blue eyes. She’s got brown eyes. 5 Jen and Alex haven’t got big
heads. They’ve got small heads.

10 Look at Ike and Mike. Complete the text with

one word in each gap.
• Have Ss read the instructions.
• Allot a few minutes for Ss to complete the sentences.
• Check Ss’ answers.
Answers 2 They 3 big 4 tall 5 has 6 got 7 feet

11 Write about Ike. Use exercise 10 for help. Make

two sentences false. Ask a partner to say true
or false.
• Have Ss read the instructions and the example.
• Give Ss the time they need to complete their
descriptions. Remind them to include false

57
4.3 Have you got a friend? SB pages 44-45
1 Look at the cartoon carefully. Who is the
superhero of the year?
• Ask Ss to read the instructions and answer the
question.
• Remind them not to read the cartoon.
2 51 Listen and read. Who is Wonder Will?
• Play the recording while Ss listen. Ask them to
answer the question.
Answer He’s a superhero.
51 ➔ See SB page 44
3 Read the sentences. Circle T (true) or F (false).
• Ask Ss to read the instructions.
• Challenge them to do the activity before rereading
the dialogue.
• Have them read the dialogue and check their own
answers.
on
• Check Ss’ answers.
Answers 2 T (Ss may think it’s wrong because usually they think No,
he hasn’t got a super car, so it’s false, but actually, it’s true he hasn’t
got a super car) 3 T 4 F 5 T
IC For many people, holidays mean travelling. For others,
rs
it means visiting family. There are those for whom
holidays have a different meaning since they cannot
go anywhere for economic reasons. You may discuss
with Ss that the concept of holidays is doing something
different, moving away from everyday routine, e.g. not
a
doing homework, getting up later, different activities
that do not imply spending extra money.
have got questions and short answers
Pe
• Ask Ss to read the examples in the table.
• Ask them if these are questions about possessions or
activities.
• Play the recording again for Ss to focus on the
intonation. Have them repeat the questions and
imitate the speakers.
• They can watch the Get Grammar video in class or
at home.
Language Wide
Ask Ss to read the question in the box. Help them
notice in Spanish it’s only a question of intonation,
different from English.
20 Video script page 83
4 Complete the questions. Use have … got or has
… got.
• Ask Ss to read the instructions.
• Allot a couple of minutes for them to complete the
58
questions.
• Check the answers. Help Ss produce the correct
intonation.
Answers 2 has… got 3 Have… got 4 Has… got 5 Have… got
6 Has… got
5 Look at the cartoon. Answer the questions in
Exercise 4.
• Ask Ss to read the instructions. They may have to
check the information in the cartoon first.
• Check Ss’ answers.
Answers 2 No, he hasn’t. 3 Yes, they have. 4 No, she hasn’t. 5 No,
they haven’t. 6 Yes, he has.
6 Decide on the superpowers. In pairs, ask and
answer about the superheroes. If you guess
right, you get one point.
• Ask Ss to read the instructions.
• First, have them complete the table individually. They
should not let others see their complete table.
• Once Ss get into pairs, they have to ask questions
to find out about the heroes’ superpowers. For every
guess, i.e. a Yes answer, they score a point.
• Remind them to use the correct intonation.
• At the end of the game, you can ask each S how
many points they’ve scored.
Watch OUT!
• Have Ss read the examples in the box.
• You can start by reminding them of my, your, his and her.
7 Complete the sentences. Use his, her, its, our,
your or their.
• Have Ss read the instructions.
• Give Ss the time they need to complete the
sentences.
• Check Ss’ answers.
Answers 2 our 3 his 4 her 5 its
Over F
  to  ind a partner who has got ... Ask
YOU classmates and find answers. You’ve got 2
minutes!
• Tell Ss to read the instructions and the list below.
• You can work on some ground rules. If there isn’t
enough space in the classroom for everybody to
walk around, you can ask half the Ss to stand up
and ask the questions. When time’s up, the other
half asks the questions.
• Have Ss interact.
• To close the activity, you can have a couple of Ss
read out their lists.
IC You know your Ss and you may be aware that asking
about a TV in their room, for instance, is out of the
question. In this case, change this phrase for another
one. However, do not let Ss get the impression they
should. In fact, you can point out that what is expected
 is that few would have a TV in their room; otherwise, it
would be irrelevant to ask about it.

Vocabulary: Ask Ss to include the new words in their

dictionaries.

AT Ss should remember the meaning of why. They should

also recognise because in relation to why questions.

WB Answers 4.3 Have you got a friend? Page 96

1. 2 Have 3 Has 4 Have
2. a 4 b 2 c 3
3. 2 Have your classmates got 3 Has your brother got 4 Have you got
5 Has your Granny got
4. Answers will vary.
5. 1 Their 2 Its 3 His 4 Your 5 Our 6 Her
6. 1 Has 2 got 3 His 4 its 5 have 6 any 7 have 8 Their 9 haven’t

on
a rs
Pe

59
4.4 Interaction Saying ‘sorry’ SB page 46

1 21 52 Watch or listen. Then read. Who Culture Wide

has got dad’s phone? Circle the right answer.
Have Ss read the box. Analyse the situations with
• Point Ss’ attention to the word sorry and ask them
them. Reflect with them on how everybody needs
when we use it.
to say sorry when the situation requires so.
• Have them look at the photos and ask them who’s
sorry. Remind them not to read the dialogue.
• Play the video or the recording for Ss to check their They can go online to search to find Justin Bieber’s
predictions. song. Remind them to type the words in bold in the
• Ask Ss to read the instructions and answer the search engine to find the information they need.
question orally.
• Play the recording or the video again and check Ss’
answers. Vocabulary: Ask Ss to include the new words in their
dictionaries.
• You can ask Ss if people in their family are always
misplacing their phones and keys, and what else
they misplace, e.g. glasses.
AT Ss should remember how to say sorry and how to
respond to it.
Answer Dad

52 ➔ See SB page 46
21 Video script page 83

2 53 Listen and repeat.

• Have Ss read the box. You may ask them what B is
about (responding to sorry).
• Play the recording and have Ss repeat and imitate
the speakers.
on
rs
53 ➔ See SB page 46

ESI Some people think that saying sorry and meaning it is

a sign of weakness because you show you are wrong.
a
Reflect with Ss on this, emphasizing how good it is to
say you are sorry.
Pe

3 54 Complete the dialogues. Then listen

and check. Act out the dialogues in pairs. You
can record them.
• Have Ss read the instructions. You can ask them
where they can check if they have a query.
• Allot a few minutes for Ss to do the exercise.
• You may check with Ss before playing the recording.
• You can use the recording to have Ss repeat and
imitate the speakers, before they act out the
conversation.
Answers 2 Sorry OK 3 mistake It’s
54 ➔ See SB page 46
4 Write dialogues for the pictures. Then act out
the dialogues in pairs.
Revision WB page 98 ➔ See page 61
1. 2 hair 3 shoulder 4 torso 5 arm 6 hand 7 fingers 8 leg 9 toes
c nose b ears d mouth
2. 3
3. 2 clever 3 helpful 4 friendly 5 nice
4. 2 has your dad got curly hair? 3 Have you and your friends got dark
hair? 4 Has your mum got long arms? 5 Have your parents got blue
eyes? 6 Have your grandparents got a pet?
5. Answers will vary.
6. 1 Our 2 her His 3 its 4 their
7. 1 weak 2 same 3 different 4 strong
8. 2 That’s 3 Sorry 4 problem 5 so 6 It’s OK

• Ask Ss to read the instructions.

• Ss can write the dialogues in pairs.
• Give them time to write the conversations, then check.
• Ask Ss to prepare to act out the conversations.
• You can record Ss’ performances and make a video,
which you can upload to the school’s blog.
SELF-CHECK WB page 99 ➔ See page 61
1. 1 wavy 2 big 3 short 4 helpful
2. 1 long 2 straight 3 curly 4 friendly 5 clever
3 . 1 Has 2 got 3 Have 4 haven’t 5 hasn’t 6 Has 7 hasn’t 8’s got
4. 1 Their 2 his 3 Her 4 Our 5 its
5. 1 problem 2 mistake 3 all right 4 It’s 5 sure

60

4.5 What kind of person are you? SB page 47
Personality adjectives
• Focus Ss’ attention on the title of the quiz: personality.
• Ask Ss: What about the result of the quiz, do you
think you are clever, intelligent like Superdog? Focus
Ss’ attention on the word friendly. What word can
they find in it? Help them figure out the meaning
of friendly. Do the same with helpful. As to nice, if
you have not been using it in class, Ss can get the
meaning when they do Ex. 1.
1 55 Listen to the words. Can you memorise
them in one minute? Complete the sentences
with the words in the box.
• First ask Ss to read the instructions. Play the
recording for Ss to listen and identify the words.
• Ask them to do the exercise. Help them focus on key
words in each sentence, e.g. speak and everybody
(use gesture) in the first sentence.
• Give Ss a few minutes to complete the activity. Help
as necessary.
• When checking, ask Ss which are the clues in each
sentence.
Answers 2 helpful 3 nice 4 funny 5 clever
55 ➔ See SB page 47 on
rs
IC Work on the concept of cleverness or intelligence. In
the exercise, it says that good marks at school show
intelligence. This may be true at times, but not necessarily
so. Help Ss understand that there are different types of
intelligence. Knowing that a person needs help is a type of
a
intelligence. Finding clues is another type of intelligence.
2 a Do the personality quiz! Circle a, b or c.
Pe
• Have Ss read the instructions and do the personality
quiz.
b Count how many a, b and c answers you
have got and read the key. Do you agree? Tell a
friend or the class!
• Have Ss count the number of a’s, b’s and c’s.
Emphasise that there are not good or bad answers.
• Show them where they can find the answers. Have
them read the key. Do they all agree with the results?
ESI Sometimes quizzes of this sort can help stress labels.
At times, because after a quiz a person is thought
to have x personality, he or she has to live up to this
standard. For instance, a friendly and nice person is
not supposed to get angry. Help Ss reflect on this, on
the danger of labelling people.
3 56 Listen to two friends. Are they friendly,
funny and helpful? Tick (✓) for yes and put a
cross (✗) for no.
• Have Ss read the instructions and the table.
• Play the recording and check Ss’ answers.
Answers Sam: friendly Sue: funny clever
56
Sam: What’s that?
Sue: It’s a quiz. Let’s do it. Question 1 is ‘How many good
friends have you got?’
Sam: I’ve got 6 good friends, maybe 7.
Sue: Yes, you’re very friendly. My answer is 2 good friends. I’m
not very friendly, I guess.
Sam: Yes, but I’m happy you’re my friend. What’s question 2?
Sue: The question is ‘Are your jokes funny?’
Sorry Sam. Your jokes are bad!
Sam: OK, OK, you’re right. But I think your jokes are funny.
Sue: Thanks Sam. You’re very nice.
Sam: Question 4 is ‘Are you good at school?’ That’s easy! Yes, I
am! You?
Sue: Hmm …
Sam: Oh, come on! You’re very clever! You’re very good at
Maths!
Sue: Yes, I am. That’s question 4. What about question 3?
Sam: Oops! Sorry about that! Now, question 3 is …
Vocabulary: Ask Ss to include the new words in their
dictionaries.
Project development
• Ask Ss to get their materials ready.
• This time, they can add information about the
person’s personality.
• Give Ss time to go over their project, check and
correct what is necessary.
• They may get useful feedback from you or
classmates before they go public.
• You can make a classroom display of the photos.
If Ss do this digitally, you can make a collage or a
booklet with the Ss’ productions.
Unit Wide
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending on
how well they think they know each of the topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
WB Answers 4.4 What kind of person are you? Page 97
1. 1 4 5
2. 2 F 3 T 4 T 5 F
3. 2 clever 3 Friendly 4 funny
Revision WB page 98 ➔ See page 60
SELF-CHECK WB page 99 ➔ See page 60
61
WORLD WIDE What’s your favourite place? SB pages 48-49

LEAD IN 3 Woman: Now, please put the cushion on the sofa.

Boy: The cushion?
Before working with this consolidation lesson, ask Ss Woman: Yes.
how they would answer the question. Boy: OK. It’s on the sofa.
4 Woman: And now, put the armchair next to the sofa?
Boy: OK. Next to the sofa and the TV or next to the
1 Is this text about cities or houses? Read and sofa and the window?
check. Woman: Next to the sofa and next to the window.
Boy: Right. I can do that.
• Ask Ss to read the instructions. 5 Woman: Put the lamp on the chair.
• Remind them not to read the texts before they Boy: On the chair? Is that right?
answer the question. Woman: Yes. Put it on the chair.
• Have Ss read and go back to their predictions. Boy: OK.
6 Woman: Now, please put the computer games under the
chair.
2 Read and match texts 1–3 with photos A–D. Boy: The computer games?
There is an extra photo. Woman: Yes.
Boy: OK. They’re under the chair.
• Have Ss read the instructions.
• Allot a few minutes for Ss to go over the texts and do
the matching.
SKILLS PROJECT Write about your favourite
place. Use a presentation program or app and
• Check Ss’ answers. You can ask them to tell you the
do it digitally!
clues they find in the texts.
• Have Ss read the instructions.

on
Answers 1 A 2 C 3 D
• Focus their attention on the different steps to
complete the task.
3 Read the sentences. Circle YES or NO. • Ss can present their work on paper or using an
• Ask Ss to read the instructions. You can challenge app / online tool or any word processor software
them to do the activity before rereading the text. available.
• Check Ss’ answers. • Ss share their productions and vote for the best.
rs
Answers 2 NO 3 NO 4 YES 5 NO 6 NO

4 Read these captions and write them under the

correct photo.
• Have Ss read the instructions. Have them go over
a
the comments and check they understand them.
• Give Ss a couple of minutes for them to write the
captions and check.
Pe

Answers A This is me and Paul, my favourite teddy bear B This is me

and Blackie, my dog C Me at school with my cool shirt D Me and my
little sister

5 57 Listen to Bev’s granny and Bev’s brother.

• Ask Ss to read the instructions and look at the
picture.
• Ask them what they can be talking about.
• Play the recording once for Ss to check their
predictions.
• Play the recording again for Ss to do the matching.
Answers Books in the schoolbag, cushion on the sofa, armchair next
to the sofa and next to the window, lamp on the chair, computer
games under the chair.

57
1 Woman: Put the plant next to the window.
Boy: Sorry? Where do I put the plant?
Woman: Next to the window.
Boy: OK.
2 Woman: Now, put the books in the schoolbag.
Boy: In the school bag?
Woman: That’s right.

62

 5
? Things I Can Do
0.1What
5.1
0.? It’sSB
Txt me!
can SB pages
? do?6-7
you
pages SB pages 50-51
IC This unit is about activities and abilities. Some people 4 Talk about you and your family
are good at something whereas others are good • Ask Ss to read the instructions and the example.
at something else. It is crucial to reflect with Ss on They only have to write the activities.
how important it is to find our assets and accept our • You can add a few names, e.g. a couple of Ss in the
limitations. When dealing with this topic, it is of utmost classroom, or people everybody knows.
importance to give every student the possibility to
make his or her voice heard by having them talk about 5 Which actions are in the picture? Tick (✓) for
what they can do. yes or put a cross (✗) for no.
• Ask Ss to read the instructions. Check they know all
@ Tweet: Mens sana in corpore sano. What can we do
to have a healthy mind and body?
the actions.
• Allot a couple of minutes for Ss to tick or cross the
This is the Tweet for this unit. You can check the ideas words, then check.
suggested for Unit 1, which can be applied to all units. Answers ✓ read jump draw ride ✗ dance cook skateboard

Lead in and introduction of activities:

• You can tell Ss you’ll check which is the most popular
6 Work in pairs. Look at the picture in Exercise 5.
Mime actions for your partner to guess!

on
activity for them.
• As you name each activity, mime the action. Tell Ss
they have to raise their hand if they like (thumbs up
gesture) the activity.
• Show dance, draw, jump, ride, run, and swim as you
write each of them on the board.
• Count the number of hands for each activity. You
rs
can make a pie chart with the results.
1 Find these actions in the photos.
• Ask Ss to read the instructions.
• If they ask you about act, tell them to do the
a
matching and they’ll get the meaning.
• Set a time limit and then check Ss’ answers.
Answers (from left to right, top to bottom) jump run draw act
Pe
• Ask Ss to read the instructions. Tell Ss to make it
more challenging, Ss can mime the actions with
their back to their partner.
• Set a time limit, e.g. 5 minutes.
7 Make two lists that are true for you. Use the
box in Exercise 2 to help you.
• Ask Ss to read the instructions and the two
statements. They’re not expected to produce or
learn the structure.
• If Ss do not know the word easy, tell them it’s the
opposite of difficult, a transparent word.
• Allot a couple of minutes for Ss to write the lists.
• Check Ss’ answers.
• You can see if there’s one activity that everybody

swim dance ride

considers difficult or easy.

2 58 Listen to and repeat the words in the
box.
• Ask Ss to look at the words in the box and tick the
ones they know. Apart from the previous ones, they’ll
know read and write.
• Explain cook, play and sing. You can mime the three.
• Play the recording for Ss to repeat and imitate the
speaker’s pronunciation.
Over In pairs, complete the groups of words.
  to 
YOU You can use a mind map app and do it
digitally!
• Have Ss read the instructions and the groups of
words.
• Ss get into groups and complete the lists.
• Have Ss present their lists to the rest. How many
coincidences are there?

58 ➔ See SB page 51
Vocabulary: Ask Ss to include the new words in their
dictionaries.
3 Label the illustrations with words from the box.
• Ask Ss to read the instructions. AT Ss should remember some actions.
• Allot a couple of minutes for Ss to label the pictures
and check. WB Answers 5.1 What can you do? Page 100
Answers 2 play (you can also teach skateboard) 3 sing 4 write
1. 2 B 3 G 4 D 5 F 6 A 7 C
5 dance 6 read 7 draw 8 play
2. 2 act 3 sing 4 cook 5 write 6 play
3. 2 play 3 listen 4 cook 5 write 6 ride

➤ Extra activity
Tell Ss to mime the activities that you name.

63
5.2 Are you talented? SB pages 52-53
LEAD IN
You can ask Ss to answer the question in the title of the lesson.
IC If any of the Ss says No, help everybody notice how we are
all talented in some way. You can tell them that at the end
of the unit, everybody will say what talent they have.
1 22 59 Watch or listen, then read. Finish
the sentence.
• Have Ss focus on the title of the lesson. Tell them
that when there’s a problem, somebody can fix it.
Emphasize the word fix. Ask Ss what it is in Spanish.
• Ask Ss to look at the photos without reading, and
guess what needs fixing.
• Play the video or recording for Ss to check their
predictions.
• Now ask Ss to read the instructions.
• Play the video again. This time, Ss can read. Ask
them to finish the sentence.
Answer camera
59 ➔ See SB page 52
22 Video script page 83
2 Complete the sentences.
on
rs
• Ask Ss to read the instructions.
• They may try completing the sentences before
rereading. If so, they can go back to the dialogue
and check themselves before the general checking.
• Check Ss’ answers.
a
Answers 2 Shanghai 3 Alex 4 Jen
3 60 Listen and repeat. Find these
Pe
expressions in the story. What are they in your
language?
• Ask Ss to read the instructions and the expressions
in the Out of Class box.
• Refer them to the story so that they can get the
meaning of the expressions.
• Elicit from Ss when they can use them in class.
• If they have made a poster or have their own cards,
they can add the expressions.
• Play the recording for Ss to repeat imitating the
speakers.
60 ➔ See SB page 52
4 Guess! Another problem in the story?
• Ask Ss to read the instructions and check what they
think.
5 23 61 Now watch or listen and check.
• Ask Ss to read the instructions and play the video or
the recording. Check.
Answer Yes.
64
61
Alex: But what about Lian?
Lucas: Yes, what can she do?
Lian: I can skateboard and I can draw.
Lucas: But where are the cupcakes?
Lian: And I can eat cupcakes very fast! Sorry, Lucas!
23 Video script page 83
Introduction of can / can’t
• Tell Ss you’ll talk about yourself and they have to
guess if the info is true or false. Suggested examples:
I can play the guitar. I can play (a sport) but I can’t
play (another sport). I can’t cook, but I can draw.
When you think about the examples, include true
and false information. It is important not to perform
any of the actions you’re talking about.
• Write one of the affirmative examples on the board
and ask Ss if you’re talking about possession or
ability.
• Have Ss read the examples in the table.
• Work on the pronunciation of can and can’t. Play
the recording again and show Ss that can is not
stressed in the affirmative, it is pronounced /kn/. In
the case of the negative form, contracted (can’t) or
not (cannot), it is stressed. Can’t is pronounced
/kɑːnt/, and cannot is pronounced /'kænət/.
• Ss can watch the Get Grammar video in class or at
home.
24 Video script page 83
Language Wide
Ask Ss to read the question. Have them check
examples in the table and in the dialogue and answer
the question.
6 Write who can do these things. Then look at
the photos on Page 52 and check. There is an
extra name.
• Ask Ss to read the instructions. Tell them they
can check by looking at the photos, reading the
dialogue and remembering part 2.
• Allot a couple of minutes for Ss to do the exercise.
• When checking, make sure Ss pronounce correctly.
Answers 2 Lucas 3 Alex 4 Jen 5 Lian 6 Jen 7 Lucas
7 Follow the lines and find out what they can’t
do. Read the sentences.
• Ask Ss to read the instructions.
• Check Ss’ answers after a couple of minutes.
• When checking, make sure they pronounce can’t
correctly.
Answers 2 skateboard. 3 Alex can’t sing. 4 Lucas can’t cook. 5
Lian can’t play the guitar. 6 Alex can’t draw.
8 62 Listen and circle can or can’t.
• Ask Ss to read the instructions. They can read all the
statements as well.
• Remind Ss of the rules for listening.
• Play the recording and check Ss’ answers.
Answers 2 can 3 can 4 can’t 5 can 6 can’t
62
1 Boy: Something I can’t do … erm … I can’t swim.
2 Girl: I can draw cartoons.
3 Boy 1: We can act.
Boy 2: Yes, we can!
4 Girl: No, he can’t sing at all!
5 Girl: I can run fast!
6 Boy: My baby brother can’t read.
➤ Extra activity
A chain game. Ss have to say something they can do,
e.g. I can swim. S2 repeats that and adds something
else, e.g. Lucila can swim and I can skateboard. S3:
Lucila can swim, Gonzalo can skateboard, and I can
cook.
Over Work in pairs. Student A: Write three true
  to 
YOU and three false sentences. Student B:
Guess which sentences are true. Then
swap roles.
• Ask Ss to read the instructions and the example.
• Allot a couple of minutes for Ss to think about the
true and false sentences.
• Have Ss interact. Can they all guess the false
sentences?
Vocabulary: Ask Ss to include the new words in their
dictionaries.
AT Ss should become aware of how they are improving
their reading skill.
WB Answers 5.2 Are you talented? Page 101
1. 2 can´t 3 can’t 4 can´t 5 can 6 can
2. 2 can’t 3 can’t 4 can 5 can’t 6 can 7 can 8 can’t
3. 2 Lucas can’t sing well. 3 Alex can fix computers. 4 Granny can’t
play the guitar. 5 Jen can make cakes.
4. Answers will vary.

on
5. 2 make 3 ride 4 ride 5 play 6 make
9 63 Listen and repeat. Add more words. 6. Answers will vary.

• Ask Ss to read the instructions and the words in

the table. You can tell them that these words go
together.
• Play the recording and have Ss listen and repeat.
• Ask them to add more words to make and play.
rs
In the case of play, tell them they can add sports,
games and musical instruments. For make, you can
ask them to check the OVER TO YOU instructions,
since they will probably find examples, e.g. make a
video, make a presentation.
a

63 ➔ See SB page 53
Pe

10 Complete Lucas’s email with can and make,

play or ride.
• Ask Ss to read the instructions.
• Ask them to read the email first and say if this is the
kind of email they would write.
• Allot a couple of minutes for Ss to complete the
email, then check.
Answers 2 can ride 3 can play 4 can make 5 can play

11 Read and write T (true) or F (false).

• Ask Ss to read the instructions. Tell them this is a kind
of general knowledge quiz.
• Ss can take a couple of minutes to write T or F.
• When checking, make sure they pronounce can and
can’t correctly.
Answers 2 F 3 T 4 F 5 F 6 T

➤ Extra activity
Ss can get into groups and write 5 more sentences as
in Ex. 11 for their classmates to say if they are true or
false.

65
5.3 Can you listen to others? SB pages 54-55
IC Ask Ss to read the title of this lesson and reflect on it.
How important is it for others when we really listen to
them? Can this help them feel appreciated and taken
into account?
1 Look at the cartoon and answer the questions.
• First ask Ss to look at the cartoon without reading it,
and guess what the problem is.
• Play the recording and check Ss’ predictions.
• Now ask Ss to read the instructions.
• Play the recording again while Ss read and have
them answer the questions.
Answer 1 Learn to swim 2 The dog
2 64 Listen and read. Finish the sentence.
• Ask Ss to read the instructions. They can try
completing the sentence before rereading the
cartoon.
• Check the answers.
on
Answer mother
64 ➔ See SB page 54
ESI Help Ss reflect on how important it is to be able to
swim. It does not matter if they do not have any style.
rs
Swimming is very good for your health and at the same
time, it can save lives.
3 Read the cartoon again and complete the
sentences with one word.
a
• Ask Ss to read the instructions.
• Have them reread the cartoon and complete the
sentences.
Pe
• Check the answers.
Answers 2 boat 3 swim 4 can 5 fly
Can questions and short answers
• Have Ss read the examples in the table. You can ask
them if the structure of these questions is similar to
the structure of questions with to be.
• Play the recording again for Ss to concentrate on
the intonation of questions.
• Ask them to watch the Get Grammar video in class
or at home.
25 Video script page 83
4 Write the questions.
• Ask Ss to read the instructions.
• Give Ss time to write the questions and check.
• Make sure they use the correct intonation when
checking.
66
Answers 2 Can the teacher cook? 3 Can your grandmother ride a
bike? 4 Can your parents draw animals? 5 Can your cousin read
French? 6 Can you play the guitar?
5 Answer the questions in Exercise 4. Write true
answers.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to write the answers.
If, for instance, they do not have a grandmother,
they can change that word.
6 In pairs, complete the table with ✓ and ✗. Then
ask your classmates or your teacher about
cheetahs and condors.
• Have Ss read the instructions. Tell Ss the ✓ and ✗ are
just examples which they should not consider. Write
an example on the board, e.g. Can condors swim?
• Give Ss a minute to think about the questions.
• When Ss are ready, they start asking the questions.
They can ask classmates or you. If the classmate
does not know the answer, he / she says I don’t know.
• You may tell Ss they can’t repeat the same question,
so they have to pay attention to both the questions
and the answers. You may refer to the title of this
lesson, listening to others.
Answers Cheetahs can swim, jump and run. Condors can’t swim,
jump or run.
Remind Ss they can type the words in bold in a search
engine to find documentary videos about cheetahs
and condors.
7 Write your idea for number 5. Ask five of your
classmates. How many of them can or can’t do
these things?
• Ask Ss to read the instructions and the example.
Have them complete number 5.
• The first one is an example, so they can ask 5
classmates if they can swim. Ss can write the names
of the classmates below the number.
• Remind Ss of the intonation in questions.
• Give Ss time to complete their tables.
• When checking, Ss can tell you what any of their
classmates can do, e.g. Mercedes can swim, ride a
horse and cook, but she can’t fix a computer or draw.
You can write one example on the board for Ss to
use as a model
8 Write about your classmates’ answers in
Exercise 7.
• Ask Ss to read the instructions and the example.
• Give Ss time to write about the answers.
• Check Ss’ answers.

Vocabulary: Ask Ss to include the new words in their

dictionaries.

AT Ss should remember how to make questions with can.

WB Answers 5.3 Can you listen to others? Page 102

1. 2 d 3 f 4 b 5 a 6 g
2. 2 No, they can’t 3 No, she can’t 4 No, he can’t 5 No, it can’t 6 Yes,
he can
3. 2 Can you play football? 3 Can your mum cook well? 4 Can your
classmates sing? 5 Can you ride a horse? 6 Can your best friend
play the piano?
4. Answers will vary.
5. 2 see 3 can 4 Can 5 help 6 Can 7 dance 8 can 9 Can
10 play 11 can’t

on
a rs
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67
5.4 Interaction Making suggestions SB page 56

1 26 65 Watch or listen and read. What ➤ Extra activity

is their decision? Tick ✓ the correct picture.
• Before you deal with the dialogue, focus Ss’
attention on the title of the episode. Check they
know the meaning of fun.
• Have Ss look at the photos without reading and
guess what is fun for them.
• Play the video or the recording and check.
• Ask Ss to read the instructions.
• Play the video or recording again and have them
tick the correct picture. You may tell them what each
one is: 1 walk, 2 ice skate, 3 skateboard
Answer 2
Ss can memorize the dialogue in 4 and act it out. They
can vote for the best performance.
5 Read and answer. Use expressions in the
Interaction box.
• Have Ss read the instructions.
• Give them time to respond to the suggestions.
• Check the answers. Focus on Ss’ intonation.
Culture Wide
Have Ss read the statements and questions in the
box, and help them reflect on the answers.

65 ➔ See SB page 56
26 Video script page 83
Vocabulary: Ask Ss to include the new words in their
dictionaries.
2 66 Listen and repeat.

on
• Have Ss read the dialogue again and ask them if AT Ss should remember different ways of talking about
the kids give orders or make suggestions, ideas. their hobbies and interests.
You may ask them what suggestions is in Spanish:
sugerencias.
• Show them we can make suggestions in different
ways, as shown in the table.
• Focus on how we respond to suggestions.
rs
• Play the recording and have Ss repeat and imitate
the speakers.

66 ➔ See SB page 56
a
IC Reflect with Ss on the responses to suggestions, how we
can reject a suggestion but at the same time, be nice
and polite so as not to hurt anybody’s feelings. In some
Pe

cultures, it is not OK to say no. However, there are ways

of showing that the response is not positive.

3 Complete the sentences with one word.

• Ask Ss to read the instructions.
• Allot a couple of minutes for them to complete the
sentences and check.
Answers 2 Let’s 3 do 4 We 5 can

➤ Extra activity
Ss can respond to each of the suggestions in Ex 3. You
can count how many accept the suggestion, how many
reject it and how many are doubtful.

4 Circle the best answer.

• Have Ss read the instructions.
• Give them a couple of minutes and check.
• When checking, make sure Ss use the right
intonation.
Answers 1 b 2 c 3 b

68

5.5 Can you speak with your hands? SB page 57
1 Look at the photo and the title of the text. Can
you understand sign language?
• Ask Ss to read the instructions.
• You can elicit from them when you need to use sign
language. You can tell them that on TV, especially
if they watch official broadcasts of the president
speaking, they can see somebody using sign
language.
2 67 Read and listen to the text. Match
headings a–e to paragraphs 1–4. There is an
extra heading.
• Have Ss look at the image in the text and ask them
what type of information they may get. You can give
them options, e.g. explanations, how to use sign
language, the origin of sign language.
• Ss read the text quickly and check their predictions.
• Have Ss read the text again. This time, they have to
match the headings to the paragraphs.
• When checking, you can ask them to show the clues
Unit Wide
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
WB Answers 5.4 Can you speak with your hands? Page 103
1. A special dog
2. 2d 3a 4e 5c
3. 2 isn’t 3 Henry 4 one friend 5 can’t
4. 2 speak 3 sign 4 learn 5 special

on
that helped them.
Answers 2 e 3 c 4 a
Revision WB page 104
1. 2 fix 3 fly 4 jump 5 read 6 run 7 sing 8 swim
67 ➔ See SB page 57 2. 2 ride 3 play 4 play 5 ride 6 make
3. 1 hear 2 learn 3 speak 4 drums electric
4. 2 Leo can´t play the piano but he can play football. 3 I can’t make a
3 Read the sentences. Circle T (true) or F (false). cake but I can make a pizza. 4 You can’t play the guitar or sing.
rs
5 They can skateboard and run very fast.
• Ask Ss to read the instructions. 5. 2 Can David sing this song? Yes, he can. 3 Can the boys act? No,
• Have them go over the text and do the activity. they can’t. 4 Can Lisa play this game? No, she can’t. 5 Can you see
• Check Ss’ answers. They can tell you where in the Mario? Yes, I can.
6. 1 d 2 c 3 f 4 a 5 e 6 b
text they find the answers.
a
Answers 2 T 3 F 4 T 5 F
SELF-CHECK WB page 105
1. 1 ride 2 write 3 swim 4 cook 5 run
Remind Ss they can type the words in bold in a search 2. 1 play 2 make 3 read 4 ride 5 play
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engine to find information about basic American sign 3. 1 can 2 and 3 but 4 can’t 5 can
language. 4. 1 Yes, she can 2 Can the dogs sing? No, they can’t 3 Can the boy
ride his bike? Yes, he can. 4 Can she speak French? Yes, she can.
5. 1 can 2 sure 3 can’t 4 problem 5 It’s / That’s

Culture Wide
Have Ss read the box. They can all find out where
they can learn sign language and also discuss
ways of helping people who cannot hear, but also
people who are visually impaired or have any
other type of disability.

IC The topic of this unit can help Ss reflect on some

disabilities that people can have which are not as
evident as blindness or deafness. Help Ss become
aware of this and reflect with them on how to help Ss
at school with any type of disability.

69
WORLD WIDE Young London SB pages 58-59

1 a Look at the photos. Are these activities for ... ?
• Ask Ss to read the instructions. They can tick as
many as they want. Check their ideas.
b Read and check.
• Have Ss read the text and go back to their
predictions.
• Check Ss’ answers.
Answers Families adults children
IC We all know that going out can be expensive. However,
there are ways in which we can enjoy ourselves without
spending much, or even anything at all. Ss can think
of ways in which they can have fun at the weekend or
during their holidays in the place where they live.
2 Read again. Match photos A–E with
paragraphs 1–4. There is an extra photo.
• Ask Ss to go back to the text and do the exercise.
• Check their answers.
Answers 2 A 3 D 4 E
5 a 27 What activities are fun to you? Are
they in the video? Watch and check.
• Ask Ss to read the instructions and make a list of fun
activities.
• Play the video for Ss to check their ideas.
27 Video script page 83
b Watch the video again and answer the
presenter’s questions. Which of these activities
is not in the video? Circle the correct answer a,
b, c or d.
• Have Ss read the instructions. They can do the
activity before watching again.
• Play the video again and check Ss’ answers.
Answer c. swimming

3 Read the text again. Circle the correct answer.

on 6 Watch the video again and circle T (true) or F
(false). Use the information from the video, not
what you know.
• Ask Ss to read the instructions. Remind them they will
find the answers in the video.
rs
• Play the video again and check Ss’ answers.
• Ask Ss to reread the text and do the exercise. Answers 1T 2 F 3 T 4 F 5 T
• Check Ss’ answers after a few minutes.
Answers 2 at a workshop 3 in a musical 4 on the Thames 5 at
the Natural History Museum 7 Discuss in pairs. Which of the sports or
a
activities in the video can you do? Which would
you like to do?
4 68 Listen and write where the people are.
• Ask Ss to read the instructions.
Choose from the places below. There is an
• Organise them into pairs to have the discussion.
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extra place.
• Ask Ss to read the instructions and the places. 8 WORLD WIDE PROJECT In groups, make a leaflet
• Play the recording and check Ss’ answers. about the fun things visitors can do in your
Answers 2 A drawing workshop 3 A musical 4 A puppet show area. Find an online leaflet maker and do it
digitally!
68
• Have Ss read the instructions and all the steps.
1
• Focus their attention on the example, which they
Boy: Hey! I can see our house! can use as a model.
Girl: Where? • Ss can get useful feedback from classmates and
Boy: There! Behind the park. Can you see it? from you.
Girl: Yes, I can! It looks so small!
2
• Ss share their productions and they vote for the best.
Girl: This is really bad. That’s it! I can’t draw!
Boy: No, Bex. It’s a very nice …erm… dog?
Girl: It isn’t a dog. It’s a horse.
Boy: You’re right. It is bad …
Girl: Oh well.
3
Girl: Can we sit here, Mike?
Boy: Let me see … We’ve got numbers 15 and 16. There they
are.
Girl: I’m so happy! This is my favourite musical!
Boy: Yeah, I like it, too!
4
Man: This is Mork. Mork is a big dinosaur. He can’t fly.
Man: This is Peta. Peta is a small dinosaur. He can fly.

70

 6
? I Like That!
0.1Do
6.1
0.? It’syou
Txt me!
SB SB sports?
like
pages pages
? 6-7SB pages 60-61

IC This unit is about likes and sports. As regards sports,
there are those who consider that winning is the most
important aspect, whereas there are others who think
that practising sports is good in many aspects: your
health, your social skills, among others. Then there’s
the question of likes and dislikes. This topic at the age
of our students can be crucial since peer pressure
can be really strong. Along the unit there are plenty of
opportunities to give everybody their voice.
@ Tweet: Swimming, tennis, football, for fun or for
competition? Is competition good or bad?
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.
LEAD IN
• Tell Ss you want to challenge them. Tell them to get
➤ Extra activity
First name different sports for Ss to mime. Secondly,
you mime the sport and Ss say which one it is.
➤ Extra activity
Go back to Ss’ first list of sports and see if they can
add new ones.
3 Put the sports in the box in groups. A sport can
be in more than one group.
• Ask Ss to read the instructions. Check they
understand the names of the groups.
• Give them time to do the activity, then check their
answers.
Answers

on
into groups of four and write the names of the sports
they know. Give them a minute to do so.
• When time’s up, have the different groups dictate
the sports to you. How many sports do Ss know?
Help Ss reflect how many have English names.
1 Read these words. Are they sports?
rs
• Ask Ss to read the instructions.
• Have them read the words and check their answers.
Answer Yes
a
2 69 Listen and repeat. Find the sports in the
photos on page 60. Which sports are not on
the list?
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Indoors: swimming roller-skating taekwondo tennis table tennis
ice-skating badminton
Outdoors: cycling swimming handball roller skating
skateboarding ice-skating rugby tennis running hockey
badminton canoeing snowboarding windsurfing
Team: swimming handball rugby tennis hockey football
basketball badminton table tennis
Winter: ice-skating snowboarding
Ball: handball rugby tennis football basketball table tennis
Water: swimming canoeing
School: answers will differ depending on the school.
Individual: swimming roller skating skateboarding ice-skating
tennis running canoeing snowboarding windsurfing table tennis
taekwondo
Watch OUT!
Have Ss read the three examples in the box. Help them
notice the three verbs that can be used with sports

activities.
• Ask Ss to read the phrases in the box. Have them do
the matching first and check their answers.
• Secondly, ask them which sports are not on the list
4 70 Write go or play. Compare in pairs.
and check. Have them include these sports. They
Then listen and check.
can draw a picture next to the new words. • Ask Ss to read the instructions.
• Finally, play the recording for Ss to repeat and • Once they complete the exercise, have them check
imitate the speaker. in pairs.
Answers a cycling b swimming c handball d taekwondo
• Play the recording and check Ss’ answers. Tell Ss to
e roller-skating f skateboarding g ice-skating h rugby i tennis concentrate on the verb and the sport.
j running k hockey l football m basketball n cycling Answers 2 play 3 play 4 go 5 go 6 play 7 play 8 go
o table tennis To include on the list: badminton canoeing
snowboarding windsurfing

70
69
1 I go cycling at the weekend.
2 Do you play basketball?
badminton snowboarding 3 My brother plays hockey!
basketball swimming 4 Where do you go skateboarding?
cycling volleyball 5 I go roller skating with my friends.
football taekwondo 6 They play table tennis to relax.
hockey tennis 7 She plays football!
ice-skating volleyball 8 Let’s go ice skating!
roller skating windsurfing
canoeing table tennis
skateboarding

71
5 What sports can they do? Complete the
sentences.
• Ask Ss to read the instructions. Remind them they
have to use play, go and do.
• Give them time to do the exercise and check their
answers.
• When checking, remind Ss of the pronunciation of
can.
Answers 2 can play table tennis 3 can do cycling 4 can do
snowboarding

6 A quiz! Match the sportsperson with the sport.

There is an extra sport!
• Have Ss read the instructions and the list of
sportspeople. Ask them where they can find the
answers if they are not sure.
• Allot a couple of minutes for the matching, then
check.
Answers 1 j 2 c 3 g 4 e 5 a 6 b 7 k 8 h 9 f 10 i

ESI Ask Ss how many girls are on the list and how many

on
boys. Ask them if this rate, i.e. 40-60, is common in
sports, if there is a vast majority of boys or girls. Reflect
with them on how both girls and boys can do all sports.
In fact, one of the conditions for a sport to make it to
the Olympic Games is that it should be played by girls
and boys. You can tell Ss that in the Youth Olympic
Games held in the City of Buenos Aires, Argentina, in
rs
2018, there were 4012 athletes, half of whom were
girls.

Culture Wide
a
Have Ss look at the list of names and reflect on the
questions posed in the box.
Pe

Vocabulary: Ask Ss to include the new words in their

dictionaries.

AT Ss should remember some of the sports and recognise

which verb to use with them.

WB Answers 6.1 Do you like sports? Page 106

1. 2 hockey 3 rugby 4 volleyball 5 table tennis 6 roller skating
2. basketball judo / karate canoeing tennis roller skating
3. 2 go 3 do 4 play 5 play 6 go 7 do 8 play 9 go 10 play
4. 2 f 3 c 4 a 5 b
5. 2 ONE PERSON: skateboarding snowboarding taekwondo
swimming TWO PEOPLE: table tennis TEAM: basketball hockey

72

0.? What
6.2 Txt SBdo your
page ? friends like doing? SB pages 62-63
LEAD IN
• Ask Ss what activities they do in December, January
and February when there are no classes. Some go to
colonia or colonia de vacaciones. In some provinces,
they are organised by state schools. Clubs also
organise these activities, and there are private
companies which organise them. Some other Ss visit
their families in some other city or they stay at home
and relax.
• Tell Ss in some other countries, Ss go to camps,
which are usually specialized around a topic:
technology, drama, space, etc.
1 28 71 Watch or listen, then read. Are
the options OK?
• Ask Ss to look at the photos and the brochures and
ask them what the topic of conversation may be.
• Play the video or the recording and go back to Ss’
predictions.
• Ask Ss to read the instructions.
• Play the video or recording again for Ss to find the
on
answer to the question.
• Check Ss’ answers.
Answer No, they aren’t.
71 ➔ See SB page 62
28 Video script page 83
rs
2 72 Listen and repeat. Find these
expressions in the dialogue. What are they in
your language?
a
• Ask Ss to read the instructions and the words in
the Out of Class box. Refer them to the dialogue to
check their meaning. You can ask them to say them
in Spanish.
Pe
• Ask Ss in what situations they can use these
expressions at school.
• If you have been working on the poster, add these
expressions.
• Play the recording for Ss to repeat, imitating the
speakers.
72 ➔ See SB page 62
3 Look at the summer camp brochures. Which
camp is good for all three of them? Circle a, b
or c.
• Ask Ss to read the examples and the brochures.
• After a few minutes, check their answer.
Answers b
4 29 73 Now watch or listen and check.
• Ask Ss to read the instructions.
• Play the video or the recording for Ss to check if their
option was OK.
Answers B is OK for Lian and Jen, but not for Alex
73
Lian: Let’s find a camp we all like.
Alex: How about Tech camp? It sounds good.
Jen: No …
Lian: Look here!
Jen: Not another sports camp!
Lian: No, not the sports camp. The fun camp. There are lots of
different activities.
Jen: That’s good!
Alex: Hang on! What time do you get up at summer camp?
Lian: Early?
Alex: No, thanks! But you can go. Have fun!
Jen: Oh, Alex!
29 Video script page 83
Introduction of I like / I don’t like
Tell Ss you want to know their opinion as regards sports.
Tell them, e.g. I like tennis (thumbs up). You can write “I ❤
tennis” on the BB. What about you? Do you like tennis? Raise
your hand. Count the number of hands. What if I say I don’t
like tennis (thumbs down). Is your opinion different or the
same? Raise your hands. Count the number of hands. On
the board, draw a table with two columns,  and . Write
tennis to the left of the table and write the number of hands
for like and don’t like. You can write the two sentences, I like
tennis. and I don’t like tennis. Do the same with swimming
(or any other sport ending in –ing).
love / like / don’t like / hate + -ing
• Ask Ss to read the examples in the table. Show them
the difference between don’t like and hate. You can
use facial expression.
• Focus Ss’ attention on the –ing forms. Compare
them with, e.g. I like tennis, or I like chocolate / blue.
Help them see that when we refer to an activity, we
use –ing.
• Ask Ss to watch the Get Grammar video in class or
at home.
• You may explain to Ss that when you do water
sports, you get wet.
30 Video script page 83
5 Look at the emojis and complete the sentences
with the right emoji for you. Any coincidences
with other classmates?
• Ask Ss to read the instructions and look at the
emojis. Check they understand what they represent.
• Have Ss complete the sentences and check how
many coincidences there are.
Language Wide
Have Ss read the examples and help them notice the
use of a plural form. Is it the same in Spanish? What
difference is there between English and Spanish? Guide
them into noticing the use of the definite article in
Spanish.
73
6 Complete the sentences. Make them true for
Over
you.   to
YOU Make
 a collage about your friends or
• Ask Ss to read the instructions. family.
• Allot a couple of minutes for Ss to complete the • Ask Ss to read the instructions and the steps.
sentences, and check. • They can draw or find pictures. Remind them they can use
speech bubbles as well.
➤ Extra activity • You can make a classroom display of the collages.
Ss can come up with ideas to find something
everybody loves and something everybody hates. You Vocabulary: Ask Ss to include the new words in their
can help them with language. dictionaries.

Language Wide
Have Ss look at the examples in the box and reflect
on the answers. No need to use grammar terminology
such as gerund. However, help them see that we use
an infinitive in Spanish whereas we use an –ing form in
English.
7 Complete the sentences. Make them true for you.
• Ask Ss to read the instructions.
AT Ss should remember the meaning of verbs of likes and
dislikes. They should recognise the use of an –ing form.
Mistakes are expected as to the use of this form and
the wrong use of the definite article.
WB Answers 6.2 What do your friends like doing? Page 107
1. Answers will vary.
2. Answers will vary.
3. 2 Do you like cooking? 3 I don’t like going cycling. 4 I don’t like
reading romantic novels. 5 Juanse and Matu hate doing individual
sports.

on
4. 1 I don’t like cooking. 2 I like playing the guitar. 3 I like writing / doing
• Allot a couple of minutes for Ss to do the exercise. my homework. 4 I don’t like doing homework. 5 I like playing video
• Listen to Ss’ ideas. games. 6 I don’t like listening to music.

8 Look at the photos. Work in pairs and write

true sentences. Use love, like, don’t like or hate
+ -ing. How many coincidences?
• Ask Ss to read the instructions and the example.
rs
Check they all understand the activity in the photos.
• Give them a few minutes to write the sentences.
• When checking, see how many coincidences there
are.
a
9 74 Listen. What do these people like or
don’t like doing? Circle T (true) or F (false).
• Ask Ss to read the instructions.
Pe

• Play the recording for Ss to complete the exercise.

• Check Ss’ answers.
Answers 2 F 3 T 4 T 5 F

74
1
A: I like sports but I don’t like playing basketball.
B: How about volleyball?
A: Volleyball is OK. I like it.
2
A: I love swimming. What about you, Brian?
B: No, I don’t like water sports. I like roller skating.
3
A: Let’s go cycling tomorrow. Around 7?
B: What, in the morning?
A: Yes.
B: No way, Dad. I like cycling but I hate getting up early.
4
A: I can play hockey but I don’t like it.
B: I like it. What’s your favourite sport?
A: Skateboarding. I love it!
B: Me too!
5
A: Jake, why do you like playing football so much?
B: I don’t know. I just… do. It’s a great sport.
A: I don’t like it. It’s so boring!

74

0.? What’s
6.3 Txt SB page
your? question? SB pages 64-65
1 Look at the cartoon. How many mobile phones
can you see? What do you notice about them?
• Ask Ss to read the instructions. Remind them not to
read the dialogue.
Answer Two phones, they’re white / identical.
IC We know that mobile phones are part of our everyday
life at present, much more than land lines. However,
not all Ss may have one. It is important to point this
out and to make it a point that we do not expect
everybody to have a phone.
2 75 Listen and read. Who is Irina Peters?
• Ask Ss to read the instructions. You may also ask
them if the fact there are two identical phones has
anything to do with the story.
• Play the video or the recording and have Ss answer
the two questions.
Answers She’s a tennis player. Yes, that’s the problem.
on
75 ➔ See SB page 64
3 Read the sentences. Circle T (true) or F (false).
• Ask Ss to read the instructions.
• You may ask Ss to try doing this before rereading the
rs
dialogue.
• Ask Ss to go back to the text and check their own
answers.
• Check Ss’ answers.
a
Answers 2 T 3 F 4 T
ESI When some people see somebody they admire,
Pe
especially a celebrity, they tend to be disrespectful of
their privacy. They may get so carried away that they even
invade the celebrity’s personal space. Though meeting a
celebrity may not be an everyday matter, this is a good
opportunity to reflect with Ss on how we may be invasive
through questions or actions. You may also reflect on
ways to respond nicely to somebody who’s being invasive.
Question words
• Ask Ss to read the questions and answer in the box.
Check they understand them all.
• Play the recording again for Ss to repeat and imitate
the intonation for wh-questions.
➤ Extra activity
Ask Ss to browse over the book and include all the
questions they have seen, together with a possible answer.
4 Match the questions with the answers. There is
an extra answer.
• Tell Ss to read the instructions.
• Give Ss time to do the matching and check.
• Make sure Ss use the right intonation.
Answers 2 c 3 a 4 b 5 e
5 76 Listen to Superdug’s questions. Then
circle Kit’s answers.
• Have Ss read the instructions and Kit’s answers.
• Play the recording for Ss to choose the correct option.
• Check Ss’ answers.
Answer 1 Two cars. 2 You are. 3 It’s my sister’s. 4 There are four.
5 It’s in your room.
76
1 Superdug: What can you see in the picture?
2 Superdug: Who is your favourite superhero?
3 Superdug: Whose phone is this?
4 Superdug: How many sandwiches are there?
5 Superdug: Where’s my new suit?
6 Write questions about the underlined words.
• Have Ss read the instructions.
• Allot a few minutes for Ss to write the questions.
• Check Ss’ answers. Have them use the correct
intonation.
Answers 2 Who’s your favourite sportsperson? 3 Whose phone is
this? 4 How many brothers or sisters have you got?
ESI Focus Ss’ attention on the word sportsperson. You can
tell them that some people tend to use sportsman. This
may be the result of sports having been a male thing
more than a feminine thing. Whatever the reason, help
them see how the word sportsperson is inclusive and
not sexist.
7 Circle the correct answer.
• Have Ss read the instructions.
• They can do the activity in pairs.
• Check Ss’ answers.
Answers 1 Yes, it is. 2 No, we aren’t. 3 Yes, she can. 4 Yes, there
is. 5 No, they aren’t. 6 It’s my new skirt.
➤ Extra activity
Ss can use the answers in Ex. 4, the ones they have not
circled, and write questions to which they may be the
answer. Challenge them, whenever possible, to write as
many questions as possible.
8 Game! Make as many questions as you can in
three minutes. Use the words in the table! Who
is the winner?
• Ask Ss to read the instructions, the words in the table
and the examples.
• You can tell them they’ll score a point for every word
they use from the table. This means that the first
question in the example assigns 2 points while the
third one assigns 3. However, they have to use at
least one of the words in the table.
• Check Ss’ answers.
75
 Vocabulary: Ask Ss to include the new words in their
dictionaries.

AT Ss should remember different phrases to talk about

communication

WB Answers 6.3 What’s your question? Page 108

1. 2 It’s on the table 3 It’s my mum’s bike 4 Five 5 A notebook 6 Mr
Evans
2. 2 Who 3 What 4 What 5 How many
3. 2 Where 3 How many 4 Who 5 What
4. 2 Where are you from? 3 Where are your friends? 4 What is your
favourite sport? 5 Who is your favourite singer?
5. Answers will vary.

on
a rs
Pe

76

0.? Interaction
6.4 Txt SB page ? Talking about the weather SB page 66
1 32 77 Watch or listen. Then read and
circle T (true) or F (false).
• Before you work with the dialogue, point to the title
of the episode and have Ss look at the photos. They
know the word umbrella. Point out that Jen has got
rubber boots on.
• Ask Ss about the weather, e.g. Look at Jen’s umbrella
and rubber boots. Is the weather OK, nice, or not?
(use gesture). Point to the word weather in the title.
• Play the video or recording for Ss to check if the
weather is a problem or not.
• Ask Ss to read the instructions and the sentences.
Play the recording or video again.
• Check Ss’ answers.
Answers 1 F 2 F
• Give Ss a couple of minutes to write the months and
check.
• You can ask Ss if the answers are the same
everywhere in the world. You can ask them to write
the months for the northern hemisphere.
• Some Ss may want to write four months instead of
three, which is OK.
Answers Summer: December January February March
Autumn: March April May June Winter: June July August
September Spring: September October November December
Vocabulary: Ask Ss to include the new words in their
dictionaries.

AT Ss should recognise the words for the seasons and

77 ➔ See SB page 66 months.

32 Video script page 83

The seasons
• Tell Ss to read the words in the table. Before
translating them, have them do Ex. 2 for them to
understand what they are.

2 Look at the photos and the calendar, and write

on
rs
the captions.
• Have Ss read the instructions, look at the calendar
and the photos.
• First, check the meaning of summer, autumn,
winter and spring. Check they pronounce autumn
a
correctly /ˈɔːtəm/. Ask them what the seasons are
(estaciones).
• Give Ss time to write the captions and check their
Pe

answers.
Answers 1 autumn 2 summer 3 spring 4 winter

Culture Wide
Have Ss read the box. Help them notice how often,
the summer is represented with people on the
beach or in the sea, which would be impossible
in some regions, e.g. the west of Argentina, the
west of Brazil or the east of Peru. Winter is often
represented with an icon for snow. Does this
represent all the regions in your country? The same
thing may happen with the icons for the other
seasons. You can have Ss make a poster with what
each season looks like in their region.

3 Which months are in each season?

• Have Ss read instructions. Check with them where
they can find the names of the months. Work with
pronunciation as necessary. Help Ss notice months
take capital letter in English.

77
0.? What’s
6.5 Txt SB pages
the weather
? like? SB page 67
Interaction Talking about the weather
• Have Ss go over the words and the icons in the list.
Check they all understand their meaning.
• Focus their attention on the question. Tell them it does
not change, and that it’s always answered It’s …
➤ Extra activity
You can ask Ss to go back to the dialogue on page
66 and find weather words. Write the list on the board
and have Ss draw a  or a  depending on how Jen or
Lucas feel about it.
4 What’s the weather like? Complete the
sentences.
• Ask Ss to read the instructions. Check they
understand the pictures.
• Check Ss’ answers after a couple of minutes.
Answers 2 It’s sunny. / It’s hot. 3 It’s windy. 4 It’s snowy. / It’s cold.
on
➤ Extra activity
You can use a map from a newspaper with a description
of the weather in each province. Ss can have a look at it
and talk about the weather in each province.
➤ Extra activity
rs
You can have a quiz. Tell Ss you’ll ask questions about
the weather in a city in x month. They have to mentally
place the city on a map and think about the weather.
Suggested examples: Machu Picchu in January, Ushuaia
in June, Moscow in January, Panama city in March.
a
IC Tell Ss how often they or their families talk about the
weather. Help them notice that in a place where the
Pe
weather does not change much, people do not talk
about it, whereas it is often a topic of conversation
when there are changes, especially abrupt changes.
Make it a point that to some, the weather may be a
topic of conversation or complaint, whereas to others,
it may not be so.
5 a Look at the title and image. Is this text about
the weather? Read and check.
• Ask Ss to read the instructions. Remind them not to
read the text.
• Check Ss’ predictions.
b Read the text again and complete the map
with the weather icons.
• Ask Ss to read the instructions.
• Have them read the text and go back to their
predictions.
• Have them read the text again and complete the map.
• After a few minutes, check Ss’ answers.
Suggested answers Jujuy: cold icon / windy icon North West and
Cuyo: warm icon / sunny icon Central region: cold icon / windy
icon CABA: rainy icon North East region: warm icon / rainy icon
Patagonia: cloudy icon / cold icon Tierra del Fuego and Santa Cruz:
78
rainy icon
Vocabulary: Ask Ss to include the new words in their
dictionaries.
AT Ss should recognise some weather words and understand
the weather question. They should remember the use of
It’s to answer the weather question.
Unit Wide
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending on
how well they think they know each of the topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
WB Answers 6.4 What’s the weather like? Page 109
1. 2 cloudy 3 windy 4 rainy 5 snowy 6 cold 7 warm 8 hot
2. 2 a 3 d 4 g 5 c 6 f
3. 1 spring 2 summer 3 autumn 4 winter
4. 1 cold 2 windy 3 warm 4 rainy 5 snowy 6 autumn 7 hot 8 cold
9 snowy 10 sunny
Revision WB page 110
1. 1 b table tennis c tennis 2 a roller skating swimming golf
b skateboarding c tennis (except doubles tennis) d snowboarding
3 a handball b volleyball c cycling d basketball e swimming
4 a snowboarding b ice-skating 5 a tennis b table tennis 6 a tennis
b roller skating c swimming d cycling
2. 1T 2 T 3 T 4 F 5 T
3. 1 Where 2 What 3 Where 4 Whose 5 When
4. 2 Who is your sports hero? 3 Whose autograph have you got?
4 Where do you exercise: indoors or outdoors? 5 When do you go to
bed? 6 How many friends have you got? Answers will vary.
5. 2 those roller skates 3 chocolate 4 Mr Smith 5 you and me
6. 1 h 2 j 3 i 4 e 5 b 6 f 7 a 8 d 9 c
7. 2 c 3 b 4 a
SELF-CHECK WB page 111
1. 1 handball 2 hockey 3 January 4 autumn 5 June
2. 1 I hate football 2 I love swimming 3 I don’t like video games 4 I like
table tennis
3. 1 My sister doesn’t like roller skating. 2 Do you like swimming? 3 I love
singing. 4 We don’t like getting up early. 5 Do your friends like eating
pizza?
4. 1 d 2 a 3 e 4 f 5 c 6 h 7 g 8 i
SKILLS WIDE What’s your favourite place? SB pages 68-69

LEAD IN 7 Look at these images about Thiago. Write his

Before working with this consolidation lesson, ask Ss
how they would answer the question.
1 Look at the title and the photos. What is the
text about?
• Ask Ss to read the instructions. Ask them not to read
the text.
• Check Ss’ predictions. You can check how many
vote for each option.
blog entry. Use Emma’s text as a model.
• Have Ss read the instructions.
• Elicit from Ss what information the images give
them. They can make a list to remember what they
can write about.
• Give Ss the time they need to write the blog entry.
• Ss can exchange their blogs and get useful
feedback from a classmate.
• Ss share their productions.

2 Read texts 1–3 and match them with photos

A–D. There is an extra photo.
• First ask Ss to read the texts quickly and go back to
their predictions.
• Ask Ss to read the instructions.
• Have Ss read the texts again and do the matching.
• Check Ss’ answers.

on
Answers 1C 2 A 3 B

3 Read the questions and complete the table.

• Ask Ss to read the instructions. You can challenge
them to do the activity before rereading the text.
• Ss can check their own answers by rereading the
texts.
rs
• Check Ss’ answers.
Answers Martín, snowboarding Andy, swimming

4 Read again and circle T (true) or F (false).

a
• Ask Ss to read the instructions.
• Again, they can try circling before they reread the texts.
• Have Ss check their own answers.
Pe

• Check Ss’ answers. You can ask them to show where

they found the answers.
Possible answers 1 T 2 F 3 T 4 F 5 T 6 F 7 T 8 T

5 Look at the images and text. Is the text about

personal information or school information?
Read and check.
• Ask Ss to read the instructions. Remind them not to
read the text.
• Check Ss’ predictions.
• Have them read the text and go back to their
predictions.
Answers Personal information

6 Read again. Is this information in the text?

Circle.
• Ask Ss to read the instructions.
• Allot a few minutes for Ss to go back to the text and
circle the correct answers.
• Check Ss’ answers.
Answers 1 YES 2 YES 3 NO 4 YES 5 NO 6 YES

79
 FAMILIES IN ART
LEAD IN
• You can ask Ss if they like paintings, if they have ever
visited an arts museum.
• You can also ask them if they know any important
name related to art, from anywhere in the world.
Note: the language in this unit is basic and full of cognates.
Ss can do the unit without using Spanish.
1 Look at the painting and complete.
• Ask Ss to read the instructions. Point to the painting
and tell Ss This is a painting.
• Allot a couple of minutes for Ss to do the exercise,
then check.
Answer J. S. Copley
2 Look at the painting and read the text. Write
the names of the people in the line drawing.
• Ask Ss to read instructions. Show them the picture is
a sketch of the painting.
• You can do the first one together.
• Give Ss time to read the text and write the names.
• Check Ss’ answers.
Answers 1 John Singleton Copley 2 Mrs Copley’s father 3 Mrs
Copley 4 Susanna 5 Mary 6 Betsy 7 John Junior
rs
3 Read the text again. Complete the sentences
with one word.
• Ask Ss to read the instructions.
• Give them time to do the activity, then check their
a
answers.
Answers 2 grandfather 3 mother 4 sister 5 brother
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SHAPE AND LIST POETRY
LEAD IN
• You may ask Ss to read the title. Tell them that poetry
refers to poems (write the word on the board).
• Tell them These are shapes and draw a circle, a
rectangle, a diamond, a heart on the board.
• Focus Ss’ attention on the two questions and the
answers. Ask Ss to look at the illustrations to get the
meaning better. You may refer to the shopping list and
the word Peace, Paz, etc. and the shape: the peace dove
with the olive branch in its beak, another peace symbol.
1 Read the shape poem.
• Have Ss read the poem. What words they can identify?
• Work on the sentence below the poem. Translate
them if necessary for Ss to understand the message.
2 Write a word cloud for a Mother’s or Father’s
Day card with the words below. You can use
80
SB pages 70
4 Look at the three paintings. Answer the
questions.
What is the nationality of the artists?
• Ask Ss to read the instructions.
• Ask them what they need to pay attention to to
answer the questions.
• Check answers after a few minutes.
Answer Edgard Degas: French John Everett Millais: British Paul
Cezanne: French
Match the paintings A-C with their titles 1- 4.
There is an extra title.
• Have Ss read the instructions.
• Give them time to do the matching.
• When checking, ask them which clues were crucial.
Answers 1C 2 A 4 B
5 In pairs, test your memory. Look at the
on
paintings and information in exercise 4.
• Ask Ss to read the instructions first, and the two
examples.
• Ss get into pairs. Remind them to cover the page.
• Have them interact.
• Check who remembered everything!
6 Have a class vote about the paintings in this
lesson. Which one do you like best?
• Have Ss read the instructions.
• You can number each of the paintings for the class vote.
• As you call out the names, have Ss raise their hands.
Count the number of hands for each painting.
SB pages 71
word cloud generators online.
• You may decide on Family Day as well.
• Show them that the words show different ways of
referring to the same person.
• Ss can use an online word cloud generator.
• You can make a display of the poems. If the school
has a blog, you can upload the shape poems.
3 Read the list poem.
• You can ask them if they can use any of the
elements in the list for their father.
4 Write a similar list poem about your mum’s or
your best friend’s clothes.
• Ask Ss to read the instructions. Elicit from them
where they can get help (the previous poem, the
units in the book, etc).
• Ss can use an online or digital word processor.
 ECOLOGY SB pages 72
LEAD IN
• Have Ss read the title of the unit. What do they know
about ecology?
• You may tell Ss that at the end of the unit, you’ll go
back to this question to see if they have learned
anything else.
1 78 Listen and repeat. Find the materials in
photos 1–6.
• Ask Ss to read the instructions. You can use elements
in the classroom to show the meaning of the materials.
• Play the recording for Ss to listen and repeat, and
associate the spoken and the written word.
• Give Ss time to find the materials and check.
Answers 1 metal 2 paper 3 glass 4 wooden 5 cardboard
6 metal
78 ➔ See SB page 72
on
Watch OUT!
Have Ss read the box and look at the images. Check they
understand.
2 Look at the photos again. Write the number
next to the words.
rs
• Ask Ss to read the instructions. Check they
remember all the words.
• Give them time to write the numbers and check.
Answers b 6 c 4 d 3 e 1 f 5
a
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A ROOM OF ONE’S OWN
LEAD IN
• Ask Ss to read the title of this unit and look at the
photos. Ask them, Which room is the room?
• Ss can go over the texts quickly and check if it’s the
bedroom.
1 Guessing game. Who’s he? Who’s she?
• Ask Ss to read the instructions. Check they
understand they have to read each short text and
guess the name of the person.
• Give Ss a couple of minutes to read and guess the
names.
• They can check in pairs before you check with all of
them.
• Note: if Ss find other people with the same
characteristics, accept their answers.
Answers 1 Cristiano Ronaldo 2 Sergi Bruguera 3 Megan Markle
4 Shakira
3 Read the text. Circle Yes or No.
• Ask Ss to read the title of the text and ask them if
they think their house is eco-friendly.
• Have them read the text quickly and ask them again
if their house is eco-friendly.
• Ask Ss to read the instructions.
• Allot a few minutes for Ss to do the activity, then check.
Answers 2 Yes 3 No 4 Yes 5 Yes 6 No
5 What is there in your house and in your school?
Complete the sentences.
• Ask Ss to read the instructions and the sentences.
• They can work individually for their houses and in
pairs for the school.
• You can have a few examples from Ss.
Remind Ss they can type the words in bold in a
search engine to find information about eco-friendly
products to stop plastic pollution.
SB pages 73
2 Whose bedroom is it? Match the bedrooms
with the famous people of the guessing game.
• Ask Ss to read the instructions.
• Give Ss a couple of minutes to read the texts again
and do the matching.
Answers There will be different possibilities. Ss can account for their
answers. For instance, they may say that bedrooms 1 and 4 have
pink elements, so they must be a woman’s. They may also say that
bedroom 2 looks more elegant and princess-like than the others, so
it must be Markle’s bedroom.
3 Think of a superhero. Draw the furniture of
his / her room and describe it.
• Ask Ss to read the instructions.
• Elicit from Ss where they can get models and help to
make their descriptions.
• Give Ss time to draw the bedrooms. They can
describe them orally.
81
 GENES SB pages 74
LEAD IN
Have Ss read the title. Ask them what they know about
genes. Help them notice the pronunciation is the same as
for jeans, but completely different meanings.
1 Read and tick ✓.
• Ask Ss to read the instructions, look at the images
and the phrases.
• Check their answers after a minute or two.
Answer 2
Watch OUT!
Have Ss look at the two drawings and the words. Focus
their attention on the ≠ sign. Check they understand the
meaning of the words.
2 Look at the photo and the title. Is this text
about the family? Read and check.
on
• Ask Ss to read the instructions. Tell them not to read
the text.
• Check how many Ss answer Yes and how many, No.
• Have Ss read the text quickly and go back to their
predictions.
Answer Yes
rs
3 Read the text again and look at the picture.
Write Sophie or Paul next to the right eye
colour combination.
• Ask Ss to read the instructions.
a
• Tell them to read the text again, and then write the
correct name.
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JAPANESE POETRY
LEAD IN
• You can ask Ss if they know anything about
Japanese poetry.
• Ask them to read the introduction. You may have to
tell them that female means feminine.
1 Read two of Sei Shonagon’s list poems.
• Have Ss read the poems. Work on vocabulary as
necessary.
• Do Ss agree with her lists?
2 Now you can write your own list poems! + info?
See Consolidation 2.
• Ask Ss to read the instructions. Remind them they
can go to page 71 for list poems.
• There are two possible lists. You may add some of
your own if you think they will be better for your Ss.
82
• Check Ss’ answers.
Answers B b Sophie b b Paul
4 Read the statements. In pairs, circle T (true) or
F (false).
• Ask Ss to read the instructions.
• Have them read the text again and do the exercise.
• When checking, they can show where in the text they
find the answers.
Answers 1 F 2 T 3 T 4 F
5 Colour in Fergie and Leon’s hair and eyes.
• Ask Ss to read the instructions. Elicit from them
where they can get help (the text).
• Give Ss a couple of minutes and check their
answers.
• Ss can also colour the parents’ hair and eyes.
Answers Leon: brown hair, brown eyes Fergie: red hair, green eyes.
Mum: red hair, brown eyes. Dad: brown hair, green eyes.
6 Draw you and your family. What colour eyes
and hair have you got? Guess the gene
combinations.
• Ask Ss to read the instructions. Elicit from them
where they can get help (the text and Ex 5.)
• Give Ss time to draw and write the possible gene
combination.
• Ss can display their drawings on the classroom
walls.
SB pages 75
• Give Ss time to write their poems. Have a classroom
display of the poems. You can scan them and
publish them on the school’s blog if there is one.
3 Read some haiku by Matsuo Basho, a samurai.
• Most probably, Ss won’t know what a haiku is. Ask
them to read the question and answer about a
haiku.
• Ask Ss if they liked the haiku.
4 Write a haiku about nature.
• Ask Ss to read the instructions. Check with them
where they can get help if they need any.
• Give Ss time to create their haikus.
• Make a display of their poems, which they can
illustrate.
 Video Script
VIDEO 01 VIDEO 06
Unit 1 Page 12 Exercise 1 Unit 1 BBC Culture: This is the UK Page 19 Exercise 5
It’s Granny’s birthday! - Part 1 Let’s find out about … The United Kingdom! This is the United Kingdom
Today is Sophie’s birthday. She is seventy years old. Sophie is Jen and of Great Britain and Northern Ireland. Or, the UK, for short. There are four
Alex’s grandmother. They are at her house. countries in the UK: England, Wales, Northern Ireland and Scotland. This
Sophie: I’m so happy you’re here. is the UK flag. Its name is the Union Jack. The UK is a very green country.
Alex: It’s aunt Megan! There are also towns and big cities. There are sixty-four million people
Megan: Hello, Alex! Hold this, please! Be careful! It’s Granny’s birthday cake. in the UK. People from the UK are British. But there are also people from
Alex: It’s OK. I’ve got it! countries like China, France, Poland, Spain and the USA. Wow! sixty-four
Megan: Happy birthday, Mum! Here’s your present. million! That’s a lot of people! What about your country? This is London.
Sophie: Thank you, my darling. Where’s your son? London is the capital of the UK. It’s a big and busy city. Nine million people
Megan: Jason is in Spain with his class. They’re on a school trip. Here’s a live here. What’s the name of the capital of your country? London is the
card from him. home of the Royal family. Look! There they are! That’s Queen Elizabeth.
Sophie: Oh, it’s a lovely card! Those are her grandsons, William and Harry. Prince William has two
Dad: Hello, sister! children, a son and a daughter. That’s their mum, Princess Kate. Are you
Dad: We’re ready for the cake! ready for a question? OK, let’s go. What is the name of the UK flag?
Mum: Oh, no! Is it …a. The Union John, or b. The Union Jack. That’s right, it’s ‘b’ the Union
Jack! Well done! See you next time. Bye!

VIDEO 02
VIDEO 07
Unit 1 Page 12 Exercise 5

on
Mum: Oh, no! Sophie: ‘Happy birthday baby Unit 2 Page 22 Exercise 1
Dad: What? Luke’! That’s my T-shirt! – Part 1
Mum: Look at the cake. Alex: Luke is one today! Mum: Jen, put these clothes away, please.
Megan: Oh, no! It’s the wrong cake. Dad: And the cake is yummy! Jen: OK, Mum. Oh, hi! What’s up? What? No!
Jen: It’s a baby’s cake! Look! Jen and Alex: Dad! Voice over: Ten minutes later ...
Jen: Bye, Holly! … Hang on, what are these? These aren’t my jeans.
They’re too long! These are Mum’s jeans. Yep, this top is Mum’s too!
VIDEO 03 Mum: Jen, these are your jeans. They’re too small for me!
rs
Jen: Oops! Sorry, Mum!
Unit 1 Grammar animation: to be affirmative Page 13
Mum: And that’s my top over there.
M = Max A = Anna H = Hammy Jen: Erm … yes, it is. Here you are!
M: Hello. I’m Max. Alex: Jen, where’s my new T-shirt?
A: Hi. I’m Anna. Jen: It’s over there with your old T-shirts!
M and A: We’re friends! Alex: No, those are Dad’s T-shirts!
a
H: Hi! I’m Hammy. Jen: Oh, then your T-shirt is ...
M: Hammy is my pet hamster.
A: It’s Max’s birthday today. He’s eleven! Hammy, the present! Oh, no!
M: Oh, thank you, Anna! They’re ... ehm ... very nice! You’re great! VIDEO 8
Pe

H: I’m sorry.
Unit 2 Page 23 Exercise 5
That’s my T-shirt! – Part 2
VIDEO 04 Alex: Dad! That’s my T-shirt!
Dad: Yes, it’s cool, isn’t it? My T-shirts are boring!
Unit 1 Grammar animation: to be negative Page 15
Alex: But Dad …
A: Nice ... cat! M: I’m not good at this. Dad: Bye now!
M: It isn’t a cat. It’s Hammy! A: No, you aren’t. Jen & Alex: It’s too small for you!
A: But Hammy isn’t orange. H: But I am! Ta-da!
H: No, I’m not orange and I’m not
fat! Look at my ears! They aren’t VIDEO 9
big!
Unit 2 Grammar animation: to be questions and short
answers Page 25
VIDEO 05 A: Max! We’re late for the wedding. Are you ready?
Unit 1 Page 16 Exercise 1 M: Yes, I am. What’s wrong? Is this shirt OK?
H: No, it isn’t.
Nice to meet you! M: Are my trousers OK?
Jen: Hi, Mum! A: No, they aren’t!
Mum: Hi, Kids! M: But these are my only good clothes.
Jen: Mum, this is Lucas. He’s our new neighbour. Lucas, this is my mum. H: Wait!
Mum: Hello, Lucas. Nice to meet you. M: My T-shirt and jeans? Are they OK for the wedding?
Lucas: Nice to meet you too, Mrs Newman. H: Yes, they are. Now hurry up!
Mum: Jen, your bag! M: OK, I’m ready now!
Jen: Sorry, Mum. Let’s go, Lucas. H: No, you aren’t! Now you’re ready!

83
VIDEO 10
Unit 2 Page 26 Exercise 1
What’s your name?
Mr Wood: What’s your name?
Lucas: Lucas Ortiz. That’s O-R-T-I-Z.
Mr Wood: Good. And how old are you, Lucas?
Lucas: I’m eleven years old.
Mr Wood: Welcome to the school band.
Lian: Where are you from, Lucas?
Lucas: I’m from Madrid, Spain.
Lian: What’s your favourite music?
Lucas: Good question. Rock, I think.
Lian: Who’s your favourite singer?
Lucas: Erm … Ed Sheeran.
Lian: High five! He’s my favourite too!
VIDEO 11
Unit 3 Page 32 Exercise 1
There’s a phone on the sofa – Part 1
Alex: Jen, where’s the orange juice?
Jen: It’s in the fridge.
Alex: Where?
Jen: It’s in front of you.
Alex: No, it isn’t.
Jen: Right there! There’s a carton
VIDEO 15
Unit 3 Page 36 Exercise 1
Where’s the bathroom?
Jen: Hi! Here are your books.
Lucas: Thanks, Jen. Please, come in. Would you like a sandwich?
Jen: Yes, please. I’m really hungry.
Jen: This is yummy!
Lucas: Erm … Jen? There’s ketchup on your T-shirt.
Jen: Oh, no! Where’s the bathroom, please?
Lucas: It’s upstairs. Let me show you.
Lucas: Is your T-shirt OK?
Jen: Not really. But I’d like another sandwich, please!
VIDEO 16
Unit 3 World Wide Page 39 Exercise 4
BBC Culture: Hampton Court Palace
Are you ready to find out more about the UK? Let’s find out about a famous
palace. It’s called Hampton Court Palace. Hampton Court Palace is here, in
Lian: Maybe it’s under the table.
London. It’s a very old palace. How old do you think it is? It’s over five hundred
Jen: No, it isn’t.
years old! It’s very big. This is King Henry VIII. He was a very famous king in
Lian: Is it behind the sofa?
British history. Hampton Court Palace was his home. There are no kings or
Alex: No, it isn’t but there are two
queens in Hampton Court Palace today. Let’s have a look inside! There are
DVDs.
lots of rooms. Can you guess how many? There are over one thousand! Look
Jen: Hey! Those are my DVDs!
at all the paintings on the walls. This is the kitchen. Is it like your kitchen at

next to the milk.
Alex: Oh, there it is!
Alex: Where’s my phone?
Lian: There’s a phone on the sofa.
Jen: No, that’s my phone.
VIDEO 12
Unit 3 Page 32 Exercise 4
There’s a phone on the sofa – Part 2
Lian: Hang on! Shhh!
Jen: It’s in the kitchen.
Alex: Yes, but where?
Lian: It’s in the fridge!
a
VIDEO 13
Unit 3 Grammar animation: there is / there are
Pe
on
Alex: Wait! There are some sweets
home? This is the Great Hall. It’s a big room for eating and for parties. That’s
under the sofa!
a lot of rooms! How many rooms are there in your house? Now, let’s have a
Jen: Yuk! They’re old!
look outside. These are the gardens. They’re very big and beautiful. Look at
Alex: But where’s my phone?
this maze. It’s over three hundred years old. It’s easy to get into the maze but
Lian: Hang on!
it’s very difficult to get out! Hampton Court Palace is a great place to visit.
Now, for a question … How many people can have dinner at Hampton Court
Palace at the same time? The answer is … six hundred people! That’s a lot of
washing up! Bye for now and see you next time!
rs
Jen: Yes, it is! VIDEO 17
Alex: What? Unit 4 Page 42 Exercise 1
Lian: Oh, Alex!
I haven’t got big feet! – Part 1
At the bookshop.
Alex: Ouch, my foot! Be careful!
Jen: It isn’t my fault! You’ve got long legs! And you’ve got big feet!
Alex: I haven’t got big feet! I’m tall!

Jen: You’ve got long arms too! Like this!

affirmative Page 33 Alex: Yeah, but I haven’t got a big head, like you!
M: Anna? There’s a rat under the sofa. Jen: My head is fine! Mum? Is my head big?
A: A rat? Help! Mum: Stop it, you two! Jen, your brother hasn’t got big feet. Alex, your
M: There are two rats under the table, too! sister hasn’t got a big head! Now, hurry up with the books! We
A: Oh no! There’s one behind the TV. haven’t got a lot of time!
H: It’s OK. They’re my friends. Mikey, Momo, Missie and Molly. Oh right. Jen: Oh, they’ve got “Yummy Cupcakes”. Great! Oh, no! It’s too high!
Would you like some cheese? There is cheese in the fridge, right? Alex? Help me, please!
A: Oh, Hammy!
M: Let me see …
VIDEO 18
Unit 4 Page 42 Exercise 5
VIDEO 14
I haven’t got big feet! – Part 2
Unit 3 Grammar animation: there is / there are negative Jen: Alex? Help me, please! Jen: Thank you!
and questions Page 35 That book over there? Please? Alex: But I want these cupcakes!
A: There isn’t a tree. Alex: So my long arms are OK, now? Ooh, and these! And these
M: No problem! Is there any orange juice? Jen: Come on! Be a good brother! too!
A: Yes, there is. Alex: Oh, all right! Jen: Fine!
M: Are there any cupcakes?
A: Yes, there are.
H: Yummy!
A: Oh, no! There aren’t any glasses.
M: Hold on!

84

VIDEO 19 VIDEO 23
Unit 4 Grammar animation: have got affirmative and Unit 5 Page 52 Exercise 5
negative Page 43 I can fix it! – part 2
M: Hammy! I’ve got a hat! Anna’s got a hat! We’ve got sunglasses too! Alex: But what about Lian?
Where are your sunglasses and hat? Lucas: Yes, what can she do?
H: I haven’t got a hat. I haven’t got sunglasses! Lian: I can skateboard and I can draw.
M: Anna? Lucas: But where are the cupcakes?
A: Mhh? Lian: And I can eat cupcakes very fast! Sorry, Lucas!
M: Hammy hasn’t got sunglasses or a hat!
A: Hang on … Here you are!
H: What? VIDEO 24
Unit 5 Grammar animation: can affirmative and
VIDEO 20 negative Page 53
M: We can dance!
Unit 4 Grammar animation: have got questions and short H: I can’t dance ...
answers Page 45 M: No, you can dance, Hammy! It’s very ... interesting ...
H: Max, have you got a brother or a sister? H: And I can’t sing!
M: No, I haven’t. A: Oh, Hammy ... Well, you can’t sing very well but you can jump!
H: Has Anna got a brother or a sister? H: Oh, yes! I can jump!
M: Yes, she has. She’s got a sister. A: Oh, no!
H: Have you got a photo of your sister, Anna?
A: Yes, I have. Here it is. How about you, Hammy? Have you got a brother
or sister? VIDEO 25
H: Yes, I have. Look! Unit 5 Grammar animation: can questions and short
A: Wow! That’s a lot of brothers and sisters! Have all hamsters got big
answers Page 55
families?

on
H: Yes, they have! A: Hammy, this is Spot. Spot, this is Hammy. Spot is granny’s dog.
H: Hi, Spot! Can you talk?
A: No, he can’t talk.
VIDEO 21 M: What can he do? Can he … erm … climb a tree?
A: No, he can’t. He’s a dog, not a cat. Can dogs climb trees? No, they
Unit 4 Page 46 Exercise 1 can’t!
Sorry about that! H: OK. Can he jump?
Dad: Where are my house keys? A: Yes, he can. Spot, jump! Jump, boy!
rs
Jen: I’m so sorry, Dad. I’ve got them. H: Can he run fast?
Dad: It’s OK. Now, where’s my phone? Oops! Sorry, Jen! M: Can you run fast, Spot?
Jen: That’s all right. A: Come on. Run! Spot?
Dad: Are you OK?
Jen: Yes, I’m fine. Dad! You’ve got the phone! It’s right there!
Dad: Sorry, my mistake! VIDEO 26
Jen: No problem.
a
Unit 5 Page 56 Exercise 1
Dad: Oh, it’s late! Bye, Jen!
Jen: Dad, wait! Your house keys! Let’s do something fun!
Dad: Oh, dear! Sorry about that! Thanks, sweetie! Bye! Lucas: Hey, guys, let’s do something fun.
Jen: Bye, Dad! Jen: I agree. Any ideas?
Pe

Jen: Come on, really? Erm … Dad …? Alex: We can go to the park.
Jen: Again? It’s not a good idea.
Lian: Let’s go ice skating.
VIDEO 22 Jen: Great idea!
Lucas: I’m not sure … I can’t skate very well.
Unit 5 Page 52 Exercise 1 Lian: No problem. I can teach you.
Narrator: I can fix it! – Part 1 Lucas: OK, cool! Let’s do that!
Lian: Guys, this video is for my granny, in Shanghai.
Alex: Hey, Lucas! You can wear these.
Granny Lin, this is my friend, Lucas.
Lucas: Ha, ha! You’re so funny!
Lucas: Hello!
Lian: Lucas is very talented! He can play the guitar and he can sing!
Lucas: Well, I can’t sing very well but … VIDEO 27
Lian: Oh no, not again!
Alex: What’s wrong? Unit 5 World Wide Page 59 Exercise 5a
Lian: It’s the camera. I can’t see a thing! BBC Culture: Free time activities
Alex: Let me see … Hmm, I can fix it. What’s your favourite weekend activity? Is it skateboarding? Are you a good
[two seconds’ pause] cook? Or is it playing computer games? Let’s find out what kids in the UK
Lian: Thanks! Alex is a genius! He can fix things! He can do very clever like to do at the weekend. This is Rom Park in London. Look at those children
things with computers too! on their BMX bikes. They can do clever things on their bikes. They can jump
Jen: Yes, very clever – he can play computer games all day! too! Look! He’s on a skateboard. Can you skateboard? Wow! Look at that!
Cupcake? He can skate on his hands! You can ride a scooter at Rom Park too. Rom
Lian: [with a mouth full of cupcake] Jen is a fantastic cook! Park looks like great fun. Let’s check out another outdoor sport. They’ve got
These cupcakes are yummy! special hats for climbing. Look how high they can climb. They can climb
Alex: But what about Lian? down the wall too. Skating and climbing are fun! Other sports are fun too.
Lucas: Yes, what can she do? Let’s have a look at them. This sport is called boxing. These children are very
good. Can you name this sport? Yes, it’s ice-skating! These girls can go
very fast! It’s a good idea to do sports. They help you to stay fit and you can
make new friends too! Now, time for a question. How many sports can you
remember from the video? See you next time! Bye for now.

85
VIDEO 28 Lucas: Why?
Jen: I have a dentist’s appointment!
Unit 6 Page 62 Exercise 1 Lucas: Eurgh! I hate going to the dentist!
Let’s go to summer camp! – part 1 Jen: Me too!
Lian: Hey guys, do you want to go to summer camp with me? Lucas: See you soon! Bye!
Alex: Maybe. What do you do there?
Lian: Horse-riding, rock climbing … I like rock climbing.
Jen: I don’t like it!
Lian: How about water sports? There’s sailing, windsurfing ...
Alex: No, thanks. I don’t like getting wet.
Jen: That’s true. Lian, you like sports. We like them, but we want to do
other things too. Cooking, for example?
Lian: There’s a cooking camp in …
Alex: No thanks. I love eating but I hate cooking!
Lian: Let’s find a camp we all like.

VIDEO 29
Unit 6 Page 62 Exercise 4
Let’s go to summer camp! – part 2
Lian: Let’s find a camp we all like.
Alex: How about Tech camp? It sounds good.
Jen: No …
Lian: Look here!
Jen: Not another sports camp!
Lian: No, not the sports camp. The fun camp. There are lots of different
activities.

on
Jen: That’s good!
Alex: Hang on! What time do you get up at summer camp?
Lian: Early?
Alex: No, thanks! But you can go. Have fun!
Jen: Oh, Alex!

VIDEO 30
rs
Unit 6 Grammar animation: love / like / don’t like / hate
+ ing Page 63
H: We love sports! Max and Anna like skating.
M: Hammy loves climbing.
H: I like flying, too! Yipee! But I hate getting wet!
a
VIDEO 31
Unit 6 Grammar animation: Question words Page 65
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H: Who is this girl?

A: This is Kimi. She’s my new friend. She’s Chinese.
H: Where does she live?
A: In Hong Kong.
H: How old is she?
A: I don’t know.
H: What does she do? Is she a student?
A: I’m not sure.
H: I don’t understand. What’s the problem?
A: She doesn’t speak English very well and I don’t speak Chinese…
H: One moment, please! Nĭhăo Kimi! Wŏ shĭ Hammy. Nĭ hăo ma?
(Translation: Hello, Kimi! I’m Hammy. How are you?)
A: Does Hammy speak Chinese?
M: Yes, of course! He’s a Chinese hamster!

VIDEO 32
Unit 6 Page 66 Exercise 1
What’s the weather like?
Lucas is on holiday in Spain but it’s rainy in London.
Jen: Hi Lucas! Why aren’t you at the beach? Isn’t it hot and sunny?
Lucas: It’s 3 o’clock. It’s too hot and too sunny. What’s the weather like in
the UK?
Jen: It’s cold and rainy. We can’t go swimming.
Lucas: That’s a pity.
Jen: Yes, but it’s OK. It often rains in summer.
Lucas: Well, I hope it’s sunny tomorrow.
Jen: Ouch! Me too, but I still can’t go swimming.

86

Notes

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87
 Corradi, María Leonor

Look Wide Starter: Teacher’s Book: TB / María Leonor Corradi; Gonzalo Hernán Rosetti. - 1a ed. -
Ciudad Autónoma de Buenos Aires: Pearson Education, 2018.
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ISBN 978-987-615-442-0

1. Inglés. I. Rosetti, Gonzalo Hernán II. Título

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