OTP2 e Teachers Kit

n the
e-Teacher’s Kit
2
E MUESTRA
MATERIAL D
U VENTA
PROHIBIDA S
On the Pulse – yearly plan ............................ 2 Unit 5 – Special days ................................... 48
On the Pulse – course overview .................... 5 Unit 6 – Take care ........................................ 54
On the Pulse – general teaching notes ........ 17 Consolidation / Project B answer key .......... 59
Ideas to enrich your teaching: Creative corner notes .................................. 60
It’s my life! ................................................... 22 Photocopiable material:
Unit 1 – What do you like? ........................... 24 Project Planning sheets ............................... 62
Unit 2 – Music and TV .................................. 30 Unit tests ..................................................... 64
Unit 3 – Fact or fiction? ................................ 36 Term tests ................................................... 70
Consolidation / Project A answer key .......... 41 End-of-year test ........................................... 76
Unit 4 – Life on Earth ................................... 42 Tests A – answer key and audioscripts ........ 78
2  On the Pulse 2
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On the Pulse 2  3
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4  On the Pulse 2
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On the Pulse – course overview
On the Pulse is a communicative course designed for 21st century teenagers in secondary education.
Topics and tasks have been carefully selected to reflect their interests and guarantee participation.
The aim of the course is to enable students to communicate in English and gradually aid them in
understanding authentic written texts and spoken messages in English. The course encourages
students to appreciate the value of English as a tool to access information, communicate with people
from other countries and learn about other cultures.
Student’s Book
The Student’s Book is made up of an introductory
unit, which activates language students should know
at this level, six core units, an integrated Workbook,
the Creative corner section, six Progress checks,
Speaking activities divided into ‘Student A’ and
‘Student B’, a list of irregular verbs with their phonetic
transcriptions and the Learning bank section.
The core units are structured as indicated below.
Vocabulary
The first vocabulary section in each unit presents
the first lexical set students will be learning. New
words are presented at word (cook, draw) or phrase
level (go for a run, surf the Internet), as appropriate,
through pictures / photos and within a context.
The teaching of new vocabulary includes three
stages:
1. Discovery Students discover the topic they will
be learning new words about and start thinking
about it. They are asked to give a quick look at
the material and identify activities / objects /
concepts, etc, express an interest, describe pairs. They personalize the new language –
what they can see, give an opinion, and so on. students use it to talk about their experiences,
habits, likes, lives, etc.
2. Learning Students listen and repeat the new
words and sometimes do a matching activity as
Learning to Learn
well. Vocabulary sets are either clearly visible
in a box or in a blue font within the context The aim of this section is to suggest a vocabulary
in which they appear. They are recorded for learning technique that can help students take in
pronunciation practice. Students should be new words and become autonomous learners. The
encouraged to learn the correct pronunciation technique does not exclusively apply to the unit in
of words and ask questions to clarify meaning. which it appears. Students should be encouraged
3. Practice The exercises that follow get students to use each strategy as appropriate throughout the
to use the target language individually or in course.
On the Pulse 2 – course overview  5
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The exercises in this section are of three different
types:
1. Before you read Pre-reading activities get
students ready for reading. These activities
encourage them to predict content, identify
the type of text, describe pictures / photos, etc.
2. Read for general ideas Reading-for-gist
activities aid students in understanding the
‘core’ of the text. One of the main aims of
this section is to gradually train students to
understand real texts in English without being
hindered by unknown words.
3. Read for details The activities in this
section have students scan the text to find
specific information. They foster a deeper
understanding of the text.
Comparing Cultures
This section provides a further task related to
the content of the text. Its purpose is to broaden
students’ minds and make them aware of cultural
Reading differences. Students are encouraged to compare
the customs in other cultures with their own,
This section introduces students to a range of respect cultural differences and express their
authentic-style texts in an appropriately graded views. With this task, the reading section goes
way. In each section, there is a text followed by beyond reading comprehension by fostering the
pre- and post-reading activities. On the Pulse development of critical thinking skills.
uses different text formats – such as website posts,
TV programme reviews, online message boards and Web Quest
travel guides, blog entries, information leaflets,
and magazine articles and interviews – which deal This section appeals to inquisitive minds as
with a variety of high-interest topics. students are encouraged to find out more about
the topic they have read about. Students become
The texts chosen serve several purposes:
engaged, make their own decisions regarding what
> to give language input. they would like to know and do their online search.
> to reinforce some of the vocabulary taught With the help given in the #tip, students can
in the previous section. browse websites efficiently to find the kind of
information they need. This tip also helps them to
> to expose students to the new grammar
improve their search techniques in order to find
in a meaningful context.
reliable information on the web.
> to offer students an opportunity to read texts
Thus, the reading section goes a step further by
that are slightly above their productive level
helping students to develop digital competence.
and still understand them.
Eventually, their listening and speaking skills will be
honed as they share their findings with the class.
6  On the Pulse 2 – course overview
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Grammar
This section includes clear examples of the target
grammar taken from the text students read in the
previous section. On the Pulse gets students to
read and understand grammar before they are
required to use it.
In the USE section, students identify the target
grammar and become familiar with it. They are asked
to draw conclusions regarding its use by completing
easy-to-understand rules about the relationship
between the target grammar and its function, for
example, the present simple for describing routines,
the present continuous for actions happening at the
moment. The rules in this section usually answer the
question What do I say / use this for?
In the FORM section, students discover the
patterns in language by analyzing or completing
grammar tables. Then they complete easy-
to-understand rules about how to form the
grammatical structures. The rules in this section
usually answer the question How do I say this?
The graded exercises that follow consolidate the
new grammar. They are guided at first to help
students gain control over the new structure and
they gradually become less controlled. The grammar
practice section ends in a Free practice activity in
which students are asked to produce the grammar
freely and use it in the context of their own lives.
Comparing Languages
Students reflect on how to convey a given message
in their own language and become aware of the
differences between this language and English.
This awareness will help them to understand the
second language better and achieve grammatical
accuracy in it.
Vocabulary Listening
The second vocabulary section presents the second Engaging listening texts contain examples of the
lexical set students will be learning. It follows the target vocabulary. They provide an opportunity to
same structure as the first vocabulary presentation hear the new language in context. Students listen to
(see page 5). an authentic situation and test their understanding.
The first task focuses on global understanding.
The second one focuses on understanding details.
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Reading Grammar
The second reading section presents a new text The second grammar presentation includes clear
followed by pre- and post-reading activities. examples of the target grammar taken from the text
It follows the same structure as the first reading students read in the previous lesson. It follows the
section (see page 6). same structure as the first grammar presentation
(see page 7).
Give your opinion
This activity gets students to express their views on
the topic of the reading text by answering questions.
This personalization exercise fosters meaningful
learning by giving students the opportunity to relate
the topic of the text to their lives.
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Build your skills
This spread provides an opportunity to reinforce some
of the language taught in the unit and practise three
of the basic skills – reading, listening and speaking.
It encourages students to develop their receptive skills
further and improve their communication (productive)
skills in a real-world context.
Reading & Listening

The reading section includes a variety of authentic-
style text types such as adverts, noticeboards,
websites and leaflets.
> The text engages students with the topic.
> The exercise that follows practises comprehension.
> Then students express their views on the topic
or do a personalized exercise.
The listening section includes two activities – one
focusing on general ideas and the second one
focusing on details.
Listening & Speaking

The purpose of this section is to provide practice
of social language. Its main feature is a videoed
(and recorded) speaking model that teaches
the language students need to communicate
effectively in everyday situations. The activities
are staged so that students can build up gradually
their communication skills:
> Students answer questions about a photo from
the video in order to understand context.
> They watch a video clip of British people
interacting in everyday situations. Focus is
placed on main ideas in order to do an initial
gist exercise.
> They watch the video again. Focus is placed
on details in order to complete the gaps in the
conversation successfully.
> They practise the model conversation – they
produce meaningful communication by
reproducing the conversation.
Keep it going! > They create a new conversation – they develop
their speaking skills by acting out their own
The Keep it going! section lists functional language
dialogue.
for easy reference. Its purpose is to make students
> They can watch the video once more and do the
aware of the language commonly used in authentic
additional interactive activities included in it.
conversations. Students are encouraged to use
these expressions to sound natural. On the Pulse 2 – course overview  9
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Writing
In this section students are asked to produce
written messages with a communicative purpose.
A variety of formats have been included, such as
personal profiles, short biographies, reviews, travel
guide articles, invitations and emails.
A model is always provided. Students are expected
to read it and understand its purpose and content.
This initial step is very important because it is crucial
that students understand what they are aiming at
before working on the assignment.
Write it right!
The Write it right! section includes writing strategies
that students should use to organize their piece of
writing or useful grammatical structures that they
should incorporate into their work.
Writing task
Step-by-step tasks emphasize that good writing
requires planning, drafting and editing. Students are
given guidance on how to plan and draft their piece
of writing. They are also reminded to include the
grammar and vocabulary studied in the unit and to
follow the suggestions in the Write it right! section.
Finally, they are reminded to check their work.
Priority should be given to the message over
the form. Mistakes are inevitable and students
shouldn’t feel discouraged by too many corrections
on their written work.
Pulse magazine
This page at the end of each unit encourages
students to read for pleasure and develop
receptive skills. It also provides an opportunity to
review the language that has been taught.
Texts are recorded on the Audio CD. Students read
while listening to the audio and answer one or
more questions about the overall content of the
text. Then they do an activity that encourages them
to look back at the text and scan it for details.
The activities that follow have been designed for
fast-finishers. You can ask students to choose one
or do both.
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Consolidation
There are two Consolidations in the Student’s Book
– one after Unit 3 and the other one after Unit 6.
They reinforce the grammar and vocabulary taught
in the three preceding units. They include a text that
students complete with the language they have
learnt. The activities that follow provide further
grammar practice; they are based on the text, which
provides a rich context for meaningful practice.
Project
Projects allow students to use language creatively
to achieve a communicative goal. Focus is placed
on communication, not on grammatical accuracy.
They should be motivating for students as they
provide a sense of achievement once they have
been completed.
There are two Projects in the Student’s Book, after
each Consolidation. They are divided into two
main sections – Let’s analyze and Let’s do it! In the
Let’s analyze section, students discover what kind
of project they will be doing. They also look at a
model project and answer questions. The Let’s
do it! section provides an opportunity for students
to work collaboratively in small groups as they
create their project. It also provides them with an
opportunity to develop their digital competence by
using web tools if they have access to technology.
> Step 1 Groups decide what their project will be
about. They also decide how they will be doing
it, depending on whether they have access to
technology or not.
> Step 2 Students make their own decisions
about what to say and how to say it. This
is their opportunity to be creative and
experiment with language. They are required
to use the photocopiable Project Planning
Sheet, a useful tool to help them organize the
contents of their project.
> Step 3 Groups develop their speaking skills
while presenting their project in class.
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Workbook
The Workbook is included at the back of the book.
Vocabulary &
Grammar
The first spread includes a
variety of activities to ensure
successful practice of the
vocabulary sets and grammar
taught in the Student’s Book.
Reading
A further text is provided on a
topic related to the theme of
the unit. The text is followed by
a variety of exercises that allow
students to analyze the text at
different levels and ensure its
comprehension.
Speaking & Writing Extra practice

The Extra practice section includes further, and
Speaking activities test students’ recall of the
sometimes freer, practice of the language taught
social language presented in the Student’s Book
in the unit. It can be used with fast-finishers.
section. Writing activities provide students with
more practice related to the text type presented
in the Writing section in the Student’s Book.
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Creative corner
This section, which may be used independently or
after some of the units have been covered, includes
different literary texts that have been adapted to
the students’ level. It allows them to appreciate
how much they can use the language they have
learnt and also helps to pave the road to a more
complex literary appreciation.
Each of the texts chosen is preceded by an
explanation of the genre it belongs to and then
followed by activities that supplement the material
in a more class-controlled way.
The Creative corner can be further exploited by
using the worksheets provided in the Online
Teacher’s Centre and the interactive activites
included in the Online Skills Centre.
Progress Check
This section should be used for students’ own
evaluation. Its aim is to get them to reflect on how
much they have learnt. After completing each
Progress Check, students work out their score to
evaluate their progress and, as a class, create an action plan for improvement in the areas in which their
results were weaker. Since the pages in this section can be torn out of the book, they can also be used as
Progress Tests.
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Pairwork activities
These speaking activities get students to talk in a
variety of communicative contexts. An advantage
of this kind of activities is that they are fun and
motivating for students because they enjoy the
challenge of finding out information from their
classmates. A further advantage is that they get
students to use a wider range of language because
of the specific requirements of each activity.
Learning bank
It is a useful self-study reference of all the
language presented in each unit. It encourages
learner autonomy and also makes students aware
of what they can produce in English.
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e-Teacher’s Kit
The e-Teacher’s Kit contains a variety of different The e-Teacher’s Kit also includes:
features and ideas that help you to make the best
>> the annual planning.
use of all On the Pulse materials.
>> specific notes for the Creative corner section.
Since all the units in the Student’s Book are
structured in the same way, a set of general teaching >> photocopiable worksheets for students to use
notes is provided after the course overview. These when working on the Projects.
teaching notes cover the general approach and >> photocopiable unit tests and term-tests (one
methodology of each section within the Student’s every two units and one for the end of the year).
Book. Then more specific notes are provided for
each unit, including ideas to enrich your teaching, >> the Audio CD.
such as extra activities, useful notes and web links. The e-Teacher’s Kit is supplemented with extra
Audioscripts and answer keys are included in this resources in the Online Teacher’s Centre (see
section as well. page 16).

On the Pulse – online centres
On the Pulse offers digital resources both for teachers and students.
Teachers On the Pulse is an Online Teacher’s Centre which contains:

>> the e-Teacher’s Kit (PDF version of the
Teacher’s Kit).
>> downloadable audio files (for the Student’s
Book exercises, the pronunciation activities
and the tests).
>> customizable versions of the annual planning
and all tests (in Word format).
>> discrete tests for each unit and a B version of
all the tests included in the e-Teacher’s Kit.
>> worksheets for: fast-finishers, the Creative
corner, and the songs and pronunciation
activities provided at Students On the Pulse.
>> videos by the authors explaining methodological aspects of the series.
>> direct access to the students’ resources at Students On the Pulse.
Students On the Pulse is an Online Skills Centre which contains:

>> the videos from the Build your skills section in
the Student’s Book.
>> downloadable Pulse magazine audio files.
>> interactive activities from the Creative corner
which expand the topic and skills covered by
providing links to related materials on the
Internet and the recordings of all the texts.
>> worksheets with pronunciation activities and
built-in audio.
>> suggested songs to be used with each unit.
>> interviews with the authors.
To access both centres for the first time, users

have to go to www.macmillan.com.ar/onthepulse and
activate the code provided either in the Teacher’s
Kit or the Student’s Book, respectively. Once they
have registered and activated their codes, they can
access each of the centres by just logging in.

On the Pulse – general teaching notes
Vocabulary 3. Students put the technique(s) into practice –
they classify words, label pictures / photos,
1. Ask students to look at the photos or pictures write personal examples, etc, as indicated in each
or have a quick look at the text and answer the unit. They can do this task individually or in pairs.
questions included in the first exercise. These
4. If appropriate, check answers as a class.
questions will help them discover what the
lexical set is about.
Listening
2. Engage students with the topic by asking them
additional questions that give them a chance The second vocabulary section is followed by a
to talk about their experiences or bring in prior listening comprehension exercise that uses some
knowledge. Example questions for Unit 3, page of the new vocabulary in a functional situation.
28: Do you like reading books? What type of > First listening Point out the context of the
books do you read? listening text and read the instruction. Tell
3. Play the Audio CD. Students listen and repeat students that they should listen for main ideas
the words. They sometimes do a matching and to focus on what they understand rather
activity as well. Make sure they pronounce the on what they don’t. Play the Audio CD and
new words correctly. check answers as a class.
4. To help students internalize the new vocabulary, > Second listening Ask students to read
get them to use it in a substitution drill in which, the sentences or incomplete sentences or
if possible, they provide personal examples, eg: questions etc carefully first so they know what
T: I like reading historical novels. I think they are information to listen for. Play the Audio CD
interesting and useful. S1: I like reading comic again and check answers as a class.
novels. I think they are funny. S2: I like reading
thrillers. I think they are exciting. Follow the Reading
same procedure with other new words.
Before you read
5. As a final activity, students are normally asked 1. Have students look at the text and focus on its
to use the new vocabulary in a) meaningful title and pictures in order to identify the type of
sentences or b) dialogues about their own text they are going to read.
lives. While students are working, walk around
and provide help as needed. 2. Students answer the questions included in
this pre-reading stage. The purpose of these
6. To round off, depending on the type of activity questions is to create interest in the topic.
students have done, a) get random students to
read out their sentences to the class or b) get 3. Engage students with the topic by asking them
random pairs to ask each other questions as additional questions that give them a chance
their classmates listen. to bring in prior knowledge. Example questions
for Unit 2, page 22: What TV programmes do
you usually watch? Which is your favourite
Learning to Learn
TV programme? Why? Note: Accept the fact
1. Read the vocabulary learning technique aloud. that students may need to provide some
Tell students that the strategies or techniques information in their own language.
mentioned will help them to memorize new
Read for general ideas
vocabulary.
1. Read the instruction and go through the
2. Go over the examples given and provide new
questions with the class so students can
examples as a class.
read with a purpose. Tell students that this
On the Pulse 1 – general teaching notes  17
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activity focuses on general ideas and that they 2. Draw students’ attention to the Web Quest tip
shouldn’t focus on unknown words. and clarify any doubts. Make sure students
understand the suggestion included in the tip.
2. Have students read the text silently.
3. If your school has computers and Internet
3. Students do the exercise individually and read
facilities, students can do the Web Quest
the text again silently if necessary.
activity in class. If not, set it as homework task.
4. Check answers as a class.
4. After students have done their quest, get
Read for details random students to share their findings with
the class. You may want to ask the whole class
1. Read the instruction with the class but do not
to hand in their notes for correction.
go through the activity items. Tell students
that this activity focuses on details and that
they should look back at the text to carry it out Grammar
successfully. Point out that they should use the
Grammar presentation – Use
photos / pictures and context to try to work out
the meaning of new words. 1. Introduce the target grammar by telling students
which structure they are going to learn.
2. Students do this exercise individually.
Encourage them to read each sentence or 2. Refer students to the examples given and ask
question and then scan the text to find the them to trace them back in the reading text.
information they need to answer it or to confirm 3. After students underline the examples of the
the answer they think is correct. Walk around target grammar, check answers as a class.
helping as needed. Clarify the meaning of any
4. Ask students to look back at the examples to
key words, if necessary.
work out the rule about what we use the target
3. Check answers as a class. If you wish, ask grammar for.
students to discuss them with a classmate first.
5. Try out the rule by asking students to produce
4. Allow students to ask questions about any their own examples. Whenever possible, ask
unknown words that were not discussed before them to use true information – this will make it
and clarify their meaning. easier for them to remember the structure.
Comparing Cultures Grammar presentation – Form

1. Have students analyze the tables and find
1. Organize students into small groups. patterns. Ask leading questions to help
2. Allow students a couple of minutes to provide students find the patterns, eg: What do you
the answers to the questions. Make sure all notice about the verb form in the past simple?
students have a chance to exchange ideas. 2. Ask students to complete the tables or
Note: Students may need to use their first diagrams, as appropriate. Remind them that
language. the examples in the USE column can help them
3. Listen to students’ ideas as a class. As you do this task.
get feedback from them, write a list or build 3. Check understanding by getting students to
up a table on the board, as appropriate, to use the new grammar in a transformation drill,
summarize their ideas. eg: T: Make this sentence negative: ‘She was at
home.’ S1 / Whole class: She wasn’t at home.
Web Quest T: Now turn it into a question. S2 / Whole class:
Was she at home? Follow the same procedure
1. Go through the steps with the class. Check that
with other examples.
students understand the task.
18  On the Pulse 2 – general teaching notes
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Grammar practice 4. Give your opinion Get students to think about
their answer to the questions and then call on
1. Students do the initial, more controlled
a few volunteers. The purpose of this exercise
activities individually and compare answers in
is to generate interest by relating the content of
pairs. Then check answers as a class.
the reading to the students’ views or lives.
2. Students do the free activities. They are of two
5. First listening Point out the context of the
types – some are personalized activities to be
listening text and read the instruction. Tell
done individually; others are communicative
students that should listen for main ideas.
activities to be done in pairs. For both types of
Play the CD and check answers as a class.
activities, monitor while students are writing or
interacting and give help if necessary. 6. Second listening Ask students to read the
questions carefully first so they know what
3. To finish, ask students if they had any problems or
information to listen for. Play the CD again and
comment on any problems you may have noticed.
check answers as a class.
Provide explanations and examples as necessary.
4. If students need further practice, suggest Listening & Speaking
that they do the activity again. If they work
1. Tell students they are going to watch a video of
individually, they can do it again with imaginary
an everyday situation. Refer them to the photo
information. If they work in pairs, they can do it
to become familiar with the context. Note: The
again with another classmate.
videos can be watched online at www.macmillan.
com.ar/onthepulse. If you do not have Internet
Comparing Languages connection, use the tracks on the Audio CD.
1. Go through the instruction with the class. 2. First viewing Students watch the video and
answer questions about the main ideas in the
2. Ask students what differences they notice
conversation or the context in which it takes
between the two languages.
place. Check answers as a class.
3. Provide more examples to illustrate the point
3. Second viewing Students watch the video
further and elicit translations if necessary.
again, listen for details and complete the gaps
4. To check comprehension, ask students to in the conversation. Check answers as a class.
provide their own examples. Make any necessary
4. Third viewing Students watch the video
corrections and write them on the board.
a third time and practise sentence stress
and intonation. Pause the video after each
Build your skills speaker’s part for students to repeat as a class.
Reading & Listening Point out the main stress in sentences and the
correct intonation in questions.
1. Have students look at the text and identify the
Note: Each video contains interactive activities that
type of text they are going to read.
students can do after doing the activities in the
2. Get them to answer the question in the first Student’s Book, either in class if they have acess to
exercise. The purpose of this question is to computers or at home at the Online Skills Centre.
prompt students to start thinking about the Draw students’ attention to the Keep it going!
topic of the text. box. Treat the expressions in this box as formulaic
3. Ask students to read the text and scan it for the language, that is to say the natural use of idioms,
information they need to answer the questions. collocations, set phrases and so on.
Encourage them to guess the meaning of any 1. Students practise the conversation in pairs.
unknown words. They swap roles and they practise it again.
Monitor their work and give help if necessary.
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2. Students create a new dialogue and practise it Consolidation
in pairs. Then they swap roles. Monitor while
they are practising and give help if necessary. 1. First exercise Tell students to read the text
through for general meaning before they do
3. Choose a few pairs to act out the dialogues for the exercise. Get students to complete the text
the class. individually and then compare answers with a
classmate. After checking answers as a class,
Writing ask a few comprehension questions about the
text to check understanding of its content.
1. Ask students to identify what type of text they
are going to write. 2. Remaining exercises Students do the exercises
individually. To check answers, get students to
2. Read the model aloud and check understanding
write them on the board. Clarify any doubts.
of the text by asking comprehension questions.
3. Go over the Write it right! section. Write new
Project
examples on the board and clarify any doubts.
4. Writing task Go through the steps with the class. 1. Let’s analyze. Read the instruction and draw
Monitor while students plan their writing and students’ attention to the model. To make sure
give help or make suggestions as necessary. students know what they are going to do, ask
them what kind of project this lesson is about.
5. Get students to write their piece in class or
To make sure they understand the model, ask
as a homework task. Remind them to edit
questions about the text.
their work before handing it in for correction.
Focus on paragraph organization, spelling 2. Let’s do it! Go through the steps with the class.
and punctuation. When correcting their work, 3. Organize the students into groups.
remember that this is a communicative task.
4. Groups decide what their project will be about.
It is the content and intelligibility of the message,
Provide any necessary guidance to make sure
not grammatical accuracy, that matters.
students make appropriate choices.
Pulse magazine 5. Hand out the photocopiable Project Planning

Sheet (see pages 62 and 63). Students create
1. Before students read, encourage them to read their project in class or as a homework task.
the text in Pulse magazine for pleasure and
remind them that they do not need to know 6. Groups present their project in class.
the meaning of every word in order to understand 7. If students did their work on paper, you can
the message of the text. display it on the classroom walls.
2. Go through the question in the first exercise Note: For Project A, you can have students use
so students can read with a purpose. After these timeline-creating tools: www.timeglider.com
students read (and listen) to the text, call on or www.timetoast.com. For Project B, you can have
a volunteer to say the answer to the question. students use this quiz-making tool: www.quibblo.com.
3. Ask students to scan the text to do the second

exercise. If necessary, allow students to ask
you about the meaning of new words. Check
answers as a class.
4. The last activity is designed for fast-finishers.
Students can choose an activity or do both.
20  On the Pulse 2 – general teaching notes
M15_10112_TB2.indb 20 05/02/16 20:18

Progress Check What material does representational language
involve?
1. Students do the progress check individually.
Representational material can be any verbal text
2. To check answers, students take turns to read that involves students and encourages them to use
out the words / sentences they have written. their creativity. In this way, the scope is opened to
Make any necessary corrections and write the other texts that are not conventionally considered
answers on the board so students can check part of literature though real, simple and engaging.
spelling. Alternatively, you can ask them to tear The limericks, the tall tales, the football chants
out the pages and hand them out for correction. and other representations in On the Pulse lend
themselves to textual intervention activities in an
Pairwork activities easier and more natural way than any referential
material, since they enable a transaction between
1. Organize students into pairs. the text and the reader.
2. Go through the steps with the class. What are textual intervention activities?
3. Make sure students understand what they have Textual intervention (Rob Pope, 1995) is a method
to do. Model the activity by doing an example for the teaching and learning of language in
with the whole class. which students are invited to re-construct texts
by producing alternative, parallel and counter
4. Encourage pairs to help each other with
narratives. According to Pope, ‘the best way to
anything they do not understand. Monitor while
understand how a text works is to change it: to
students interact providing help as needed.
play around with it, to intervene in it some way
(large or small), and then try to account for the
Creative corner exact effect of what you have done’ (1995:1).
Considering Pope’s words, the textual intervention
Why have a Creative corner?
activities devised at the different levels in On the
According to John McRae (1991), language is
Pulse intend to invite students to take a more
both referential and representational, so only
active part in their reading and to provide teachers
including material of either one type or the other
with material to deal with the big problem of how
in a syllabus should be avoided since it does
to teach students to read for pleasure.
not reflect reality. For this reason, the Creative
corner section in On the Pulse seeks to cater for
the representational language that is so often
overlooked in textbooks which solely focus on
referential language.
What is the difference between

representational and referential language?
Referential language communicates information
while representational language stimulates
emotions and engages the imagination.
Referential language requires memorizing
vocabulary and being able to manipulate grammar,
whereas representational language entails
devising illimitable interpretations and developing
an awareness of language which leads to fluency.
M15_10112_TB2.indb 21 05/02/16 20:18

It’s my life!
Vocabulary p4
Most probably you have already greeted your Ss before they

started with the unit and introduced them to the language of
classroom interaction and personal issues. Use this instance to
motivate Ss to learn how to sound more natural.
» EXTRA: (after Exercise 1) In small groups, Ss talk about their
favourite weekdays using Chris’s example. Ask them to justify
their choice. Invite them to see if there are coincidences in their
choices.
» EXTRA: (after Exercise 2) Say a word or sentence and have

Ss say the related subject, eg: T: Acting. Ss: Drama. T: Twenty-two
ANSWERS
plus four. Ss: Maths.
1 Lucy’s favourite subject is French. Chris’s
favourite subjects are science and technology.
Chris’s favourite weekday is Friday.
» EXTRA: (after Exercise 4) In pairs, Ss share important
dates in their lives. Give an example first: T: 16th December –
2 1 maths; 2 art; 3 history; 4 ICT; 5 drama;
6 music; 7 science; 8 geography my mother’s birthday.
4 1 the sixteenth of September nineteen
ninety-six; 2 the twenty-eighth of February
two thousand; 3 the first of May two
» EXTRA: (after Exercise 5) Ss search for different celebrations
thousand and eleven; 4 the third of January in a calendar. Write some of them on the board for class
two thousand and fifteen discussion.
5 2 Flag Day is on 20th June. 3 Independence Day
is on 9th July. 4 New Year’s Day is on 1st January.
Listening & Speaking p5
1 The teenagers in the photo are Lucy and Chris who already
appeared on the previous page. Encourage Ss to go back to it
if necessary. You can also ask: In your opinion, how old are
they? Are they happy? What do you think they are talking
about? Is their school big? Is it similar to yours?
2 Before watching the video, have Ss read the questions. Tell
them that they do not need to understand every single word
to understand the general idea.
3 Before watching the video again, ask Ss to read the lines.
If they can anticipate any missing information encourage them
to complete it. Invite them to check it later on.
4 Have an instance of choral repetition first and then in pairs
before they role play the conversation. Make sure Ss notice
ANSWERS
1 Lucy and Chris are outside school. the importance of intonation and stress to sound natural.
2 1 Yes, they are. 2 Yes, they do. Encourage them to use the phrases in the ‘Keep it going!’
3 1 Mr Brown’s; 2 near; 3 walk
section.
MY LIFE
22  On the Pulse 2 - Ideas to enrich your teaching
M15_10112_TB2.indb 22 05/02/16 20:18

Grammar / Vocabulary p6
Tell Ss they are going to revise the different forms and uses of
the verb be so that they can use it to talk about age, description,
state, among other topics. In pairs, have Ss analyze the different
exercises. Encourage them to ask if they have doubts. Check
answers as a class.
» EXTRA: (before Exercise 6) Say different words and ask
Ss to provide the category. Include the words that Ss will need
in Exercise 6. Tell them you will include school subjects, furniture
and classroom objects. Write these labels on the board for
guidance. You can also write the items you mention, eg:
T: Geography. Ss: School subject.
ANSWERS
» EXTRA: (before Exercise 7) Ask Ss to set the words in the 2 I’m 15 years old. You’re / We’re / They’re
Chinese. He’s / She’s / It’s from Spain. I’m not
box in pairs of opposite adjectives. Once Ss do Exercise 7, have from Italy. You / We / They aren’t in London.
them write a paragraph describing their own room. Ask them to He / She / It isn’t my best friend.
3 1 T; 2 F. Juan and Pilar aren’t English names.
exchange their description with a classmate and to find out if their 3 F. Edinburgh isn’t the capital of England.
bedrooms are similar or different. As Ss work, walk around and 4 T; 5 F. The White House isn’t in London.
6 It’s a bedroom.
help them if needed. 2 chair; 3 wardrobe; 4 window / curtain;
5 desk; 6 shelf; 7 bed; 8 lamp
8 Give Ss time to rehearse what they are going to tell to their
classmates. Encourage them to use expressions like Really?
to express surprise or Me too! to express coincidence. Walk
around and monitor. Provide help if needed.
Vocabulary / Grammar p7
» EXTRA: Play the odd-one-out game. On the board, write

groups of five words. Four of these words should belong to the
same category and the fifth to a different one. Include clothing
items, eg: one, seven, thirteen, T-shirt, two thousand; boots,
sandals, summer, jacket, scarf. Ask different Ss to come to the
board and circle the word that does not belong in each category.
» EXTRA: Have Ss prepare a set of words to go on playing the

odd-one-out game. Provide help if needed.
» EXTRA: (after Exercise 4) Have Ss write incomplete

sentences like the ones in Exercise 4. Then have them exchange
their sentences with a classmate and complete them.
» EXTRA: Give prompts and have Ss reply using the ANSWERS

1 1 b; 2 c; 3 a
possessive ’s, eg: T: Marge. Ss: Bart’s mother. 2 skirt, shoes, trousers, shirt, tie, shorts, socks,
sweatshirt, cap, tuxedo, waistcoat, gloves
MY LIFE
3 your; his; her; their
4 1 her; 2 his; 3 their; 4 my; 5 your
6 1 a; 2 c; 3 a; 4 b; 5 a
On the Pulse 2 - Ideas to enrich your teaching  23
M15_10112_TB2.indb 23 05/02/16 20:18

What do you like?
Vocabulary p8
Tell Ss that they are going to learn how to talk about their free time
activities and to refer to people according to their preferences. Ask
them if they ever do personality quizzes.
» EXTRA: (before Exercise 1) Play hangman to revise free time
activities. Use words from the quiz on page 8. Have Ss ask: Is
there a T? T: Yes, there are two Ts.
» EXTRA: Encourage Ss to think about free time activities.

Then have them classify them into outdoor and indoor activities.
1 Teach hang out with friends through exemplification.
2 Ask Ss to share their answers. Encourage them to speak in
ANSWERS English throughout their conversations.
3 1 b; 2 c; 3 a 3 To help Ss remember the meaning of these words, ask them
to provide the name of somebody they know who is sociable,
friendly, etc.
4 Tell Ss they can refer to the verbs in the quiz to complete the
table. Check as a class.
LEARNING TO LEARN Ss feel highly motivated to learn
a language when they see they can use it to communicate
something relevant to them. Point out that by classifying vocabulary
considering true options will help them to memorize new vocabulary.
Provide examples and write them on the board.
Reading p9
1 Invite Ss to describe the pictures. Then ask them who wrote

the posts and if the places they mention can also be found in
their area. You may want to bring a map of the UK to show Ss
where Stafford, Durham, Glasgow and Cardiff are.
» EXTRA: Have Ss notice that they could do the activities even
when they do not know all the words in the posts. Ask them to
choose one or two words they would like to know the meaning/s
ANSWERS of so that you can provide it/them. Try to avoid using L1.
2 aquarium: You can swim with sharks. ghost
bus tour: You can hear ghost stories about
COMPARING CULTURES Ask Ss about different attractions
the city of Edinburgh. museum: You can buy
souvenirs in the shops of an old town from all over the world. Ask them if there are any similar attractions in
1
the 1900s, travel on a tram, have a lesson at
their area. Encourage them to find out about attractions in their
an old village school. theme park: You can go
on a big swing at the top of a cliff. country.
3 1 Jack always goes swimming at the local
sports centre on Saturday mornings. This
Saturday morning he is swimming with
sharks at the Blue Planet Aquarium. 2 Daniel
and his friends like horror films. They are • Remind Ss that they do not need to understand every single
taking a ghost bus tour now. 3 Daisy usually
hates museums but she likes Beamish word to understand the information they have found.
because it is a ‘living’ museum. 4 The Giant • Encourage them to share their true perceptions with the rest of
Swing is a big swing at the top of a cliff. It is
in the Adrenalin Quarry, in Cornwall. the class.
M15_10112_TB2.indb 24 05/02/16 20:19

Grammar p10
Draw Ss’ attention to the examples given and elicit the type of
information they express (present simple: habits / routines;
present continuous: actions happening now). This will lead you to
systematize the use of these verb tenses in Exercises B, C and D.
» EXTRA: (after Exercises 1–4) Have Ss read out the sentences
in Exercise 1 and the questions in Exercise 3 to practise
pronunciation and intonation.
» EXTRA: Give Ss prompts and have them say true sentences

about themselves, eg: T: Sometimes. S: I sometimes go to the
club on Sundays.
ANSWERS
A ’m swimming; Do / like; love; ’re enjoying; go;
hate; ’re having / B present continuous; present
simple (x2) / C like; Does; don’t; does; isn’t; Am;
Are; is; aren’t / D present simple: sometimes,
every day, often, never, once a week; present
continuous: today, now, right now
1 1 We’re playing tennis at the moment. 2 My
parents sometimes watch films on TV. 3 I’m
not sending a text message to Matt now. 4 My
brother always sings in the shower!
2 1 are you going; 2 ’m going; 3 Do you know;
4 sometimes go; 5 is; 6 love; 7 get; 8 sounds;
9 don’t believe; 10 is raining
3 1 What are your parents doing at the moment?
2 Where do you usually go on Friday evenings?
3 What are you wearing today? 4 What do you
usually do after school?
Vocabulary p11
Before Ss open their books at page 11, tell them you are going to
talk about talents. Elicit the name of different talent shows going on
at the moment on TV. Then ask Ss about their talents. This is a good
opportunity to review their knowledge of can for ability. Write the
different skills they mention on the board. Then refer Ss to Exercise 1.
1 Ask Ss to underline the skills they already know and to add
others that are not mentioned. Then ask volunteers to read
their lists aloud.
2 Remind Ss they do not have to understand every single word in
the text. Teach them how to guess from context.
3 Encourage Ss to associate words: climb / mountain; sing /
choir; dance / hip hop.
1
Listening ANSWERS
2 The show is about talents.
3 1 jump; 2 ride a BMX bike; 3 play the drums;
Remind Ss they do not need to understand every single word from 4 sing; 5 climb walls; 6 dance
the audio. Make sure they understand the different statements in 5 The judges are talking to Zak (3) and Kelly
and Jamie (6).
Exercise 6 and have them decide whether they are true of false. 6 1 F. His voice isn’t strong enough at the moment.
» EXTRA: Have Ss organize a talent show. Ss say what they can

2 T; 3 F. This time he isn’t successful. 4 T; 5 F.
They train two hours a day from Monday to
Friday and more on Saturdays and Sundays. 6 T
do / are good at and show their skills to their classmates. The rest
of the class asks the performer questions about his/her talents. 07 Audioscript on page 28
M15_10112_TB2.indb 25 05/02/16 20:19

Reading p12
Have Ss describe the photos. This can be used as a trigger for the
subject of the magazine interview. To engage Ss in the reading,
ask them about urban sports, if they know any and if they think
they are exciting.
» EXTRA: Play hangman using words related to urban sports.
1–3 As you check answers, have Ss account for their choices.
4 Have Ss work in pairs and find coincidences. Invite
volunteers to give their opinion to the class.
» EXTRA: On the board, write false statements from the
magazine interview for Ss to correct. Check as a class.
ANSWERS
1 The interview is with Jon. It’s about urban sports.
» EXTRA: Highlight some of the statements in the interview
2 1 People do urban sports in cities. 2 Teenagers for Ss to read out. Correct pronunciation as well as intonation.
and people in their 20s do urban sports. 3 Jon
always does parkour and sometimes goes
skateboarding. 4 Jon wants to try BMX biking.
3 1 skateboarding, BMX biking and parkour;
2 They like having fun with their friends and
doing something active at the same time.
3 jeans or shorts, T-shirts and trainers; 4 It can
be dangerous because the surfaces are wet.
Grammar p13
information they express (different degrees of preferences). This
analysis will lead you to systematize the use of these expressions
in Exercises B, C and D. Write other exponents on the board
for class discussion. You may also want to invite Ss to provide
examples of their own.
» EXTRA: Use exponents from the text to rehearse

» EXTRA: (after Exercises 1 & 2) Talk about someone from the

class or at school. Ss guess who you are talking about, eg: T: She
loves singing. Ss: Mía. T: He hates singing in the choir. Ss: Juan.
» EXTRA: In pairs or small groups, Ss further talk about what
1
ANSWERS
A love doing; don’t mind going; hate getting; they like, enjoy, don’t like, don’t mind or hate doing. Walk around
enjoy doing
B love; like; don’t mind; don’t like; hate
and provide help if needed.
D present simple; -ing form of verbs; negative
1 1 doing; 2 love; 3 like; 4 dancing; 5 don’t COMPARING LANGUAGES Use translation as a tool. Stress
mind; 6 hate
the fact that the -ing ending after the given verbs is not the same
as the continuous form of the verbs. Also remind them that the
expression I don’t mind is always used in the negative.
M15_10112_TB2.indb 26 05/02/16 20:19

Build your skills
Reading & Listening p14
Ask Ss if this advert attracts their attention or not, and why.

Encourage them to describe the photos. Ask: How old are the
people in the photos? What are they doing? Can you describe one
of them in detail?
» EXTRA: Choose a photo from the advert. Say wrong
statements about it and have Ss correct them, eg: T: There is a
boy playing the piano. (while referring to photo 1) Ss: No, there
isn’t. There is a boy playing the guitar.
3 Have Ss do this exercise in pairs and then share their
opinions with the class.
ANSWERS
» EXTRA: Give Ss clues and have them give you information 1 The advert is about an activity camp.
2 1 Teenagers from 13 to 16 years old can
from the text, eg: T: September. Ss: You can visit Greenwood sign up for an adventure weekend. 2 The
Activity Camp. Allow Ss to trace information in the text. Then have adventure weekends are in September or
October. 3 They last two and half days. 4 They
Ss work in pairs and do the same. cost £150. 5 The teenagers stay in log cabins.
» EXTRA: In groups and following the information in the 4 He mentions sailing, photography and parkour.
5 1 an interesting; 2 likes; 3 different; 4 parkour;
advert, Ss prepare a poster of their ideal adventure. Then have 5 a website
them share it with the class.

08 Audioscript on page 28
5 Make sure Ss understand the sentences before playing the track.
» EXTRA: On the board, copy some lines from the audioscript
without following the correct order. Ss write them in order. This
instance will foster work on discourse coherence. After checking,
do some practice of intonation and sounds.
1 To extend the presentation, you may ask: In your opinion,

where are they from? How old are they? What are they talking
about? What are the posters on the wall about?
2 Remind Ss they do not need to understand some words.
If necessary, play the track several times.
3 Once the conversation has been completed, do choral
repetition of the lines, focusing on intonation to convey
meaning. Ask Ss to imagine they are not themselves reading
1
but somebody else. This will allow them to feel less exposed in
front of their classmates.
4 Give Ss time to prepare this activity and to rehearse it.
Walk around helping them to sound as natural as possible.
Encourage Ss to use the phrases in the ‘Keep it going!’ section
ANSWERS
to sound more natural. 1 He is at Active Camps registration office.
2 2
3 1 It’s 21 Ash Road; 2 seven double six, eight
nine two, one five zero; 3 chris@inmail.co.uk;
4 4th April 1999
M15_10112_TB2.indb 27 05/02/16 20:19

Writing p16
1 Ask Ss to read Claire’s personal profile and to see if she has

something in common with them, eg: S1: She loves music and I love
music too. S2: She doesn’t like singing. I don’t like singing either.
Ask them comprehension questions to check on understanding.
» EXTRA: Give Ss prompts and have them say true sentences,
eg: T: Guitar. Ss: Claire plays the guitar.
Together with Ss analyze the content of each paragraph.
Encourage them to think which information about themselves
they would add.
2–3 Remind Ss of the use of because and so. Ask them to provide
true examples about themselves.
ANSWERS
1 Claire doesn’t like singing because she’s shy.
She has got a lot of purple clothes because As Ss write, cater for their needs and doubts to
purple is her favourite colour. help them prepare a correct and tidy piece of writing. Remind them
3 1 so; 2 because; 3 so; 4 because
of the importance of writing rough copies, checking word order,
spelling and punctuation before handing in the final version.
» EXTRA: Ss use the information in their personal profiles
to prepare individual sheets for a class album. This album can
be shared so that they all get to know more about each other.
Encourage them to add a photo to their profiles.
07 AUDIOSCRIPT
Judge 1 Hi, Zak. Judge 2 Well, Kelly and Jamie! That was
Zak Hi. a great performance! You move
Judge 1 Well... you’ve certainly got your well and you look good together.
own style of singing, which I like Well done! Donna?
but I think you need to work on Judge 1 Mmm, I agree. How many hours a
your voice. It’s not strong enough week do you train, guys?
at the moment. Kelly Two hours a day from Monday to
Judge 2 Yes, I agree with Donna. That’s a Friday, and more on Saturdays
beautiful song but at the moment and Sundays.
you aren’t really expressing Judge 1 Well, it shows. Just one thing,
the feelings in it. Do you have though – try to relax more when
singing lessons, Zak? you’re dancing. You looked
Zak Er, no. very serious, as if you weren’t
Judge 2 Well, you should have some. enjoying yourselves!
We’re not saying you haven’t got Jamie That’s because we were nervous!
talent. You have. But that’s not Judge 1 OK, fair enough. Anyway,
enough on its own. congratulations! You go through
Judge 1 So this time, you aren’t successful… to the next stage of the show!
but maybe in a few months’ time
you’ll be one of the winners. Don’t
give up and good luck!
Zak Er, thanks.
08 AUDIOSCRIPT
Owen Hi, Joe. Owen Oh, come on! How do you know
1
Joe Hi, Owen. How’s it going? you won’t like the other people?
Owen Fine. Listen, I’ve just seen some- Anyway, you don’t get the chance
thing that sounds really interesting. to do things like this at school.
Joe Oh yeah? What’s that? Joe Yeah? So, what kind of things?
Owen It’s an advert for adventure Owen Sailing, photography, parkour…
weekends at an activity camp for Joe Parkour? Can you do parkour at
teenagers this autumn. this place?
Joe Ugh, sounds boring… Owen Yeah. And not only that – I’m
Owen Why do you say that? You’re into looking at their website now and
sport and stuff. It’s just your kind of thing! it says that one of the tutors is a
Joe But doing group activities with famous parkour expert.
people you don’t like? Not me! We Joe Oh wow! It’s starting to sound
do that at school! interesting now. Can you give me the
website address, and I’ll have a look?
M15_10112_TB2.indb 28 05/02/16 20:19

Answer Key
PROGRESS CHECK 1 Page 74
1 1 hang; 2 surfing; 3 send; 4 do; 12 weekend activities
5 chat; 6 go 13 Josh loves making new friends and
2 1 ride, drive; 2 cook; 3 draw; having fun, he also loves taking
4 understand; 5 climb photos and writing poems. He
3 1 He doesn’t go to the gym every doesn’t like sleeping all day long on
day. 2 They always watch DVDs on holidays. He doesn’t mind walking
Fridays. 3 Does she often do urban a lot. He is good at taking photos of
sports? birds and butterflies. He isn’t very
good at swimming.
4 1 I’m wearing jeans today. 2 Are you
enjoying the tour? 3 He isn’t listening 14 1 Mark and Josh are at a TV show.
to music right now. 2 Orangers is a camp. 3 Josh is going
there this weekend. 4 Yes, he does.
5 1 meets, is studying; 2 are running,
5 Josh can photograph birds and
don’t usually go; 3 isn’t playing,
butterflies. 6 They write poems in
plays
the evenings.
6 1 love; 2 practising; 3 enjoy; 4 acting;
5 don’t mind; 6 acting
Page 75
15 2 b; 3 b; 4 c; 5 b; 6 a; 7 c
WORKBOOK
16 Name: Chandler Riggs;
Page 72
Place of birth: Atlanta, USA;
1 2 e; 3 a; 4 h; 5 i; 6 b; 7 j; 8 f; 9 g; 10 d Likes: music, the drums, acting,
2 2 lazy; 3 sociable; 4 unfriendly; sports, rollerblading and mountain
5 shy; 6 sporty biking, going shopping
3 2 sociable; 3 shy; 4 unfriendly; 17 Students’ own answers
5 sporty; 6 lazy
4 2 Are you listening to reggae music
now? 3 Sandra usually meets friends
Students’ own answers
on Sundays. 4 I am reading a great
novel at the moment.
5 2 am living; 3 study; 4 go; 5 play; Pulse magazine
6 am chatting; 7 am listening 1 John has got a football, a signed
6 2 What is she doing in New York at football shirt and photos on the wall,
the moment? 3 What does she do in an Xbox, a computer, Harry Potter
her free time? 4 Where does she play books and football magazines in
volleyball? his bedroom. Lara has got a desk,
a laptop, pictures on the wall, books
and framed photos in her bedroom.
Page 73
2 1 John’s favourite sport is football.
7 2 drive; 3 ride; 4 take; 5 speak; 2 In the photos on the wall John is
6 sing; 7 cook; 8 climb; 9 draw; playing football at the club, and
10 speak watching a football match with his
8 2 plays; 3 is singing; 4 climb, climb; friends at the Chelsea stadium.
5 jump; 6 speak; 7 is cooking; 3 He likes reading Harry Potter books
8 draws; 9 drive; 10 are acting and football magazines. 4 He enjoys
9 don’t like – don’t mind – like – love being in his bedroom because all his
favourite possessions are there.
10 2 love; 3 don’t like; 4 like; 5 love;
5 Lara loves her laptop because she
6 like; 7 like; 8 hate; 9 love
can email her friends or chat with
11 2 Rachel and Helen love singing them online. 6 Kay is Lara’s best
1
in a choir. They like painting and friend. 7 Lara is very friendly and
drawing. They don’t like doing sports sociable.
and they hate driving race cars.
3 My father loves running. He likes
playing football. He doesn’t mind
swimming but he hates doing urban
sports. 4 Students’ own answers
M15_10112_TB2.indb 29 05/02/16 20:19

Music and TV
Vocabulary p18
To engage Ss in the topic of this unit, start an informal conversation

about their preferences on media entertainment, music, bands,
and instruments they can play. This will help you assess Ss’ prior
knowledge of the new vocabulary. Elicit related vocabulary and write
it down on the board. This will be used for Exercise 2 later on.
2 (before playing the track) Ask Ss whether the words mentioned
before appear on the list. Teach new words through association
to their world of experience. If Ss’ curiosity demands it,
introduce new vocabulary.
4 As you check Ss’ answers, write the correct questions on the
board. You may also want to rehearse intonation and sounds,
ANSWERS helping Ss feel confident for Exercise 5.
1 May concerts: Maroon 5 and YOA Orchestra
5 Encourage Ss to find coincidences and share them with the
of the Americas
3 1 Adam is Maroon 5’s singer. 2 They play rest of the class.
the guitar, the bass, the drums and the
keyboards. 3 They are 18–30 years old. » EXTRA: Play the odd-one-out game. On the board, write groups
4 They are from countries of the Americas. of four words – three words should belong to the same category
5 They play classical music.
4 1 What’s your favourite pop song? 2 Can you and the fourth to a different one, eg: drums, composer, violin, bass.
play the guitar? 3 Do you like country music? Ask individual Ss to circle the word that does not belong in each
4 Who’s your favourite rock singer? 5 What’s
your favourite latin band? category. Then have Ss work in pairs and do the same.
LEARNING TO LEARN Ss feel highly motivated to learn

a language when they see they can use it to communicate
something relevant to them. Encourage them to write true
sentences and share them with the class.
Reading p19
2–3 Once Ss finish reading the article, encourage them to complete

the exercises in spite of the words they do not know.
» EXTRA: Make sure Ss notice they could do the activities even
when they did not know all the words. Ask them to choose one or
two words they would like to know the meaning of.
COMPARING CULTURES Ask Ss to look up information about

different school bands or choirs and to focus on their achievements.
Ask Ss to prepare a poster to share information about the band /
choir they have chosen such as the date of creation, its members, the
2
type of music they play, rehearsal dates, next shows, etc.
ANSWERS
1 The members of the choir are raising their • Remind Ss that they do not need to know every single word to
hands. They are making a sign.
2 1 are deaf; 2 with sign language; 3 Conductor understand the information they have found.
Catherine Hegarty / primary school in Liverpool • Encourage them to share their true perceptions with the rest of
in 2001. 4 millions of people listened to them at
the Olympic Games. 5 a new way of singing. the class.
3 1 d; 2 e; 3 c; 4 a; 5 f; 6 b
M15_10112_TB2.indb 30 05/02/16 20:19

Grammar p20
information they express (definite actions in the past). Draw their
attention to the importance of giving a time reference when using the
past simple tense. Highlight the time expressions included in Exercise
B. On the board, write other exponents for class discussion. This will
lead you to systematize the use of this verb tense in Exercises C–F.
» EXTRA: Give Ss prompts and have them say true sentences
about themselves, eg: T: Yesterday. Ss: I went to the club yesterday.
T: Two years ago. Ss: I started secondary school two years ago.
» EXTRA: Provide false statements and encourage Ss to

correct the information, eg: T: We had an English lesson yesterday. ANSWERS
A started, had, performed, visited, went,
Ss: We didn’t have an English lesson yesterday. We had an English listened, became, didn’t invent, invented / B in
2009, two years ago, last night / year, yesterday
lesson on Monday. Then Ss work in pairs and do the same. / C visit, didn’t / D 1 The past simple ending for
regular verbs is -ed. 2 Went. 3 The past simple
negative is formed with didn’t + verb in the
COMPARING LANGUAGES Invite Ss to reflect upon the use infinitive. It isn’t different for regular and irregular
verbs. / E regular: start – started; perform –
of the past simple tense in their mother tongue. Have them look performed; form – formed; listen – listened;
invent – invented; irregular: have – had; become
for differences and coincidences with the target language. Accept – became; do – did / F regular: watch – watched;
Ss’ use of L1 to perform this activity. play – played; finish – finished; like – liked; love –
loved; irregular: make – made; do – did
1 1 didn’t listen; 2 didn’t have; 3 had; 4
became; 5 invented; 6 made; 7 loved
2 1 The choir didn’t perform in Madrid. The
choir performed in London. 2 We didn’t watch
DVDs. We went to the cinema. 3 She didn’t
have breakfast. She had lunch. 4 They didn’t
play video games. They listened to music.
Vocabulary p21
1 Ask Ss: Where can you see a page like this? As you check their
answers, invite them to explain what led them to make that
choice. You may also ask: Do you know similar TV guides? Explain
that soap opera refers to serial dramas and they are called like
this because they were originally sponsored by soap companies.
» EXTRA: Say the name of a popular TV programme and invite
Ss to say aloud the type of programme it is. Then have Ss work in
pairs and do the same.
Listening
4–5 Remind Ss they do not need to understand every single word
2
from the audio.
» EXTRA: Ask Ss to write sentences referring to information ANSWERS
1 The names of the TV programmes are: Crazy Kids!,
they remember from the conversation. Then Ss share their Life in the Wild, The Talk Show, Top of the Charts,
Law and Order, The Big Bang Theory, Neighbours,
sentences with the rest of the class. Who Wants To Be A Millionaire?, The News at 6,
Olympic Stars, New Dawn and I’m a Celebrity...
» EXTRA: In pairs, have Ss talk about TV programmes they 2 1 Top of the Charts; 2 Neighbours; 3 New Dawn;
4 Olympic Stars; 5 Law and Order; 6 Crazy Kids!
4 1 Life in the Wild / One / 5; 2 a film / New Dawn
watched last weekend and give their opinion. Encourage them to 5 1 bus stop; 2 to her friend’s house; 3 sister’s;
use conversational expressions they are familiar with, eg: Really? 4 fantastic; 5 terrible
Why was it scary / boring? Walk around and monitor. 13 Audioscript on page 34
M15_10112_TB2_u2_2PROOF.indd 31 10/02/16 12:12

Reading p22
» EXTRA: Say different TV programmes and have Ss say what

type they belong to.
To engage Ss in the reading, ask them about TV programmes they
have watched lately and how they liked them. Encourage them to
give their opinion on these programmes and to account for them.
As new words appear, write them on the board to be used later on.
Direct Ss’ attention to the posts. Ask them if any of their opinions
is expressed in reference to other TV programmes. Make a list of
different words or expressions Ss use to give their opinions on TV
programmes.
ANSWERS » EXTRA: Have Ss write posts commenting on the TV

1 The website is about TV programmes reviews. programmes they watched yesterday or in the last days. Have
2 The Big Bang Theory: good; Hollyoaks: bad;
Top of the Charts: bad; The Vampire Diaries:
them follow the models of TV programme reviews on page 22.
good; Law and Order: good; chat show: bad Invite Ss to share their posts with the rest of the class. Write some
3 1 e; 2 d; 3 c; 4 b; 5 a; 6 f
of them on the board for class discussion.
» EXTRA: Write a post or two from the ones in the website

on the board, including some wrong information. In pairs, Ss
correct them. Check them as a class.
Grammar p23
information they show. This analysis will lead you to systematize
the use and form of the verb be in the past simple tense.
» EXTRA: Use the sentences in Exercise A to rehearse
» EXTRA: (after Exercises 1 & 2) Talk about someone in the

classroom or at school. Ss guess who you are talking about.
T: She was at the club yesterday. Ss: Julia. T: He was at a concert
last night. Ss: Eduardo. Then, in pairs or small groups, Ss do the
same. Walk around and monitor.
2
ANSWERS
A were, was, wasn’t, weren’t, were, was, were,
weren’t / B people: The actors were great;
» EXTRA: Write some words on the board, eg: party, sports
things: It was very sad; places: Last night, my
centre, stadium, and so on. In pairs, Ss generate sentences using
brother and I were alone at home. / C were; the words given and the verb be in the past simple. Walk around
wasn’t; weren’t / D 1 They are short forms.
2 wasn’t: was not; weren’t: were not
and monitor. Have Ss write some of their sentences on the board.
1 1 The story wasn’t good. It was terrible. 2 My
friends weren’t at the cinema. They were at a COMPARING LANGUAGES This instance will also help Ss
party. 3 We weren’t at the beach. We were in the
understand the difference between was / were and went.
mountains. 4 She wasn’t in my house. She was at
school. 5 The film wasn’t interesting. It was boring.
M15_10112_TB2.indb 32 05/02/16 20:19

Build your skills
Ask Ss where they could come across with this type of noticeboard
and who it is addressed to. Ask: Where could you find a noticeboard
like this one? Who would be interested in these ads? Which of the
posters do you like the most? Why?
3 Give Ss time to do this activity in pairs and then share with
the class. If Ss find it difficult to express their ideas, ask
leading questions to build their confidence.
» EXTRA: Give Ss clues and have them give you information
from the text, eg: T: 29th April. Ss: There is a Party Night. Allow Ss
to trace information in the text. This is not an oral lesson. Then, in
pairs, Ss do the same. ANSWERS
1 They are about activities you can do at
» EXTRA: Following the information in the noticeboard, have Ss English Road Youth Club.
2 1 It is at the Community Centre on English
prepare a poster advertising different events at school or at their Road. 2 It costs only £1. 3 You can watch The
local area. Invite them to illustrate the events with pictures or photos. Hobbit. 4 You can sing or play an instrument.
5 It’s on Friday, 29th April. 6 They meet at
4 Remind Ss they do not need to understand every single word 7.30 pm to catch the bus.
4 Chloe is at the new youth club. Lisa is at home.
to do the activity. If necessary, play the track more than once. 5 1 watching TV; 2 is; 3 play tennis; 4 11.00 am;
5 Make sure Ss understand the sentences before playing the 5 Film Night
track again. 14 Audioscript on page 34
» EXTRA: On the board, copy some lines from the audioscript

without following the correct order. Have Ss write them in order.
This instance will foster work on discourse coherence. After
checking, do some practice of intonation and sounds.

where are they from? How old are they? Do they already know
each other? Where are Ben and Chloe?
4 Give Ss time to prepare this activity and to rehearse it. Walk
2
around helping them sound as natural as possible. Encourage
Ss to use the words in the ‘Keep it going!’ section to sound
more natural. Check on intonation and sounds so that Ss feel
more confident. Invite an advanced pair to act out in front of ANSWERS
1 Ben and Chloe are at a music shop. They are
their classmates. talking about music / a new album / CD.
2 1 The playlist is for the Party Night. 2 They
choose three songs.
3 1 great idea; 2 favourite song; 3 fine;
4 popular; 5 Perfect
M15_10112_TB2_u2_2PROOF.indd 33 10/02/16 12:12

Writing p26
1 To engage Ss in this lesson, ask them if they like Taylor Swift

and what they know about her. Encourage them to provide
complete sentences. Ask Ss to read her biography and to
compare the information they had to the information in
the biography. Elicit the type of information the biography
contains: occupation, nationality, favourite type of music,
her childhood, her first albums and her professional career.
Analyze together with Ss the content of each paragraph.
2 Remind Ss of the use of the present simple tense for facts
that are true at the moment of writing and the use of the past
simple tense for facts referring to a past time. Highlight how
ANSWERS the information is organized in each paragraph.
1 Taylor Swift is a famous American singer and
musician. She became famous in 2006, when As Ss write, cater for their needs and doubts
she made her first album.
3 When Taylor was a child; When she was 14; to help them prepare a correct and tidy piece of writing. Remind
In 2009; the following year; In 2010; in 2012; them of the importance of writing rough copies, checking on
in 2014
4 We generally write time expressions at the word order, spelling and punctuation before handing in the final
beginning or the end of sentences. We use version.
a comma when the time expression is at the
beginning. » EXTRA: Together with Ss, go back to the biography and analyze
the content of each paragraph. Then encourage Ss to write their own
biographies and to think of what information about themselves they
would include. Ss can also add a photo to their biographies. Give Ss
the chance to use first or third person in their writings.
13 AUDIOSCRIPT
Hazel Hey James, how’s it going? were hundreds of penguins! It was so
James Everything’s fine thanks. How are you? cold, but there were all these little baby
Hazel Great thanks! I’m just waiting for the penguins – they were so cute!
bus… James That sounds nice. Well, I watched a film
James Yeah, me too. Are you going home? called ‘New Dawn’.
Hazel No, I’m going to my friend’s house. Hazel ‘New Dawn’? What was that like?
James Ah, right. I’m going home. It’s my James It was terrible! The story was rubbish! It
sister’s birthday, so we’re having a was really long and there were so many
special meal. adverts…
Hazel Yeah? Hey – did you watch ‘Life in the Hazel Were there any famous actors in it?
Wild’ yesterday? James No, I don’t think so. I can’t remember
James ‘Life in the Wild’? No, I didn’t. What their names…
time was it on? Hazel Was it exciting?
Hazel About 5 o’clock, I think. On Channel 1. James No, it wasn’t – not at all! And the
James No... What was it about? special effects were terrible!
Hazel It was a documentary about penguins Hazel Oh dear. Anyway – here’s my bus. See
in the Antarctic. you tomorrow!
James Penguins? Was it any good? James Yeah. See you later.
Hazel Yeah, it was fantastic! Really Hazel Say Happy birthday to your sister from
interesting. It was about an expedition me!
to study the penguins there. There James: Will do. Bye!
14 AUDIOSCRIPT
2
Chloe Hey, Lisa. How’s it going? Lisa Before lunch? How about 11 o’clock?
Lisa Hi there! I’m fine, thanks. What are you Chloe Yeah, that’s good. 11 o’clock at the park?
doing? Lisa Great!
Chloe I’m at the new youth club – you know, Ben Are you coming? It’s starting soon.
the one on English Road. Chloe Yeah, I’m coming, just a minute.
Lisa Oh, yeah. Is it good? Lisa Who are you talking to?
Chloe Yeah, it’s a laugh. It’s better than Chloe Oh, this boy called Ben.
staying at home! Anyway, what are you Lisa Ben? What’s he like?
doing? Chloe Listen, let’s talk tomorrow and I’ll tell
Lisa Oh, I’m at home. I’m watching TV with you all about it. The film is starting
Mum and Dad. now. It’s Film Night tonight.
Chloe Oh. You should come here next week! Lisa Oh! What are you watching?
Lisa Yeah, maybe. Anyway, I’m ringing to see Chloe I’m sorry but I’ve got to go now. See
if you want to play tennis tomorrow? you tomorrow.
Chloe Er, yeah, OK – if it’s dry! What time?
M15_10112_TB2.indb 34 05/02/16 20:19

Answer Key
PROGRESS CHECK 2 Page 78
1 1 composer; 2 keyboards; 3 singer; 13 Yes, the writer liked the concert.
4 conductor; 5 techno; 6 drums; 14 1 False. The concert was last
7 choir Wednesday. 2 False. There were
2 1 documentary; 2 reality show; three choirs. 3 False. The concert
3 soap opera; 4 comedy; 5 chat show was at the local amphitheatre.
3 1 was, had; 2 went, didn’t like, was, 4 False. There was an invited pianist.
started, finished; 3 wasn’t, made; 5 False. The orchestra performed
4 watched, weren’t, were classical music, works by Bach,
Mozart and Handel.
4 1 was; 2 didn’t have; 3 played;
4 performed; 5 were; 6 became 15 1 The concert was at the local
amphitheatre. 2 There were three
choirs. 3 Yes, he was. 4 Yes, he/she
WORKBOOK was. 5 Yes. It was the celebration of
Page 76 the 79th anniversary of the town’s
1 2 classical; 3 violin; 4 drums; 5 bass; foundation.
6 guitar
2 Types of music: classical, rock, pop, Page 79
techno, latin, rap 16 1 Let’s; 2 Do you like; 3 I prefer;
Instruments: piano, keyboards, 4 what about; 5 can’t stand
violin, drums, bass, guitar
17 Students’ own answers
Musicians: choir, composer,
orchestra, singer, conductor 18 1 was; 2 finished; 3 did; 4 became;
5 was
3 2 singers; 3 keyboards; 4 bass;
5 drums; 6 guitar 19 2005: She wanted to compete in
The X Factor when she was 15 but
4 love, invented, watched, form, start,
they didn’t accept her.
became, had, finish, go, performed
2008: She finished her A-levels, had
Irregular verbs: became, had, went
different jobs and travelled a lot.
5 2 The band didn’t perform yesterday. 2013: She participated in the album
3 Geoffrey went on holiday a year Annie Mac Presents.
ago. 4 Anna didn’t listen to music 2014: January: She became famous
last night. when she was the vocalist with the
6 Students’ own answers electronic band Clean Bandit.
February: She uploaded a music
video onto the Internet and she also
Page 77
appeared at several British music
7 chat show, soap opera, the news, festivals.
game show, sports programme, 2015: She became really famous and
comedy, cartoon, documentary, film, started preparing her debut album:
drama, music programme I Cry When I Laugh.
8 2 drama; 3 cartoon; 4 reality show;
5 music programme
9 2 interesting; 3 fantastic; 4 boring;
5 terrible
10 2 was; 3 wasn’t; 4 weren’t; 5 were;
6 wasn’t Pulse magazine
11 2 My children weren’t at the park last 1 He is a scientist and he played in
weekend. They were at the cinema. rock bands.
3 Jane and Sarah weren’t at home 2 1 F; 2 F; 3 F; 4 F; 5 NM; 6 T; 7 T;
yesterday. They were at the sports
2
8 NM
centre. 4 The film wasn’t scary. It
was funny. 5 Last night’s programme
wasn’t interesting. It was boring.
12 2 was; 3 was; 4 were; 5 was; 6 was;
7 were
M15_10112_TB2.indb 35 05/02/16 20:19

Fact or fiction?
Vocabulary p28
Start an informal conversation about Ss’ reading habits and

preferences on different types of books. This will help you assess Ss’
prior knowledge of the vocabulary area. As Ss say the books they read,
classify them into novels, poetry books, adventure stories, etc, and
make comments about them, eg: T: That’s a long book! That novel is
so exciting! This will anticipate useful language for Exercise 4. Make
a list of the new words on the board and classify them under the
following headings: Types of books and Characteristics.
2 Teach new words through books Ss have read, classics, etc.
3 Comment on the characteristics of different types of books.
4 Remind Ss of the comments they have made about books and add
ANSWERS other useful words to the list. Refer to the use of I’d like to express
1 It is about book reviews.
preferences. Include this structure in a natural way in your lessons.
2 1 romantic novel; 2 comic novel; 3 travel
guide; 4 biography; 5 autobiography;
6 adventure story; 7 science fiction novel » EXTRA: Mention different book titles and have Ss classify
3 1 detective novel; 2 fairy tale; 3 cookery them. Then, in pairs, Ss do the same.
book; 4 thriller; 5 historical novel
» EXTRA: Give Ss one minute to say different titles for each
category, eg: T: Poetry books. Ss: ‘Veinte poemas de amor y una
canción desesperada’. This will help Ss broaden their knowledge
of literature.
LEARNING TO LEARN Allow Ss time to make their lists. This

will help them fix new language.
Reading p29
1 Ask Ss if any of the books they have read are mentioned by the
teenagers in their posts.
when they did not know all the words in the posts. Ask them to
choose one or two word/s they would like to know the meaning
of. Avoid using L1.
» EXTRA: To see how much Ss remember and to give them the

opportunity to express themselves, give them prompts to talk
ANSWERS
about the posts, eg: T: Two climbers. Ss: ‘Terror on Mount Everest’
3
1 It is about book recommendations for holidays.
2 Roxy: The Adventures of Sean Ryanis, good, is about two climbers. / Matt read the story about two climbers on
It is very exciting. Tony: biography of Steve
Jobs, good, It is very interesting. Lucy: Europe Everest. / Two climbers on Everest met the Yeti monster.
Essentials, good, It was very useful. Matt: Terror
on Mount Everest, bad, The characters weren’t
interesting and the story wasn’t exciting.
» EXTRA: Invite Ss to write posts on books they have read. Ask
them to choose one of the posts in the online message board and to
3 1 She was at the beach on her last holidays.
2 They invented the Apple computer, the iPod use it as a guide for their writing. Cater for Ss’ needs as they write.
and the iPhone. 3 Toy Story, Monsters Inc and Display the posts on the classroom walls and encourage Ss to read
Finding Nemo. 4 They were in Europe last
year. 5 It is about two climbers who were on at least one of the books reviewed by their classmates.
Mount Everest and met the Yeti monster.

Grammar p30
information they express (questions about past actions using the
verb be). Ask Ss to account for their choices as they complete the
matching exercise. This will lead you to systematize the difference in
word order between sentences and questions in Exercises C and D.
COMPARING CULTURES Remind Ss that remembering
these structures will help them gain confidence in the knowledge
and use of the language.
» EXTRA: As an instance of revision and integration, Ss can

make posters comparing the form and use of different structures,
eg: present simple vs past simple. Invite them to refer to the ANSWERS
corresponding grammar section and to analyze the different forms. A 2 were; 3 Was; 4 Was; 5 Were / B 1 Yes, I was.
2 We were in Europe. 3 No, it wasn’t. It was
» EXTRA: On the board, write jumbled questions with the verb great! 4 Yes, it was. It was long and boring. 5 Yes,
they were. / C Was, were, weren’t, were, was
be in its past simple form. In pairs, Ss unscramble the questions 1 1 Was Steve Jobs an actor? No, he wasn’t.
and answer them. Walk around and monitor. Have some Ss write 2 Were they at the beach? No, they weren’t.
3 Was she at school? Yes, she was. 4 Were the
their exponents on the board for class discussion. stories good? Yes, they were.
3 1 were; 2 was; 3 was; 4 were; 5 were
Vocabulary p31
1 Ask Ss: Where do you think these photos were taken from? As you
check their answers, invite them to explain what led them to make
that choice. Possible answers: They could be from a magazine /
book with biographies. As a class, talk about the people in the
photos. Encourage Ss to express what they know about these
personalities, even when they do not use verbs in the past.
2 Make a list of infinitive and past forms on the board to help
Ss to learn these verbs. You can also refer them to the list of
irregular verbs on page 119.
» EXTRA: Have Ss create their own memo test. On pieces of

paper of the same size, Ss write verbs in the infinitive and their
corresponding past simple form. In pairs, they exchange sets and play.
» EXTRA: Ss use the verbs in blue to refer to other famous people ANSWERS
2 1910: e; 1962: c; 1963: i; 1980: b; 1993: f;
they know. Invite volunteers to write their exponents on the board.
3
2004: d; 2006: g; 2007: a; 2009: h
4 John Lennon and Mark Zuckerberg.
5 1 It is about important people in modern
Listening history. 2 He is the reporter. 3 She chooses

John Lennon because he was a talented
singer and wrote some really beautiful songs.
4–5 Remind Ss they do not need to understand every single word He believed that people should live in peace.
from the audio. 4 He chooses Mark Zuckerberg because
Facebook was a really clever idea and it
» EXTRA: In pairs, Ss write a short biography of a person who changed the way people communicate.
made history either internationally or in their local area. Then
invite them to share their biographies with the class.
M15_10112_TB2.indb 37 05/02/16 20:19

Reading p32
» EXTRA: Say different book titles for Ss to reply with the type
of book.
1 To engage Ss in the reading, ask them if they know of any
famous teenage writer or if any of them enjoys writing. Tell
them that many newspapers organize writing competitions
and that they can join in if they want to.
2–3 Encourage Ss to complete the reading activities without
worrying about new words. Avoid explaining new words
while they do the activities. This way you will be training Ss
to develop good reading strategies. Correct as a class and
ANSWERS have Ss account for their answers.
1 It is about a 19-year-old Japanese girl. She
wrote a novel on her mobile phone. COMPARING CULTURES Help Ss explore further uses of
2 1 The author of Dreams Come True was Akira. technology. Encourage them to write short pieces about themselves
2 Yes, the novel was about her own life. 3 Yes, it
was very successful. 4 The special thing about it is on their mobile phones and to share them with you or the class.
that Akira wrote the novel on her mobile phone.
3 1 b; 2 b; 3 b; 4 a; 5 a
• Help Ss to get the information they need or they may bring it to

the class and organize it in pairs or together with you. Then have
them create the timeline and share it with their classmates.
Grammar p33
information they show. This analysis will lead you to systematize
how questions with regular and irregular verbs are formed in the
past simple tense.
ANSWERS » EXTRA: Use the sentences in Exercise A to rehearse

A bought, sold, posted, downloaded, wanted, pronunciation and intonation.
wrote, didn’t rewrite / B did, did / write, wrote,
did / think, didn’t / C regular: found – founded;
open –opened; produce – produced; create –
» EXTRA: Point out to Ss how, in the past simple, did takes
created; earn – earned; die – died; kill – killed; wish the place of do / does. Remind Ss that the auxiliary did is not
– wished; post – posted; download – downloaded; stressed. You may also highlight how intonation is different in
3
want – wanted; Irregular: be born – was born;
choose – chose; spend – spent; think – thought; Yes/No questions. Have Ss rehearse pronunciation and intonation
see – saw; give – gave; write – wrote; sell – sold; by using the questions and answers in Exercise B.
buy – bought; begin – began; rewrite – rewrote /
D Did, did, did / E bought, didn’t buy; Did
1 1 gave; 2 didn’t think; 3 began; 4 enjoyed; 5 didn’t
» EXTRA: Play a ping pong game of Yes/No questions. One by
want; 6 thought; 7 had; 8 liked; 9 didn’t like one, ask Ss questions and have them answer Yes, I / he / she did.
2 1 Where did Suzanne Collins grow up? or No, I / he / she didn’t. This activity will give them exposure to
2 When did she start writing for children’s
television? 3 Did she sell a lot of books? Yes/No questions and fluency in short answers.
4 Did she live in New York?
3 1 Where did you go on holiday? 2 What did you
do yesterday? 3 When did you listen to music?
M15_10112_TB2.indb 38 05/02/16 20:19

Build your skills
To engage Ss in the topic of concerts and festivals, you may ask:

Are there any special music festivals in your area / country? Do
you know Oktober Fest? Where is it celebrated? Do any bands play
there? What other local music festivals do you know?
» EXTRA: Ask Ss to reread the information on the web page. Say

false statements about the festival and have Ss correct them with
books closed, eg: T: TeenFest starts at 8.00 pm. Ss: It doesn’t start
at 8.00 pm. It starts at 11.00 am. Then, in pairs, Ss do the same.
Have them write the correct statements. Attend to their needs.
» EXTRA: Using the information included in the web page as a ANSWERS

model, Ss prepare a poster announcing a forthcoming event. 1 It is about TeenFest, a music festival.
2 1 It was on Saturday, 19th March 2016. 2 It
4 Remind Ss they do not need to understand every single word was in Green Park, Manchester. 3 It started
at 11.00 am. 4 It finished at 8.00 pm. 5 The
to do the activity. tickets were £15.00.
5 Make sure Ss understand the sentences before playing the track. 4 a 2; b 3; c 1
5 1 5 o’clock; 2 under 16s; 3 thirty
» EXTRA: Have Ss write incomplete sentences using 20 Audioscript on page 40
information from the announcements they have listened to.
Then, in pairs, they exchange sentences and complete them.
Check answers as a class.

where are the teenagers from? How old are they? Do you think
they already know each other? Where are they going? What do
you think they are talking about? Do they look happy? Why?
but somebody else. This will allow them to feel less exposed
in front of their classmates.
3
4 Have Ss complete this activity in pairs. Walk around helping
them to sound as natural as possible. Encourage more fluent
learners to add extra information.
ANSWERS
around helping them sound as natural as possible. Encourage 1 Hazel and James are in the street. They are
Ss to use the words in the ‘Keep it going!’ section to sound walking and talking to each other.
2 1 He went to a music festival with his brother.
more natural. Check on intonation and sounds so that Ss feel 2 She went shopping.
more confident. 3 1 amazing; 2 fantastic; 3 great; 4 all right;
5 special
M15_10112_TB2.indb 39 05/02/16 20:20

Writing p36
To engage Ss in this lesson, ask: Do you like detective stories? Have

you read Agatha Christie’s or Sir Arthur Conan Doyle’s detective novels?
Do you know Sherlock Holmes? Some Ss may have watched Holmes’s
films. Tell Ss they are going to read about The Sherlock Holmes
Museum. Refer them to the review on page 36.
» EXTRA: Together with Ss, go back to Kate’s review and
analyze the content of each paragraph. Encourage them to think
of an interesting place in their area they would like to describe.
As a class, work on the information they would include.
Make sure Ss notice the use of the first person

ANSWERS in Kate’s review. Highlight the organization of details in her
1 Last weekend, Kate was at The Sherlock
Holmes Museum in London. She liked the writing. As Ss write, cater for their needs and doubts to help them
museum shop because it had nice souvenirs to prepare a correct and tidy piece of writing. Remind them of
and good books, and the prices were cheap.
3 also: I also met characters from the books – the importance of writing rough copies, checking on word order,
but they were actors! spelling and punctuation before handing in the final version.
too: I saw lots of Sherlock Holmes’s
possessions too.
4 1 They were also funny. 2 Teenagers liked it 19 AUDIOSCRIPT
too. 3 The café was also expensive. Presenter Tonight we’re talking about admire. Who would you choose?
4 We enjoyed exploring the gardens too. important people in modern Boy Well the only person I can think
history and I’ll be introducing of is the guy who invented
tonight’s guests in just a moment. Facebook… What’s his name?
First of all, we sent our reporter, Sam Mark Zuckerberg?
Sam Jenkins, out and about to see Boy That’s right. I’ll choose him
what you had to say on the subject. because I think Facebook was
Sam Sorry to bother you – do you mind a really clever idea. I mean, it’s
if I ask you something? completely changed the way
Woman No, of course not. people communicate.
Sam Which person in modern history Sam Right. Thanks! Er, are you two
do you admire the most? together?
Woman Oh! That’s a difficult question. Girl Yes.
Sam We’re doing a survey to find out Sam OK, so can I ask you the same
what people think. question?
Woman I see. Can it be anyone? Girl Yes, sure. I don’t agree with Jason
Sam Yes – a politician, a painter, an because I don’t think Facebook is
athlete… Whatever. Someone that such an amazing invention.
you think has made a difference to Sam OK…
the world. Girl For me it has to be someone
Woman Well then, for me it’s the musician who really gives people hope.
John Lennon. He was a talented Like that runner, Mo Farah. He
singer and wrote some really moved to the UK from Somalia
beautiful songs. He believed that when he was a boy and became a
people should live in peace. really successful athlete. He won
Sam OK, great! Thanks a lot for your time. two gold medals at the London
Woman No problem. Olympics. I think he’s amazing
Sam Hi there – have you got a minute? I just because he shows that anything is
3
want to ask you a quick question. possible when you try hard.
Boy Go ahead. Sam Great. Thanks a lot! Well, we’re
Sam We’re trying to find out which famous going back to the studio now…
person from modern history people
20 AUDIOSCRIPT
1 Your attention, please! The Scottish pipe band is starting soon on the Main Stage.
That’s the Scottish pipe band at 5 o’clock on the Main Stage.
2 Attention everyone! This is an announcement about classes and activities. The African
drumming class is starting now at the activity tent. All children welcome – under 16s
only please for this event!
3 Your attention please! Please make your way to the exits. The festival closes in 30
minutes. Please make your way to the exits now. Thank you.
M15_10112_TB2.indb 40 05/02/16 20:20

Answer Key
PROGRESS CHECK 3 9 2 began; 3 stopped; 4 finished; 7 He created Facemash to invite boys
1 1 science fiction novel; 2 comedy; 5 wrote; 6 enjoyed; 7 were; 8 went; at Harvard to write horrible things
3 autobiography; 4 thriller 9 bought about the girls at the university.
2 Who wrote the book? Quino wrote 8 He needed some money.
2 1 thought; 2 founded; 3 sold; 4 was
it. 3 Did Emilia like the book? Yes, 3 1 last week; 2 weren’t nice; 3 it is a
born; 5 bought; 6 gave; 7 created,
she did. 4 Why did Emilia enjoy the bad idea to use social networking
earned
stories? She enjoyed the stories sites to be horrible to other people
3 1 wasn’t; 2 were; 3 were because they were really funny.
4 1 Did he download; 2 Did she post; 5 Where did Emilia buy Mafalda &
3 Did you go Friends 2 and 3? She bought them at Consolidation A
5 1 was; 2 was; 3 lived; 4 wrote; 5 did the new bookshop in town. 1 1 is he doing; 2 Is he painting; 3 is
he write; 6 were; 7 didn’t have; painting; 4 lives; 5 was born; 6 was;
8 thought; 9 wanted; 10 did people 7 lived; 8 finished; 9 went; 10 didn’t
Page 82
like; 11 had; 12 liked finish; 11 was; 12 had; 13 invented;
10 Regular: appeared, inspired, 14 are; 15 made; 16 began; 17 became;
produced, directed, adapted, used, 18 helped; 19 wrote; 20 liked; 21 isn’t;
WORKBOOK premiered, released, received 22 paint; 23 paint; 24 does; 25 travelling;
Page 80 Irregular: was born, was, told, gave, 26 listening; 27 watching; 28 isn’t;
became 29 is; 30 makes; 31 is
1 2 The Martian; 3 The Complete
Collected Poems of Maya Angelou; 11 1 The Snow Queen is a fairy tale. 2 1 In the photo, Ben isn’t making
4 The Adventures of Sherlock 2 Hans Christian Andersen wrote a sculpture. He is painting. 2 Ben
Holmes; 5 Churchill: A Life; 6 Visiting the story. 3 The story is about a fight wasn’t born in London. He was born
Europe; 7 Anne Frank’s Diary (The between good and evil. 4 David in Cambridge. 3 Ben and his family
Diary of a Young Girl) Wu directed a television film for don’t live in Barnet. They live in
Hallmark. 5 Frozen is a film. Muswell Hill. 4 Ben didn’t invent a
2 2 Anne Frank’s Diary (The Diary of a
Young Girl); 3 Churchill: A Life; 4 The 12 1 No, he didn’t. 2 No, he wasn’t. new form of music. He invented a new
Adventures of Sherlock Holmes; 5 The 3 The BBC adapted the story for form of art. 5 The local people weren’t
Complete Collected Poems of Maya television in 2005. 4 Yes, there was. happy when the police arrested him.
Angelou; 6 The Martian; 7 Visiting They helped him. 6 Ben doesn’t like
Europe travelling around Cambridge. He likes
Page 83
travelling around London.
3 2 Were The Beatles excellent 13 1 did; 2 was; 3 What; 4 exciting;
musicians? Yes, they were. 3 Were 3 1 did you watch; 2 watched; 3 Was
5 Why; 6 went; 7 funny; 8 enjoy;
Mr Patrick’s lessons interesting and the documentary; 4 was; 5 was;
9 loved; 10 and; 11 saw
useful? Yes, they were. 4 Were Tom 6 did you do; 7 went; 8 saw; 9 Were
14 Students’ own answers the actors; 10 were; 11 were
and Helen in England in 2011? No,
they weren’t. 5 Was Christopher 15 1 I read Churchill’s biography in
Columbus American? No, he wasn’t. Churchill: A Life; 2 in the Maps
Speaking activities
Room; 3 We saw some of his
4 2 were; 3 were; 4 was; 5 were; Student A (page 117)
possessions; 4 and died in 1965 in
6 were; 7 was; 8 was; 9 were; 10 was
London; 5 learnt about the history of 1 Was Ellen MacArthur born in 1986?
2 Why was the family in Peru? They
the Second World War too (In 1976) Did she start sailing when
were on holiday. 3 Was the weather
16 Students’ own answers she was 4? (Yes) Did she like reading
awful? No, it wasn’t. 4 What were the
biographies? (No / books about
mountains like? They were magical.
sailing) Did she decide to buy a bicycle
when she was 8? (No / a boat) Did she
Page 81 Students’ own answers buy a boat when she was 13? (Yes)
5 Across: gave, founded, died, killed, Student B (page 118)
opened, thought Pulse magazine 1 Was Charles Darwin born in 1809?
Down: spent, saw, sold (Yes) Did Charles Darwin like
1 It is about the story of Mark
6 2 produced; 3 thought; 4 made; Zuckerberg, the creator of the Internet collecting flowers? (No / insects –
5 created; 6 began; 7 died; 8 wished; social networking site, Facebook. beetles). Did he start a sailing trip
9 bought; 10 spent to the Arctic in 1831? (No / to the
3
2 1 It refers to the site Mark Zuckerberg southern hemisphere) Did he write
7 Regular verbs: found, die, kill, open, created. 2 The main character of this
decide, produce, want, create, wish, his famous book The Origin of
film is Mark Zuckerberg. 3 He went Species in 1859? (Yes)
finish; Irregular verbs: give, think, to Harvard University. 4 He was a
spend, see, sell, be born, make, very intelligent student and he was
have, begin, write, buy brilliant with computers. 5 He didn’t
8 go – went, download – downloaded, have many friends and he wasn’t very
sell – sold, earn – earned, love – sociable. 6 When she left him, he
loved, write – wrote, buy – bought, was very angry with her and he wrote
start – started, make – made horrible things about her on his blog.
M15_10112_TB2.indb 41 05/02/16 20:20

Life on Earth
Vocabulary p40
Start an informal conversation about beautiful places to visit in

Argentina. Encourage Ss to mention the places they have visited.
Ask: When did you go? Who did you go with? Did you walk up
the mountains there? Is there a beach? What is it like? If possible,
display a map of Argentina and identify different places on it.
As Ss share their experiences, write new vocabulary related to
geographical features on the board.
2 As you check Ss’ answers, comment on the different
geographical features, eg: T: Waterfalls are impressive!
3 As Ss refer to the places in the article, use the adjectives to
describe different sites in Argentina or in Ss’ home places.
ANSWERS
1 Mount Everest, Victoria Falls, The Grand
» EXTRA: In pairs, Ss make a list of different places to visit
Canyon, The Amazon Rainforest, The Dead Sea, all over the world. Have them include adjectives to describe the
The Blue Cave, The Great Barrier Reef places and activities they can do there.
2 Land: canyon, desert, valley, rainforest,
forest, beach, island, cave, reef
Water: river, sea, lake, ocean
3 high mountain; impressive waterfalls; amazing ! To further expose Ss to the language, comment on different
places while naturally using comparative and superlative forms.
canyon; dry desert; large rainforest; salty water;
unusual beach; interesting cave; huge coral LEARNING TO LEARN Make sure Ss understand that
reef; colourful fish
expressing themselves with their own words will help them to retain
concepts. Check on Ss’ expressions to avoid erroneous learning.
Reading p41
1–3 Encourage Ss to complete the exercises in spite of the words

they do not know. Invite Ss to account for their answers.
After checking, ask them if they would like to visit the island.
» EXTRA: Give Ss prompts and have them say a place where
such activity or characteristic occurs, eg: T: You can trek there.
Ss: Calamuchita in Córdoba. Then, in pairs, Ss do the same.
» EXTRA: In groups, Ss discuss and decide on a list of the

‘Seven Wonders of Argentina’.
COMPARING CULTURES This activity will give Ss the

chance to learn more about their country and to appreciate its
richness. It will also make them feel they can use the language to
refer to something that is related to them.
4
ANSWERS
1 It’s about The Isle of Muck, in Scotland. It’s a
unique place to live in because it’s one of the
smallest islands in Scotland.
2 1 It’s in Scotland. 2 38 people live on the
island. 3 Life on Muck is very quiet. 4 No, it • Remind Ss to focus on key words while looking for information
isn’t. 5 No, he doesn’t. Because there isn’t
a good Internet connection and finds it on the web.
boring. 6 Yes, he/she does. Because it isn’t • To help Ss organize their presentations, write on the board
a dangerous place.
3 farms, a shop, a primary school, electricity, structures for them to follow, eg: ... people live on the
sandy beaches, a community centre island. The weather is usually cold / hot / wet / stormy. It was
discovered... You can get there by...
M15_10112_TB2.indb 42 05/02/16 20:20

Grammar p42
A–C Draw Ss’ attention to the examples given and elicit the type
of information they express (comparative and superlative
forms of adjectives).
D–F As Ss complete the table, have them refer to the examples.
Write more exponents on the board to reinforce the idea of
comparison.
COMPARING LANGUAGES Make sure Ss notice how each
language has its own structures.
» EXTRA: Give Ss prompts and have them practise the new

structures, eg: T: Buenos Aires / Rosario. Ss: Buenos Aires is bigger
than Rosario. T: Tucumán / Catamarca / Chubut. Ss: Catamarca is ANSWERS
A healthier than, more dangerous than / B the safest,
smaller than Chubut, but Tucumán is the smallest. the most boring / C two, three or more / D quieter,
» EXTRA: Have Ss write sentences comparing places in Argentina.

healthier, the smallest, the safest, more dangerous,
the most boring / E adjective, than, the / F They are
irregular adjectives because they change completely
Ask them to include incorrect information. Then Ss exchange their in their comparative and superlative forms.
sentences and correct them. Walk around and monitor. 1 1 the largest; 2 the highest; 3 the longest;
4 larger than
» EXTRA: Have Ss prepare a quiz. They can also make a poster 2 1 the highest; 2 the longest; 3 the biggest;
4 the most beautiful
with the questions and invite other courses to participate.
Vocabulary p43
Explain the concept of environment. Elicit related words and write

them on the board. Ask Ss: Is water always clean in the rivers?
Or is it polluted? What is the consequence of the pollution of
rivers? What is the origin of this environmental problem? Do you
know about other environmental issues?
» EXTRA: In pairs, Ss make a list of the facts they consider
shocking / surprising / important. Have them share their lists with
the rest of the class.
» EXTRA: In pairs, Ss make a list of the animals that appear

in the article. Have them choose an animal and describe it. The
ANSWERS
partner guesses. Switch roles and repeat. 2 1 dying; 2 losing; 3 cutting down; 4 melting;
5 leaving; 6 disturbing; 7 hunting; 8 hunting;
9 losing; 10 building
3 1 Because the climate is changing. 2 Because
Listening
4
people are cutting down trees and building new
houses and roads. 3 Because ice platforms are
melting. 4 They hunt tigers for their fur, whales for
Remind Ss they do not need to understand every single word from their meat, rhinos for their horns and elephants for
the audio. After completing the exercises, have them listen again their tusks. 5 They lay their eggs on clean beaches.
5 Chris thinks whales are fish – they are mammals.
to correct or confirm their choices. 6 1 She chooses whales. 2 Because they have got
» EXTRA: On the board, write wrong statements about the their own language. 3 Because when people go
whale watching, the whales swim near the boats
and look at the people. 4 Because sometimes they
conversation and have Ss correct them. hit whales and kill them by mistake. 5 He chooses
» EXTRA: Encourage Ss to prepare a short conversation,

snakes, because he knows a lot about them and
his brother’s got a pet snake.
similar to the one they have listened to. 25 Audioscript on page 44
M15_10112_TB2.indb 43 05/02/16 20:20

Reading p44
» EXTRA: Invite Ss to name different places to visit in

Argentina. They then choose one destination and make a list of
the things that can be done there. Encourage them to compare the
places they chose considering size, weather and personal opinion.
» EXTRA: Have Ss mention and compare different animals that

can be found in Argentina. Invite them to talk about endangered
species in their area.
1 To engage Ss in the reading, ask them if they have ever read
a travel guide. If they have, ask them what information they
focused on. If they have not, ask them what information they
ANSWERS think they can find in a travel guide.
1 Two rhinos and a woman in a jeep. 2–3 Encourage Ss to complete the reading activities without
2 1 It’s a wildlife reserve in South Africa. 2 Rhinos,
elephants, leopards, crocodiles and giraffes. worrying about new words. Avoid explaining new words
3 They can stay in comfortable tents or in beautiful while they do the activities. This way you will be training Ss
rooms, try some traditional food in the restaurant,
go on safaris and take walks to learn about unusual to develop good reading strategies. Correct as a class and
plants in the area. 4 Yes, they do. 5 It’s expensive. have Ss account for their answers.
3 1 a hotel; 2 the African ‘braai’ (barbecue);
3 two baby rhinos; 4 they need to be protected
against poachers; 5 a female white rhino from
» EXTRA: Once correction is over, invite Ss to choose one or two
the reserve; 6 all year; 7 summer word/s they would like to know the meaning of. Use clear examples
to teach Ss how to infer the meaning of words from context.
Grammar p45
Explain the concepts of countable and uncountable. Refer to

objects and concepts related to your Ss’ world of experience.
Include concrete (eg: classrooms) and abstract (eg: testing)
concepts. Write exponents on the board for class discussion.
As you check answers, ask Ss to account for their answers.
Allow time to share doubts. This will also facilitate your
explanation.

» EXTRA: Have Ss make a poster with a table like the one in

Exercise B. Encourage them to include different nouns. Display
4
Ss’ posters on the classroom walls.
ANSWERS
A C, C, C, U, C, U, U, U, C, U, C, U, U, C / B airport; » EXTRA: Give Ss prompts and have them say true sentences
fun / things to do; food; lions / wildlife; animals; using there is / there are, eg: T: Canteen / school. Ss: There isn’t
rain; restaurants; animals; money / C Countable:
lions, hotel, things, restaurants, poachers, airport,
a canteen at school. There is a kiosk.
beach, island, tent; Uncountable: food, wildlife,
fun, time, rain, money, water, ice, information
1 1 an; 2 some; 3 a; 4 any; 5 any; 6 some; 7 any
2 1 She has got a lot of sun cream. 2 She hasn’t got
many mosquito bites. 3 There isn’t much space in
the room. 4 There are a lot of mosquitoes.
M15_10112_TB2.indb 44 05/02/16 20:20

Build your skills
To engage Ss in the topic, ask them if they have ever done any
voluntary work. Mention different NGOs they may be familiar with,
eg: UNICEF, WWF. You may refer to NGOs that appear on TV or are
part of famous chain food programmes.
» EXTRA: Ask Ss to reread the leaflet. With books closed, say a
fact from the text and ask them whether it is correct or incorrect.
If incorrect, have Ss correct it, eg: T: You can help at Chester
Aquarium. Ss: You can help at Chester Zoo. Then, in pairs, Ss do
the same. Allow Ss time to write down their sentences. Attend to
their needs.
» EXTRA: Following the information in the leaflet, Ss research ANSWERS

1 It’s about volunteer work.
and prepare a leaflet of their own about an NGO of their interest. 2 1 working with wildlife, being a friend to a blind
teenager; 2 cleaning a beach, helping some insects;
4 Remind Ss they do not need to understand every single word 3 working with wildlife, helping some insects
4 They are cleaning a beach, being a friend to
to do the activity. a blind teenager and working with wildlife.
5 Make sure Ss understand the questions before playing the track. 5 1 He wants to have a break. 2 He sees some
cans nearby. 3 They are in London, on a bus.
» EXTRA: On the board, copy some lines from the audioscript 4 They are going to a café. 5 He’s giving
carrots to the giraffes. 6 They are going to the
without following the correct order. Ss write them in order. This elephant house.
instance will foster work on discourse coherence. After checking
do some practice of intonation and sounds.
1 To extend the presentation, you may ask: In your opinion, how

old are they? Do they already know each other? What are they
talking about? Is there a place similar to the one on the photo
in your town / city?
4
them to use the words in the ‘Keep it going!’ section to sound
more natural. Check on intonation and sounds so that Ss
feel more confident. Invite more fluent learners to add extra ANSWERS
1 They are in a zoo / on a farm / in a reserve.
information. The girl is interested in a volunteer day.
2 2, 4
3 1 help; 2 nice; 3 water; 4 better; 5 interesting;
6 any; 7 form
M15_10112_TB2.indb 45 05/02/16 20:20

Writing p48
Ask Ss to think about places they consider worth visiting, preferably

in their local area. Tell them that, this time, their piece of writing
must invite and persuade other people to visit the place they are
writing about. Refer Ss to the travel guide article on page 48.
Together with Ss analyze the content of each section. Elicit
information to describe other places.
As you go over the ‘Write it right!’ section, remind Ss of the
importance of word order in English. After they classify the
adjectives in Exercise 3, encourage Ss to use them to describe
a familiar place. Write more exponents on the board and have Ss
see how these adjectives collocate.
ANSWERS
1 It’s about Greece. You can visit the impressive
» EXTRA: Together with Ss, go back to the travel guide article
ancient monuments in Athens or relax on the and analyze the content of each paragraph. Encourage them
country’s beautiful small islands. to think of an interesting place in their area they would like to
3 Opinion: quiet, beautiful, amazing, interesting,
impressive, delicious, unusual, dangerous; describe. As a class, work on the information they would include.
Size: large, small, big, high; Age: fresh, old,
modern, new, ancient; Colour: colourful, blue,
white; Material: rocky, salty, sandy As you analyze the plan, refer back to the
questions in the travel guide article. As Ss write, cater for their
needs and doubts to help them prepare a correct and tidy piece of
writing. Remind them of the importance of writing rough copies,
checking on word order, spelling and punctuation before handing
in the final version.
25 AUDIOSCRIPT 26 AUDIOSCRIPT
Chris Which endangered animal are you Conversation 1
going to do your project on? - The sand looks much cleaner now! Can
Lucy Whales, I think. I found this article we have a break? It’s hot!
about them on the internet and they’re - We can soon, but there’s still plenty of
really amazing animals, you know. rubbish to pick up!
Chris What’s so amazing about them? - Oh yeah, there are some cans over
Lucy Well, first of all, they’re really there … Let’s go and get them. Bring the
intelligent. For one thing, they’ve rubbish bag over here, Tina!
got their own language. Conversation 2
Chris What do you mean? Fish can’t talk! - We’re getting on the bus now, John. Careful!
Lucy They aren’t fish! Honestly, Chris, That’s it. One to Oxford Street, please.
don’t you listen to anything in - And one ticket to Oxford Street for me
biology? They’re mammals! too, please.
Chris OK, if you say so! - There you go.
Lucy Anyway, whales make sounds under - Thanks. Let’s sit here.
the ocean in order to communicate - What are we going to do now?
with other whales. - I’m going to take you to my favourite
Chris Really? I didn’t know that! café. It’s got the best sandwiches in
Lucy Yes, and they’re very friendly London! Are you hungry?
animals too. When people go whale - Yes!
watching, the whales swim near the Conversation 3
boats and look at the people! - Right, Anthony – here’s the food for the
Chris Wow! I’d love to see a real whale. giraffes. You can feed it to them by hand
Lucy Me too. But soon there might not be if you like.
any. - OK. Like this?
Chris Why not? Whale hunting isn’t - Yes. Don’t worry – they’re very friendly.
4
allowed any more, is it? They’re enjoying those carrots! Right, in
Lucy No, but they still do it in some a minute we’re going to go over to the
countries. Another problem is ships. elephant house. The elephants like playing
Chris Ships? with water, so you might get a bit wet!
Lucy Yes, sometimes ships hit whales and - Sounds fun!
kill them by mistake. - Yes, it is! Here, I’ve got this waterproof
Chris That’s terrible! jacket for you.
Lucy I know. Anyway, what are you doing - Great. Thanks.
your project on?
Chris Er, I haven’t decided yet. Maybe snakes.
Lucy Snakes? They aren’t an endangered
species, are they?
Chris No, but I know a lot about them. My
brother’s got a pet snake, you see.
Lucy You’re joking! Yuk!
M15_10112_TB2.indb 46 05/02/16 20:20

Answer Key
PROGRESS CHECK 4 Page 86 Speaking activities
1 1 waterfalls; 2 canyon; 3 desert; 12 It’s about a conservationist and his Student A (page 117)
4 valley (or lake); 5 cave; 6 mountain work. 2 What do loggerhead turtles eat?
2 1 hunting; 2 dying; 3 melting; 13 16th century: Giant tortoises lived all How long do they live? Are they in
4 cutting down; 5 leaving; 6 losing over the world. danger? Why?
3 1 the oldest; 2 worse than; 1960s: There were only four or five Student B (page 118)
3 more dangerous than; 4 the most thousand.
2 What do Iberian lynxes eat? How
expensive; 5 colder than 1970s: There were only 15 tortoises.
long do they live? Are they in
21st century: There are more than
4 1 some, an; 2 much, an; 3 any, some; danger? Why?
1,000 tortoises.
4 any, a lot of; 5 a, many
14 1 Mr Greggson is a conservationist,
5 1 a lot of; 2 some; 3 much
he protects endangered species.
2 He is happy because the famous
WORKBOOK giant tortoise is not endangered
Page 84 anymore. 3 There are 1,000 tortoises
in the reserve. 4 Yes, they are.
1 2 c; 3 f; 4 a; 5 d; 6 j; 7 k; 8 i; 9 l; 10 e;
5 They can walk long distances.
11 g; 12 h; 13 n; 14 m
6 Giant tortoises eat grass, leaves
2 1 lakes; 2 desert; 3 river; 4 beaches; and cactuses.
5 rainforest; 6 forests; 7 waterfalls;
8 reefs, caves / canyons; 9 islands,
Ocean Page 87
3 hotter, the hottest; drier, the driest; 15 2 e; 3 d; 4 a; 5 f; 6 b
healthier, the healthiest; more Phrases to express preference: I’d
beautiful, the most beautiful; better, like, I don’t mind, I prefer, I’d rather
the best; worse, the worst; happier, 16 Students’ own answers
the happiest; more impressive, the 17 There is only one local restaurant in
most impressive the reserve.
Note: The parts in bold are the parts 18 Opinion: unusual, quiet, relaxing,
students should circle. comfortable, delicious, famous,
4 2 colder; 3 highest; 4 drier; 5 more amazing, elegant
5 2 biggest; 3 most interesting; Size: large
4 more comfortable; 5 older; 6 taller Age: fresh, modern, ancient
Colour: colourful, sugar-white,
yellow-tailed, bronze, black
Page 85 Material: wooden, sandy, saltwater
6 2 sea turtles; 3 tigers; 4 elephants;
5 polar bears; 6 whales; 7 gorillas;
8 rhinos; 9 crocodiles; 10 penguins
7 1 penguins; 2 tigers, elephants,
rhinos; 3 gorillas, crocodiles;
4 gorillas; 5 elephants; 6 sea turtles; Pulse magazine
7 monarch butterflies; 8 polar bears, 1 It’s about spending the winter
penguins months clearing different areas to
8 tiger, people, turtle, winter, bear, improve habitats for plants, birds
fish, country, habitat and animals.
9 tigers, people, turtles, winters, bears, 2 1 There is a long white-sand beach
fish, countries, habitats and a beautiful forest. 2 They go
10 2 any; 3 a lot of; 4 a; 5 some during the summer months. 3 They
work at the park during the winter
11 2 How many, There are many panda
4
months. 4 Because they help to
bears in the world. 3 How much,
improve the habitats for plants, birds,
There is a lot of rain in the rainforest.
and animals. 5 They need to take
4 How many, There aren’t any
comfortable clothes and wear jeans
penguins in the desert.
and boots.
3 1 picked up a lot of rubbish and also
planted flowers; 2 a lot of butterflies
are coming back to the park; 3 clean
the beach and build a picnic area
M15_10112_TB2.indb 47 05/02/16 20:20

Special days
Vocabulary p50
Start an informal conversation about celebrations in Ss’ country

and what they do with their families, eg: birthday parties. Make a
list of celebrations and birthdays on the board. Have Ss say what
they do on those occasions. As they mention different activities,
write them on the board. Possible answers: We get together with
our family. We eat pasta. We play games. We dance. Then have
a class discussion on how Ss celebrate different occasions, eg:
Christmas, Student’s Day, Children’s Day, etc.
1 Have Ss check if the activities mentioned at the beginning of
the lesson appear in the box.
» EXTRA: Give Ss prompts for them to complete the phrase
ANSWERS and say a sentence with it, eg: T: Give. Ss: Presents. My auncle /
2 The girls are from the United States and
Argentina. aunt always gives me a present on my birthday.
1 decorate; 2 have; 3 sing; 4 wear; 5 watch;
6 send; 7 give; 8 go; 9 visit; 10 eat; 11 watch;
12 have
» EXTRA: In pairs, Ss say what activity they do to celebrate an
occasion and their partners guess the celebration, eg: S1: We have a
picnic and play football / listen to music and dance. S2: Student’s Day.
LEARNING TO LEARN Make sure Ss understand that

remembering collocations and phrases takes time. Explain to
them that associating phrases to real examples and drawing
tables will help them to memorize new vocabulary.
Reading p51
To engage Ss in the topic of the lesson, ask them if they write

blogs, why and what type of information they like sharing.
1–3 Encourage Ss to complete the activities in spite of the words
they do not know. Invite them to account for their answers.
After checking, have Ss compare becoming a teenager in
their country and in England. Ask: Is turning 13
the same in your country and in England? What is different?
Do James’s 13 adventures surprise you? Why? / Why not?
when they did not know all the words. Ask them to choose one or
two word/s they would like to know the meaning of. Avoid using L1.
5
» EXTRA: Invite Ss to complete their own adventure list. In
ANSWERS pairs, have them find differences and similarities.
1 The name of the boy is James. He is
celebrating his 13th birthday.
2 1 It’s on 26th June. 2 His plans for his birthday
COMPARING CULTURES This activity will give Ss the chance
include a big party and, because it’s a special to learn more about each other. It will also make them feel they can
year, he’s going to have 13 new adventures.
3 Hazel, Aunt Anne and John. 4 There are 13
use English to refer to things that belong to them. Such empowerment
adventures on his list. makes learning more relevant and rewarding. If conversation is fluent,
3 1 T; 2 T; 3 T; 4 F; 5 T; 6 F
encourage Ss to talk about their latest birthday celebration.
M15_10112_TB2.indb 48 05/02/16 20:20

Grammar p52
information they express. To make meaning clearer, refer Ss to the
blog and have them see the language in context. Reinforce the concept
of going to to express future intentions or plans. If necessary, refer
them to its equivalent in Ss’ mother tongue (Yo voy a… in Spanish).
Lead Ss to understand that a subject pronoun functions as the
subject of a sentence and that the object pronoun is an object to
the verb. This means that a subject pronoun is always followed
by a verb and that object pronouns come after the verb in the
predicate. Show the difference with exponents on the board.
» EXTRA: Give Ss prompts and have them practise the new ANSWERS
structures, eg: T: Next class / revise verbs. Ss: Next class, we are A ’s going to be, are / going to travel, Are /
going to revise verbs. going to post, ’s going to fill, are / going to
do / B We use going to to express intentions or
» EXTRA: Ask Ss to imagine they have a special assignment. a plan in the future. / C 1 d; 2 a; 3 e; 4 f; 5 c;
6 b / D am, is, Are, to, is, aren’t, going / E me,
Have them write a list of intentions to perform better, either at you, him, her, them / F subject; object
school or at home. 1 1 are you going to celebrate; 2 Are you going
to have; 3 ’m going to have; 4 are you going to
» EXTRA: Say sentences and have Ss reword them using the cook; 5 ’m not going to cook; 6 ’re going to have
dinner; 7 is going to pay; 8 Are you going to invite
corresponding object pronoun, eg: T: I’m going to meet Mrs Roy after 2 1 Where are you going to live when you’re
the break. Ss: You are going to meet her after the break. older? 2 How are you going to celebrate your
next birthday? 3 What are you going to do
during your holidays?
4 1 it; 2 them; 3 us
Vocabulary p53
1 As they do repetition, Ss might probably ask about the

meaning of the words in blue. Tell them that these words
refer to the way or manner we do something.
2 Have Ss read the quiz. Explain the meaning of new words
before they complete it. Avoid using L1. Have Ss do the quiz
and compare their results.
3 Invite Ss to refer to the quiz to complete the table. Check as a class.
Listening
5–6 Remind Ss they do not need to understand every single word
from the audio. After completing the exercises, have them
5
listen again to correct or confirm their choices.
» EXTRA: On the board, write wrong statements about ANSWERS
1 It’s about the resolutions for the year.
the interviews and have Ss correct them. You may also write 3 quickly, hard, loudly, nicely, healthily, regularly,
well, easily, dangerously, happily, badly
incomplete statements and have Ss complete the missing 5 1 The reporter is in London, next to the River
information. Thames. 2 It’s 31st December (they are waiting for
New Year). 3 People are waiting for the fireworks.
» EXTRA: Encourage Ss to prepare a short interview, similar 6 1 a new language; 2 more regularly; 3 well,
more healthy; 4 hard, all my exams this year
to the one they have listened to. Then invite them to choose a
partner and role play their interviews for the class. 31 Audioscript on page 52
M15_10112_TB2.indb 49 05/02/16 20:20

Reading p54
» EXTRA: Write jumbled adverbs of manner on the board.

Have Ss unjumble the adverbs and write sentences using them.
1 To engage Ss in the reading, ask them if they have ever been to
a local festival or celebration. Ask: When was it? What did you
do? Did you eat special food?
» EXTRA: On the board, write a column with new vocabulary and

another column with definitions in random order. Have Ss match
each word to its definition and to provide sentences with them.
» EXTRA: Have Ss name celebrations from different regions

in their country. Have them prepare a list of dates and activities.
ANSWERS Then, in pairs, Ss compare lists and events. If necessary, you may
1 It’s about special days and celebrations in
South America. The photos are from Chile and assign research for this activity with anticipation.
Colombia.
2 Santiago a Mil: watch shows in indoor and
outdoor theatres, watch street performers,
buy food and drinks from stalls; The Carnival
of Blacks and Whites: wear black clothes and
make-up, throw talcum powder into the air and • Encourage Ss to choose a country of their interest.
over each other, dance happily, have a lot of fun
3 1 festival; 2 weeks; 3 tomorrow; 4 coach;
• Remind Ss to focus on key words to get the information they need.
5 south; 6 days; 7 Sunday; 8 friends • Lead Ss to see the value of learning about other people and
cultures.
Grammar p55
As Ss analyze the sentences, have them notice the time expressions.

This will aid them in understanding the differences in use of the
present continuous for actions happening now and the present
continuous for future plans / arrangements.
1–2 Check answers as a class. Invite volunteers to write the
questions from Exercise 2 on the board for class discussion.
3 Before this exercise, revise the time expressions Ss have
seen on this lesson and ask them to provide others. Walk
around and monitor, catering for Ss’ needs.

5
ANSWERS
EXTRA: Comment on forthcoming events. Include incorrect
A ’re taking, ’re leaving, ’re arriving, ’m going, facts and have Ss correct the information, eg: T: We are finishing
are coming, ’re walking, are / doing, Are /
doing / B present continuous / C ’m, ’re, Are,
classes on 3rd November. Ss: No, we are finishing classes on 18th
is, aren’t, are / D verb be December.
1 1 are you going; 2 ’re going; 3 Are you flying;
4 is driving; 5 ’m not going; 6 ’m working
2 1 Where are you going this evening? 2 What
» EXTRA: Give Ss prompts and have them write about true
are you doing tomorrow morning? 3 What are
arrangements, eg: T: Picnic / Student’s Day. Ss: We are having
you doing on Sunday afternoon? 4 Where are a picnic on Student’s Day.
you going on your summer holidays? 5 Are
you doing anything special next week?
M15_10112_TB2.indb 50 05/02/16 20:20

Build your skills
1–2 (before Exercise 1) Explain new vocabulary as needed. As

you check answers, have Ss account for their choices.
» EXTRA: Following the information included in the leaflet,

have Ss prepare a poster announcing an oncoming festival. Ss
may use the information about the festival or special day they
researched about in the ‘Web Quest’ section.
» EXTRA: As Ss share events, make sure they use the present

continuous tense for future arrangements.
3 Remind Ss they do not need to understand every single word
to do the activity.
4 Make sure Ss understand the sentences before playing the track. ANSWERS
1 Jousting and The battle of Saint George and
» EXTRA: On the board, write a few statements based on the the Dragon.
2 1 The Mayor of Nottingham is opening the
audioscript. In pairs, Ss decide whether the statements are true, festival. 2 They are starting at 12.30 pm. 3 They
false or not mentioned. Correct as a class. are taking place at Nottingham Castle. 4 It’s
playing in the Market Square. 5 It finishes at
4.30 pm. 6 At 3.30 pm the Scout parade starts.
3 1, 3, 4, 6
4 1 Science Museum; 2 grandparents;
3 campsite; 4 car
1 (before playing the video) Ask Ss to describe the photo on

page 57 in detail.
more natural. Check on intonation and sounds so that Ss feel
more confident. Invite an advanced pair to act out in front of
their classmates.
5
ANSWERS
2 1 She is going to a Saint George’s Day festival
in Nottingham. 2 Yes, he can.
3 1 class; 2 Saturday; 3 brother; 4 10 o’clock;
5 house
M15_10112_TB2.indb 51 05/02/16 20:20

Writing p58
To engage Ss in this lesson, talk about different events that

require formal invitations. Ask them if they have ever seen or
received a formal invitation. If they have, lead them to recall
what information it contained. If they have not, ask them what
information they think they can find in a formal invitation. Refer
Ss to the invitation on page 58. Ask them if the invitation they
received looked like Brad’s. Together with Ss analyze the content
of each section. Elicit information to describe other places or
events.
As you go over the ‘Write it right!’ section, remind Ss of the

ANSWERS importance of word order in English and the use of prepositions.
1 He is from the United States. It’s for a party
they are going to have on 4th July. He’s going
to have a barbecue. As Ss write, cater for their needs and doubts to
4 1 on; 2 at; 3 in; 4 on; 5 in; 6 at
help them prepare a correct and tidy piece of writing. Remind them
of the importance of writing rough copies, checking on word order,
spelling and punctuation before handing in the final version.
» EXTRA: Have Ss write an invitation for an oncoming school

celebration. Then have them exchange their invitations with a
classmate and do peer correction. Check as a class.
31 AUDIOSCRIPT
News reader Now it’s over to Rob Porter live in London.
Rob Thanks, Sophie! I’m here next to the River Thames, waiting for the
fireworks! There are thousands of people here to celebrate the New Year.
While we wait for the fireworks, I’m going to ask a few people if they’ve
made any resolutions. Hello! What are your resolutions for the new year?
Woman 1 I’m going to learn a new language – I want to learn Spanish!
Rob Spanish? Great! And what about you?
Man 1 I’m going to exercise more regularly.
Rob Great idea! How about you?
Woman 2 I’m going to eat well and be more healthy!
Rob So many good intentions!
Teen boy Yeah – I’m going to study hard and pass all my exams this year!
Rob And how about you?
Woman 3 Me? I’m going to be happy and have more fun!
Rob And that starts now, right? It’s nearly midnight. Here’s Big Ben… Happy
New Year everyone!!
32 AUDIOSCRIPT
1
Ann Next Wednesday I’m going on a school trip to the Science Museum in London.
We’re going to see an exhibition about space and the universe and all that...
5
2
Ben Next weekend I’m going on a trip to Manchester to visit my relatives. We’re
all going to stay at my grandparents’ house, and we’re going to celebrate my
grandma’s 60th birthday with all the family.
3
Charlotte I’m going on a Scout trip to Wales. We’re going to stay on a campsite right in
the mountains – it’s going to be amazing! We’re going to climb the highest
mountain in Wales. I’m so excited!
4
David On Saturday I’m going on a day trip with my best friend Peter and his parents.
They’re going to drive to a fantastic amusement park called Alton Towers. I’m
going to go on the biggest rollercoaster! It’s going to be fun!
M15_10112_TB2.indb 52 05/02/16 20:20

Answer Key
PROGRESS CHECK 5 He’s meeting them at the new
1 1 decorate; 2 wear; 3 eating; 4 give; shopping centre. 5 What time is
5 have; 6 visit; 7 watch; 8 have he playing football on Friday?
He’s playing football at 4.00 pm.
2 1 quickly; 2 well; 3 healthily; 4 badly;
5 hard; 6 loudly
3 1 ’m not going to go, ’m going to Page 90
exercise; 2 are you going to do; 12 1 June; 2 Two; 3 eat; 4 costumes
3 is not going to have, is going to go; 13 1 B; 2 BA; 3 A; 4 B; 5 A
4 are they going to celebrate; 5 are
14 1 10th November; 2 houses,
not going to buy
restaurants and shops; 3 watch, their
4 1 her; 2 him; 3 us; 4 them indigenous; 4 the festival, asado and
5 1 are you doing; 2 ’m going; 3 is empanadas
going; 4 ’re leaving; 5 Are you leaving
Page 91
WORKBOOK 15 2 Listen, are you free on Friday? b;
Page 88 3 I’m going to the piano concert at
1 special food, street parades, the local theatre. Do you want to
relatives, presents, cards, costumes, come? c; 4 My friend Patricia and
party, house, fun my cousin Elena. d; 5 We’re meeting
2 special food, relatives; 3 house; opposite the theatre at 8.00 pm. e;
4 cards; 5 costumes; 6 party, 6 Fantastic! See you on Friday. f
presents, fun Yes, they do. Because they are going
to a piano concert on Friday.
2 2 I am not going visit my friends on
Saturday. 3 My grandparents are Note: In sentence 5, ‘in front of’ will be
going to travel to Costa Rica. 4 Are changed to ‘opposite’ the first time the
you going to decorate the Christmas book is reprinted.
tree tomorrow? 16 Students’ own answers
3 How are they going to travel? When 17 1 on; 2 at; 3 in; 4 at; 5 in
are you going to visit Italy? Where is 18 Students’ own answers
he going to buy sweets?
4 2 are going to come; 3 are not going
to be; 4 is going to make; 5 are not
going to decorate; 6 are going to Students’ own answers
play; 7 are going to have
5 1 me; 2 her, she; 3 them; 4 We, him; Pulse magazine
5 them 1 It’s a festival in Scotland.
2 1 F. Anthony Murphy travelled to
Page 89 Scotland. 2 F. He bought tickets last
6 2 hard; 3 loud; 4 nicely; 5 healthily; week. 3 F. He’s going to walk around
6 regular; 7 well; 8 easily; 9 dangerous; the city. 4 T; 5 F. He’s going to see a
10 happily; 11 bad comedy show at a theatre. 6 F. The
a the y changes to an i weather in Edinburgh can be windy,
b In ‘2’, the word remains the same, rainy, cold, cloudy, warm and sunny.
in ‘7’, it is a different word. 3 1 In the Edinburgh Fringe anyone can
7 1 well; 2 hard; 3 badly, regularly; perform. 2 You can watch the shows
4 loudly all over the city of Edinburgh, at
8 2 P; 3 F; 4 F; 5 F theatres, in the streets, in cafés and
in people’s homes. 3 It takes place
9 2 am going to the cinema; 3 are
5
during three weeks in August.
having dinner; 4 ’m not doing
anything special; 5 am meeting;
6 are going bowling; 7 am playing a
football match
10 2 Who is he going to the cinema
with on Tuesday? He’s going with
Dorothy. 3 Where is he having pizza?
He’s having pizza at the Pizza Hut
by the train station. 4 Where is he
meeting his friends on Thursday?
M15_10112_TB2.indb 53 05/02/16 20:20

Take care
Vocabulary p60
Start a conversation about activities Ss do that make them feel well.

Then lead them to talk about activities that make them feel tired or
exhausted; write them on the board. Tell Ss that they are going to
learn about physical and mental health. As you write the topic on the
board, ask them which of the activities mentioned before refer to it.
1 Encourage Ss to find out if the activities mentioned at the
beginning of the lesson appear on the web page.
» EXTRA: Give Ss prompts and have them complete the phrase,
eg: T: Sports. Ss: Try new sports / Practise sports. Then, in pairs, Ss
talk about the activities people that they know do to keep healthy.
ANSWERS
» EXTRA: On the board, write incomplete sentences about the
1 c don’t get into arguments; e don’t get photos on the web page and have Ss complete them and identify
stressed about exams; g don’t worry about the photo, eg: T: Three boys are … down a road. Ss: In photo 4,
your appearance; i don’t bully other people
2 1 get; 2 Take; 3 Eat; 4 worry; 5 Exercise; 6 Try; three boys are skateboarding down a road.
7 get; 8 Discuss
LEARNING TO LEARN Lead Ss to see how easily they
remember words from street advertisements, magazines and
noticeboards. Make sure they realize that they can remember
them even when they are not paying conscious attention to them.
Reading p61
1 To engage Ss in the topic of the lesson, ask: How old are

these people? What are they doing? Have Ss read the text
quickly and find out what the purpose of the leaflet is.
2–3 Invite volunteers to account for their answers. After
checking, have Ss choose the best tip.
» EXTRA: Choose four or five words which may be difficult for Ss
to grasp the meaning of. Write their definitions on the board. In pairs,
Ss look up words in the leaflet that match the definitions given.
» EXTRA: In pairs, have Ss think about other pieces of advice.

Then have pairs share their advice with the rest of the class.
COMPARING CULTURES This activity will give Ss the

ANSWERS chance to learn more about helplines. Ss can make a helplines
1 It’s about cyberbullying. The girl is worried
directory and circulate it.
6
about a message or a comment she received.
2 1 Cyberbullying is when someone sends nasty
messages or posts rude comments about someone
else on the Internet. 2 ‘Bully’ is the person who
posts the comments or sends the messages. 3 The
problem is the bully. 4 Because it can ruin people’s
lives, as victims often feel sad or depressed. • Encourage Ss to choose a site of their interest. Remind them to
3 1 T; 2 F. If you receive nasty messages, you focus on key words while reading for information on the web.
don’t have to reply. 3 T; 4 F. It is good to take
screenshots and save messages from the • Lead them to see the value of learning about other people and
cyberbully and then show them to an adult. cultures in order to value theirs and borrow ideas from others.
5 F. Victims of bullying usually think that they
are the problem.
M15_10112_TB2.indb 54 05/02/16 20:21

Grammar p62
information they express. To make meaning clearer, refer Ss to
the leaflet on page 61 and have them see the language in context.
Reinforce the concept of should to express advice.

» EXTRA: Have Ss go back to the leaflet and find more examples

with should. Ask them to write new examples for class discussion.
» EXTRA: In groups, Ss make a list of problems they have and

write a list of useful pieces of advice. ANSWERS
A shouldn’t show, shouldn’t get, should report,
» EXTRA: Invite Ss to make a list of pieces of advice on how should block, should discuss / B advice / C shouldn’t,
Should, Shouldn’t, should / D You should go.
to be a better learner. Then they make a poster to display on the 1 1 shouldn’t; 2 shouldn’t; 3 should; 4 should;
classroom walls. 5 shouldn’t
2 1 Should we order a pizza? 2 Should they tell
someone about the problem? 3 Should Vicky go
to the cinema with Matt? 4 Should you paint your
bedroom black? 5 Should I get a new mobile phone?
Vocabulary p63
To engage Ss in the topic of the lesson, refer them to the photos

on page 63 and ask them to describe the photos. Elicit vocabulary
related to health problems and first aid. As Ss mention different
words, make comments about their use, eg: Ss: Aspirin. Touch
your head and say: Very effective for headaches but not for
stomach ache. Touch your stomach. What do you take for that?
If Ss provide the word in L1, simply translate it.
» EXTRA: Together with Ss, make a list of useful items for a
class first aid kit. If possible, have Ss bring items for the class first aid
kit and have them write a list of recommendations to keep next to it.
» EXTRA: Mime feeling sick. Have Ss identify your health problem

and give you some advice. Then, in small groups, Ss do the same.
ANSWERS
Listening
2 Health problems: blisters, sunburn,
headache, cold, mosquito bites, stomach
» EXTRA: Play hangman and have Ss guess words related to
6
ache, feel sick, backache
First aid kit items: plasters, sun cream,
health and first aid. aspirins, insect repellent, bandage, pills
4 1 backache; 2 a headache
4–5 After completing the exercises, have Ss listen again to 5 1 He cycles to school. 2 He shouldn’t carry
correct or confirm their choices. his bag on one shoulder. 3 Because she
» EXTRA: On the board, write wrong statements about the

spends too many hours on her computer.
4 Dr Maggie’s advice is to find another hobby
and start doing more exercise.
phone calls to Dr Maggie’s helpline and have Ss correct them.
» EXTRA: Encourage Ss to prepare a short conversation, similar 37 Audioscript on page 58
to the one they have listened to. Then invite them to choose a
partner and role play their conversations for the class.
M15_10112_TB2.indb 55 05/02/16 20:21

Reading p64
» EXTRA: Write the following list of words on the board: shops,

snacks, wet, restaurants, bank, water, train station, meat, cold,
hot, rainy, milk. Then write the following headings: facilities,
food and weather. Have Ss classify the words under the different
categories. Check as a class.
1 To engage Ss in the reading ask them if they have ever
travelled to the mountain, in their country or abroad.
Talk about different sites worth visiting in their country.
2–3 Encourage Ss to complete the reading activities without
worrying about new words. Avoid explaining new words
ANSWERS while they do the activities. This way you will be training Ss
2 1 They are in Peru, in South America. 2 They to develop good reading strategies. Correct as a class and
are about 550 years old. 3 It’s the Sol. 4 Most
tourists visit the ruins during the dry season have Ss account for their answers.
(May–October). 5 Some useful items to pack
are a pair of shorts, T-shirts, a pair of trousers, » EXTRA: Choose key content from the magazine article and
a jacket, hiking boots or trainers, sun cream, a write different sentences on the board. Omit words that are
camera, binoculars, repellent and a comfortable
backpack. essential to the meaning of the passage and have Ss write them,
3 1 Local artisans don’t accept credit cards. eg: Don’t visit Machu Picchu in the ... season. (wet) Ss work in
2 The dry season starts in May. / The wet
season starts in November. 3 The wet pairs. Check as a class.
season ends in April. / The dry season ends
in October. 4 It’s usually cold at night. / It’s
usually very hot during the day. 5 There are
sand flies in the area.
Grammar p65
As Ss analyze the sentences, have them focus on the intention.

Make sure Ss understand the use of to + infinitive to indicate
purpose.

» EXTRA: Ask Ss to go back to the magazine article on page 64

and underline information they find interesting. Then have them
share the information they have chosen with the class.
» EXTRA: Give Ss prompts and have them say what they
6
remember, eg: T: Jacket. Ss: People wear a jacket to keep warm.
ANSWERS
T: Sun cream. Ss: You should use sun cream to protect your skin.
A to enjoy, to be, to explore, to protect, to take Then, in pairs, Ss do the same.
B To buy, To avoid
C You should bring Peruvian money to buy
souvenirs from local artisans.
Why should I bring a camera? To take photos.
D I need a backpack to carry my things. Why
did you go to the shops? To buy a souvenir.
1 1 to protect; 2 to find; 3 to take; 4 to tell;
5 to carry; 6 to climb
2 1 b; 2 c; 3 a
M15_10112_TB2.indb 56 05/02/16 20:21

Build your skills

3 Give Ss time to do this activity in pairs and then share with
the class.
4 Remind Ss they do not need to understand every single word
to do the activity. Play the track as many times as needed.
5 Make sure Ss understand the sentences before playing the
track.
» EXTRA: On the board, write a few statements based on the
audioscript. Include mistakes. Play the track again and have Ss
correct them. Check as a class.
ANSWERS
1 The name’s ‘Travel Doctor’.
2 1 This app is for travellers. 2 It can help you
find the nearest hospital or chemist. 3 It gives
advice about the first steps in an emergency.
4 1 The boy has got the new mobile app.
2 He is going camping in Wales.
5 1 a; 2 b; 3 b
1 To extend the presentation, you may ask: Do they look

worried? Do you think the girl has a serious problem? Why?
2 Ss check their predictions as they do the task.
6
more natural. Check on intonation and sounds so that Ss
feel more confident. Invite more fluent learners to add extra
ANSWERS
information. 1 They are at the chemist.
2 1 She has some mosquito bites on her legs.
2 She buys a cream to use on the bites.
3 1 legs; 2 yesterday; 3 park; 4 OK; 5 worse;
6 £3.99
M15_10112_TB2.indb 57 05/02/16 20:21

Writing p68
To engage Ss in this lesson, ask: How often do you write emails?

When? Why? You may also talk about the importance of clarity to
avoid misunderstanding. Refer Ss to the email on page 68. Ask
them if the layout is similar to the emails they are used to writing.
Make a list of differences and similarities.
As you go over the ‘Write it right!’ section, make sure Ss realize
that they are now capable of giving a more complete description
of the things they want to express. Lead them to see that they can
express reason, advice, purpose, etc.
As Ss write, cater for their needs and doubts

to help them prepare a correct and tidy piece of writing. Remind
ANSWERS
1 His problem is that he wants to go to a them of the importance of writing rough copies, checking on
summer camp but his parents don’t let him go. word order, spelling and punctuation before handing in the final
3 1 Yes, she does. 2 She wanted to go to a
summer camp. 3 Her best friend’s mum version.
phoned Tilda’s parents to tell them more
about the camp. 4 In the end, Tilda’s parents » EXTRA: Have Ss create an online magazine to give advice.
let her go to the camp. Have the whole class contribute with different problems and
solutions.
37 AUDIOSCRIPT
Dr Maggie Hello. Teen helpline. This is Dr Dr Maggie Yes, but remember you don’t need Dr Maggie I think that’s too long, Molly.
Maggie. How can I help you? to carry all your books around I’m not surprised you’re getting
David Well, er, I’ve got this problem and with you all the time. Just take the headaches. Do you play any
I don’t know what to do about it. books you need for that day. sports or get any exercise?
Dr Maggie That’s what I’m here for. Can you David OK, I will. Thank you for the advice. Molly No, I don’t. I hate sport! The only
tell me your name? Dr Maggie No problem, David. I hope you thing I love is playing computer
David David. start feeling better soon. games.
Dr Maggie OK, David. What’s the problem? Hello. Teen helpline. This is Dr Dr Maggie Well, my advice to you is find
David I keep getting backache. I don’t Maggie. How can I help you? another hobby. Don’t stop
know why. Molly Er, hello. My name’s Molly. playing computer games
Dr Maggie Is your school bag very heavy? Can I ask your advice about completely, but an hour a day is
David Yes, it is quite heavy. And I cycle to something, please? enough. If you start doing more
school with my bag on my back. Dr Maggie Yes, of course, Molly. Go ahead. exercise, I think you’ll feel much
Dr Maggie Do you carry it on both shoulders? Molly Well, I’ve had lots of headaches better.
David No, I don’t. I carry it on one shoulder. recently and I’m not sleeping Molly Do you think my headaches will
Dr Maggie Well, that’s the problem, David. very well. stop?
You’re carrying all the weight of Dr Maggie Is anything else worrying you? Dr Maggie Yes, I do. I’m 99% sure the time
the bag on one side of your body, Molly No, not really. you spend on your computer is
which is very bad for your back. Dr Maggie How many hours a day do you the problem.
Why is your bag so heavy? spend on your computer? Molly OK. Thank you.
David I have to take a lot of books to Molly About three – from six o’clock till Dr Maggie Thank you for your call. Bye, Molly.
school. nine o’clock every evening.
38 AUDIOSCRIPT
6
Girl What are you looking at? Boy And you can click here for a video you need to buy medicine or something.
Boy I’ve got this new ‘Travel Doctor’ app for showing you what you should do, step Girl Wow!
my phone. It’s going to be great for the by step. This one shows you what to do Boy I’m going camping in Wales in August,
summer holidays. if a snake bites you. so it’ll be really useful if I have an
Girl Why? What does it do? Girl Ooh, I bet that really hurts… accident or anything.
Boy It’s got lots of information about first aid. App Snake bites. Here’s what to do if a Girl But just a minute – if you’re camping on a
Like if a bee stings you and you don’t snake bites you. mountain, miles away from anywhere, it’s
know what to do, it tells you. Look! Girl Hmm, that’s amazing! It’s like having a not really going to be very useful, is it?
App Bee stings. Here’s what to do if a bee doctor on your phone! Boy Why not?
stings you. Boy I know. There’s advice for hundreds of Girl Because you won’t be able to use your
Girl Hmm… that happened to me once different health problems. And it even phone!
actually. tells you where the nearest chemist is if Boy Oh, I didn’t think of that!
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Answer Key
PROGRESS CHECK 6 Page 94 2 1 The Taiga isn’t a desert. It is home
1 1 get, Take; 2 try; 3 bully, get, ask 9 1 Do I need a passport and a visa to to the largest forest in the world.
go there? 2 Can I use my credit card? 2 You shouldn’t pack summer
2 1 backache; 2 blisters; 3 headache;
3 Are there good beaches in the clothes. You should pack a jacket
4 stomach ache
area? 4 What places can I visit? and warm clothes. 3 Randall isn’t
3 1 bandage; 2 sun cream; 3 insect climbing a mountain tomorrow. He’s
5 What about cultural attractions?
repellent; 4 plasters; 5 pills going to a lake to catch some fish for
10 2, 4
4 1 should be; 2 shouldn’t get; lunch. 4 On a trip to the Taiga, you
3 Should I pack; 4 shouldn’t post; 11 1 There are five questions in the aren’t going to do a lot of swimming.
5 should we buy forum. 2 You can use credit cards at You are going to do a lot of walking.
hotels, restaurants and big shops. 5 People aren’t cutting down trees to
5 Suggested answers: 1 You should
3 The sea water can be very cold. build cities. They are cutting down
exercise regularly and eat healthily.
4 La Sebastiana was Pablo Neruda’s trees to build roads and houses.
2 You should study hard(er) / more.
house. 5 UNESCO included
3 You should ask an adult for help. 3 1 Is there any electricity in the cabins?
Valparaíso’s historical area on the
6 1 to buy; 2 to find; 3 to climb; No, there isn’t. 2 Why is Randall going
list of World Heritage Sites.
4 to write / make to a lake? To catch some fish for lunch.
3 Why should the government create
Page 95 national parks? To protect wildlife.
12 1 help you; 2 the matter; 3 You 4 Are there any wild animals in the
WORKBOOK should take; 4 put; 5 much is it; area? Yes, there are. 5 How much
Page 92 6 get well snow is there in these forests? There
is a lot of snow. 6 Is Randall leaving
1 2 a; 3 f; 4 c; 5 h; 6 j; 7 d; 8 i; 9 e; 10 g 13 Students’ own answers
in the afternoon? No, he isn’t. He is
2 2 worry; 3 take; 4 Exercise; 5 try; 14 a 6; b 2; c 8; d 4; e 5; g 3; h 7 leaving early in the morning.
6 ask; 7 bully 15 Students’ own answers
3 2 Children shouldn’t worry about
Project B
their appearance. 3 Should we
practise sports? 4 Teenagers 2 1 The title of the quiz is ‘Animal
shouldn’t bully their classmates. Students’ own answers Quiz’. 2 The correct answers are: 1 c;
5 We should ask for help. 2 d; 3 b; 3 Students’ own answers
4 2 You shouldn’t play video games all Pulse magazine
day long. Should I play video games Speaking activities
1 The Outback is in Australia.
all day long? 3 You should exercise Student A (page 117)
one hour a day. 4 We should work in 2 1 It’s a large desert area in Australia.
2 You should take water to survive. 1 1 train tickets; 2 find special offers;
groups. Should we work in groups?
There aren’t many places where 3 sun cream (What should I use
5 You should help your classmates.
you can find water in the Outback. on the beach?); 4 midday (When
6 You shouldn’t eat fast food every
3 You should put sun cream to avoid shouldn’t I go shopping?); 5 shops
day. Should I eat fast food every day?
sunburns. 4 It’s important to plan are closed (Why?)
your route to make sure you get to Student B (page 118)
Page 93 your destination. 5 Because they 2 1 guide (What should I go with?);
5 Across: cold, headache, bites, don’t usually kill people. 6 Because 2 you can get lost (Why?); 3 3 litres
stomach ache some of the areas in the Outback are (How much water should I drink per
Down: plasters, pills, bandage, sun very remote and there is no signal. day?); 4 Exercise regularly (What
cream, sunburn, backache 7 Because there are dangerous should I do before I go?); 5 help your
6 2 stomach ache; 3 plasters, blisters; crocodiles in Australia and they often body feel better (Why?)
4 backache; 5 bandage; 6 cold attack people. 8 Because your car
can help a plane to find you. It’s much
7 2 a; 3 b; 4 c; 5 d; 6 e easier to spot a car than a person from
2 Join Twitter to contact your friends. the air.
3 Go on holiday to relax on the
beach. 4 Wear comfortable shoes to 3 1 water; 2 hike; 3 map, GPS;
climb the mountain. 5 Eat fruit and 4 poisonous; 5 crocodiles
6
vegetables to be healthy. 6 Exercise
regularly to keep fit. Consolidation B
8 2 Why should babies use special 1 1 an; 2 largest; 3 a lot of; 4 some;
sun cream? To protect; 3 Why should 5 dangerous; 6 many; 7 to; 8 to
you take some pills? To feel; 4 Why survive; 9 any; 10 us; 11 much;
should people take money on the 12 ’re leaving; 13 ’re going; 14 some;
trip? To buy; 5 Why should we take 15 to build; 16 create; 17 to protect;
a bandage? To put 18 shouldn’t; 19 easily; 20 well;
21 best; 22 higher than; 23 them;
24 ’re going to do; 25 any
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Creative corner notes
ANSWERS
1–5 Students’ own answers Fantastic two-sentence stories
What is the ‘fantastic’?
According to Tzvetan Todorov, the ‘fantastic’ is when both
the character and/or the reader hesitate between natural or
supernatural explanations of the events described. The ‘fantastic’
can also be connected to dreams where neither the character nor
the reader knows what is reality and what is dream.
What are two-sentence stories?

Two sentence stories are stories that people write on the
Internet and that have a maximum of two sentences. Check
www.twosentencestories.com for more stories.
ANSWERS
1 Suggested answers: 1 I went to sea with a Adventure story
friend. Then I was the slave of Moorish pirates.
Then I went to Brazil and had a plantation and Who and what is Robinson Crusoe?
my own slaves. 2 I swam to the island after our
lifeboat capsized. 3 I took knives, food, seeds, Robinson Crusoe is a novel by Daniel Defoe. The protagonist,
clothes, tools, nails, some money, a hammock, Robinson Crusoe, is a fictional character but as in the first edition
blankets, pistols and gunpowder. Then, when
a storm destroyed the ship, I took the wood. of the book Robinson Crusoe was credited as the novel’s author,
4 I hunted for food and I collected fruit from many readers started believing he was a real person and that the
the trees on the island. 5 I used the wood from
the ship. events described were true incidents.
3 1 d; 2 f; 3 e; 4 a; 5 c; 6 b What was Robinson Crusoe’s full title?
It was published under the full title The Life and Strange
 Suggested LINKS for EXERCISE 3:
https://www.youtube.com/watch?v=4olwbrY2kwE Surprizing Adventures of Robinson Crusoe, Of York, Mariner: Who
(Cast Away trailer) lived Eight and Twenty Years, all alone in an un-inhabited Island
https://www.youtube.com/watch?v=j9Hjrs6WQ8M
(Life of Pi trailer) on the Coast of America, near the Mouth of the Great River of
https://www.youtube.com/watch?v=B2b9MQ7vGL4 Oroonoque; Having been cast on Shore by Shipwreck, wherein
(The Swiss Family Robinson trailer)
https://www.youtube.com/watch?v=BhKQBTJME5o all the Men perished but himself. With An Account how he was at
(Survivor – Season 1 trailer) last as strangely deliver’d by Pyrates. The original title was a good
https://www.youtube.com/watch?v=KTu8iDynwNc
(Lost – Season 1 fan-made trailer) summary of many of the events that take place in the novel.
https://www.youtube.com/watch?v=QnCn2VTzY90
(Lord of the Flies trailer) What was Daniel Defoe’s inspiration?
Defoe’s inspiration for Robinson Crusoe was probably the story of
a Scottish castaway called Alexander Selkirk.
! If Ss do not know the Robinsonades in Exercise 3, have them

do an Internet search to find out more about these stories
before doing the exercise (See ‘Suggested links for Exercise
3’ on the left-hand side of the page.)
CREATIVE
CORNER
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Romeo and Juliet ANSWERS
1 1 My heart is yours. 2 I do not think often,
I do not think much, but when I do, I think of
What is Romeo and Juliet? you. 3 I love you now, I love you tomorrow
and I love you forever. 4 You are the sun in
Romeo and Juliet is one of the best-known tragedies written by my days, the moon in my nights and the life
William Shakespeare and probably one of the most adapted plays in my life.
2 1 was; 2 saw; 3 talked; 4 listened; 5 realized;
for stage, film, musical and opera. In fact, Shakespeare himself 6 was; 7 didn’t know; 8 said; 9 told; 10 loved;
adapted the story of the two star-crossed lovers from different 11 kissed
3–4 Students’ own answers
sources that belong to the Italian tradition.
! Go to http://www.macmillanreaders.com/resources/self-study-
english/shakespeare for more information and resources
about William Shakespeare and his work.
Note: You can find additional activities to further exploit the

‘Creative corner’ section at Teachers On the Pulse (the Online
Resource Centre at www.macmillan.com.ar/onthepulse).
CREATIVE
CORNER
M15_10112_TB2.indb 61 05/02/16 20:21

Project Planning Sheet
PRoJECt A: A tIMELINE
group members:
Project title:
Year Interesting fact or important event
62  On the Pulse 2 PHOTOCOPIABLE © Macmillan Publishers S.A. 2016
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Project Planning Sheet
PRoJECt B: A gENERAL KNoWLEdgE QuIZ
group members:
Project title:
Possible answers
Question
(Circle correct answer)
1 a
b
c
d
2 a
b
c
d
3 a
b
c
d
4 a
b
c
d
5 a
b
c
d
6 a
b
c
d
7 a
b
c
d
8 a
b
c
d
PHOTOCOPIABLE © Macmillan Publishers S.A. 2016 On the Pulse 2  63
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Tests A – answer key and audioscripts
Unit Tests UNIT 5 Mia Well, he was very good at maths and
1 a Are you going; b there; c loudly; d and; science but he wasn’t good at all of
UNIT 1 e most his subjects. He didn’t get good marks
1 a so; b at the moment; c are painting; d 1 an important festival; 2 flower ornaments; in history, geography or languages.
practising 3 bars along the riverbanks In fact, some of his school teachers
1 Josh; 2 parkour; 3 Roger, Josh and Brandon 2 1 Where can you find this text? In a travel thought he was lazy.
2 1 Where is Roger from? He’s from Inverness, guide / tourist magazine. 2 What is the David Really?
in Scotland. 2 Is his mum British? No, Flower Festival? It’s a very important festival Mia Yes, but really he was bored. He didn’t
she isn’t. She’s from Italy. 3 Has he got a in Medellín. 3 How many shows are there? want to learn about facts and dates.
brother? No, he hasn’t. 4 What does Roger There are a lot of shows. 4 What do people He wanted to solve the mysteries of
like doing? He likes practising urban sports. prepare along the riverbanks? People science.
He likes doing ‘normal’ activities too. prepare special bars. 5 What do car drivers David And that’s what he did!
5 What do Roger, Josh and Brandon usually wear? They wear period costumes. Mia Yes! His work changed people’s ideas
do? They usually go skateboarding or cycling 3 1 are going; 2 are attending; 3 are leaving; about science. And our lives are
in the street. 6 What are Roger and his 4 are meeting; 5 are going to play; 6 are different today because of Einstein. He
classmates painting? They are painting the going to enjoy didn’t invent TVs, laptop computers or
outside wall of their school. 4 1 Can I as you some questions; 2 When does DVD players himself but his work made
3 1 e; 2 h; 3 a; 4 g; 5 c; 6 b; 7 f; 8 d the Flower Festival start; 3 Are the flower them possible.
4 1 do you; 2 I do; 3 Are / good; 4 (can) jump; ornaments heavy; 4 Why do you do it; 5 Are David And did you learn anything else that
5 are painting there many tourists during the festival / Do was interesting about him?
many tourists come to the festival Mia Yes. I found out that he loved music.
UNIT 2 He listened to music to relax. He was a
1 a started; b stopped; c and; d became UNIT 6 musician, too. He could play the piano
1 the girl’s; 2 the rose; 3 the audience 1 1 with; 2 must; 3 regularly; 4 to eat and the violin.
2 1 There was a piano in the orchestra. Advice: You shouldn’t go to bed late. You David I didn’t know that. The biography
2 The singer was in her early twenties. shouldn’t get nervous about exams. You sounds really interesting. Can I read it
3 Her clothes were red. 4 Myrtle Mirren is should exercise regularly to keep fit. You after you?
from Canada. 5 The singer’s performance should eat healthily. You should finish your Mia Of course. I’m reading the last chapter
was amazing. homework before watching TV. now. You can borrow it tomorrow.
3 1 Is the writer describing a soap opera? 2 1 She has got a lot of subjects at school. David Great, thanks! Bye!
No, he/she isn’t. He/She is describing 2 Because there are competitions. 3 She 1 Mia is reading a biography. 3 He wasn’t
a concert. 2 Were there violins in the likes eating hamburgers. 4 She should eat good at all his subjects in school. 4 He
orchestra? Yes, there were. 3 How old was fruit. 5 She should have a shower before didn’t invent computers.
the singer? She was in her early twenties. laying the table. 6 Students’ own answers
4 Was the audience bored? No, it wasn’t. 3 1 Why should I study? 2 Why should I
5 How was the performance? It was amazing. take these pills? 3 Why should I exercise UNITS 3 & 4
4 1 Do you like; 2 I don’t like; 3 do you watch; regularly? 1 1 d; 2 c; 3 a; 4 e; 5 b; 6 f
4 What’s your favourite singer; 5 don’t like 4 1 Is this your; 2 should / sun cream; 3 are 2 1 There are a lot of flamingos in Lake Nakuru
there; 4 bites; 5 insect repellent National Park. 2 There are endangered
UNIT 3 species in the area. 3 The birds living near
1 1 d; 2 b; 3 e; 4 c; 5 a the lake eat fish. 4 The snakes climb trees to
2 1 F. She won two prizes. 2 F. She was born Term Tests eat birds. 5 Poachers can’t hunt animals in
in Canada. 3 F. She sold books. 4 T; 5 F. She UNITS 1 & 2 the reserve.
wrote until she was 80. 1 1 am reading; 2 lived; 3 was; 4 didn’t; 3 1 Lake Nakuru National Park is in Kenya.
3 1 Why is Alice Munro famous? Because she 5 because; 6 had; 7 because; 8 went; 2 Because it protects endangered species
won prizes for writing books. 2 When did 9 reading; 7 want in the area. 3 There are thousands of
she win her first prize? She won her first 2 1 F. Bob is reading Oliver Twist. 2 F. He flamingos. 4 Because they have to protect
prize in 2009. 3 What did she do at the loves the story. 3 F. Oliver Twist lived in a the animals from poachers.
University of Western Ontario? She started workhouse with other children. 4 T; 5 F. 4 1 Did you have; 2 I did; 3 What did; 4 went
studying journalism and English. 4 When Oliver was unhappy in the workhouse. to; 5 looked at; 6 were
did she publish Lives of Girls and Women? 3 1 Who; 2 1837; 3 he taught Oliver how to 5
She published Lives of Girls and Women steal money from people; 4 his real family 02 AUDIOSCRIPT
in 1971. 5 How many collections did she was rich; 5 is very interesting Tom Hello, Anna. What are all these books?
publish? She published some collections. 4 1 Do you; 2 about a; 3 don’t mind; 4 like; What are you doing?
4 1 was your; 2 went to the; 3 did / see; 5 about; 6 saw it Anna Oh! Hi, Tom. I’m helping Mum and
4 Did you; 5 listened to 5 Dad to plan our summer holiday in
01 AUDIOSCRIPT Thailand.
UNIT 4 David Hi, Mia! What’s that book about? Tom So what’s special about Thailand?
1 1 d; 2 a; 3 e; 4 b; 5 c Mia Oh, hi David. This is a biography about Anna Everything! It’s a really interesting
2 1 The Amazon is a tropical rainforest in South Albert Einstein. place, with so much to see and do. The
America. 2 The Amazon is the longest river David Oh, yes. He was a really important people are friendly and the weather is
in South America. 3 Indigenous Amerindian scientist in the 20th century, wasn’t he? fantastic!
tribes don’t like being in contact with people. Mia That’s right. He did a famous Tom Hmm, too hot for me, I think.
4 There are some very dangerous animals in calculation about the speed of light. Anna Well, it’s definitely hotter and sunnier
the Amazon. 5 The air in the Amazon is pure. He showed that lots of ideas about than Britain! But you can stay in the
3 1 any; 2 safest; 3 Many / their; 4 healthier; science were wrong. He was a genius! hotel to keep cool around lunchtime
5 How many; 6 much; 7 a David What was he like as a child? I bet he when it’s the hottest part of the day.
4 1 is the; 2 the biggest; 3 are / any; 4 many; was good at school! Tom OK... So what’s in this picture? It looks
5 some I; 6 How much amazing.
78  On the Pulse 2 – Tests A – answer key and audioscripts
M15_10112_TB2.indb 78 05/02/16 20:22

Anna That’s Khao Sok National Park. It’s William Yes, the skiing there is fantastic! Jack Yes, that’s right. I came back
got lakes and tall mountains. There’s Kazakhstan has a very long winter from a six-week expedition to the
a huge forest that covers most of the and it has really good snow for Amazon river in Brazil, with three
park. skiing, and there are a lot of other explorers. We were looking
Tom Are there any interesting animals mountains. It’s perfect! I love for evidence of lost civilizations
there? skiing and this is going to be a in the rainforest near the border
Anna Oh yes! There are monkeys, tigers, great holiday. with Peru, about 2,000 kilometres
snakes and elephants. The Asian Presenter Do a lot of people go to north-west of Brasilia.
elephant is an endangered species, but Kazakhstan for skiing? Interviewer Wow! What did you find?
you get close to the ones in this park. William Not at all. It is still quite unknown Jack Well, first of all we didn’t find
You even can help the park rangers to as a skiing destination. But anything. We travelled by canoe
feed and wash them. Kazakhstan wants more visitors, for more than a month along the
Tom That sounds brilliant! What about so it’s developing its tourism river. Then we walked for three
beaches? Are there any good beaches industry. The government is weeks deep into the rainforest.
in Thailand? spending millions of euros And then suddenly we discovered
Anna Of course! Thailand has got the best building new hotels and ski-lifts. the ruins of an old city. We
beaches in the world! Look, this is a They want more than one million examined the ruins and took lots
picture of Khao Lak. I think it’s the people to go skiing there each of photos for future research.
most beautiful beach in Thailand. It’s year. Interviewer Were there any people there?
a really long, sandy beach and it isn’t Presenter How long does it take to get to Jack No. We didn’t see anyone for
busy – perfect for relaxing. Kazakhstan? hundreds of kilometres. No one
Tom And this is a photo of Bangkok. It William Well, that’s the only problem. lives there. It’s a long, long way
looks like a really exciting city. It takes about eight hours by from civilization.
Anna Yes, it is. About 14.5 million people plane from the UK and the flight Interviewer Jack, what other interesting
live there, and it’s the most popular is quite expensive. But when you places do you know? Can you tell
city in the word with tourists. About 16 are in Kazakhstan, hotels and us about some of them?
million people visit the city every year. restaurants are much cheaper than Jack Hmm. Well, I love Antarctica. I
Tom I bet there are lots of things to do they are in Europe. And I think that worked on a scientific project
there. you can have a much better time. there for three months with the
Anna Oh yes! You can visit amazing temples, Presenter Sounds great! William, thanks Royal Geographic Society. It
go on boat trips, see beautiful for coming in today. Enjoy your was really beautiful but freezing
artworks and eat delicious food. holiday! cold! Most days it was minus
Tom Well, good luck with your planning, William Thank you. Bye. 40 degrees and it was also very
Anna. See you later. 1 don’t usually; 2 loves; 3 like; 4 expensive; windy. Another favourite place is
Anna Bye, Tom. 5 should Alaska. Two years ago, I walked
1 friendly; 2 hotter; 3 tall mountains; 6 Students’ own answers on foot from the north coast
4 best; 5 long / isn’t across the mountains to the
6 Students’ own answers south coast. Last year, I travelled
End-of-year Test by canoe 1,500 kilometres down
UNITS 5 & 6 1 1 Ikaria is a small island in Greece. 2 Ikarians the Mississippi river, in America.
1 1 b; 2 e; 3 a; 4 d; 5 c often drink strong wine. 3 People in Ikaria That was really exciting.
c don’t suffer from stress. 4 Ikarians grow Interviewer Where are you planning to go
2 1 Because it has got everything you need. the fruit and vegetables they eat 5 Ikarian next?
2 They go to discos to dance and have fun. teenagers aren’t keeping the same lifestyle Jack Next month, I’m travelling to
3 The beach is white, sandy and very sunny. as older people. They are changing their Australia. I’m cycling across the
4 You should take sun cream. 5 Students’ habits. desert from Perth, on the west
own answers 2 1 We should go to the gym every day and coast, to Sydney, on the east
3 1 F; 2 NM; 3 NM; 4 T; 5 T have a balanced diet without much alcohol. coast.
4 1 e; 2 c; 3 b; 4 d; 5 a 2 They never go to the gym. 3 They eat Interviewer Incredible! How far is that?
5 the fresh fruit and vegetables they grow. Jack 4,000 kilometres.
03 AUDIOSCRIPT 4 They visit friends in the evenings. 5 Ikarian Interviewer 4,000 kilometres? How long …
Presenter Hello, and on Travelworld today, teenagers are eating less healthily now. 1 six; 2 canoe; 3 didn’t meet people; 4 liked;
we’ve got William Jones in the 3 1 What time do you usually get up? 2 What 5 Australia
studio. He’s from Britain, he wants do you usually do in the afternoons? 3 a; 5 Students’ own answers
to tell us about a skiing holiday 4 b; 5 c
he’s planning in Kazakhstan this 4
year. William, when we think of 04 AUDIOSCRIPT
skiing holidays we usually think of Interviewer Good evening, and welcome to
Switzerland, Italy or France. People ‘Travel Special’, the programme
from Europe don’t usually think of that goes to some of the most
going to Kazakhstan to ski! exciting places on Earth. On the
William Exactly – people go to the same programme tonight, we are very
places every year. Well, I want to fortunate to have the explorer
go somewhere new and exciting, and traveller, Jack Kelly.
so for my winter holiday this Jack Hello!
year I’m planning a skiing trip to Interviewer Jack, tell us about your latest
Kazakhstan. adventure. You returned from
Presenter Is the skiing good there? South America just last week, is
that right?
On the Pulse 2 – Tests A – answer key and audioscripts  79
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Macmillan Education
Macmillan Publishers S.A.
© Macmillan Publishers S.A. 2016
ISBN Nº 978-987-672-263-6
Queda hecho el depósito que marca la Ley 11.723.
Texto escrito por Lina Casuscelli y Silvia Carolina Tiberio (“Course overview”, “General teaching notes”, “Project Planning sheets”)
Contribuciones: “Tests” escritos por María Alicia Madonado y secciones referidas al “Creative corner” escritas por Cecilia Pena
Koessler
Diseño: Eclipse Gráfica Creativa
Gerencia editorial: Marianela Alloatti
Editado por: Juan Carlos Ottolina, Guadalupe Herrera y Lucrecia Bertani
Las autoras y los editores agradecen por el permiso para reproducir sus fotografías e imágenes a: istockphoto by Getty Images
Casuscelli, Lina
On the Pulse 2. e- Teacher´s Kit / Lina Casuscelli ; Silvia Carolina Tiberio ;
contribuciones de María Alicia Maldonado ; Cecilia Pena Koessler. - 1a ed. -
Boulogne : Macmillan, 2016.
Libro digital, PDF - (On the Pulse)
Archivo Digital: descarga y online

ISBN 978-987-672-263-6
1. Inglés. 2. Educación Secundaria. 3. Libro del Profesor. I. Tiberio, Silvia Carolina.

II. Maldonado, María Alicia, colab. III. Koessler, Cecilia Pena, colab. IV. Título.
CDD 420.7
Todos los derechos reservados. No se permite la reproducción total o parcial, la distribución o la transformación de este libro, en
ninguna forma o medio, ni el ejercicio de otras facultades reservadas sin el permiso previo y escrito del editor. Su infracción está
penada por las leyes vigentes.
Nota a Docentes
Se permite hacer reproducciones para uso en clase de las páginas que contienen la indicación “PHOTOCOPIABLE” al pie, sin
permiso previo por escrito de Macmillan Publishers S.A. Sin embargo, la reproducción del resto del material sin el consentimiento
previo de la editorial queda prohibida.
Primera edición en formato digital

Boulogne, San Isidro, febrero de 2016

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n the

On the Pulse – yearly plan ............................ 2 Unit 5 – Special days ................................... 48

On the Pulse – course overview .................... 5 Unit 6 – Take care ........................................ 54

Ideas to enrich your teaching: Creative corner notes .................................. 60

It’s my life! ................................................... 22 Photocopiable material:

Unit 1 – What do you like? ........................... 24 Project Planning sheets ............................... 62

Unit 2 – Music and TV .................................. 30 Unit tests ..................................................... 64

Unit 3 – Fact or fiction? ................................ 36 Term tests ................................................... 70

Consolidation / Project A answer key .......... 41 End-of-year test ........................................... 76

On the Pulse 2 – course overview  5

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6  On the Pulse 2 – course overview

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On the Pulse 2 – course overview  7

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8  On the Pulse 2 – course overview

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Reading & Listening

Listening & Speaking

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10  On the Pulse 2 – course overview

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On the Pulse 2 – course overview  11

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Speaking & Writing Extra practice

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On the Pulse 2 – course overview  15

Teachers On the Pulse is an Online Teacher’s Centre which contains:

Students On the Pulse is an Online Skills Centre which contains:

To access both centres for the first time, users

16  On the Pulse 2 – course overview

On the Pulse 1 – general teaching notes  17

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Comparing Cultures Grammar presentation – Form

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On the Pulse 2 – general teaching notes  19

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Pulse magazine 5. Hand out the photocopiable Project Planning

3. Ask students to scan the text to do the second

20  On the Pulse 2 – general teaching notes

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What is the difference between

On the Pulse 2 – general teaching notes  21

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Most probably you have already greeted your Ss before they

» EXTRA: (after Exercise 2) Say a word or sentence and have

Listening & Speaking p5

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» EXTRA: Play the odd-one-out game. On the board, write

» EXTRA: Have Ss prepare a set of words to go on playing the

» EXTRA: (after Exercise 4) Have Ss write incomplete

» EXTRA: Give prompts and have Ss reply using the ANSWERS

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