OTP1 e Teachers Kit

n the
e-Teacher’s Kit
1
E MUESTRA
MATERIAL D
u venta
PROHIBIDA s
On the Pulse – yearly plan ............................ 2 Unit 5 – Home sweet home .......................... 48
On the Pulse – course overview .................... 5 Unit 6 – Feeling great! ................................. 54
On the Pulse – general teaching notes ........ 17 Consolidation / Project B answer key .......... 59
Ideas to enrich your teaching: Creative corner notes .................................. 60
Welcome to my world! ................................. 22 Photocopiable material:
Unit 1 – My idols and me .............................. 24 Project Planning sheets ............................... 62
Unit 2 – School days .................................... 30 Unit tests ..................................................... 64
Unit 3 – Active! ............................................ 36 Term tests ................................................... 70
Consolidation / Project A answer key .......... 41 End-of-year test ........................................... 76
Unit 4 – Looking good ................................. 42 Tests A – answer key and audioscripts ........ 78
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4  On the Pulse 1
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’ and the Learning bank section.
The core units are structured as indicated below.
Vocabulary
The first vocabulary section in each unit presents
the first lexical set students will be learning. New
words are presented at word (chair, desk) or phrase
level (go for a run, have breakfast), as appropriate,
through pictures / photos and within a context.
The teaching of new vocabulary includes three
stages:
1. Discovery Students discover the topic they will
be learning new words about and start thinking
about it. They are asked to give a quick look at
the material and identify activities / objects /
concepts, etc, express an interest, describe
what they can see, give an opinion, and so on. 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.
pairs. They personalize the new language –
On the Pulse 1 – course overview  5

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 websites,
forums, blog entries, magazine and newspaper Web Quest
articles, and interviews – which deal with a variety of
high-interest topics. This section appeals to inquisitive minds as
students are encouraged to find out more about
The texts chosen serve several purposes:
the topic they have read about. Students become
> to give language input. engaged, make their own decisions regarding what
> to reinforce some of the vocabulary taught they would like to know and do their online search.
in the previous section. With the help given in the #tip, students can
browse websites efficiently to find the kind of
> to expose students to the new grammar
information they need. This tip also helps them to
in a meaningful context.
improve their search techniques in order to find
> to offer students an opportunity to read texts reliable information on the web.
that are slightly above their productive level
Thus, the reading section goes a step further by
and still understand them.
helping students to develop digital competence.
Eventually, their listening and speaking skills will be
honed as they share their findings with the class.
6  On the Pulse 1 – course overview

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.

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.

Build your skills
This spread provides an opportunity to reinforce
some of the language taught in the unit and
practise three of the basic skills – reading, listening
and speaking. It encourages students to develop
their receptive skills further and improve their
communication (productive) skills in a real-world
context.
Reading
The reading section includes a variety of authentic-
style text types such as film posters, cinema
tickets, noticeboards, websites, surveys and maps.
> The short real-world text engages students
with the topic.
> The exercise that follows practises
comprehension.
> Give your opinion Students express their views
on the topic by answering questions.
Listening & Speaking

The purpose of this section is to provide practice
of social language. Its main feature is a 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 1 – course overview  9

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, surveys, reports, photo
descriptions, recipes and opinion essays.
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.

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
Worksheet, 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.

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.

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.

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.

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 write personal examples, etc, as indicated in each
unit. They can do this task individually or in pairs.
1. Ask students to look at the photos or pictures
4. If appropriate, check answers as a class.
or have a quick look at the text and answer the
questions included in the first exercise. These
questions will help them discover what the
Listening
lexical set is about. Note: In most of the units, the second vocabulary
2. Engage students with the topic by asking them section is followed by a listening comprehension
additional questions that give them a chance exercise that uses some of the new vocabulary in
to talk about their experiences or bring in prior a functional situation.
knowledge. Example questions for Unit 4, page > First listening Point out the context of the
40: Do you like the clothes the girl / boy is listening text and read the instruction. Tell
wearing? Do you wear similar clothes? students that they should listen for main ideas
3. Play the Audio CD. Students listen and repeat and to focus on what they understand rather
the words. They sometimes do a matching on what they don’t. Play the Audio CD and
activity as well. Make sure they pronounce the check answers as a class.
new words correctly. > Second listening Ask students to read
4. To help students internalize the new the sentences or incomplete sentences or
vocabulary, get them to use it in a substitution questions etc carefully first so they know what
drill in which they provide personal examples, information to listen for. Play the Audio CD
eg: T: I get up at six o’clock. S1: I get up at half again and check answers as a class.
past six. S2: I get up at seven o’clock. Follow
the same procedure with other new words. Reading
5. As a final activity, students are normally asked Before you read
to use the new vocabulary in a) meaningful 1. Have students look at the text and focus on its
sentences or b) dialogues about their own title and pictures in order to identify the type of
lives. While students are working, walk around text they are going to read.
and provide help as needed.
2. Students answer the questions included in
6. To round off, depending on the type of activity this pre-reading stage. The purpose of these
students have done, a) get random students to questions is to create interest in the topic.
read out their sentences to the class or b) get
random pairs to ask each other questions as 3. Engage students with the topic by asking them
their classmates listen. additional questions that give them a chance
to bring in prior knowledge. Example questions
for Unit 2, page 24: What is Barcelona FC?
Learning to Learn
(a football team) What country is it from?
1. Read the vocabulary learning technique aloud. (Spain) What colour is its football shirt? (red
Tell students that the strategies or techniques and blue) Note: Accept the fact that students
mentioned will help them to memorize new may need to provide some information in their
vocabulary. own language.
2. Go over the examples given and provide new Read for general ideas
examples as a class.
1. Read the instruction and go through the
3. Students put the technique(s) into practice – questions with the class so students can
they classify words, label pictures / photos, read with a purpose. Tell students that this
On the Pulse 1 – general teaching notes  17

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 after ‘he’, ‘she’ or ‘it’?
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’s
wearing jeans.’ S1 / Whole class: She isn’t
Web Quest wearing jeans. T: Now turn it into a question.
S2 / Whole class: Is she wearing jeans? Follow
1. Go through the steps with the class. Check that
the same procedure with other examples.
students understand the task.
18  On the Pulse 1 – general teaching notes

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
types – some are personalized activities to be Listening & Speaking
done individually; others are communicative
1. Tell students they are going to watch a video of
activities to be done in pairs. For both types of
an everyday situation. Refer them to the photo
activities, monitor while students are writing or
to become familiar with the context. Note: The
interacting and give help if necessary.
videos can be watched online at www.macmillan.
3. To finish, ask students if they had any problems or com.ar/onthepulse. If you do not have Internet
comment on any problems you may have noticed. connection, use the tracks on the Audio CD.
Provide explanations and examples as necessary.
2. First viewing Students watch the video and
4. If students need further practice, suggest answer questions about the main ideas in the
that they do the activity again. If they work conversation or the context in which it takes
individually, they can do it again with imaginary place. Check answers as a class.
information. If they work in pairs, they can do it
3. Second viewing Students watch the video
again with another classmate.
again, listen for details and complete the gaps
in the conversation. Check answers as a class.
Comparing Languages
4. Third viewing Students watch the video
1. Go through the instruction with the class. a third time and practise sentence stress
and intonation. Pause the video after each
2. Ask students what differences they notice
speaker’s part for students to repeat as a class.
between the two languages.
Point out the main stress in sentences and the
3. Provide more examples to illustrate the point correct intonation in questions.
further and elicit translations if necessary.
Note: Each video contains interactive activities that
4. To check comprehension, ask students to students can do after doing the activities in the
provide their own examples. Make any necessary Student’s Book, either in class if they have acess to
corrections and write them on the board. computers or at home at the Online Skills Centre.
Draw students’ attention to the Keep it going!
Build your skills box. Treat the expressions in this box as formulaic
language, that is to say the natural use of idioms,
Reading collocations, set phrases and so on.
1. Have students look at the text and identify the 1. Students practise the conversation in pairs.
type of text they are going to read. They swap roles and they practise it again.
2. Get them to answer the question in the first Monitor their work and give help if necessary.
exercise. The purpose of this question is to 2. Students create a new dialogue and practise it
prompt students to start thinking about the in pairs. Then they swap roles. Monitor while
topic of the text. they are practising and give help if necessary.
3. Ask students to read the text and scan it for the 3. Choose a few pairs to act out the dialogues for
information they need to answer the questions. the class.
Encourage them to guess the meaning of any
unknown words.

Writing 2. Remaining exercises Students do the exercises
individually. To check answers, get students to
1. Ask students to identify what type of text they write them on the board. Clarify any doubts.
are going to write.
2. Read the model aloud and check understanding Project
of the text by asking comprehension questions.
1. Let’s analyze. Read the instruction and draw
3. Go over the Write it right! section. Write new
students’ attention to the model. To make sure
examples on the board and clarify any doubts.
students know what they are going to do, ask
4. Writing task Go through the steps with the class. them what kind of project this lesson is about.
Monitor while students plan their writing and To make sure they understand the model, ask
give help or make suggestions as necessary. questions about the text.
5. Get students to write their piece in class or 2. Let’s do it! Go through the steps with the class.
as a homework task. Remind them to edit
3. Organize the students into groups.
their work before handing it in for correction.
Focus on paragraph organization, spelling 4. Groups decide what their project will be about.
and punctuation. When correcting their work, Provide any necessary guidance to make sure
remember that this is a communicative task. students make appropriate choices.
It is the content and intelligibility of the message, 5. Hand out the photocopiable Project Planning
not grammatical accuracy, that matters. Worksheet (see pages 62 and 63). Students
create their project in class or as a homework
Pulse magazine task.
1. Before students read, encourage them to read 6. Groups present their project in class.
the text in Pulse magazine for pleasure and 7. If students did their work on paper, you can
remind them that they do not need to know display it on the classroom walls.
the meaning of every word in order to understand
Note: For a list of free podcasting tools (Project A),
the message of the text.
go to http://elearningindustry.com/free-podcast-tools.
2. Go through the question in the first exercise For a list of free image editing tools and other tools
so students can read with a purpose. After for creating visuals (Project B), go to http://blog.
students read (and listen) to the text, call on hubspot.com/marketing/free-visual-content-tools-list.
a volunteer to say the answer to the question.
3. Ask students to scan the text to do the second Progress Check
exercise. If necessary, allow students to ask
you about the meaning of new words. Check 1. Students do the progress check individually.
answers as a class. 2. To check answers, students take turns to read
4. The last activity is designed for fast-finishers. out the words / sentences they have written.
Students can choose an activity or do both. Make any necessary corrections and write the
answers on the board so students can check
spelling. Alternatively, you can ask them to tear
Consolidation
out the pages and hand them out for correction.
1. First exercise Tell students to read the text
through for general meaning before they do
Pairwork activities
the exercise. Get students to complete the text
individually and then compare answers with a 1. Organize students into pairs.
classmate. After checking answers as a class,
2. Go through the steps with the class.
ask a few comprehension questions about the
text to check understanding of its content. 3. Make sure students understand what they have
20  On the Pulse 1 – general teaching notes

to do. Model the activity by doing an example What are textual intervention activities?
with the whole class. Textual intervention (Rob Pope, 1995) is a method
4. Encourage pairs to help each other with for the teaching and learning of language in
anything they do not understand. Monitor while which students are invited to re-construct texts
students interact providing help as needed. by producing alternative, parallel and counter
narratives. According to Pope, ‘the best way to
Creative corner understand how a text works is to change it: to play
around with it, to intervene in it some way (large or
Why have a Creative corner? small), and then try to account for the exact effect
According to John McRae (1991), language is of what you have done’(1995:1). Considering Pope’s
both referential and representational, so only words, the textual intervention activities devised at
including material of either one type or the other the different levels in On the Pulse intend to invite
in a syllabus should be avoided since it does students to take a more active part in their reading
not reflect reality. For this reason, the Creative and to provide teachers with material to deal with
corner section in On the Pulse seeks to cater for the big problem of how to teach students to read
the representational language that is so often for pleasure.
overlooked in textbooks which solely focus on
referential language.
What is the difference between

representational and referential language?
Referential language communicates information
while representational language stimulates
emotions and engages the imagination.
Referential language requires memorizing
vocabulary and being able to manipulate grammar,
whereas representational language entails
devising illimitable interpretations and developing
an awareness of language which leads to fluency.
What material does representational language

involve?
Representational material can be any verbal text
that involves students and encourages them to use
their creativity. In this way, the scope is opened to
other texts that are not conventionally considered
part of literature though real, simple and engaging.
The limericks, the tall tales, the football chants
and other representations in On the Pulse lend
themselves to textual intervention activities in an
easier and more natural way than any referential
material, since they enable a transaction between
the text and the reader.

Welcome to my world!
Vocabulary p4
1 Encourage Ss to focus first on transparent and familiar words.

After they check with the audio, do choral repetition. You can
also draw Ss’ attention to the letters of the alphabet next to
the school items and invite them to spell them.
» EXTRA: Ss write the name of each school item on strips of

paper and stick them next to the items around the classroom.
» EXTRA: Ss create their own memo test. On different pieces

of paper of the same size, students draw one of the items and the
corresponding words. In pairs, have them play memo test, making
sure they say the name of the school item aloud as they turn the
ANSWERS
pieces of paper. Walk around and monitor.
1 a a pencil case; b a book; c a notebook;
d a rubber; e a ruler; f a pencil sharpener; » EXTRA: Say a letter and Ss name the object. Ss can do the
g a laptop; h a desk same in pairs.
3 Help Ss associate the letters to well-known acronyms or
names, eg: HSBC / email / CD / U2 / OK / DJ / Gmail / FX.
» EXTRA: In pairs, Ss spell the name of their favourite celebrity.
His/her partner writes it.
4 Explain the importance of using English in class. Make sure
Ss understand the communicative value of these interactions.
Do choral repetition to help Ss gain confidence to use this
language naturally later on.
» EXTRA: In pairs, Ss make small posters to use in different

classroom situations. Have them choose a word of their interest
and follow the examples given in Exercise 5.
Listening & Speaking p5
Ask students to describe the photo. Ask: Where are these people?
Are they related? Are they happy?
1 Tell Ss that they do not need to understand every single word.
Invite them to predict names.
2 After listening for general ideas, do reading aloud. First choral
repetition and then in pairs or individually.
3 Have Ss invent a different name and hometown to complete
the conversation.
Keep it going!
Remind Ss that the ‘Keep it going!’ section gives them different
ANSWERS
expressions that will help them to make their conversation
sound more natural. In this case, help Ss to notice the element
WELCOME
1 They are in a classroom.
2 1 The name of the girl is Rebecca.
3 1 Ireland; 2 Dublin; 3 James
of ‘politeness’ showed in the greeting and the importance of
intonation.
22  On the Pulse 1 - Ideas to enrich your teaching
M15_10111_TB1_Welcome_1Proof.indd 22 17/12/15 16:08

Vocabulary p6
Ask Ss to say their favourite months and write them on the board.
As you do so, spell them out and associate them to popular
celebrations or moments of the year. T: July. We celebrate our
independence in July. September. Students’ Day is in September.
1 Ask: What month can you see in the calendar? Do you see any
important dates? Have Ss read Vicky’s comment aloud and
guide them to notice the important moments she refers to.
2 Use examples related to relevant dates in Ss’ lives, such as
Spring Day, exam dates, national holidays, birthdays, etc.
» EXTRA: Refer to a well-known event and have Ss say the

date, for example, the next volleyball championship / holiday / ANSWERS
important football match, etc. 1 January, February, March, April, May, June,
July, August, September, October, November,
Remind Ss of the use of prepositions of time. Write on the board: December
3 1 Tuesday, seven o’clock; 2 Saturday, a quarter
on + days of the week / dates past ten; 3 Friday 5th March, half past six;
in + months / years / moments of the day (except night) 4 Thursday 11th March, quarter to eight
4 a sister, b dad, c mum, d brother
at + time, including noon and midnight (12 o’clock, half-past six) 5 Suggested answers: aunt, uncle, grandmother,
» EXTRA: Ss write about important dates and share them with grandfather, cousin, son, daughter
the class. S: My mum’s birthday is on 2nd October.

4 You can also refer to popular families to help Ss recognize family
members, eg: The Simpsons. When describing them use both
possessive adjectives and the genitive. Ask: What’s his/her name?
to pave the way towards systematization of possessive adjectives.
Reading / Grammar / Vocabulary p7
3 Have Ss bring pictures of their families to class and use the

sentences in Exercise 3 to describe them. Then Ss can make a
poster with the pictures.
4 To help Ss remember vocabulary on countries, ask them to find
the name of outstanding people from each given country. This
can be a good opportunity to see English as a means to learn
cultural topics. ANSWERS
1 1 Vicky’s birthday is on 25th March. 2 Her
6 Ask Ss to refer to the nationality of the outstanding people birthday party is on 27th March. 3 Katy is her
they brought information about. sister. 4 Her birthday is on 31st March.
2 your; his; her; their
» EXTRA: In pairs, Ss organize a new memo test. This time they 4 Africa: Kenya, Morocco; Asia: Japan, China;
Australasia: Australia, New Zealand;
will have to match the country with the corresponding nationality. Europe: the UK, Ireland, Portugal, Spain,
Have them write the words on different pieces of paper and play. France; North America: Canada, the USA;
South America: Argentina, Brazil
» EXTRA: Say a celebrity, sportsperson or well-known 5 Sydney – Australia; Brasilia – Brazil; Madrid –
Spain; Washington, DC – the USA;
politician and have Ss say the nationality. This activity can be Buenos Aires – Argentina; Nairobi – Kenya;
Beijing – China; Ottawa – Canada
done in pairs or small groups.
WELCOME
6 Spanish – Spain and Argentina; Mandarin – China;
French – France and Canada; English – Australia,
New Zealand, the UK, Ireland, Canada, the USA
and Kenya; Arabic – Morocco
On the Pulse 1 - Ideas to enrich your teaching  23
M15_10111_TB1_Welcome_1Proof.indd 23 17/12/15 16:08

My idols and me
Vocabulary p8
1 Share with the class your opinion about personalities Ss might like.
Encourage them to express their own opinion. Say: I like… a lot. Do
you like him/her? He/She got a medal for his/her performance. He/
She is a very good tennis player. Do you agree? Then have Ss look
at the poster and ask these leading questions: Do you know any of
these celebrities? Who’s a football player / an actress?
» EXTRA: Say the name of personalities and ask Ss to say their
occupation, eg: T: Lali Espósito. S: She is a singer and an actress.
Encourage Ss to respond with complete sentences. You may also
choose to do this activity in pairs. Make sure Ss switch roles.
3 Tell Ss you will carry out a survey to find out which celebrities are
ANSWERS
2 1 e; 2 d; 3 a; 4 c; 5 b popular among them. Ask individual Ss: What’s your favourite
personality? Write on the board the first five celebrities Ss say.
Ask them: What’s the class’s favourite celebrity? Raise your hand
if… is your favourite celebrity. Then have Ss read the example in
Exercise 3 and write about a personality they like.
4 Refer Ss to the survey you carried out. Ask them to write about
two of the celebrities they voted for. Then they look for classmates
that have chosen the same celebrities and share their sentences.
LEARNING TO LEARN Make sure Ss include an actress or
actor, a singer, a football player and an athlete.
Reading p9
1 Ss can say: (a pair of ) glasses, a (Mexican / Jamaican) flag,

pasta, a birthday cake, a medal.
2 Ask: Do you like completing quizzes in teen magazines? Refer Ss to
the Top Stars Quiz and tell them they are going to complete a quiz
about the celebrities on page 8.
COMPARING CULTURES This instance will help Ss realize the
number of Argentinian people that are popular abroad. Elicit different
fields in which people may excel and become popular (other than
football and music), eg: rugby, car racing and tennis, or art, politics
ANSWERS
and literature. Elicit the names of celebrities and then help Ss choose.
2 Topics: family, money, country, birthday, If choices differ, make them realize the value of different opinions.
1
prizes, physical description, favourite things,
pets / V, U, U, C, S, V, U, U, S, U, V, C, K, K, S,
C, K, K, C, V, S, U, K, U, V, S, V, U, K, V K S
3 Sample answers – Birthday: His date of birth
is 5th February, 1984. Her birthday is on
9th April. / Physical description: He’s 1.96
• Encourage Ss to choose the celebrity they know least. Then
m tall. She’s got green eyes. / Family: Her make a list on the board of important information they
father’s family is from Mexico. She hasn’t got
any sisters. / Favourite things: He’s a fan of
might focus on: original name (if different), nationality, age,
Manchester United football team. He’s got a occupation, family, prizes.
collection of sunglasses. / Prizes: He’s got
sixteen gold medals. He’s got an MTV Movie
• Have Ss organize the information in the form of a chart or write
Award for the film Fast and Furious 6. a short paragraph.
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Grammar p10
Draw Ss’ attention to the examples given and ask:

• What type of information is expressed with the verb ‘be’?
(name, age, nationality, occupation, height) What type of
information is expressed with the verb ‘have got’? (physical
description and possessions)
• How do we form the negative of the verb ‘be’? (We use am not /
’m not for I, is not / ’s not for he, she and it, and are not / ’re not
for you, we and they.) How do we form the negative of the verb
‘have got’? (We use has not / hasn’t + got for he, she and it,
and have not / ’ve not + got for I, you, we and they.)
» EXTRA: Write on the board: tall, short, 40, 50, black hair,
blond hair, Uruguayan, sister, German, Italian, long hair, married. ANSWERS
A She’s; He’s; They’re; isn’t; You’re; Are you
Say: Use three of these words to write about someone famous. The B ’m / am, isn’t; Are; is, aren’t
class will guess. C She’s got; She hasn’t got; They’ve got;
We haven’t got; I’ve got; Have you got
D ’ve / have got, hasn’t got; Have; have, hasn’t
COMPARING LANGUAGES Make Ss notice that we use 1 1 is; 2 has got; 3 are; 4 is; 5 is; 6 has got;
have got to refer to possessions or physical attributes. Elicit from 7 hasn’t got; 8 has got
Ss other instances in which the verb be is used instead of the verb
have got (I’m cold, I’m hungry.)
» EXTRA: (after Exercise 2) Ask Ss to write about somebody in

their family / somebody they admire.
Vocabulary p11
1 Say: Write a list of everyday activities that come to your mind.

As Ss provide the words, write them on the board. Then say:
Look at the photos on page 11 and count how many match your
list. If the words grades and save offer difficulty, illustrate their
meaning with synonyms.
2 Use I want to as an instance of exposure, eg: I want to visit my
grandparents but they live far away.
» EXTRA: Choose a S and say: Everyday. He/She answers
with information about him/her, for example, S: I don’t do my
ANSWERS
homework everyday. Do this activity with some Ss and then in 1 a make new friends; b help at home; c get
groups of four. One may take the role of the teacher and the rest to school on time; d be nice to my sister/
brother; e join the gym; f save money; g start
provide information.
1
a new hobby; h read a good book; i get good
grades; j visit my grandparents
4 1 b; 2 a; 3 c; 4 a; 5 b; 6 c
Listening
4 Find out how much Ss know about Justin Bieber. Tell them: 12 Audioscript on page 28
Before listening to the radio programme, read the different
options and predict the answers. Then we will listen and check.
M15_10111_TB1_u1_3PROOF.indd 25 17/12/15 15:15

Reading p12
» EXTRA: (before Exercise 1) Write the following words on the

board. Ask Ss to match the verbs with the nouns or noun phrases,
to form the activities they learnt on page 11.
save grandparents
join a new job
get the gym
visit at home
help good grades
start money
2 Ask Ss: Where are these posts from? (ilearn-teens website)
Where is the girl? (In her bedroom.) How old do you think she
ANSWERS
1 The name of the website is ilearn-teens.
is? (13/14 years old) Who writes the first post? (Lara McKim)
It is a learning website for teenagers. Then ask: Do you find Lara’s post interesting? Why / Why not?
2 1 Lara McKim posts a question. 2 Lara says
that on 1st January, people make New Year’s
Remind Ss of the importance of understanding the whole
resolutions. 3 A resolution is a list of good message rather than words in isolation.
intentions for the new year. 4 Lara’s idea is to
make resolutions for the start of the school year.
4 Share with the class different websites you use for work to
5 jane-t, bluetin and HiMe answer her question. model the expected outcome. Say: I use www.---.uk. It is a
3 jane-t’s resolution: to be a good student, to get
good grades. / bluetin’s resolution: to be a good
teacher’s website. Encourage Ss to share the sites they usually
friend, to be nice to people and help friends. visit. Make a list on the board of the websites Ss mention.
HiMe’s tip to keep resolutions: write
resolutions down and don’t keep them secret.
Then, have Ss vote for the most interesting / funny / popular
Share them with a friend. website.
Grammar p13
Draw Ss’ attention to the examples given. Ask the following

questions to help Ss complete the diagram in Exercise D:
• What do we express when we use ‘want to’?
• Can we use it in all forms?
• How do we form the negative? (We use does not / doesn’t +
want +
to (infinitive) for he, she and it, and do not / don’t + want + to
(infinitive) for I, you, we and they.)
• How do we form questions? (Does + he / she / it + want + to
(infinitive)? / Do + I / you / we / they + want + to (infinitive)?)
COMPARING LANGUAGES Using Spanish and mentioning
1
the three forms for the infinitive (-ar , -er, -ir) will help Ss retain
ANSWERS this structure. Make Ss notice that when the verb follows a
A don’t want to fail; want to get; I want to be;
Do you want to keep pronoun, the form is the same, but the verb is not in the infinitive.
B All answers should be ticked.
D don’t; to infinitive. (see main book for
comments) Do; want
1 1 start; 2 Do … join; 3 save; 4 don’t
2 1 I want to get to school on time. 2 I don’t
want to fail my exams. 3 I want to visit you
every weekend. 4 Do you want to read good
books? 5 Do you want to help me at home?
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Build your skills
Reading p14
» EXTRA: As an instance of integration, you can play hangman

to revise the alphabet and bingo to revise numbers.
Ask: What films do you like? Do you usually go to the cinema

at weekends? As Ss say the films they like you can teach the
different genres: comedy, suspense, animated films, science
fiction, etc. Then refer Ss to the tickets and ask them to find
similarities with the ones they get when they go to the cinema.
» EXTRA: Give some references for Ss to find the

corresponding ticket: T: The film starts at 4.00 pm.
Ss: Spider-Man. Then Ss do the same in pairs. ANSWERS
1 The name of the films are X-Men Origins
» EXTRA: Students prepare a poster for a film they like. Wolverine, The Hobbit and The Hunger
Games: Catching Fire.
Encourage them to be creative. Even though not many words may 2 1 The Hunger Games is on 30th November, at
4 pm. 2 The Hobbit is in 3D. 3 X-Men Origins
be included in a poster, this is a good instance to use classroom is on at half past six. 4 The tickets at Paradise
language and descriptive language when Ss explain to you what Cinema cost £6.50. 5 The Hobbit is on screen 6.
they are doing / have done.
1 You can also ask: How old are these people? Do they look kind?
Do you think it’s a big cinema?
3 After Ss complete the conversation, have an instance of
choral repetition. Then have them practice in pairs. You may
tell them to imagine they are not themselves reading but
somebody else. This will allow Ss to feel less exposed in front
of their classmates. Remind Ss of the importance of stress and
intonation.
» EXTRA: (before Exercise 4) Have Ss copy the different lines

of the dialogue on strips of paper. Have them put the strips of
paper face down and shuffle them. Ss work in pairs and put the
lines in the correct order. As they pick up the different strips, have ANSWERS
1
them read aloud the lines. 1 Star Trek and Despicable Me are on at the
cinema.
5 Give Ss some time to prepare this activity and to rehearse 2 1 Hazel wants tickets for Star Trek. 2 She
buys four tickets.
it. Walk around helping them sound as natural as possible. 3 1 3D; 2 half past six; 3 J; 4 £28
Encourage them to use the words in the Keep it going! section
to sound more natural. Stress the importance of intonation to
sound polite.
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Writing p16
Ask Ss to close their books and ask: Do you like Harry Potter? Who
is the main actor? Do you know the other members of the cast?
What do you know about Daniel Radcliffe?
Refer Ss to the reading and ask them to check if what they
know about Daniel Radcliffe is correct. Then, have Ss complete
Exercises 2 and 3. Focus on the importance of organization to
express yourself clearly.
» EXTRA: Ask Ss to look up information about Emma Watson

and bring it to class the following lesson. In class, carry out a
whole group writing activity about her using Daniel Radcliffe’s
ANSWERS profile as a model. After this, assign the Writing task.
3 date of birth: 2; favourite things: 3;
occupation: 1; family: 2; name and nickname:
1; prizes: 4; friends: 2; pets: 3; place of birth:
2; physical description: 1 Writing task Remember to walk around the classroom
monitoring Ss carefully and catering for their needs. Remind them
of the importance of spelling and punctuation.
12 AUDIOSCRIPT
- Hello, and welcome to ‘Celebrity Profile’. Today, we’re talking about the singer, Justin
Bieber.
- Is Justin his real name?
- Yes, it is. His full name is Justin Drew Bieber.
- I see. Is he British?
- No, he isn’t. He’s a young Canadian singer and musician.
1
- And where is he from in Canada?
- He’s from a small town in Ontario.
- And… when is his birthday?
- His birthday’s on 1st March. He’s still very young for a pop star.
- What’s the name of one of his songs?
- One of his songs is called ‘Never Say Never’. It’s the song for the film ‘The Karate Kid’.
- ‘The Karate Kid’? Jaden Smith, the young American actor, is in ‘The Karate Kid’. Are they
friends?
- Yes, they are. Jaden Smith is a big music fan. He and Justin are friends.
- Is Justin Bieber an actor, too?
- No, he isn’t. Well, not yet!
- Thanks for talking to us today about Justin…
M15_10111_TB1_u1_3PROOF.indd 28 17/12/15 15:15

Answer Key
PROGRESS CHECK 1 exams? 6 Young artists don’t want to Speaking activities
1 1 singer; 2 president; 3 actress; save money. 7, 8 & 9 Students’ own STUDENT A (page 117)
4 athlete; 5 businessperson answers
1 Emma Watson’s nickname is Em. She
2 1 make; 2 start; 3 get; 4 save; 5 join; has got brown eyes. Her birthday is
6 help; 7 is Page 74 on 15th April.
3 1 is; 2 isn’t; 3 has got; 4 hasn’t got; 12 Michael Bublé is 40 years old. STUDENT B (page 119)
5 is; 6 are 13 1 Canada; 2 has got; 3 is; 4 Grammy 2 Freddie Highmore is from London, UK.
4 1 Has Freddie Highmore got brown Awards His birthday is on 14th February. He
eyes? No, he hasn’t. 2 Is Daniel 14 1 True. 2 False. He has got an has got one brother, Bertie.
Radcliffe tall? No, he isn’t. 3 Are enormous collection of records.
Kristen Stewart and Robert Pattinson 3 False. His wife is Luisana Lopilato.
good friends? No, they aren’t. 4 Are 4 False. Michael is from Canada and
you football fans? Yes, we are. his wife is from Argentina. 5 False.
5 1 don’t want to fail; 2 Do you want to They have got a son. 6 True.
read; 3 want to keep; 4 Do they want
to be
Page 75
15 1 d; 2 f; 3 a; 4 g; 5 b; 6 e; 7 c
WORKBOOK
16
Page 72
1 2 actor; 3 actress; 4 football player; FACT FILE
5 athlete; 6 singer; 7 president; NAME: Martina Stoessel
8 TV presenter AKA: Tini
Hidden word: OCCUPATIONS
OCCUPATION: actress, singer and
2 1 dog; 2 tall; 3 Spain fashion model
3 Occupation: model, actor, athlete DATE OF March 21st, 1997
Physical description: tall BIRTH:
Family: sister, mother, grandfather
Prize: gold medal, MTV Award, Oscar HIGHT: 1.65 m
Award FAMILY: mother, Mariana
Country: Spain Muzlera; father,
Pet: dog Alejandro Stoessel,
4 2 is; 3 are; 4 are; 5 are TV producer; brother,
Francisco Stoessel,
5 2 Are, they are; 3 Is, she is; 4 Are,
fashion model
aren’t; 5 Is, isn’t
6 2 Hugo and Marge haven’t got a pet.
3 Have Hugo and Marge got long Extra practice
hair? 4 You haven’t got long hair. 1 get to school on time.
5 Has Anthony got blue eyes? 2 help my brother with Spanish.
6 Hugo and Marge have got blue
3 to fail my history exam.
eyes. 7 Anthony hasn’t got a big
house. 8 You have got a big house. 4 visit my friend Alexis.
Page 73 Pulse magazine

7 start, read, be, get, save, help, visit, 2 1 Kristen’s middle name is Jaymes.
join 2 Her nicknames are Kris and KStew.
8 2 visit; 3 follow; 4 save; 5 read; 3 Her birthday is on 9th April.
6 start; 7 get; 8 is 4 Her co-stars in the Twilight saga
are Robert Pattinson and Taylor
9 Pupil’s own answers
1
Lautner.
10 2 Do you want to get good grades? 5 Her brother’s names are Dana,
3 I don’t want to save money. Taylor and Cameron.
4 You want to visit grandfather every 6 Her father’s name is John.
Wednesday. 5 Do you want to see 7 Her mother is from Australia.
the new film? 6 Mike wants to start a 8 Kristen’s favourite singer is Van
new hobby. Morrison.
11 2 Peter wants to pass his exams. 9 Her favourite food is pasta.
3 Does Peter want to save money? 10 She’s from Los Angeles, in the USA.
4 Young artists want to be famous.
5 Do young artists want to pass their
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School days
Vocabulary p18
1 Ask Ss to have a look at the poster and do Exercise 1. They can

say: This is a poster of the School of Performing Arts. It gives
information about obligatory subjects and options in year 1.
Ask leading questions: Is this a poster of a technical school?
Find three subjects you also have at school. Find three subjects
that are different. How many subjects are obligatory / optional?
2 Once Ss do Exercise 2, ask: Which subjects from the poster do
you study? Are they easy or difficult? What’s your favourite one?
3 Before Ss practise in pairs, direct their attention to the ‘Look!’
box and make sure they understand the use of to be good /
bad at something.
ANSWERS
2 a music; b maths; c dance; d ICT; e PE;
» EXTRA: Say key words and have Ss name the school
f science subjects, eg: T: Computers, software. S: ICT!
LEARNING TO LEARN To round off, have a last instance of

repetition. A further instance could include replacement of information
following the model, eg: On Tuesday, I’ve got history, PE and music.
Reading p19
1 Ss can say: two students / Japanese girls, a teacher, a

classroom, art class.
! Point out that Joshibi is a real school in Japan. You can get
more information at http://www.joshibi.ac.jp/fuzoku/en/index.html
» EXTRA: (after Exercise 3) Write the following key words on the
board: draw, study, week, start, finish, break, festival. Ask Ss to skim
the text for these words and then use them in sentences to talk about
the text.
COMPARING CULTURES Draw two columns on the board

with the headings: Joshibi and Our school. As Ss read out their
sentences, write them under the headings. Then call on individual
Ss to say what they like / don’t like about Joshibi.
ANSWERS
2 1 The article is about the Joshibi High School
of Art and Design. 2 It is in Tokyo, Japan.
3 The main subject in this school is art.
3 1 F; 2 T; 3 F; 4 F; 5 T; 6 T
2
• Give Ss some guidelines to organize their work in the form
 SUGGESTED SITES FOR WEB QUEST:
http://www.yesaustralia.com of a table so that they can use it later on to report to their
http://www.wnyc.org/schoolbook/guides/ classmates. Possible headings are: timetable, number of
understanding/
https://en.wikipedia.org/wiki/Education_in_England students, subjects, uniform, exam regulations and any other
that Ss may find.
• Have Ss make a poster with the different tables so that
everybody gets to know about schools all around the world.
• To round off, ask Ss if they would copy any of the
characteristics of these schools for their own.
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Grammar p20
Draw Ss’ attention to the examples given and the different uses.
Elicit the structure that conveys that meaning. Ask the following to
raise awareness:
• What do we express when we use present simple?
• How do we form the present simple affirmative? (We add -s
for he, she and it.)
• How do we form the negative? (We use don’t + verb for I,
you, we, they and doesn’t + verb for he, she and it.)
COMPARING LANGUAGES Have Ss notice that in Spanish
we use different inflections for different personal pronouns.
English looks much simpler!
ANSWERS
A go; study; doesn’t have; studies; loves
B habits and routines / likes
D work; don’t work; works; doesn’t work
1 1 goes; 2 studies; 3 start; 4 like; 5 sings;
6 loves
Vocabulary p21
» EXTRA: (after Exercise 1) Say the verbs at random and ask Ss

to quickly identify the photo. Then say a letter and ask Ss to say
the corresponding activity.
3 Ask: Can this be a description of your day? Why? Give Ss some
minutes to do the task and then ask them to read it aloud to
their classmates. Ask them to see if their day is similar. Tell Ss
they have to check on form, spelling and punctuation – they
can refer to the present simple table on page 20.
» EXTRA: Have Ss write about an ordinary Saturday and ask
them to include a lie in their description. Tell them to read out the
description so that their classmates can spot the lie. They can
also write a description of a famous person’s day and ask their
partners to guess whose day is being described. Remind them
ANSWERS
that they should focus on the third person singular. 1 a get up; b have a shower; c have breakfast;
d tidy my room; e go to school; f have lunch;
g do my homework; h watch TV; i have
dinner; j go to bed
Listening 4 1 b; 2 a; 3 a; 4 b
2
4 Mime different everyday activities and ask Ss to identify them.
Write them on the board. With books closed, tell Ss they are
going to listen to a girl talking about her typical school day. Ask
them to say which activities she mentions.
17 Audioscript on page 34
» EXTRA: Say key words about the listening text and have Ss
provide correct information using them, eg: T: Maths. S: Rebecca
doesn’t like Maths. Ss can do the same in pairs.
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Reading p22
Ask: Who can you see in this picture? Where are they? Lead Ss
to predict what information is included in the text (Messi’s day,
description of the Barcelona residence, names of football players
in the team). For more information: http://www.fcbarcelona.com/club/
facilites-and-services/masia
4 To make the activity more communicative, lead Ss to notice
whether there is coincidence or not among them. Encourage
them to use expressions like Really? to express surprise or I
agree to show agreement.
» EXTRA:
a Ask Ss to find in the text new verbs that refer to routines and
ANSWERS to use them to talk about their days, eg: come back, train,
1 The article is about the FC Barcelona’s new
residence. connect to the Internet, play games.
2 1 FC Barcelona’s new residence is located in b For oral practice and as an instance of integration, ask Ss to tell
the south of Barcelona, Spain. 2 Many young
football players live there. you whether the following information is correct or incorrect. If
3 6.45: They get up. 7.00: They have breakfast. incorrect, ask them to correct it.
8.00: Classes start. 2.00: Classes finish.
2.15: They have lunch. Martin gets up at 7. / He goes to school by bus. / He does
homework in the evening. / He trains in the morning. / The
school teaches values. / He plays games at lunch time.
Grammar p23
Have Ss notice that the examples in Exercise A refer to the first and
second person plural. After dealing with use, make them compare
the question forms in Exercise C to the rest of the persons in the
table. Ask the following questions to help Ss complete the diagram
in Exercise D:
• What do we express when we use present simple?
• How do we form questions? (We use auxiliary ‘do’ / ‘does’.)
• What follows the auxiliary?
• What follows the pronouns? (The infinitive) Make Ss notice
that the infinitive and the verb form in the affirmative are
not the same. If useful, use L1 for this explanation.
» EXTRA: Write the following words on the board: you, do, does,
friend, you, not, play, at, work, morning, the morning, breakfast,
2
ANSWERS: have, 3. Ask Ss to use them to make questions to their
A Do; go; do / Do; train; don’t
B routines classmates.
D Do; study / Does; study
1 1 Does; Yes, he does. 2 Does; No, he doesn’t. COMPARING LANGUAGES Making questions in English
3 Do; No, they don’t. 4 Do; Yes, they do. 5 Do;
No, they don’t. is sometimes difficult for language learners. Make Ss notice the
2 1 Do you play football at school? 2 Does he importance of ‘do’ and ‘does’ in this case as indicators of verb
like his teachers? 3 Do they study English?
4 Does she have classes on Saturdays? tense and their special position in the sentence. Highlight the
5 Does he start school in March? 6 Do they importance of rising intonation for Yes/No questions.
learn values?
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Build your skills
Reading p24
Refer Ss to the noticeboard on page 26. Ask: Where can you

see posters like these? (At school / At the club / At the Centro
Cultural.) Then ask them if they have a similar one at school or at
the club they attend. Ask them what type of information they can
find on those noticeboards and if they find them attractive.
2 Remind students to account for their choices. Even if they
make mistakes, focus on the information they give.
3 Give students some minutes to do the activity in pairs. Then
ask them to share with other groups and find similarities and
differences.
» EXTRA: Give Ss some hints so that they identify the
corresponding picture in the posters on the noticeboard, ANSWERS
1 The posters are about after-school activities.
eg: T: You practise it on Thursdays. S: Football. 2 1 The choir practice is on Wednesdays.
2 The drama club starts at 3.30. 3 The
» EXTRA: If your school or the Ss’ union organize different football training finishes at 5.00. 4 The
orchestra practice is in the hall. 5 On Fridays
after-school activities, ask your Ss to design a poster advertising you can go to the art club.
them. If not, ask them to think of different activities they would
include if they had the chance to organize them.
1 Give Ss some seconds to discuss the questions and then share

answers with the whole class.
3 Do choral repetition of the lines, focusing on intonation to
convey meaning.
4 Have Ss do this activity in pairs, walk around helping them to
sound as natural as possible. Allow more fluent Ss to add extra
information.
5 Give Ss some time to prepare this activity and to rehearse it.
Encourage them to use the words in the Keep it going! section
to sound more natural. Stress the importance of intonation to
sound polite. Do some isolated practice on the intonation of
the words if necessary.
2
ANSWERS
1 1 Rebecca is in an institution / a hall.
2 The woman is Ms Jones.
2 1 Rebecca asks about the choir. 2 Yes, she
signs up for it.
3 1 Wednesdays; 2 quarter to four;
3 five o’clock; 4 Music room
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Writing p26
Report writing is a very common school activity, even though

people in general do not need to write reports in their everyday
life. It is a necessary tool to organize information that the writer
has gathered, for example, in the form of a survey. Discuss with Ss
what type of reports they write and the purpose for writing.
Explain to Ss they will learn how to get information and how to

report it. Ask them to pay attention to the questions and the
answers in the report.
Make Ss notice how the answers to the questions are recorded

in the chart and how they are used in the report. After this
discussion, refer Ss to the ‘Write it right!’ section for them to see if
what they mentioned is already included there.
When Ss are writing, encourage them to pay

attention to punctuation and spelling (something young people
neglect nowadays!). If necessary allow more than one draft.
Ask them to write a final copy in their computers if they use a
computer at school; if not, they can do it as homework.
» EXTRA: They can share the reports with the rest of the class
to learn more about their classmates.
17 AUDIOSCRIPT
Hi! I’m Rebecca and I’m going to tell you about my typical school day.
I get up at seven o’clock and I get dressed. Then I have breakfast and after
2
that I go to school by bus. My sister gets the school bus too. School starts at
9 o’clock.
Today is Monday, so my first class is maths. I don’t like maths! School finishes
at half past three. On Mondays I stay for drama and on Thursdays I’ve got
football training.
I want to sign up for the choir, too – I love singing! When I get home after
school,
I watch TV for a bit and then I have dinner at six o’clock. Then I do my
homework and meet my friends or go out on my bike. On school nights, I go
to bed at half past nine.
I go to bed later at the weekend!
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Answer Key
PROGRESS CHECK 2 Page 78
1 1 geography; 2 drama; 3 science; 11 The text is about a special school in
4 history; 5 ICT; 6 maths London, the BRIT School.
2 1 get; 2 have; 3 tidy; 4 have; 5 watch; 12 1 BRIT School; 2 London; 3 famous;
6 do; 7 have; 8 go 4 singer
3 1 goes; 2 don’t go; 3 study; 4 doesn’t 13 1 False. It’s a school for performing
like; 5 does arts. 2 False. Many of its past
4 1 Do; 2 do; 3 Does; 4 doesn’t; 5 Do; students are famous. 3 False. BRIT
6 don’t School is free. 4 False. Students
don’t wear a uniform. 5 True.
5 1 He gets up at 8.00. 2 They have
lunch at school. 3 Do you have
a shower in the morning? 4 She Page 79
doesn’t go to school by bus. 5 Does 14 1 j; 2 d; 3 h; 4 a; 5 k; 6 i; 7 b; 8 l; 9 f;
she do her homework after dinner? 10 c; 11 g; 12 e
15 1 Do you get up early? Yes, 7.00.
WORKBOOK 2 Do you go to school by bike? No,
Page 76 I don’t. 3 Do you practise sports at
school? 4 Do you have a favourite
1 2 technology; 3 science;
subject? ICT. 5 Do you get home late?
4 citizenship; 5 history; 6 dance
Yes, 5.00.
2 1 maths; 2 French; 3 drama;
4 geography
3 2 music; 3 ICT; 4 history; 5 2 School starts at 8 in the morning.
geography 3 We don’t play tennis at school.
4 2 teaches; 3 don’t do; 4 plays; 5 go 4 We don’t wear a uniform at school.
5 2 School starts at 7.00 in the 5 Do Fred and Henry walk to school
evening. 3 It finishes at 11.00 pm. every morning? 6 Does Maria study
4 Martina and her friends don’t wear ICT at school?
a uniform. 5 They study Spanish,
maths, history and geography.
Pulse magazine
6 They don’t have PE lessons.
7 Martina is very good at Spanish. 1 Boarding schools are different
because students eat, sleep and
study there.
Page 77
2 1 No, David doesn’t see his family
6 1 b; 2 a g i j; 3 e; 4 d f; 5 h; 6 c at the weekends. 2 Yes, he likes his
7 2 has breakfast; 3 tidies; 4 goes teachers. 3 His favourite sports are
to school; 5 has lunch; 6 does his cricket and rowing. 4 No, he doesn’t.
homework; 7 goes to bed He does sports and other activities.
8 2 have breakfast; 3 tidy my room; 5 No, he doesn’t study thirty-five
4 go to the club; 5 play basketball; subjects, he has thirty-five classes
6 have lunch; 7 have a shower; every week.
8 watch TV; 9 have dinner; 10 go to 3 1 has classes; 2 has classes; 3 does
bed sports and other activities; 4 does
9 2 A Does, B he/she doesn’t; 3 A Do, his homework; 5 goes to bed
B I do; 4 A Do, B they do; 5 A Does,
B she does
10 3 Does Sabrina have lunch at home?
No, she doesn’t. 4 Do Marge and
Janet have lunch at home? Yes, they
2
do. 5 Does Sabrina go swimming
before school? No, she doesn’t. 6 Do
Marge and Janet go swimming before
school? Yes, they do. 7 Does Sabrina
study in the library? Yes, she does.
8 Do Marge and Janet study in the
library? No, they don’t.
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Active!
Vocabulary p28
1 Ask Ss to look at the website and ask: Do you like sports? Do

you practise any sports after school? Write the sports Ss mention
on the board. Then invite them to check if these sports are
offered on the website. Once Ss do Exercise 1, ask: What’s the
name of the Sports Centre? When can you do these activities?
(Possible answer: On our free time.) As Ss mention the sports
they practise, ask them questions like the ones in Exercise 3.
3 Remind Ss of the use of on + days of the week.
LEARNING TO LEARN At this point, Ss will be ready to
understand the value of collocations. Let them suggest other sports
if they want and add new vocabulary if necessary.
» EXTRA: Have a S mime a sport for the class to guess.

Encourage Ss to ask questions as the ones in Exercise 3. The S to
guess correctly mimes the next sport.
» EXTRA: Ss can think of possible activities to practise after

school. They prepare a poster to advertise them.
Reading p29
1 Ask: Who can you see in the picture? Where are they? Refer Ss
to the summary profiles and have them predict what the text
will be about.
! Tell Ss that they can find out more about the Wheeler sisters
at www.bellewheeler.co.uk and www.paigewheeler.co.uk.
» EXTRA: Ask Ss to find in the text words that mean:
• quick paragraph 1 (fast) • win paragraph 3 (beat)
• limit paragraph 2 (top speed) • have fun paragraph 5 (enjoy)
» EXTRA: Have Ss read the text again, silently. Tell them that you
will say facts about Belle and Paige that are not completely true and
they will have to correct them. Say: Paige and Belle live in America.
(I) / Belle likes design. (I) / Belle’s favourite colour is pink. (I) / Paige
ANSWERS
1 I can see two girls standing beside two race likes volleyball. (C)
cars.
2 1 T; 2 T; 3 T; 4 F COMPARING CULTURES Ask Ss to look for information about
3 1 135; 2 80; 3 usually plays volleyball and
3
goes shopping, meets her friends and plays
teenage referents in sports. Have them write a short profile as the
video games. 4 a helmet and special clothes; ones shown in the reading. This will give them the opportunity to
5 design and technology: textiles, art
appreciate effort and realize that they can also reach goals.
• Encourage students to choose a country of their interest, it

may be in relation of a sport they like.
• Point out the value of learning about other people’s culture.
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Grammar p30
Draw Ss’ attention to the examples given. Refer them to the chart
in Exercise 3 to illustrate and explain the concept of frequency.
Explain that the dots symbolize the number of times something
takes place. To check understanding, invite Ss to think of other
graphic features to illustrate the concept.
COMPARING LANGUAGES Lead Ss to notice that English is
a structure-based language. Even if they have to memorize certain
patterns, Ss will find this knowledge useful. They will feel safe
following the given pattern.
» EXTRA: Divide the class into groups and assign different

activities. One group can prepare a poster to show the meaning
ANSWERS
of frequency adverbs. Another group can write true sentences A usually; always; sometimes; never; always
about everyday work at school. Ask another group to write about B They are sometimes late for school. They
always wear a helmet.
routines outside school. Put up all posters on the board for D person + be + adverb of frequency
further exploitation. person + adverb of frequency + other verbs
1 1 I sometimes watch sports on TV. 2 She
» EXTRA: As you mention different frequency adverbs, Ss never does yoga in the morning. 3 They often
play basketball. 4 They are usually on time
mention activities they do at school or outside school. T: Never. for their PE classes.
S: We never eat in the classroom.
Vocabulary p31
» EXTRA: Say the activities at random and ask Ss to

identify the picture. Then say a number and ask Ss to say the
corresponding action. Ss can do the same in pairs.
2 Use the prompts in the box to share information about you
with the class. Explain the meaning of once and twice if
necessary.
» EXTRA: Tell Ss that you overheard what they were talking
about and that you want to share what you heard with them. If they
are wrong, Ss should correct your statements. T: XX goes swimming
every day. Ss: No, he/she goes swimming on Saturdays.
3 This is a good opportunity for Ss to share true information
and get to know more about each other. Allow Ss time to think ANSWERS
about who they want to write about and have them organize 1 a go cycling; b go skiing; c go skateboarding;
3
d go swimming; e go horse-riding; f go
their writing. Walk around and help Ss to edit their work. hiking; g go fishing; h go diving; i go surfing
» EXTRA: Ss write about a famous cartoon character and read 4 c; e; f

5 1 F He buys tickets for one adult and two
their description aloud. The rest of the class guesses. children. 2 F They’ve got two hours in the
pool. 3 T; 4 F She books a place for next
Tuesday. 5 T; 6 T
Listening 22 Audioscript on page 40

4 (before listening) Write the following labels on the board: go, play,
have. Have Ss write activities related to sports under each category.
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Reading p32
Ask: Where are these photographs from? Who can you see in
them? What are they about? Accept different answers at this stage.
! Tell Ss that Jack Robinson is a real surfer. They can see

videos and photos of him on Facebook! (https://www.
facebook.com/JackRobinsonofficial?fref=ts).
» EXTRA: In pairs, have Ss comment surprising facts from the
interview. Have them read the sentence(s) that describe these
facts to their partners. To make the activity more communicative,
lead Ss to notice whether there is coincidence or not among
them. Encourage them to use expressions like Really? to express
ANSWERS surprise, or I agree to show agreement.
1 The boy is Jack Robinson. He is good at surfing.
2 Town: Margaret River; Country: Australia;
Main activity: Surfing; Other free time
» EXTRA: Ask Ss to find sentences in the interview that refer to
activities: Fishing, exploring in the forests Jack’s routines (I exercise every day. / I go surfing when there are
and playing table tennis. big waves. / I usually go to the beaches near my home. / I often
3 1 Jack goes surfing every day. 2 He goes surfing
when there are big waves. 3 He usually goes go fishing and I sometimes go exploring in the forests near my
surfing at the beaches near his home. 4 He home. / I also play table tennis with my friends.)
sometimes goes exploring in the forests near
his home. He also travels around the world to go
surfing. 5 No, he doesn’t. His father cuts his hair.
4 1 As Jack lives in a town near the beach, it
is natural that his favourite sport is a water
sport: surfing.
Grammar p33
Draw Ss’ attention to the examples given. Ask the following

questions to help Ss complete the diagram in Exercise D: What
Wh- word do we use to ask about: place (Where), frequency (How
often), time (When), people (Who), objects or animals (What)?
You may also write more examples on the board to reinforce the
use of Wh- words in questions.
» EXTRA: Write the following words on the board: go, do gym,
go cycling, watch TV, play computer games, get up. Invite Ss to
use them in questions that you will answer afterwards.
» EXTRA: In pairs, Ss write three Wh- questions and then cut them
into pieces, one per word. Have Ss shuffle the pieces of paper and
exchange them with another pair. Pairs put the questions in order
3
and answer them.
ANSWERS
A How often; When; What
B a complete sentence.
» EXTRA: Tell Ss they should guess the question you are
answering. T: On Mondays. Ss: When do you do gym? When do you
D Wh- word + do + I / you / we / they + play
Wh- word + does + he / she / it + play visit your friend?
1 1 Where does Jack live? 2 When do you go
cycling? 3 Where does she go fishing? 4 How COMPARING LANGUAGES Remind Ss of the importance of
often do they go surfing?
word order in English. Explain that auxiliaries are included before
2 1 Where does Sally live? 2 When does Sally
go to the beach? 3 What does she see the subject to ask questions. Make sure they realize how this is
underwater? 4 How often does she go diving?
different in their mother tongue.
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Build your skills
Reading p34
Explain the meaning of survey (a set of questions that you ask a

large number of people). You may refer Ss to the illustration and
show them the type of questions that are included in surveys and
how the answers are already provided for people to choose.
Ask Ss to imagine they are going to complete the survey. What

information would they change or add? Then, have Ss answer the
survey and check if there are coincidences. For example, you may
ask: How many Ss go to the swimming pool every day? How many
Ss go twice a week or more? And once a week?
» EXTRA: In groups, Ss prepare a new survey and collect ANSWERS

1 I can see swimmers and a big swimming pool.
2 1 Hazel is 13 years old. 2 Hazel goes to the
information among their peers. Then they write the results on the
pool once a week. 3 She usually goes to
board for class discussion. the pool at weekends. 4 No; Hazel doesn’t
do aqua-aerobics. 5 She takes swimming
classes. 6 She also plays table tennis.
» EXTRA: At the beginning of the lesson, ask: How much

do you remember about sports? Name sports you do with your
hands, sports you practise with a ball, sports you do in the gym
and sports you practise in the park.
1 Ask Ss to account for their choice.
2 Ss can refer to the activities previously mentioned.
3 Practise reading aloud. Focus on intonation and pronunciation.
» EXTRA: (before Exercise 4) Engage Ss in pair work. Have Ss
copy the lines of the answer column in Exercise 3, including their
own information, ie activities they do. Then ask them to write the
lines of the conversation on different slips of paper. Ss shuffle the
slips of paper and pass them over to another pair who will put the
conversation in order and read it aloud. ANSWERS
3
1 asks
4 Encourage Ss to sound natural and to use their body language 2 1 The survey is about the sports centre.
to convey attitude. Walk around and monitor. 2 The boy goes swimming and does yudo.
3 1 can I ask you a few questions? 2 How often
do you use the sports centre? 3 And what
other sports do you like doing?
M15_10111_TB1_u3_2Proof.indd 39 17/12/15 16:28

Writing p36
Refer Ss to the design of the survey. Point out the use of the pie
chart to illustrate the results. Ask them if they use this graphic
feature in other subjects. If so, ask them to give examples.
Remind Ss of the organization of the text. Ask them: Why is it

advisable to have three paragraphs? How are paragraphs shown?
(Through the use of capital letters, double lines to separate them
and the use of full stops.)
Go through the plan provided and invite Ss to

write the survey results. Walk around and monitor. Provide help if
ANSWERS
3 1 The introduction is about the number of necessary.
students in the group and how many of them
do physical activity out of school. 2 The body
is about how often they do physical activity
and which sports they choose to do. 3 The
» EXTRA: Have Ss interview their teachers with the survey in
conclusion says that most students in the
Exercise 1. Then have them write a report and share their results
group do some physical activity out of school. with the rest of the class.
» EXTRA: Provide made up pie charts with different headings,

eg: Weekend activities, Places to spend holidays, etc. Show
results in percentages according to age. Place the pie charts on
the board and invite Ss to work in groups. Each group should
write a concluding paragraph to show the results. Walk around
and monitor.
22 AUDIOSCRIPT
1
Dad: Hello! Three people for the swimming pool, please.
Receptionist: Adults or children?
Dad: One adult and two children, please.
Receptionist: That’s ten pounds, please.
Dad: Ten pounds? Here you are.
Receptionist: Thanks!
Dad: How much time have we got in the pool?
Receptionist: You’ve got two hours.
Dad: OK, great. Thanks!
2
Receptionist: Hello, Sunnyside Swimming Pool. Can I help you?
Girl: Oh, hello. Yes – I’d like to know if you have aqua aerobics classes at the
pool?
Receptionist: Yes, we have. The classes are twice a week, on Tuesday and Thursday
evenings.
3
Girl: Oh, great.
Receptionist: They’re very popular, so it’s a good idea to book if you want to come.
Girl: Oh, OK. Can I book a place for next Tuesday then?
Receptionist: Yes, of course. What name is it, please?
Girl: It’s Vanessa Brown…
3
Receptionist: Hello, can I help you?
Boy: Yes – do you have diving lessons here?
Receptionist: Yes, we do. They’re once a week, every Wednesday evening.
Boy: Ah, OK. And do you have different levels?
Receptionist: Yes, we do – can you dive already?
Boy: No, I can’t. I can swim, though! I want to learn to dive as well.
Receptionist: Great idea! The beginners’ lesson is at 6 o’clock…
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Answer Key
PROGRESS CHECK 3 11 2 What is your favourite free time Consolidation A
1 1 I do yoga. 2 I do gymnastics. activity? 3 How often do you play 1 1 science; 2 athlete; 3 usually;
3 I play volleyball. 4 I play tennis. football? 4 What do you do every day 4 have; 5 go; 6 listen; 7 do; 8 take;
5 I take dance classes. 6 I do karate. at school? 9 hard; 10 weekends; 11 tidy; 12 help;
2 1 go; 2 do; 3 go; 4 play 13 cycling; 14 play; 15 plays; 16 want;
Page 82 17 make; 18 save; 19 to; 20 grades
3 1 hard; 2 fun; 3 calm; 4 easy
12 A family of athletes 2 1 What are Dominic’s favourite
4 1 times; 2 every; 3 twice; 4 weekend
subjects? 2 Has she got a pet?
5 1 We often play football at school. 13 1 Argentina; 2 pole vaulting; 3 to be
3 Is Dominic a football fan? 4 Does
2 They usually do aerobics at the a world champion; 4 in London; 5 his
she play football?
sports centre. 3 She is sometimes children to train
3 1 Dominic isn’t 14 years old. She is
late for the races. 4 We never go 14 1 Germán, Guillermo and Valeria do
13 years old. 2 She hasn’t got a cat.
horse-riding. pole vaulting. 2 Guillermo wants to
She has got a dog. 3 She doesn’t
6 1 How often do you; 2 Where does beat his record. 3 Mr Chiaraviglio
take dance classes on Fridays. She
he; 3 When do they; 4 What does she always helps his children to train.
takes dance classes on Thursdays.
4 Germán and Valeria usually live
4 Dominic and her brother don’t
in Argentina. 5 All the Chiaraviglios
WORKBOOK like basketball. They like football.
meet in Santa Fe for the summer and
5 She doesn’t want to save money
Page 80 winter breaks.
for a smart phone. She wants to save
1 1 yoga; 2 volleyball; 3 gymnastics; money for a tablet.
4 dance lessons; 5 table tennis; Page 83 4 1 Where; 2 How often; 3 When;
6 martial arts; 7 basketball;
15 2 Go ahead! 3 How often do you 4 What
8 aerobics
go to the sports centre? 4 I go
2 Do: yoga, gymnastics, martial arts, swimming twice a week; 5 what
aerobics Project A
other sports do you like? 6 That’s all!
Play: volleyball, table tennis, 2 1 a typical day; 2 Four; 3 first
16 Green: twice a week; Blue: every
basketball
day; Red: never
Take: dance lessons
17 1 There are thirty students in my
3 1 easy, hard; 2 fun; 3 cool; 4 fun
class. 2 Twenty-one students usually
4 never – sometimes – often – do physical activity out of school.
usually – always 3 Most students go to the park twice
5 2 Alan sometimes plays volley at the a week. 4 Fifteen students go cycling
club. 3 The kids are always happy at in the park twice a week. 5 Six
the sports centre. 4 Steven usually students play in the rugby club team.
does yoga before dinner. 5 Patricia is 6 They practise every day.
never late for school.
6 1 Molly never does judo. 2 Molly
often takes dance lessons. 3 Alex
Students’ own answers
and Gordon often play softball.
4 Alex and Gordon go skate-boarding
every day. 5 My grandmother never Pulse magazine
goes fishing. 6 My grandmother 1 Four winter sports are mentioned in
usually plays table tennis. the text.
2 1 Canada’s national sport is ice
Page 81 hockey. 2 Ice-hockey players hit a
7 2 go skate boarding; 3 go hiking; puck (a rubber disc) with their sticks.
4 go cycling; 5 go swimming; 3 Yes, ice-hockey teams got six
6 go skiing; 7 go horse-riding; players. 4 Whistler is a very popular
8 go surfing; 9 go diving ski resort. 5 No, Whistler hasn’t got
8 2 Henry goes surfing every weekend. 39 ski runs, it has 200. 6 A Canadian
3
3 Thomas and Lorna go cycling Challenge race finishes at 10 pm.
three times a week. 4 Harry goes 7 To go ice biking you need a bike
swimming every day. 5 Thomas and with special tyres that can travel on
Sam go fishing once a week. 6 John ice. 8 In winter, people can watch
goes skate boarding every day. ice-bike races in many Canadian
towns.
9 2 When; 3 What; 4 How often; 5 Where
10 2 When does Federico go to school?
3 What does Federico do at
weekends? 4 How often does
Federico go swimming?
M15_10111_TB1_u3_2Proof.indd 41 22/12/15 11:16

Looking good
Vocabulary p40
Tell Ss you are going to talk about fashion. Bring a fashion or a Sunday
magazine and show them some pages. Describe what people are
wearing. Ask: Is fashion important to you? What clothes come to your
mind when we talk about fashion? On the board, write the words Ss
mention in different balloons. You may label them as clothes, colour,
sizes, etc. This will let you see how much vocabulary on the topic Ss
know. Use drawings to illustrate.
1 Ask: Are the items of clothing on our list included in the quiz?
And the adjectives? On the board, write a tick next to the items
that appear in the quiz and complete the list with new ones.
2 Encourage Ss to visualize the clothes as they repeat the words.
ANSWERS
1 It’s about fashion and clothes.
» EXTRA: Ask: Who’s wearing it? Mention any item of clothing.
Ss that are wearing the item should stand up and answer. T: Red
trousers. Ss: Me.
» EXTRA: Ss describe a celebrity through his/her clothes.

S: She usually wears big black shoes. (Lali Espósito)
LEARNING TO LEARN Kinesthetic Ss will profit from this activity.

It avoids translation and reinforces learning. Remind Ss of the
importance of visualizing objects and actions to remember their
meaning.
Reading p41
Ask: Who can you see in this picture? Where are they going?
web article. Have them read the sentence(s) that describe these
lead Ss to notice whether there is coincidence or not among
them. Encourage them to use expressions like Really? to express
surprise, or I agree to show agreement.
» EXTRA: For further oral practice, ask Ss to read the article

again, silently. Then ask them to tell you whether the following
information is correct or incorrect. If incorrect, ask them to correct
ANSWERS it. Prom night is a very special night for university students. /
1 The special event is prom. The clothes I can see
Students travel to the prom by taxi. / Girls usually wear jeans.
4
are: suit / jacket & trousers, tie, dress, shoes.
2 1 The article is about prom night. 2 Students
in the USA always wear special clothes for COMPARING CULTURES Ss can also look for information
prom: girls wear formal dresses and boys wear
about proms in other countries.
tuxedos. 3 Stuck at Prom® is a competition.
4 Lara and Cole are Stuck at Prom® winners,
their clothes are made of Duck Tape®.
3 1 beautiful, formal dresses; tuxedos;
2 clothes made of Duck Tape®; 3 a $10,000
scholarship for each participant and $5,000
for the school; 4 a black and purple suit jacket, • In this website, Ss will find original designs and the name of
black trousers, a purple waistcoat and a black the winners. Invite them to choose their favourite ones and to
tie; 5 a beautiful dress made of the special tape
describe them. S: Mia is wearing a short white and red dress.
M15_10111_TB1_u4_2Proof.indd 42 17/12/15 15:30

Grammar p42
Draw Ss’ attention to the examples given. Explain the concept of

actions in progress at the moment of speaking vs habits. Explain that
the present continuous tense is also used to describe what people are
wearing.
» EXTRA: A S mimes an action and the rest of the class guesses
what he/she is doing.
» EXTRA: Blindfold a S and ask him/her to guess what a

classmate at the front is miming. S: Is he/she playing tennis?
Ss: Yes, he/she is. or No, he/she isn’t.
» EXTRA: Have Ss look at the picture on p 42 for a minute and

memorize what everybody is doing. Then ask them to close their ANSWERS
books. Say a name and have Ss describe what is being done. T: June A isn’t wearing; ’s wearing; ’s wearing;
Is / wearing
and Jane. Ss: They are riding a bike. B Describe people in pictures. Talk about actions
» EXTRA: Have Ss look at the picture on p 42 again. Then write

in progress at the moment of speaking.
D Verb be + -ing form of a verb
1 1 Jack and Rufus aren’t walking; they are
exponents on the board with false information. In pairs, Ss correct
running. 2 Amy and Beth aren’t going to school;
them. For example: Jack is walking. / Jane is wearing a long dress. they are going to a party. 3 Amy isn’t carrying
flowers; she’s carrying a present. 4 Jane and
June aren’t riding a horse; they are riding a bike.
2 1 Are you using a computer now? 2 Is it
raining at the moment? 3 Is your teacher
speaking English now? 4 Are your friends
wearing jeans? 5 Are your parents working
today?
Vocabulary p43
At the beginning of the lesson, ask: Where is this webpage from?

Do you usually visit pages like this one? How old are the people there?
Have Ss read the comments on the webpage and ask: Have you got
something in common with any of them?
1 First, have Ss identify words that are familiar to them (sporty,
serious). To illustrate the meaning of the rest of the adjectives,
you may refer to famous people or people familiar to the
group.
» EXTRA: T: Say the name of a famous actress who is cheerful.
Ss: Natalia Oreiro / Jimena Barón. T: Say the name of a teacher who
4
is sporty. Ss: [name of teacher]. Ss do the same in pairs. Next, you
mention a person and Ss say an adjective that describes him/her.
ANSWERS
1 a confident; b friendly; c shy; d cheerful;
e lazy; f serious; g kind; h sporty; I smart
M15_10111_TB1_u4_2Proof.indd 43 17/12/15 15:31

Reading p44
1 Before starting this exercise, ask Ss about their favourite

colours. If possible, encourage them to account for their
choices. Next, ask them to read the guide to see if the colour
they like is mentioned.
» EXTRA: Ask: What colour does your best friend / mother /
sister like? Does this colour describe his/her personality? What do
you think?
Listening
ANSWERS:
1 The girl in picture a is wearing a black sweater;
» EXTRA: (before listening) Say a colour and Ss give the
the girl in picture b is wearing a yellow dress;
adjective.
the girl in picture c is wearing a red T-shirt.
2 1 The guide gives information about the colours » EXTRA: Once Ss have finished Exercise 6, play the track once
red, yellow, blue, green, orange and black. again. Invite them to write some of the sentences they hear. Then
2 Colours express personality characteristics.
3 1 confident, likes competitions; 2 cheerful, friendly check as a class.
and sporty; 3 smart, not friendly; 4 good friend,
doesn’t like orders; 5 likes adventures, a bit lazy at Note: Point out that the word ‘jumper’ mentioned by the expert
school; 6 serious, shy, kind, helps people speaking about personality is a word British people use to refer to
5 People from photos a and b.
6 First person: shy, serious, creative. Second ‘sweater’.
person: sporty, confident, cheerful.
Grammar p45
In pairs, have Ss do Exercises A, B, C and D. Walk around and

monitor. Provide help if necessary.
» EXTRA: Ask Ss to provide true sentences replacing the verbs
in blue in C. Invite some Ss to write their exponents on the board
for class discussion.
» EXTRA: Ss write about different people at school. Ask them

to write about their everyday actions and what they are doing
at the moment. For example: She meets the teachers every day.
She is talking to [name of student or teacher] now. (The head of
the school.) The rest of the class guesses. Then, have Ss do this
activity in pairs.
4
ANSWERS » EXTRA: Refer Ss to p 42 and have them work with the picture
A Do / wear (x2); are / wearing; don’t like; help at the bottom of it. In pairs, Ss write sentences showing what
B pres. continuous; pres. simple; pres. simple
D pres. continuous: now, today / pres. simple:
the different characters are doing at the moment and what they
twice a week, usually, at the weekends, often do every day. Ss share their sentences with the rest for class
1 1 Do / study; 2 like; 3 doesn’t usually buy;
4 makes; 5 wears; 6 am making; 7 is making;
discussion.
8 helps; 9 isn’t working
2 1 doesn’t usually wear; 2 is wearing; 3 isn’t
wearing; 4 is going; 5 wears
3 1 are / wearing; 2 do / usually wear; 3 are /
doing; 4 do / do
M15_10111_TB1_u4_2Proof.indd 44 17/12/15 15:31

Build your skills
Reading p46
» EXTRA: Stick on the board pictures of people wearing

different types of clothing. As you describe the pictures, Ss
identify them. Say: He is tall. He is wearing red trousers and a
black jacket. This is a good opportunity to incidentally introduce
new items that may or may not appear in the reading. Ss can do
the same in pairs.
» EXTRA: Ss stand up as you call them not by their names but

by the clothes they are wearing. Say: The student with a blue
T-shirt. / The girl wearing a green jacket.
1 Mention similar websites from Ss’ country.
2 You may need to refer to currencies from different countries. ANSWERS
1 The name of the website is Great Gifts. It is a
Write some of them on the board. You may also want to refer to
website to buy clothes online.
different sizes in clothes (Small, Medium and Large). 2 1 £3.50; 2 £16.99; 3 two, white, blue; 4 three;
» EXTRA: Encourage Ss to design their own website 5 size
advertising attractive items of clothing for people their age.
Tell Ss they are going to watch a video where a shopping

situation takes place. Ask them to pay attention to intonation and
language. This will help them to perform naturally later on.
» EXTRA: In pairs, Ss play hangman to revise vocabulary on
clothes. Walk around and monitor.
» EXTRA: (before Exercise 4) Engage Ss in pair work. Have

Ss copy the lines of the conversation, including their own
information, ie items of clothing they usually buy. Then ask them
to write the lines of the conversation on different slips of paper. Ss
shuffle the slips of paper and pass them over to another pair who
will put the conversation in order and read it aloud.
After doing choral repetition of the conversation in the video,
ANSWERS
Ss practise reading aloud their own dialogue, previous to 1 James is trying on a jacket.
4
dramatization. 2 1 James is looking for a blue jacket. 2 He buys
the size small.
3 1 Great; 2 medium; 3 big; 4 great
M15_10111_TB1_u4_2Proof.indd 45 17/12/15 15:31

Writing p48
1 Ask Ss to identify the people in the photos. Make sure they

refer to the different members of the band. This is a good
opportunity to integrate language that refers to personal
information and physical description. Then have Ss read
Brenda’s description and check if the information matches
the comments they made. Remind Ss of the importance of
organization in writing: different paragraphs, punctuation and
choice of information.
Walk around the classroom monitoring Ss

carefully and catering for their needs. Once Ss finish their piece of
writing, choose some of the descriptions and read them aloud for
class discussion.
27 AUDIOSCRIPT
- Hello! Today in ‘Popular Science’ we’re looking at the psychology of colour theory –
can you guess a person’s personality from the colours they’re wearing? Here to help us
4
with our experiment is Doctor Ella Browning. Hello, Ella.
- Hello!
- So, here we’ve got photos of two people – can you give us your opinion about their
personality?
- OK – let’s see! In this photo, the girl’s wearing a black jumper and covering her face. In
my opinion, this means that she’s quite shy. Also, she isn’t wearing any bright colours. I
think this means she’s quite serious. I also think she’s probably quite creative.
- OK, and what about this other photo?
- Well, this girl looks very energetic! In my opinion, she’s very sporty. And her body
language is very open – she’s smiling and wearing bright colours – so I think she’s a
confident and cheerful person.
- OK. Thanks, Ella – now let’s see if these opinions match the reality of the person in the
photograph…
M15_10111_TB1_u4_2Proof.indd 46 17/12/15 15:31

Answer Key
PROGRESS CHECK 4 14 1 Underlined in red: This is my mum.
1 1 shirt; 2 skirt; 3 trainers; 4 shoes; She’s wearing an evening dress at
5 sweater; 6 trousers her prom. And this is my dad in his
elegant tuxedo. He’s wearing a white
2 1 cheerful; 2 serious; 3 sporty;
shirt and a bow tie too!
4 friendly
2 Underlined in green: She is
3 1 kind; 2 smart; 3 confident; 4 shy; wearing shorts and a T-shirt. She is
5 lazy in Córdoba with her classmates.
4 1 They aren’t studying history. 2 I am 3 Underlined in yellow: You are
wearing jeans. 3 She’s not talking wearing an orange T-shirt and
with me. 4 Is Mike wearing a cap? sunglasses.
5 Are Ben and Anne going to a party? 15 1 Laura and Jimmy aren’t sister and
6 I am not riding my bike. brother. They are friends. 2 Laura’s
5 1 is wearing; 2 Do you usually wear; mum isn’t wearing a T-shirt. She is
3 are reading; 4 Is he smiling; 5 isn’t wearing an evening dress. 3 Tuxedos
wearing; 6 wears; 7 Does he sing; are not sporty. They are elegant.
8 am doing; 9 Are they going 4 Jimmy likes / loves cycling.
WORKBOOK Page 87
Page 84 16 1 Excuse me; 2 over here; 3 What
1 dress; skirt; sweater; coat; jacket; size are you; 4 Can I try the ‘small’;
shoes; trousers; trainers; shirt; 5 I’ll take it; 6 can pay over there
socks 17 1 c; 2 a; 3 b
2 2 jacket; 3 trainers; 4 cap; 5 socks;
6 scarf
3 2 dress; 3 sweater; 4 boots, jacket; Students’ own answers
5 jeans; 6 cap
4 Students’ own answers
Pulse magazine
1 Three countries are mentioned in the
6 2 Are Peter and Albert reading books text.
now? 3 Mark is wearing his new
sweater. 4 We are not taking jazz 2 1 No, Welsh women and girls
lessons. 5 Are you training for the sometimes wear their traditional
competition? costume on special occasions. 2 The
Welsh woman is wearing the Welsh
flag over her skirt. 3 This Scottish
Page 85 man is wearing a tartan kilt, a black
7 2 smart; 3 lazy; 4 sporty; 5 friendly; jacket and black socks. 4 Scottish
6 shy men usually wear kilts at weddings
and other celebrations. 5 You often
8 2 sporty; 3 confident; 4 serious;
see Morris dancers at spring festivals
5 lazy; 6 friendly
in May. 6 Morris dancers always
9 2 do; 3 don’t go; 4 Are your children wear bells on their socks.
playing; 5 isn’t swimming
3 1 S; 2 S; 3 W; 4 M; 5 W; 6 M; 7 M; 8 W
10 2 The kids are wearing shorts. 3 Are
you taking tango lessons? 4 We are
watching a football match. 5 Is your
sister studying history?
11 Frank studies at university on
weekdays. Today he is riding his
4
bike. Annabella goes to school on
weekdays. Today she is going out
with her friends.
Page 86
12 Letter (b) should be crossed out.
13 1 Laura is at at home. 2 She’s looking
at some old photos. 3 Her father is
wearing a tuxedo. 4 Her sister Betty
is in Córdoba. 5 Yes, he does.
M15_10111_TB1_u4_2Proof.indd 47 17/12/15 15:31

Home sweet home
Vocabulary p50
Play a guessing game to revise vocabulary on parts of the house.

T: We eat in this room. Ss: Kitchen / dining room. T: We sleep in
this room. Ss: Bedroom. T: We brush our teeth in this room.
Ss: Bathroom. T: We cook in this room. Ss: Kitchen.
1 Ask: Where are these photos from? What rooms can you see?
Have a look at the furniture. Do you see new words? After Ss do
Exercise 1, ask: What’s your favourite room at home?
» EXTRA: In pairs, have a S draw a piece of furniture. His/Her
partner identifies it.
3 Ask Ss to share information with peers and find coincidences.
Then ask them to report to you or the class. Expected outcome:
ANSWERS
1 The competition is about the rooms in the [name of student] relaxes in the living room. (third person singular)
house.
LEARNING TO LEARN Elicit from Ss different English words
we come across every day, for example: carwash, sale, push, pull,
taxi, etc. Ask them why they are able to remember them (because
they frequently see these words in a real context). Then direct Ss’
attention to the Learning to learn advice and make them notice
the learning tip. You may want to prepare the labels in class.
» EXTRA: Play a guessing game. Prepare and distribute cards

with instructions for Ss to mime (an action + a part of the house).
The rest of the class guesses.
Reading p51
1 Some of the words in the title are transparent and can be easily
decoded by Ss. Encourage them to use English throughout.
» EXTRA: Ask Ss to read the text again, silently. Then ask
them to tell you whether the following information is correct or
incorrect. If incorrect, ask them to correct it. WinSun builds giant
houses. (I) The 3D printers use special cement. (C) The house in
the picture doesn’t have a bathroom. (C) The house in the picture
is for a family. (I) There are water pipes in the prototype house. (C)
COMPARING CULTURES In some countries, students,

ANSWERS usually from technical schools, do wonders with 3D printers, eg:
5
1 The article is about 3D printers in China that
hands and arms for therapeutical uses, trophies, statues. Encourage
build 10 houses in one day.
2 1 Chinese company, Shangai, printers, Ss to look up information on 3D printing, focusing on: Who uses it? /
houses; 2 Southern California, twenty
Where? / What for?
3 WinSun: City: Shangai; Country: China; Chief
Executive: Ma Yihe
WinSun 3D printers: Dimensions: 32 m long,
10 m wide, 6.6 m high; Material they use:
special cement; Number of houses a day:
ten; Advantages of this technology: fast,
cheap, doesn’t need a lot of workers, doesn’t • Remind Ss that it is enough to get some of the information
produce any waste from the video(s). They do not need to understand everything
(and they probably won’t).
M15_10111_TB1_u5_1Proof.indd 48 17/12/15 15:37

Grammar p52
Draw Ss’ attention to the examples given. Explain the concept of

existence. If necessary, refer Ss to their mother tongue (‘haber’ in
Spanish). Make sure they notice how its use is different in English.
Highlight the verb be in its singular and plural forms and the use of
any for questions. You may systematize the use of there is / are on
the board for class discussion.
» EXTRA: Ask Ss to look at the pictures of Rob’s and Kate’s
bedrooms for two minutes. Then ask them to close their books and
decide if your sentences are correct or incorrect. Say: There is a ball
in Kate’s bedroom. (I) There are trainers in Rob’s bedroom. (C) There
is a bag on the armchair in Kate’s bedroom. (C) There are books on
Kate’s bed. (I) Ss can do the same in pairs or small groups. ANSWERS
A There isn’t; There aren’t; Are there; there
» EXTRA: Say different objects or animals from the pictures and aren’t; There are; Are there; there are
B there is; there are
have Ss provide a sentence. T: Cat. Ss: There is a cat on Kate’s bed. D There is + singular noun
» EXTRA: Invite Ss to draw a picture of their ideal bedroom and There are + plural noun
E Are there any beds?
F plural; negative sentences
describe it. Then have them share their drawings and find out if
1 1 There is; 2 There is; 3 There are; 4 There
their preferences are similar. are; 5 There are; 6 There is; 7 There is;
» EXTRA: Play a guessing game. T: Is there a cat on Rob’s bed?

8 There is
Ss: No, there isn’t. Ss can do the same in pairs.
Vocabulary p53
Ask: Where is this page from? (Instagram) What places can you see?
Help Ss associate new words giving them examples of well-known
places, for example: beach: the beaches in Mar del Plata, in San
Clemente; lake: the Nahuel Huapi lake in Bariloche. Encourage Ss
to provide other examples. Repeat to clarify the meaning of new
adjectives.
» EXTRA: (before Exercise 4) Say the name of a place and have
Ss give examples. T: A mountain. Ss: Aconcagua. Ss can do the
same in pairs. Next, give an example and Ss say what it is.
T: Florida. Ss: A street.
» EXTRA: (after Exercises 4 and 5) In groups, Ss prepare a
5
poster similar to #my city about places of their choice. Have Ss
display their posters on the classroom’s walls. ANSWERS
1 a a cheap hotel; b beautiful mountains;
c a dirty street; d a busy city; e a modern
station; f a quiet beach; g a clean lake;
Listening h an expensive house; i an old shop;

j an ugly factory
2 1 old; 2 busy; 3 clean; 4 expensive
Elicit from Ss different words used to describe places. Then refer 4 1 is; 2 likes; 3 hotel; 4 beach; 5 mountains
them to the exercise and ask them to read the prompts. When you 5 a 3; b 1; c 4; d 2
check the answers, discuss and value the strategies they used to
get the correct information.
M15_10111_TB1_u5_1Proof.indd 49 17/12/15 15:37

Reading p54
1 Before starting this exercise, ask students what is special

about their houses / bedrooms and what they do there. Then
ask: What’s the boy in the photos doing? Is it a real house? Can
you do skateboarding in your house? As Ss answer, expose
them to the use of can to express possibility. T: So, you can’t
do skateboarding. And can you play football?
4 Ask Ss to read the web article again. Encourage them to
highlight sentences that will help them to organize the
description of their ideal house. Invite Ss to share their
descriptions with a partner.
» EXTRA: Have Ss prepare questions on the article. You may
ANSWERS write questions on the board as a guide, for example: How much
2 1 The house in the photo is in Malibu, a
town near the beach in California. 2 It is for do you remember from the reading? Where is the PAS House? Is
Pierre Andre Senizergues. 3 Its name is ‘The Perrin a skateboarder? Is the house in the mountains? Is there
PAS House’. 4 It is special because you can
skateboard across the floor, up the walls a table in Pierre’s house? What can Pierre do very well? Is PAS a
and on the ceiling; you can even skateboard cheap house? In pairs, Ss ask and answer their questions.
over the table, the sofa and the fridge. 5 The
house is modern but it isn’t expensive.
3 1 Pierre Andre Senizergues; 2 Francois Perrin;
3 James; 4 Sonia; 5 Matthew;
6 Hazel
Grammar p55
In pairs, have Ss do Exercises 1, 2 and 3. Encourage them to solve

together any doubts that may arise. Then have Ss compare their
answers for 2 and 3 to find similarities and differences.
» EXTRA: Say a verb. Ss use it to give true information about
them considering the different uses of can. T: Play football. Ss: I
can’t play football in the dining room. Ss can do the same in pairs.
» EXTRA: Have Ss think about and say what well-known people

can do. The rest of the class guesses. For example, S: He can play
basketball very well. Ss: Ginobili. Have Ss do the same in pairs,
including people they know from school.
5
ANSWERS
A can skateboard; Can / skateboard; can’t
skateboard; Can / go; can’t pay
B 1 Pierre can skateboard really well. 2 In this
house, you can skateboard across the floor.
3 Can I go and skateboard in yours?
D Can + subject + verb?
E They are not short Yes/No answers.
1 1 She can ski very well. 2 He can’t swim in
the sea. 3 Can you ride a horse? 4 Can I go to
your house? 5 You can skateboard over the
fridge.
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Build your skills
Reading p56
Ask Ss to have a look at the map and the symbols there. Ask them
to pay attention to the names of the streets. Discuss differences
and similarities with street organization in their home town. Ask:
Do we use the same symbols to illustrate maps? Make them notice
map references to places (Castle) and abbreviations (Rd – Road,
St – Street, Ave – Avenue).
5 After this short discussion you may recall some of the places
Ss referred to when they mentioned important places in
their area. Have them use a GPS or any other street guide to
describe the ways to get to that place from school.
» EXTRA: Ask Ss to identify in their home town attractive
places to visit. In groups, Ss write instructions to help visitors ANSWERS
1 Road, Avenue, Cut, Drive, Court
arrive there from the bus station, train station, etc. Then have 2 1 Michael; 2 Michael; 3 James; 4 Michael,
them exchange instructions with a partner to check clarity. James
3 1 b; 2 a; 3 d; 4 c
» EXTRA: Play ‘Dodge the obstacles’. Have Ss place obstacles 4 1 a; 2 b; 3 b; 4 b; 5 a
in the school playground. In groups Ss lead a blindfolded peer

to get from a starting point to the other side of the playground
without touching the obstacles. Encourage them to use the
expressions in Exercise 3.
1 Ask Ss to describe the people in the photo. Guide them with

questions. T: Where are they? Are they related? Is it a busy
street? Is it clean or dirty? When describing the woman, make
reference to the gestures we use to show directions. Remind
Ss they do not need to understand every single word.
3 After the listening, do reading aloud, first chorus repetition
and then in pairs. Encourage Ss to use their bodies to convey
meaning, for example, showing understanding, explaining,
thanking.
» EXTRA: In pairs, Ss write the lines of the dialogue replacing
the information with places they know. Then ask them to write the
lines of the conversation on different slips of paper. Ss shuffle the
slips of paper and pass them over to another pair who will put the
5
ANSWERS
conversation in order and act it out. Walk around and monitor. 1 The woman is giving directions.
2 1 James wants to go to Roman Street.
2 No, it’s not far.
3 1 near Castle Park; 2 left; 3 right; 4 five
M15_10111_TB1_u5_1Proof.indd 51 17/12/15 15:37

Writing p58
1 Say: Look at the pictures. Which place do you like best? Why?
What can you do in the first picture? And in the second one? Do
you prefer small or big cities? Why? Analyze the organization
of the essay and how paragraphs are shown, mainly through
the use of capital letters and the full stop. Make sure Ss notice
how adjectives are used to show perception and point of view.
2 Explain the importance of accounting for your ideas when you
give an opinion. Refer Ss to the use of because.
» EXTRA: Ask Ss to bring pictures from different places in their
country. Pictures should be big enough to be seen at a distance.
Put them up on the board and number them. One S chooses one
and describes it. The rest of the class guesses. Ss can do the same
in pairs.
Before Ss start their writing, have them

underline useful expressions or words in Willy’s essay, for
example: In my opinion,… / I like… / because… / I also like … / there
is… / Many people want to… / but I…
32 AUDIOSCRIPT
Interviewer: Today on Radio Wales, we’re at the Gower Peninsula. Excuse me, are you
here on holiday?
Man: Yes, we are. We come here for our summer holiday every year.
Interviewer: Why do you like it here?
Man: Well, we love the beautiful landscape. It’s really quiet. There isn’t any noisy
traffic and there aren’t many shops, but there’s lots to do.
Interviewer: Where do you stay?
5
Man: We stay in a hotel near the beach. It’s a beautiful, long beach with white
sand, and big waves. It’s cold but we go swimming every day. There are
forests and some beautiful lakes here and we like visiting them. And
of course, there are the mountains. Sometimes we go walking in the
mountains. There’s snow on the mountains in the winter but not in the
summer. In the summer, they’re good places for walking.
Tom: Yes, Dad, but what about the outdoor centre? There’s an outdoor centre
near here and it’s fantastic!
Interviewer: Really?
Man: Yes, my son Tom goes there with his brother, Daniel. They like doing the
outdoor activities. They go climbing.
Interviewer: Well, thank you very much for talking to us today…
M15_10111_TB1_u5_1Proof.indd 52 17/12/15 15:37

Answer Key
PROGRESS CHECK 5 Page 90
1 1 fridge; 2 cupboard; 3 table; 4 chair; 11 You can see this advert on the
5 shelves; 6 sink Internet.
2 1 mountains; 2 lake; 3 beach 12 1 modern; 2 living room; 3 cupboard;
3 1 old; 2 expensive; 3 quiet; 4 expensive; 5 mobile phone,
4 beautiful computer
4 1 There is; 2 there is; 3 There aren’t 13 1 F. There is a kitchen on the
any; 4 there are; 5 There isn’t houseboat. 2 F. There are five beds
on the houseboat. 3 F. There are
5 1 Are there any pictures? No, there
many lamps. 4 F. Energy is not a
aren’t. 2 Is there a window? Yes,
problem because there are solar
there is. 3 Is there a sofa? No, there
panels for heating and lighting.
isn’t.
5 F. You can contact your friends and
6 1 He can’t do; 2 Can I go; 3 You family with your mobile phone or
cannot eat; 4 Can he skateboard; computer.
5 Can I use; 6 They can build
7 2 Yes, you can. / No, you can’t.
Page 91
4 Yes, he can. / No, he can’t.
5 Yes, you can. / No, you can’t. 14 1 how to get; 2 Hewings Avenue;
3 straight; 4 turn right; 5 turn right;
6 go round the roundabout; 7 the
WORKBOOK theatre; 8 right
Page 88 16 1 c; 2 a; 3 d; 4 b
1 1 MP; 2 VES; 3 TU; 4 OM; 5 HE; 6 PB;
7 RO; 8 RR; 9 DR; 10 SIN
2 Rooms: dining room, living room
Students’ own answers
Furniture: table, fridge, sofa, bath,
chair, armchair, bed
3 Students’ own answers Pulse magazine
4 2 There aren’t; 3 There isn’t; 4 There 2 1 You can play football with your
are; 5 There is; 6 There aren’t friends at El Retiro Park. 2 You can
5 2 Are there five windows in your see animals at the Madrid Zoo
classroom? 3 Is there a fridge in your Aquarium. 3 Santiago Bernabéu is
bathroom? 4 Is there a new sofa in the Real Madrid football stadium.
your living room? 5 Is there a lamp 4 You can watch shows in the Madrid
in your kitchen? 6 Are there three Amusement Park, El Retiro Park and
shelves in your bedroom? the Madrid Zoo Aquarium.
3 1 the Real Madrid football stadium,
Santiago Bernabéu. 2 the Madrid
Page 89 Amusement Park. 3 El Retiro Park.
6 2 an expensive hotel; 3 a dirty 4 the Madrid Zoo Aquarium
beach; 4 an old station; 5 a quiet
lake; 6 a busy street
7 2 modern house; 3 expensive hotels;
4 old station; 5 busy streets
8 2 Can they go skiing in winter? 3 We
can’t skateboard in the sea. 4 I can
go hiking in the mountains. 5 Can
children learn English?
9 2 can watch; 3 can’t dance; 4 can
5
relax; 5 can’t ride
10 1 You can make new friends.
2 You can play games. 3 You can go
trekking. 4 You can’t do martial arts
this summer.
M15_10111_TB1_u5_1Proof.indd 53 17/12/15 15:37

Feeling great!
Vocabulary p60
1 Before starting this exercise, ask: Do you get up early in the

morning? What do you have for breakfast? As Ss answer, write the
food they say on the board. Then ask them if the food they have for
breakfast is included in the leaflet on p60. To clarify the meaning
of new words, refer Ss to the photos. Help them associate the food
items to well-known brands.
2 Ask: Is your breakfast similar to the breakfasts from the leaflet?
Is your breakfast healthy or unhealthy?
» EXTRA: Before this activity, revise adverbs of frequency with
the diagrams from Unit 3. Say a food or drink item and have Ss say
how often they have them for breakfast. T: Crackers. S: I never have
ANSWERS crackers for breakfast. Ss can do the same in pairs.
1 The leaflet is about ideas for a healthy
breakfast.
LEARNING TO LEARN Explain the importance of relating
language to Ss’ own experience for learning to be long lasting. True
examples are always much more effective than invented ones. The
use of mind maps is an useful tool to make visual associations.
Reading p61
1 Ask: Where can you find this text? What type of information does it
contain? Lead Ss to predict what information is included.To clarify
the meaning of tips, explain that this text gives useful ideas.
4 In pairs, have Ss comment on their choices. To make the activity
more communicative, lead Ss to notice whether there is coincidence
or not among them. Encourage them to use expressions like Really?
to express surprise, or I agree to show agreement.
» EXTRA: Have Ss read the text again and look for words that mean:
• go quickly (rush) • fantastic (great)
• exhausted (tired) • beginning (start)
» EXTRA: Ask Ss to read the text again, silently. Then ask them
to say whether the following information is correct or incorrect. If
incorrect, ask them to correct it. This activity encourages revision
ANSWERS of the present simple tense. RushGirl is an actress. (I)/ TypicallyMe
1 RushGirl asks a question. TypicallyMe, Nick16 has cereal for breakfast. (I)/ Nick16 doesn’t get up quickly in the
and SportyYeah answer.
2 1 Rushgirl feels tired in the morning. morning. (C) / SportyYeah plays tennis in the morning. (I)
6
2 TypicallyMe writes about a big breakfast.
3 SportyYeah writes about a quick breakfast.
4 Nick16 thinks about happy moments in
the morning. 5 SportyYeah posts a comment
about exercise.
3 1 TypicallyMe recommends a big breakfast. • Remind Ss to concentrate on key words or pictures to decide
2 Nick16 thinks about a happy moment in his what information they will focus on. Ask Ss to write a list of
life. 3 SportyYeah does some exercise and
then she has a quick breakfast. 4 RushGirl foods and to look up pictures to help their peers understand.
thinks the tips are great ideas. • Ask Ss to prepare a poster with a table set for breakfast. If
new words appear, they can make a picture-word glossary in
English. Posters can be shared on the classroom walls.
M15_10111_TB1_u6_1Proof.indd 54 17/12/15 15:40

Grammar p62
Draw Ss’ attention to the examples given and encourage them to

visualize the food mentioned. Make sure Ss notice the use of a /
an for countable nouns and the possibility to use a larger number
(two, ten, twenty, etc), and the use of some / any to refer to an
indefinite quantity.
COMPARING LANGUAGES Encourage Ss to reflect on the
way in which we refer to food in Spanish. You can also refer to the
omission of measurements or partitives, like in ‘un té’, which means
‘una taza de té’.
» EXTRA: Using the information from the Web quest in the

previous lesson, have Ss write a short description of the chosen
ANSWERS
breakfast. Focus on text organization and the use of a / an, some, A milk; banana; orange; apples; yoghurt;
any and a lot of for countable and uncountable nouns. cheese; ideas; moments
B Countable nouns: orange, apples, ideas,
» EXTRA: Have Ss say what they have and don’t have for moments
Uncountable nouns: yoghurt, cheese
breakfast. Encourage the use of adverbs of frequency. If you do C plural; can’t; plural
this activity in pairs, you may ask Ss to report what their partners D A banana; an orange
Any apples; some great ideas; a lot of happy
have for breakfast. moments
» EXTRA: Have Ss ask Yes/No questions to guess what you

Some milk; any yoghurt; a lot of cheese
E countable; uncountable
1 1 any; 2 an; 3 a; 4 some; 5 a; 6 some; 7 some;
usually have for breakfast. Ss: Do you eat any cereal? T: Yes, I do. /
8a
No, I don’t. Once they collect the information, have them write a
short description.
Vocabulary p63
1 To introduce new vocabulary, you may want to refer Ss to

transparent or familiar words. Using brand names is also a
good technique. Prompt Ss to ‘visualize’ the food items as they
repeat them.
» EXTRA: Say any food and have Ss identify the picture. Ss can
do the same in pairs.
» EXTRA: Have Ss compare what they usually have for lunch

and exchange opinions. Ss: It’s healthy. / It’s not healthy. Ss can also
write about lunch on a Sunday with their family or friends. This can
be a good opportunity to share true information and get to know
6
more about each other. Give them enough time to brainstorm and to
organize their writing. Walk around monitoring and helping them to ANSWERS
4 a 2; b 3; c 1
edit their production. 5 Sara: Main meal: chilli with rice; Dessert:
yoghurt / David: Main meal: salad, then fish;
Drink: water / Maya: Main meal: pizza and
Listening fries; Dessert: ice cream
4 Remind Ss that it is not necessary to understand every single word.

After the listening, ask Ss to write a description of the meals. 37 Audioscript on page 58
M15_10111_TB1_u6_1Proof.indd 55 17/12/15 15:40

Reading p64
Ask: Where are these photos from? What can you see in them?
While discussing the text, focus on healthy aspects of different
foods, referring to information about vitamins and proteins.
web article. Have them read the sentence(s) that describe these
lead Ss to notice whether there is coincidence or not among them.
» EXTRA: Ask Ss to make a list of countable and uncountable

food from the text.
COMPARING CULTURES Ask Ss to search the origin of the

ANSWERS foods or meals from this section. Depending on the region, the
1 The text is about foods from Australia.
2 1 T; 2 T; 3 F; 4 F culture of ancestors will influence the choice of meals. All foods
3 1 Some unusual bush tucker ingredients are will be accepted. This is a very good opportunity to work on the
crocodile meat, kangaroo meat and witchetty
grubs. 2 Witchetty grubs contain protein. richness of cultural diversity. Consider also that there will be
They also contain vitamin C. 3 No, they words that do not need translation, for example, ‘empanadas’ or
don’t contain a lot of fat. 4 You can eat bush
tucker in Australia. A lot of local restaurants ‘dulce de leche’.
offer bush tucker. 5 Bush tucker is a healthy
option. » EXTRA: Ask Ss to find out about traditional meals in Latin
America and make a poster to be displayed.
Grammar p65
How much / many…?

Draw Ss’ attention to the examples given. Highlight the difference
between much and many in questions. Make sure Ss notice the
use of a lot in the affirmative and many / much for the negative.
» EXTRA: Write words related to food on the board. For
example: sandwiches, alfajores, fruit, milk, meat, fish, crisps. In
pairs, Ss ask and answer questions T: Crisps. S1: How many bags
of crisps do you eat at weekends? S2: Two!
Must / Mustn’t
Draw Ss’ attention to the examples given. Make sure Ss notice the
difference in meaning and function between the negative and the
affirmative. To make it clearer give some examples of Ss’ everyday life.
6
ANSWERS
You must wear a uniform. You mustn’t use mobile phones in class.
How much / many...?
B much; many; countable; are
» EXTRA: Ask Ss to make a list of what they must or mustn’t
C 1; 1; 2; 2; 1; 2 do in class. Lead them to reflect on good behaviour. Ss can do this
Must / Mustn’t in pairs and then share their views. Some Ss might feel they need
B obligation; prohibition
C must; mustn’t; mustn’t extra vocabulary to carry out the task. Walk around the classroom
1 1 How much; 2 How much; 3 Hoy many; monitoring Ss and providing new vocabulary as needed. The activity
4 How many
2 1 b; 2 d; 3 a; 4 c will be memorable as long as Ss refer to themselves and value it as a
4 1 must; 2 mustn’t; 3 must; 4 mustn’t; 5 must contribution. Possible comments: We must keep the classroom clean.
We mustn’t throw litter on the floor. We mustn’t shout.
M15_10111_TB1_u6_1Proof.indd 56 17/12/15 15:40

Build your skills
Reading p66
» EXTRA: Have Ss draw two columns with the headings

Countable and Uncountable. As you call out different food items
Ss write them under the corresponding heading. Check together
as a class.
» EXTRA: In pairs, Ss share preferences. Ask: Do you go out for

lunch or dinner? Do you go out to a hamburger place with friends?
Do they give you menus? What are they like? Refer them to the
menu on p66 and ask: Is this menu similar to the ones you get?
» EXTRA: Have Ss prepare a menu for the place they usually

go to, an ideal cafeteria, the school cafeteria, etc. Invite them to
share their menus with the class. ANSWERS
1 The name of the café is The Health Café.
2 1 No, there isn’t any meat on the menu.
2 There are four types of food: salads, soups,
sandwiches and baked potatoes. 3 A baked
potato with cheese is £3.25. 4 No, there
aren’t any pizzas. 5 There are four types of
juice: apple, orange, pineapple and mango.
3 1 tuna; 2 still, sparkling; 3 pasta, bread,
potatoes; 4 apple, orange, pineapple, mango
Tell Ss they are going to watch a video that takes place at a

takeaway restaurant. To illustrate, refer to a similar place from
your area.
Ask Ss to describe the photo using There is…, There are…, some
and any. While watching the video, encourage Ss to concentrate
on the words they know and the intonation the people use.
Gestures can also help.
» EXTRA: (before Exercise 4) Do chorus repetition after each
line. Then do pair and individual repetition. Remind Ss to focus on
intonation and gestures to convey meaning.
» EXTRA: (after Exercise 4) In pairs, Ss write the lines of the
6
answer column using the information from the menu they have
ANSWERS
designed. Then ask them to write the lines of the conversation 1 Hazel is at a food bar.
on different slips of paper. Ss shuffle the slips of paper and pass 2 1 Hazel orders a tuna salad to eat.
2 She orders an orange juice to drink.
them over to another pair who will put the conversation in order 3 1 friend; 2 apple juice; 3 How much; 4 9.85
and act it out.
M15_10111_TB1_u6_1Proof.indd 57 17/12/15 15:40

Writing p68
Ask: Can you cook? Who cooks at home? Do you have a recipe
book at home? Do you download recipes from the Internet? Then
refer them to the recipe on p68. Analyze text organization. Focus
on connectors of sequence and ask: What do these words express?
(Steps). Where do they go in the sentence? (At the beginning.)
Encourage Ss to highlight new language and structures. Make sure

they notice the use of the imperative for instructions. Show them
how you also use this language in class when giving instructions.
» EXTRA: Have Ss write the recipe for a typical dish from their
area. They can also add pictures or photos.
ANSWERS
3 1 We use the connector ‘First’ at the start » EXTRA: After editing their writings they can create a recipe
of the sequence. 2 We use the connector book. They can also include recipes of their favourite dishes.
‘Finally’ at the end of the sequence.
4 1 Connectors of sequence: First, Then, Next,
Finally. Encourage Ss to choose a recipe of their
5 3 First, cut the bread. 4 Then, spread the
butter. 1 Next, add the cheese and the ham. preference. Refer them to the recipe in the book as a guide and
2 Finally, eat the sandwich! help them focus on key words. Remind them of the importance of
checking text organization, punctuation and spelling.
37 AUDIOSCRIPT
1
Paul: We’re at Newton High School in London, England. Let’s see what the students
are having for lunch today... Hi there, we’re doing a programme about school
lunches around the world. What are you having for lunch today?
Sara: Well, I’m having chilli with rice, and for dessert I’ve got some yoghurt.
Paul: Right. And what are you having to drink?
Sara: Apple juice.
Paul: OK. Is there a choice of food here?
Sara: Oh, yes. There are lots of different things you can have…
Paul: And do you always have lunch at this time?
Sara: Yes - at half past twelve. The younger children have lunch at twelve o’clock and
we come in at half past twelve.
Paul: Thanks! Enjoy your lunch!
2
Maria: We’re at the Instituto Manuel Diego in Madrid. Hello. What are you having
today?
David: Well, for first course today there’s salad, then fish for the main course. I’ve got
fruit for dessert.
Maria: And you’re drinking... water?
David: Yes, water.
Maria: Are there always three courses for lunch here?
David: Yes, we always have three courses.
Maria: Do all your friends have lunch at school?
David: No, some of my friends go home for lunch.
Maria: Thanks for talking to us. Enjoy the rest of your lunch!
6
3
Kevin: I’m talking to students at the Santa Monica High School in California. Hi there,
what are you having for lunch today?
Maya: I’ve got pizza and fries and for dessert I’m having ice cream.
Kevin: And to drink?
Maya: Cola!
Kevin: Do you always have lunch here in the school cafeteria?
Maya: I do – but some of the older students leave school for lunch.
Kevin: Is there much choice here at school?
Maya: No, not really. I mean, there aren’t a lot of healthy options. There’s mostly pizza,
burgers and fries…
Kevin: Well, thanks for talking to us! So, now back to the studio…
M15_10111_TB1_u6_1Proof.indd 58 17/12/15 15:40

Answer Key
PROGRESS CHECK 6 11 2 We must drink orange juice with CONSOLIDATION B
1 1 bread; 2 ice cream; 3 strawberry our breakfast. 3 We mustn’t have 1 1 beach; 2 beautiful; 3 a; 4 there is;
pie; 4 meat; 5 fish a big dinner. 4 We must eat a lot of 5 there are; 6 some; 7 because;
vegetables and fruit. 5 We must do 8 friendly; 9 and; 10 must; 11 can’t;
2 1 C; 2 C; 3 U; 4 U
some exercise. 12 can; 13 every day; 14 quiet; 15 any;
3 A: a, any; A: any; B: a lot of, some;
16 but; 17 sometimes; 18 there isn’t;
A: any; B: a lot of
Page 94 19 meat; 20 fish; 21 ’m wearing; 22 ’m
4 1 Is there any chicken on the plate? playing; 23 play; 24 in the afternoon
Yes, there is. 2 Are there any chips? 12 No. The website isn’t about painting.
It is about eating healthy meals. 2 1 How many bedrooms are there in
No, there aren’t. There is some rice.
the house? 2 What are the teenagers
5 1 How many; 2 How many; 3 How 13 1 T. 2 F. You must eat at least three
doing in the photo? 3 Are there any
much; 4 How much colours at every meal. 3 F. Proteins
big shops in the town? 4 How much
are brown, beige and white. 4 F.
6 Suggested answers: Question 2: do people eat fish? 5 Can Daniel’s
Green foods are good for your eyes,
There are 600 calories in a pizza. friends surf well?
bones and teeth. 5 F. According to
Question 4: There is a lot of jam. 3 1 Daniel isn’t in a house near the
the article, white foods are good to
7 1 must; 2 mustn’t; 3 must; 4 mustn’t increase immunity and yellow foods mountains. He is in a house near
promote good digestion. the beach. 2 There aren’t four
bedrooms in the house. There are
WORKBOOK 14 Suggested answers: 1 Red foods:
two bedrooms in the house. 3 Daniel
Page 92 tomatoes, apples, peppers,
can’t surf. Daniel can swim. 4 He isn’t
strawberries, cherries; 2 Orange
1 1 c; 2 b; 3 a wearing a green T-shirt. He’s wearing
foods: carrot, pumpkin, oranges;
2 bread; grapes; cake; cheese; coffee; red swim shorts. 5 He doesn’t play
3 Yellow foods: lemon, banana, pear,
yoghurt; butter volleyball once a day. He plays
pineapple, corn; 4 Green foods:
volleyball twice a day.
3 Countable: apple, crackers, grapes peas, lettuce, spinach, broccoli,
Uncountable: bread, toast, tea, avocado, celery, cucumber; 5 White
chocolate, cereal, orange juice, jam, foods: rice, pasta, bread, crackers, PROJECT B
yoghurt, ham, butter, smoothie, cereal 1 You can find an interactive image on
coffee the Internet.
4 2 any, an; 3 some; 4 a; 5 any Page 95 2 1 The interactive images are of Selena
5 2 any; 3 is; 4 some; 5 isn’t; 6 any; 15 1 help you; 2 like some; 3 like Gomez. 2 The images say what she
7 are; 8 any; 9 aren’t; 10 some; something; 4 any juice; 5 lemon does, how she looks, what she’s
11 are; 12 some juice; 6 much wearing, her favourite food and fruit,
her home, how many rooms there are
and the decoration.
Page 93
6 Suggested answers: There is some Students’ own answers
milk. There is some yoghurt. There are
two doughnuts. There is some cake.
There is some bread. There are some Pulse magazine
bagels. There is some cereal / rice. 1 The five food groups are fruit and
There is some pasta. There are some vegetables, protein, carbohydrates,
grapes. There is an apple. There is an dairy products and fat and sugar.
orange. There are some strawberries. 2 1 F; 2 T; 3 T; 4 T; 5 F
There are some eggs. There is some
fish. There is some meat. There is 3 1 No, Jodie doesn’t eat a lot of fatty
some chicken. food. 2 On Sundays, she often
prepares meals for her family.
7 2 grapes; 3 salad ; 4 chicken ; 5 ice 3 Pasta is a good choice for Jodie
cream and her brothers on Sundays
8 1 d; 2 a; 3 e; 4 c; 5 b because pasta is a carbohydrate and
9 2 How many grapes are there? There carbohydrates give you energy; and
6
are some grapes. 3 How many eggs they need that energy to ride their
are there? There are a lot of eggs. bikes on Sundays. 4 To make the
4 How much orange juice is there? milkshakes she uses milk, yoghurt,
There isn’t any orange juice. 5 How some nuts and a banana. 5 Kebabs
much cheese is there? There is some are a healthy choice because they
cheese. contain meat that is high in protein
and vitamins, vegetables that have
10 2 must do; 3 must; 4 mustn’t;
vitamins and minerals, and they eat
5 must drink
them with salad and fresh bread, a
carbohydrate. So kebabs have many
food groups but no fat or sugar.
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Creative corner notes
ANSWERS
1 1 B; 2 A; 3 –; 4 C Limericks
2 1 TIGER EATS MAN AT BALL; 2 YOUNG MAN
WEARS NOTHING AT BALL, C; 3 TIGER EATS What is a limerick?
OLD WOMAN, A; 4 RESTAURANT SERVES
MICE IN STEW, B A limerick is a five-line poem with a strict rhyme scheme which is
3 Quebec, neck, cold, all, Quebec; Peru, shoe, sometimes humorous and/or obscene.
fright, night, true; Bright, light, night, way, day
What is their origin?
Limericks appeared in England in the early 18th century and were
made popular by Edward Lear in the 19th century, although he
called them ‘nonsense poetry’.
How is a limerick written?

Watch https://www.youtube.com/watch?v=k-rN3DGMCsE. You can even
invite Ss to visit this website as it is really amusing and informative.
Intercultural awareness
Where does the word ‘limerick’ come from? Argentinian writer, Elsa Bornemann, also wrote
The origins of the word are unknown. However, limericks or ‘versicuentos’, as she would call
it may derive from the County of Limerick in Ireland them, in her book Disparatario.
and the group of poets that lived in the area. Check https://www.youtube.com/
Are there any Latin American limericks? watch?v=SvyqYfTMil8&list=PL066E1D650754CF4B
An Argentinian writer, María Elena Walsh, for the different limericks on animals María
wrote 42 limericks in Zooloco (1964). Another Elena Walsh wrote.
ANSWERS
1 1 c; 2 b; 3 e; 4 a; 5 d
Tall tales
2 Suggested answers: First, Pecos Bill meets What are tall tales?
Sue. She’s riding a giant fish. After that,
Bills breaks a promise to Widowmaker and Tall tales are stories that are humorous and full of exaggeration. They
promises Sue she can ride Widowmaker.
Then, Bill and Sue marry. Widowmaker sends are based on the adventures of American heroes/heroines. Most tall
Sue flying to the moon. So, Bill has an idea: tale characters are fictional and embody the first pioneers’ desire to
to throw a lasso and catch Sue. Finally, Bill
and Sue are together again. Sue plays the tame wilderness.
guitar and Bill dances.
3 Name: Pecos Bill; Comes from: Texas; Loves: What is a folktale?
his lasso / Sue; Profession: cowboy; Physical
A folktale is a story that is part of the oral tradition of a country.
traits: tall, blue eyes, short brown hair;
Achievements: catch a twister with his lasso Tall tales are folktales because they were passed from generation
to generation.
Intercultural awareness
Even though tall tales belong to the USA, Ss may
come up with characters of their culture that
! Make Ss aware that some tall tales have
violence and discrimination and are not
share the same characteristics. These characters environmentally friendly. This has to do with
may belong to folklore or the popular culture the times in which these tales originated.
(comics, cartoons, advertisements, etc).
Once you finish working on this part of the Creative
Have Ss complete a Venn diagram comparing tall
corner, have Ss brainstorm the events in the tall
tale characters to characters of their own culture.
tales they read that would be controversial in
our times. Have them imagine how each of these
events could be adapted to our times.
M15_10111_TB1_CC&Project_2Proof.indd 60 17/12/15 15:06

Football chants ANSWERS
1–3 Students’ own answers
What is a football chant?

A football chant is a song sung at matches. It is also called
a ‘terrace chant’.
How do they originate?

They are oral texts. They can be historic, adaptations of popular
songs or spontaneous reactions to events.
! Make Ss aware that some football chants contain four-letter

words. It would be advisable to avoid them.
Novels
ANSWERS
1 2 e; 3 b; 4 c; 5 a
2 2 The Fault in our Stars; 3 The Boy in the
What is a novel? Striped Pyjamas; 4 The Giver; 5 The Hunger
Games
A novel is a long narrative, normally in prose, which describes 3 1 b; 2 a; 3 b; 4 b; 5 a
4 One Day: It is 15th July. It is Emma and
fictional and sometimes real characters and events, usually in Dexter’s university graduation. Emma and
the form of a sequential story. Dexter meet for the first time. They take
different ways soon. They will probably meet
Which was the first novel? one year later. Money for a Motorbike: Stuart
is 17 years old and lives in Leeds. He is not
One of the first novels to be written was Don Quixote by Miguel a student any more but he hasn’t got a job
or money. He wants the motorbike that his
de Cervantes Saavedra. friend Martin is selling. He needs money to
buy Martin’s motorbike. Love by Design: One
How did the novel develop? rainy day, Rita walks into Tom’s library. Rita
and Tom become good friends. Tom wants
The development of the novel was encouraged by the invention to be a photographer but he can’t study.
of the printing press and cheap paper in the 15th century, which He works in a library and is bored with his
job. She knows what she wants to do – she
allowed books to be produced at a larger scale. wants to be a model. Soon, their futures
change forever. Owl Hall: Owl Hall is an old
What are the parts of a book? farmhouse. Kara lives with her single mother
and young brother Martin. They go and stay
Blurb: information printed on the outside of a book, to describe it at Owl Hall. There is something strange about
or make it attractive to buy Kara’s relationship with her mother and
brother. Everyone at Owl Hall has a secret –
Spine: the edge of a book where all the pages are fixed together even the house has secrets!
Front cover: the front part of the cover of a book 5 One Day: Emma and Dexter / They meet for
the first time at their graduation. They take
Back cover: the back part of the cover of a book different ways; Money for a Motorbike:
Stuart and Martin / Leeds; Love by Design:
What is to deconstruct? Rita and Tom / Rita walks into Tom’s library.
They become good friends. / A rainy day in
To deconstruct is to break down into components, to dismantle. Tom’s library; Owl Hall: Kara, her mother
In the activities included in the worksheets for this part of the and brother / They go to Owl Hall. Kara’s
relationship with her mother and brother is
Creative corner, Ss will be deconstructing the blurbs and trailers strange. They have a secret.
they have read.
CREATIVE
CORNER

Project Planning sheet
PROJECT A: A COLLABORATIVE PODCAST
Group members:
Project topic:
Project title:
Speaker 1:
Speaker 2:
Speaker 3:
Speaker 4:
Speaker 5:
62  On the Pulse 1 PHOTOCOPIABLE © Macmillan Publishers S.A. 2016

Project Planning sheet
PROJECT B: AN INTERACTIVE IMAGE
Group members:
Project title:
(star’s name)
What’s his/her occupation?
How does he/she look in the photo?
What’s he/she doing?
What’s he/she wearing?
What’s his/her favourite food?
Where does he/she live?
His/Her house:
Where is it?
How many bedrooms are there?
How many bathrooms are there?
What is there in one of the rooms?
Other interesting information:
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Tests A – answer key and audioscripts
Unit Tests 3 1 is a lot of; 2 are a lot of; 3 in a flat; 4 can it’s got great dance studios! – and a gym
see; 5 a window and a swimming pool! There’s also a big
UNIT 1 4 1 does / live / She lives; 2 Does / she does; library and a theatre. If you love ballet, being
1 1 NM; 2 T; 3 F; 4 T; 5 NM 3 How many / there / There are; a student at The Royal Ballet School is a
2 Suggested answers: 1 23rd January 1956 / 4 Can / eat / she; 5 Is there / there is fabulous opportunity. But life isn’t easy! You
15th November 1954; 2 long dark curly hair / 5 1 Excuse; 2 Can; 3 how; 4 turn; 5 cross; get up early, work hard and go to bed early!
tall and thin; 3 Chaco / Buenos Aires; 6 past; 7 on; 8 Thank Name: The Royal Ballet
4 singer / composer / musician / producer;
School
5 husband / daughter / sons / wife / parents UNIT 6
3 1 Is Oscar a musician? Yes, he is. 2 Has Location: Richmond Park,
1 1 b; 2 e; 3 f; 4 c; 5 g; 6 d; 7 a
Oscar got a daughter? Yes, he has. 3 Is London
2 1 some fruit juice, cereals and a banana;
Martha Oscar’s mother? No, she isn’t. 4 Has 2 special energy products and a lot of Starting age: 11
Patricia got a charity? Yes, she has. 5 Are mineral water; 3 eats a lot of chocolate, Breakfast at Yes
Patricia and Oscar from Uruguay? No, they cakes and pizzas school?
are from Argentina. 3 1 Chrissie usually eats fish. 2 She never eats
4 1 a musician; 2 you want; 3 you got; 4 want; Foreign language French
a lot of fatty food. 3 She can eat chocolate.
5 don’t want students study:
4 She has red meat once a week.
4 1 How much / must / a lot; 2 Why / does / Optional
art, sport, singing
UNIT 2 isn’t the only important thing; 3 does she / activities:
or playing in the
1 1 a farming; 2 get to school; 3 obligatory; eat / usually eats; 4 she eat / special orchestra
4 free; 5 teachers energy; 5 have/drink
2 1 ‘Healthy Life’ isn’t an ordinary school. / 5 1 Is; 2 any; 3 a; 4 are; 5 can Opinion: It’s great!
‘Healthy Life’ is a special school. 2 The
headmaster has lunch with the students. 6 Students’ own answers
3 The ‘Vegetables and Fruit Festival’ is in Term Tests
November. 4 The school is 47 years old. UNITS 3 & 4
UNITS 1 & 2
5 Classes finish in June. 1b
1 1 e; 2 a; 3 b; 4 f; 5 d; 6 c
3 1 What’s the school’s name? 2 Where do the 2 1 Melanie is Spanish. 2 She has got two
2 1 Harry isn’t / wants to be a professional
students live? 3 What do students do in the brothers. 3 Her brothers train four days /
footballer. 2 Harry doesn’t live at the
afternoon? 4 When do classes start? times a week. 4 Nadal’s playing vs Murray
Liverpool International Football Academy. /
5 What’s the students’ favourite month? now. 5 Melanie thinks Nadal plays very well.
Harry lives at home with his family. 3 He
4 1 Are you a; 2 Do you have; 3 I do; 4 When 6 The tennis game on TV is exciting.
has got a sister. 4 School is important for
do; 5 When is 3 1 Melanie lives in Madrid. 2 No, she hasn’t.
Harry. 5 The boys want to be professional
3 Martín and Fabián are her brothers. 4 They
footballers.
UNIT 3 play football four times / days a week.
3 1 Harry is 14 years old. 2 He studies at
1 1 lives in; 2 amazing / plays; 3 watch; 5 She’s watching TV / the Wimbledon Tennis
school. 3 He goes to the Academy after
4 goes / three times; 5 visits Championship / a tennis match.
school / in the afternoon. 4 He wants to be
2 1 Ana Ivanovic is a tennis player. 2 Milos is 4 1 Where are; 2 Where do you; 3 How often
a professional footballer. 5 Yes, they have:
her brother. 3 Her parents sometimes travel do; 4 Do you go; 5 Are your
music, art and ICT.
with her. 4 She goes to the gym three times 5
4 1 Do you; 2 Do you want; 3 Do you live;
a week. 5 Ana usually has a light lunch. 02 Audioscript
4 Do you go to; 5 Have you got any; 6 Do
3 1 Who is Ana Ivanovic? e; 2 Where does she Host: Hello! Today in ‘Popular Science’ we’re
you practise
live? h; 3 How often does she train with her looking at the psychology of colour
5
coach? g; 4 When does she go to the gym? theory – can you guess a person’s
01 Audioscript
a; 5 What does she do on Sundays? b personality from the colours they’re
Hello and welcome to ‘Youth Focus’! I’m
4 1 How often do you; 2 do you; 3 Do your wearing? Here to help us with our
Paul Turner, and today we’re bringing you
parents travel / go; 4 Have you got; 5 What experiment is Doctor Ella Browning.
the latest programme in our series ‘Schools
do you do Hello, Ella.
around the World’. Are you a dance fan?
Dr Browning: Hello! OK – let’s see! In this
Well, today we’re looking at The Royal Ballet
UNIT 4 photo, the girl’s wearing a black jumper
School. This is a very prestigious dance
1 1 usually; 2 washes; 3 often; 4 organizing; and covering her face. In my opinion,
school in Richmond Park, London. Both girls
5 light this means that she’s quite shy. Also,
and boys can go to The Royal Ballet School
2 1 F; 2 NM; 3 F; 4 T; 5 NM she isn’t wearing any bright colours. I
– they start at the age of 11 and stay until
3 1 What does Nichola wear on Saturday think this means she’s quite serious. I
they’re 16. Some students live at the school
mornings? She wears her torn jeans, a also think she’s probably quite creative.
but some live at home with their family. So,
T-shirt and her old trainers. 2 What does Host: OK. Thanks, Ella – now let’s see if these
what is life like at The Royal Ballet School?
Nichola do at about 9.00 in the morning? opinions match the reality! Please
Well, the students get up early and have
She helps her mum with the housework. welcome Lucy.
breakfast. Then they dance for 2 to 4 hours
3 Are Nichola and her friends training today? Lucy: Hi!
every day. They don’t just do ballet – they
No, they aren’t. 4 Why is today a special Host: So, Lucy, what do you think of Ella’s
also learn other traditional dance styles,
day? Because it’s Nichola’s graduation day. analysis?
like Irish dancing and Scottish dancing. But
5 Is Nichola having breakfast with her father Lucy: Well, it’s true that I’m covering my face
it isn’t all dancing! Students also study 12
now? No, she isn’t. – but it’s because I’m feeling cold! So,
subjects, including English, maths, science
4 1 am looking; 2 Is it; 3 want; 4 size; 5 Can I; actually I’m not shy – in fact, I’m quite
and ICT. And they all learn one foreign
6 is / looks; 7 take sociable. I love talking to people! And
language – French. A lot of ballet words
I do like to wear bright colours usually.
are in French! After dinner, students can do
UNIT 5 So, in general, the analysis is not
extra activities like art, sport, singing or
1c correct. But I am quite creative – that
playing in the orchestra. The Royal Ballet
2 1 goes; 2 can; 3 comfortable; 4 is; 5 are part’s true!
School has got great facilities – obviously,
Host: I see. So, the reality is quite different!
78  On the Pulse – Tests A – answer key and audioscripts

1 Popular Science; 2 is; 3 shy; 4 usually; 1 raining; 2 There is a cinema; 3 is; 4 doesn’t and swans swim by. I see other
5 is; 6 incorrect like; 5 a lake; 6 horse-riding barges go past, too. It’s amazing!
6 Students’ own answers 6 Students’ own answers Presenter: I’m sure it is! Well thank you for
coming in today and telling us
UNITS 5 & 6 about your home.
1b
End-of-year Test 1 No, he doesn’t. He lives on a boat. 2 There
2 1 The house is near the beach. 2 There 1 1 a; 2 e; 3 c; 4 b; 5 f; 6 d; 7 g are three bedrooms. 3 Yes, there is. 4 The
are four beds in the bedrooms. 3 They 2 1 Martin loves the beach. 2 He can go family usually eats in the living room. 5 Yes,
sometimes have croissants for breakfast. fishing at the beach. 3 He must go home he does.
4 There is a bar at the beach. 5 They usually before it is dark. 4 There are four bedrooms 5 Students’ own answers
go to bed before midnight. in the house. 5 In one of the photos, they
3 1 does / have; She has lunch at the beach. are having lunch in the kitchen.
2 How much / does; She drinks a lot of 3 1 Where do / They go; 2 How often does /
mineral water. 3 many / are there; There are He / fishing / once / twice; 3 do they wear /
a lot of luxury hotels in the city centre. must get; 4 How many friends / He can /
4 Can; No, they can’t. 5 Do / go; Yes, they do. one / two friends; 5 What are / They are
4 1 have / eat / make; 2 How much; 3 isn’t fishing. 6 How much / They take
any; 4 some; 5 are there; 6 some; 7 many 4
5 04 Audioscript
03 Audioscript Presenter: Hello and welcome to ‘Our World’.
Josie: Hello? In today’s programme, we’re
Flo: Hi, Josie. It’s Flo. talking about unusual homes.
Josie: Hi, Flo. What’s the weather like in We’ve got Edward in the studio
Scotland? with us. He’s here to tell us about
Flo: Hmmm, it’s raining again. But I’ve where he lives. Hello, Edward.
got good news. Mum and Dad say it’s Edward: Hello.
OK if I come and stay with you in the Presenter: Now, tell us what’s unusual
summer. about your home.
Josie: That’s fantastic! We can do so much. Edward: Well, I live on a boat.
There’s a new shopping centre in town. Presenter: A boat?
It’s got 150 shops and there’s a cinema Edward: Yes, a barge.
and a bowling alley and restaurants Presenter: That sounds interesting. What is
and... it like?
Flo: Wow! It sounds like there’s a lot to do. Edward: Well, there are three bedrooms.
Josie: Yes, there is. What would you like to do? That’s one for my mum and dad,
Flo: Well, I really like sport – swimming, one for my sister and one for me.
badminton... and I love Zumba. There Presenter: Three bedrooms on a boat! Are
aren’t any classes here but I’ve got a they very small?
DVD. Edward: No, not at all. My bedroom is
Josie: No problem. There’s a sports centre in bigger than my best friend’s
town with a huge swimming pool. It’s room! I’ve got lots of furniture.
even got waterslides. There’s a wardrobe, a small table
Flo: That sounds amazing! for my books and magazines, a
Josie: And there are Zumba classes in the desk with my computer on it and
evening. some bookshelves.
Flo: That’s great! Presenter: That’s amazing. What about the
Josie: Erm, I’m not very good at badminton, kitchen?
though. Edward: Well, the kitchen is quite small but
Flo: That’s alright. We don’t have to play we’ve got everything we need.
badminton. You know, I don’t really There’s an oven, a fridge and a
like shopping… microwave and a sink, of course.
Josie: OK. No shopping and no badminton. There are lots of cupboards for
Are you good at skateboarding? keeping things in. But there isn’t
There’s a skate park near here. room to eat in the kitchen, so we
Flo: Erm. I don’t know. I can try... Josie, eat in the living room.
Mum and Dad say you can visit us too. Presenter: And what’s the living room like?
Josie: Fantastic! Is there a lot to do? Is there a Edward: The living room is really cosy.
youth club? Are there any cinemas? Are There’s a big sofa and two
there any cafés? armchairs. They’re really soft
Flo: There isn’t a youth club and there and comfortable. We’ve got a
aren’t any cinemas. There’s a small television, a DVD player and a
café and there’s a library. stereo. It’s my favourite room.
Josie: Oh, OK. I like reading... Presenter: So what’s the best thing about
Flo: Don’t worry, Flo. There’s a lot to do living on a barge?
here. We’ve got amazing countryside. Edward: Well, I love having an unusual
We live near a lake and near the home. It’s more interesting than
mountains. We can go mountain- living in a house! But I think my
biking, sailing, horse-riding... favourite thing is the water. I like
Josie: That sounds wonderful, Flo. I can’t wait. watching the canal. I can see ducks
On the Pulse 1 – Tests A – answer key and audioscripts  79

Macmillan Education
Macmillan Publishers S.A.
© Macmillan Publishers S.A. 2016
ISBN Nº 978-987-672-253-7
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 1 : 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 978-987-672-253-7
1. Inglés. I. Maldonado, María Alicia, colab. II. Koessler, Cecilia Pena, colab. III. Título.
CDD 420
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, enero de 2016

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n the

On the Pulse – course overview .................... 5 Unit 6 – Feeling great! ................................. 54

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

Welcome to my world! ................................. 22 Photocopiable material:

Unit 1 – My idols and me .............................. 24 Project Planning sheets ............................... 62

Unit 2 – School days .................................... 30 Unit tests ..................................................... 64

Unit 3 – Active! ............................................ 36 Term tests ................................................... 70

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

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Listening & Speaking

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Speaking & Writing Extra practice

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On the Pulse 1 – 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 1 – course overview

On the Pulse 1 – general teaching notes  17

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Comparing Cultures Grammar presentation – Form

18  On the Pulse 1 – general teaching notes

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20  On the Pulse 1 – general teaching notes

What is the difference between

What material does representational language

On the Pulse 1 – general teaching notes  21

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1 Encourage Ss to focus first on transparent and familiar words.

» EXTRA: Ss write the name of each school item on strips of

» EXTRA: Ss create their own memo test. On different pieces

» EXTRA: In pairs, Ss make small posters to use in different

Listening & Speaking p5

22  On the Pulse 1 - Ideas to enrich your teaching

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» EXTRA: Refer to a well-known event and have Ss say the

the class. S: My mum’s birthday is on 2nd October.

Reading / Grammar / Vocabulary p7

3 Have Ss bring pictures of their families to class and use the

On the Pulse 1 - Ideas to enrich your teaching  23

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1 Ss can say: (a pair of ) glasses, a (Mexican / Jamaican) flag,

24  On the Pulse 1 - Ideas to enrich your teaching

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Draw Ss’ attention to the examples given and ask:

» EXTRA: (after Exercise 2) Ask Ss to write about somebody in

1 Say: Write a list of everyday activities that come to your mind.