Engage with eye-opening topics and discover your potential! What’s Up? “Teachers’ demands for a change have resulted in this What’s Up? 3rd edition Using students’ previous experience of the world as a springboard, we move through a series of interconnected meaningful tasks till they complete a final project in each unit Drawing from observation of images to recall students previous knowledge, new vocabulary is presented to facilitate the understanding of challenging updated texts Contextualised grammar practice enables students to visualise and internalise new linguistic concepts, which are permanently spiraled throughout the series Collaborative work and informed discussions will help students to reflect critically and to become better aware of themselves and others All tips and suggestions in the Teacher’s Book are provided in the hope that teachers and students experience the classroom as a marvellous opportunity for growth!” TEACHER’S BOOK Welcome to What’s Up? 3rd edition María Alicia Maldonado 3rd edition Ma ría Al ici aM ald on (Teacher’s Books author as well as responsible for the adaptation and pedagogical supervision of the What’s Up? 3rd edition series) ad o Teacher’s components: Downloadable Teacher’s Book with extra practice & readings Access to interactivity to follow students’ progress, upload material or address homework, amongst other things Online Class & Workbook audio files Students’ components: All digital material available at: www.whatsup.pearsonelt.com.ar WUP-01-TB-tapas.indd María Alicia Maldonado Student’s Book with Workbook Interactive Student’s Book: www.whatsup.pearsonelt.com.ar Extra Practice & Fast Finishers Book Grammar Quick Check Online Workbook audio files TEACHER’S BOOK 09/09/16 14:27 3rd edition TEACHER’S BOOK WUP_TB01_0103_PORTAD-CONT.indd 08/09/16 16:53 Contents English book collections http://ngoaingu123.info/forums/104/ Introduction Interactive Student’s and Teacher’s Books Planificaciones anuales 10 Student’s Book Table of Contents 16 Teacher’s notes: Let’s warm up! 18 Unit 19 28 WE are the school Extra Reading Unit My favourite days Extra Reading Unit Natural habitats Extra Reading Unit What’s your choice? Extra Reading Unit ICT in our lives Extra Reading Unit Time to travel Extra Reading 29 38 39 48 49 58 59 68 69 78 Social and Emotional Learning (SEL) 79 Answer keys: 83 Let’s wrap it up! Workbook (with Audioscript) Extra Practice WUP_TB01_0103_PORTAD-CONT.indd 08/09/16 16:53 Introduction Our view of language What’s Up? 3rd edition is a four-level series especially designed to help teenage learners at the age of 12-16 to learn English from a cognitive-functional view of language This view proposes a triadic relationship between language, thought processes and culture Therefore, the view of language that underlines the whole series is an experiential holistic view which rejects the division of the study of language into syntax, lexis, semantics, pragmatics and phonology as separate components Meaning is construed by the interplay of grammar, ie grammar as syntax and lexis together, and phonology (prosodic features and phonemes) integrated in communication in context Speakers of a language in a meaningful interactive situation draw from the linguistic resources of the language in question That implies syntactic rules, lexical choices and phonological features to finally construe their meaning in context Any change in meaning implies a change in grammar and prosodic features add to the communicative intention of the speaker in a particular context, ie the same utterance can express different meanings according to the context The difference between a sentence and an utterance should always be considered when teaching A sentence is a grammatical concept that points to the syntactic construction and to the lexical choices Whereas, an utterance involves grammatical forms, sounds and intonation patterns, as well as the semantic structure (ie meaning) expressing a communicative intention Communication is the primary function of language, which has an impact on the form that language takes Great importance is given to both cognitive and socio-cultural factors in relation to the linguistic phenomenon and, of course, the rejection of the idea that syntax is autonomous from semantics and pragmatics Functionalism studies the full range of the linguistic phenomena rather than only “grammatically correct sentences” We not “speak grammar” but we communicate meaning Grammar is important as it serves for the purpose of meaning construction in meaningful interaction In terms of language acquisition, a child constructs her/his language from the information available in meaningful interactive situations We logically think of language in use There are no distinctions between a central or a peripheral use of language, ie the notion of exception is rejected and all the uses of language are taken into account When we understand a language, we also understand our conceptual world The notion of concept refers to a person’s idea of the world around Concepts are developed through our interaction with the physical and cultural world Conceptualisation is dynamic because we reconstruct our concepts as we interact with other people’s views Our view of the teaching and learning process The teaching perspective will depend on the view of language each teacher adheres to From a learningcentred stance, students are guided to discover how much of their learning they are able to construe by themselves No matter whether students are focusing on language structure or not, meaning is central to enable them to make sense of what teachers are trying to teach Thus, the aim of the series goes beyond the idea of transmitting rules of use but generating meaningful use of language Following a reflective approach to learning, it aims at educating learners This implies to provide opportunities to think critically, reflect and develop self-awareness and awareness of others The guiding principle is to enable students to be able to communicate efficiently And communicating efficiently implies, in the first place, to understand exactly what we want to express Secondly, it also implies to be aware of the possible impact that what we want to say may have on our interlocutors, as well as to be able to put our ideas into words In this way, students will develop their own capacity to listen to others and to respect their opinions Notice that, from the very beginning, the Opener and the Pre-reading section will present a wide variety of images to help students to recall concepts they are already acquainted with Some of these concepts will be transferred to the second language context and some others will just serve as a springboard to embark on the reflection stage Learning styles, students’ interests and stages of cognitive development are the key to decide on the tasks to present them These tasks will give learners many opportunities to learn by discovery and by making connections Students will always have a chance to reflect upon their own experiences and to review their own beliefs about everyday facts They will be able to become aware of how much they are doing well, how much they might modify and how much they will have to accept as different choices on the part of other people they interact with The language study section in each unit will provide the necessary tools to develop accuracy, but the focus is placed on enhancing students’ participation in authentic discussion The series follows a spiral approach towards learning so that students can recycle linguistic contents in order to interweave new knowledge in their schemata Students will practise linguistic content systematically while getting engaged in meaningful tasks The Final Project in each unit will help students to take responsibility of their own learning process and will enhance group cohesion while having students work together to achieve a common aim WUP_TB01_0409_INTRO.indd 08/09/16 16:54 Introduction Teacher’s Book The Teacher’s Book introduces the rationale which underlies the series and provides plenty of suggestions to improve and vary classroom activities A description of the teaching intention of each lesson is developed in each unit In this way, it is a real teacher companion in the process of teaching and learning Besides, the book includes cultural information to facilitate discussion of the images in the Opener and Pre-reading section And it also provides all the answer keys to exercises in the order they appear in the Student’s Book The Pandora box offers either teaching tips on classroom management, warming-up activities or further extra practice for most lessons There are also Pronunciation boxes that contain practical tips to integrate phonology in the Language lesson as a way to help teachers to implement a cognitive-functional teaching perspective At the end of Units 1, and 5, you will find a My students… chart We provide a few thoughts or guidelines to help you think about and answer the following questions: How are my students doing? and How can I help them to improve their learning? The teachers’ Cheat sheets will provide you with extra information on the main theme of each unit These sheets aren’t overly exhaustive nor extensive but give you the basic information you may need to answer the first questions that may arise on one matter or another Extra Readings: in order to answer the teachers’ main demand (more reading, more reading, more reading!), we close each unit with an extra reading, totally aligned with the content of the unit in question Although we’re giving you 100% freedom on how to use these texts (no further practice given!), we tell you the specific content that is covered in each case Student’s Book Opener and Pre-reading section Each unit starts with a double-page spread, Opener and Pre-reading section, where the Unit goals are listed for students’ reference A set of images will be the starting point for class discussions and/or self-reflection upon the main topic presented in each unit Students will be provided with the challenge to observe and spot features, to establish connections or to categorise elements by resorting to the previous knowledge they bring into the classroom Teachers are not expected to impose their teaching, but to teach on students’ needs All the challenges students will have to face will make them aware of what they need to learn As it has been already mentioned, all the photos, words and exercises of this spread have been thought to get students ready for the next sections (Vocabulary and Reading) As a closing feature, the Project preview will lead students to anticipate and get prepared for the Final Project Thus, students will know from the very first minute what they are expected to by the end of the unit As the unit develops, students will also find suggested instructions, Project tips, to start preparing their project in advance Vocabulary This page is devoted to systematic work on vocabulary Lexical items are introduced in context so that students can develop awareness of lexical categories which, in turn, are closely related to grammatical categories and prosodic features These are presented as chunks for students to internalise An invisible imaginary thread connects the Opener and Pre-reading section with the Vocabulary section and paves the way towards the Reading section Reading There is a wide range of interesting and updated contents presented in varied text types, such as: blog entries, social networks, magazine or newspaper online articles, interviews and diaries, among others Students will be encouraged to infer meaning from context in order to grasp content as well as to resort to different reading strategies, eg skimming and scanning to anticipate or predict ideas presented in the text Analogy and opposition are hints to help students to develop both learning and productive strategies which will enhance autonomy in the teaching and learning process All Reading sections end up with a “What about you?” box in which students will make the new content theirs by transposing the described experience to their own reality In addition to that, all the texts introduce topics that offer opportunities to reflect upon values and beliefs, thus helping students (and teachers!) to develop their social-emotional intelligence skills WUP_TB01_0409_INTRO.indd 08/09/16 16:54 Introduction Grammar This two-page section has been designed to introduce and practise main grammar points Students will be asked to observe, compare, contrast and make connections That is why the Grammar boxes offer blank spaces for students to complete Students will always be encouraged to work out the presented structures by analysing the hints provided in each section They will also be prompted to discover the hidden patterns and then use them in contextualised exercises The lexical items introduced in the Vocabulary and Reading sections are constantly recycled Notice that further detailed explanation of grammar rules is presented in the Extra Practice Book Listening and Speaking These two sections share a double-page spread and present images that introduce the pre-listening activities and set the context for the listening comprehension tasks Students will always be exposed to authentic speech in a wide variety of English accents, only adapted to accompany students’ pace according to their level of proficiency As mentioned before, the series follows a spiral approach, so all the topics presented in the audio are closely related to the target vocabulary and grammar introduced in each unit All post-listening activities will pave the way towards the Speaking section The Speaking section follows an invisible imaginary thread from the audio conversations to clear communication goals that involve students in real communication activities by resorting to the linguistic content introduced in the unit and by recycling the contents presented in the previous ones Thus following our spiral approach to teaching and learning The selected topics provide plenty of opportunities for students to engage in meaningful communication activities, as well as they help to develop students’ language proficiency Challenging and entertaining communication-gap activities, to be carried out in pairs, have been included at the end of each Speaking section to systematise the practice of speaking skills They can be used as rounding-off activities or as extra practice to reinforce students’ confidence in speaking Writing Our view of writing is not constrained to teaching how to write end products We consider writing as a means to learning and this perspective is present throughout all the sections in the book Nevertheless, notice that in every Writing section, a Writing rule box has been included to provide students with useful tips to approach or achieve accurate writing A model text is always provided for students to start by trying parallel writing Formal and informal pieces of discourse are presented and analysed And the communicative purpose is never left behind Students are expected to write for real communication Final Project As mentioned before, the Final Project is presented at the Opener and Pre-reading section for students to anticipate what they are expected to by the end of the unit In this way, students will become aware of how the linguistic content of the unit will help them to achieve their final aim: Make authentic use of language, recycling previous knowledge and integrating it with the content of the unit by means of oral presentations, writing creations and games, among others Every Final Project will pose a challenge to students, so as to focus on real communication rather than on accuracy Students will be learning linguistic content while trying to succeed at communicating actual information All projects are meant to be done by using ICT (Information and Communication Technology) However, a second option is also offered in case there is no access to internet connections It is important to foster the use of ICT since it is evident that citizens of the 21st century will need to be proficient at using ICT to get any kind of work position Nevertheless, we are aware of the limitations that some teaching and learning contexts put on teachers and students Whenever these icons are presented, it means that: the activity is to be carried out using computers, notebooks, tablets, smartphones or other types of technological devices the activity is to be carried out using more traditional methods, such as: posters, cards, paper dictionaries, and so on WUP_TB01_0409_INTRO.indd 08/09/16 16:54 Introduction AND CULTURE Every two units, a CLIL and Culture section has been integrated to offer the opportunity to work on extensive reading Topics have been carefully selected to fit students’ interests They are updated and appealing to promote reading for pleasure while reinforcing reading comprehension skills Once the article has been read, students will be encouraged to go deeper by doing further research work on the web, or in encyclopedias, magazines or newspapers Then they will be able to share their findings with the class while exchanging opinions and points of view Extra Practice Book The organisation of the Extra Practice Book follows the same structure as the Student’s Book and the Workbook, so students will be able to easily find their way through it This book provides extra opportunities to manipulate grammar structures and to reinforce the knowledge of lexical and grammatical categories while creating meaning in context Grammar rules are included in all units to be used as a reference when needed Most of the exercises are contextualised so as to reinforce the linguistic contents knowledge while making authentic use of language Fast Finishers Activities This section includes an assessing worksheet to evaluate, or self-evaluate, students’ proficiency in the use of language as meaningful communication in context Students will recycle their language and, since the topics presented are not exactly the same as the ones introduced in the two previous units, students will also be able to approach the language from an experiential stance They will feel they can use language in context to express what they actually want to say Workbook The integrated Workbook at the end of the Student’s Book will provide further intensive and discrete point practice to help students to reinforce and expand the linguistic content presented in each unit Although all the activities are suitable for self-study, they are also likely to be used in class This component follows the same organisation as the Student’s Book, so the activities can be intermingled through the teaching process of each unit The listening-comprehension section can be given as homework because students can access the audio files at: http://whatsup.pearsonelt.com.ar/workbookaudio In this way, each student will have the possibility of working at her/his own pace The correction of the exercises can be used as a rounding-off activity in class Each unit of this component includes a “Fast Finishers” activity for students to solve individually They consist of extensive reading activities to keep fast finishers interested in new challenges, and students who need more time to process their learning to be granted the possibility to so SEL is the process through which children and adults: > acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions > set and achieve positive goals, feel and show empathy for others > establish and maintain positive relationships, while making responsible decisions It’s time to engage our students with Social and Emotional Learning … because to educate their minds is as important as nurturing their hearts (See special SEL section and corresponding class activities, pages 79-82) WUP_TB01_0409_INTRO.indd 08/09/16 16:54 Interactive Student’s Book REGISTRATION Our Sales’ person will provide you with your access code Once you have it, proceed as your students: enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your account For instructions on how to register, tell the students to go to the inside cover of the Student’s Book IMPORTANT! Although both you and your students can work online and offline, you need to be online in order to register Once you’ve created your class, you’ll be able to see your students’ activity and results The tasks they complete offline will synchronise automatically once they go online again NEED HELP? Please contact us at: soporte@pearson.com What can the students do? > Answer all exercises, even those that imply writing production Note: Students are given attempts Once they have completed the exercise, the right answer is given automatically In the case of writing production, you, as a teacher, will receive the answers directly and will be able to correct them and send them back over to each student personally with notes and marks if you wish to so > Write notes to their teachers (or simple reminders for themselves) > Highlight part of the text they wish to highlight > Listen to the Student’s Book tracks as many times as they wish to > Access the Extra Practice Grammar Reference whenever it is mentioned Interactive Teacher’s Book REGISTRATION Our Sales’ person will provide you with your access code Once you have it, proceed as the students: enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your account What can you do? > Create a class Go to “MY STUDENTS” tab and click on “New classroom” WUP_TB01_0409_INTRO.indd 08/09/16 16:54 Interactive Teacher’s Book Then, click on “Generate code” to obtain a class code that you can then pass on to your students so they can sign up to the class This code is always made up of the initials CL + digits Then, select a category and course for your class and click on “Accept” Next select “Assign” and choose the content you want your class to have access to Keep in mind that you can only assign content which you have available on the My books section in the CONTENT tab If you attend more than one class at the same time, create a new class: click on “New classroom” > Manage your class Go to: https://www.WUP_INTERACTIVETB_Editing_classroom > Follow the activity of each student separately and/or of the entire class > Send homework to each student separately and/or to the entire class Go to: https://www.WUP_INTERACTIVETB_Assigning_homework > Send messages to each student separately and/or to the entire class > Attach files to the messages Go to: https://www.WUP_INTERACTIVETB_Sending_messages > See Gradebook, divide it by competences and/or by marks Go to: https://www.WUP_INTERACTIVETB_Grades_section_explained > Change the unit’s learning sequence > Hide and/or show certain part of the Student’s Book at your convenience (which enables you to pace your teaching in accordance to the level of the class) Go to: https://www.WUP_INTERACTIVETB_How_to_edit > Create and upload new units / your own material Go to: https://www.WUP_INTERACTIVETB_How_to_upload > Create new activities and tests thanks to the Interactive Book exercises templates Go to: https://www.WUP_INTERACTIVETB_How_to_create_activities WUP_TB01_0409_INTRO.indd 08/09/16 16:54 Planificación anual Unidad temática 1: WE are the school Tópico: El pre-adolescente y su relación la comunidad educativa y sus actores Tareas de comunicación y aprendizaje > Páginas 6-7 • Asociación de léxico referente a la escuela su representación gráfica • Identificación de las diversas tareas que cumple el personal escolar • Comparación de culturas y de comunidades educativas > Página • Intercambio oral sobre las asignaturas preferidas y los lugares donde se dictan • Descripción de la hora • Intercambio oral sobre horarios escolares > Página • Identificación del género discursivo • Observación de imágenes como estrategia de comprensión lectora • Lectura de un artículo de una revista escolar Identificación de ideas generales e información específica • Discusión oral sobre distintos tipos de escuelas y preferencias personales > Páginas 10-11 • Sistematización de la estructura del presente simple del verbo to be en un cuadro • Deducción de reglas gramaticales • Inserción del verbo to be en textos escritos • Escucha y reproducción de oraciones atendiendo al ritmo y a la acentuación correcta • Asociación de preguntas y respuestas • Intercambio oral de preguntas cerradas y respuestas • Identificación de adjetivos en oraciones escritas • Inserción de adjetivos en oraciones descriptivas • Identificación de las preposiciones de tiempo en oraciones • Formulación de preguntas When? y respuestas preposiciones de tiempo > Páginas 12-13 • Descripción de una ilustración como estrategia de comprensión auditiva • Escucha de una entrevista e identificación de los interlocutores y el tema de conversación • Escucha de un monólogo de un docente Identificación de información específica para completar un horario escolar • Escucha de una conversación entre alumnos para identificar ideas generales e información específica • Participación en un juego de roles • Escucha de intercambios realizando pedidos amables y solicitando favores • Producción contextualizada de pedidos amables y solicitud de favores > • • • • Página 14 Reconocimiento de los componentes de un párrafo escrito Producción de párrafos escritos Reconocimiento y producción de oraciones descriptivas Lectura de un texto informativo e identificación del tipo de información que provee • Redacción paralela de un texto brindando información personal 10 What’s Up? 3rd edition - Teacher’s Book WUP_TB01_1015_PLAN.indd 10 Contenidos LEXICALES • Vocabulario relacionado los espacios y lugares de la escuela • Asignaturas escolares y actores del contexto escolar • Hora digital y hora analógica • Los días de la semana • Títulos: Mr, Mrs, Ms • Adjetivos calificativos: modern, hard, easy, typical, special, long, favourite, etc GRAMATICALES • Presente simple del verbo to be en todas sus formas • Preposiciones de tiempo: in, at, on • Posición de los adjetivos • Uso de can para realizar pedidos amables y solicitar permiso • Uso de want to + infinitivo para expresar deseo FONOLÓGICOS • Pronunciación de she / he • Reconocimiento y producción de los sonidos /h/ y /d / • Entonación de preguntas cerradas y abiertas • Entonación descendiente-ascendente como signo de corrección • Entonación ascendente como signo de amabilidad Proyecto final Tópico: Información personal: el alumno como un actor más dentro de la comunidad escolar Proyecto • Los alumnos se comunicarán para describir personas de la comunidad escolar y sus tareas Contenidos • Uso del tiempo presente simple del verbo to be • Uso de preposiciones de tiempo y de adjetivos • Uso de vocabulario para describir la escuela, los trabajadores, las asignaturas, los horarios y los amigos • Uso contextualizado de las macro habilidades Tareas de preparación • Preparación de un cuestionario para entrevistar a un empleado escolar • Entrevistas a los diferentes empleados de la escuela • Organización de la información en una presentación • Recolección de imágenes de los espacios escolares Expectativas de logro • Elaboración de una presentación en PowerPoint o de un póster sobre un actor de la comunidad escolar Expectativas de aplicación en el contexto social Campa “Ahora que sabés, podés” • Reflexión y valoración de la tarea que realizan personas que no están en el aula para generar un ambiente de trabajo seguro y adecuado • Toma de conciencia sobre el cuidado y la higiene de los lugares, los elementos y los espacios de uso común © Pearson 08/09/16 16:54 LISTENING AND SPEAKING Encourage students to discuss the questions and to answer them in pairs Then play the audio for them to check In order to check answers with the whole class, ask a student to read the question and another one to read the answer Answers She got lost in the Botanic Gardens She walked and took lots of photographs She used an app on her mobile phone Yes, it was Audioscript Tracks 41 & 42 Selina: Let me check the photos on my mobile Look! This is the Botanic Garden It is enormous Don’t miss this place Go early, because if it is getting dark, you won’t find the exit Rob: Really? Selina: Yes, That happened to me I walked, took lots of pictures and when I looked at my watch it was very late I didn’t know how to get back home Jamie: Oops So what did you do? Selina: I am smart, you know I have an app that tells you where you are As the hotel was near, I typed the name and my phone told me the way back home Jamie: Tell us all about that app We will need it! hahaha Selina: Remember this: before going to any place, you have to find out how you can get back to the hotel from there Sometimes, you don’t know who to ask for help And these places are full of tourists that are probably as lost as you Go to CLIL AND CULTURE, page 77 Draw students’ attention to the CLIL logo and tell them they are going to read the text at the end of the unit Ask students to read the conversation individually and get ready for the next listening task Tell them to identify what kind of information is missing They might even risk some of the answers Play the audio and give them time to complete Then play the audio again and pause it after each line for students to check their answers Encourage them to repeat the lines after the speakers so as to get a better perception of what they say Answers Melbourne train Today Thursday Two 75 150 160 150 Pandora box It is important and helpful to encourage students to reconstruct what the speakers say because, in this way, the mismatches between their mistaken / incomplete perceptions and the real thing become evident when confronted with their conscious attention to the form Audioscript Tracks 43 & 44 Jamie: Excuse me, we want go to Melbourne by train Man: What day you want to travel? Jamie: Today Is that possible? Man: Sure Single or return? Jamie: Return please We want to return next Thursday Man: How many tickets you want? Jamie: Two please Man: They’re 75 dollars each, so that’s 150 dollars Jamie: Sorry, how much are the tickets? I’ve got 160 dollars Man: That’s all right They’re 150 dollars in total Jamie: Good Here you are Man: Thank you Have a good trip! Buy a ticket ACTIVITIES Ask students to read the questions silently and make sure they know what they are expected to If needed, explain the meaning of “single and return ticket” Give an example Play the audio and give students time to answer Then tell them to share the answers with their classmates If they have queries, they can ask the class for help Answers Train tickets to Melbourne Return tickets Two 160 dollars Yes, he can Have students work in pairs to solve the information-gap activity Ask Student A to go to page 73 and Student B to go to page 75 In turns, they will share information about some real / fictional travel experience for their classmates to complete some notes Walk about the classroom to monitor their work In pairs, students practise the conversation in Exercise and then act it out in front of the class 75 WUP_TB01_6978_U06.indd 75 08/09/16 16:56 WRITING > Student’s Book p 58 Write an informal email Before you start > Tell students they are going to read an informal email Explain to them that informal emails are written as if one were talking to the person directly because the relationship they have is usually very close a Have students the task individually Check the answers in Exercise 1b Answers a, b, d, e, f b Use this task to check the answers in Exercise 1a as well Tell students to mention the topics and read what Rob writes about them Answers Food: They cooked kangaroo burgers Weather: It’s hot Hotel: It’s nice Local people: They met new people, Max, Lili and Lisa Activities: They went to Botanic Gardens, cooked kangaroo burgers, took photos, met new people Go over the Writing rule box with the whole class and ask students to find examples in Rob’s letter Pandora box Draw students’ attention to the format Show them that there is a header where you read who writes (“From:”), to whom (“To:”) and what about (“Subject:”) Teach students how to name the “@” symbol (at) See whether students know what “CC” (Carbon Copy) and “BCC” (Blind Carbon Copy) stand for They are well acquainted with emails and they will surely know one means an open copy is being sent and that the other means that a secret copy is being sent Back to the format, remind students that in English a comma must be included after the greeting and the closing; and that “PS” (Post Script) is written to identify something extra at the end of the message Ask them what these symbols stand for: “attachment” “picture” “link” “emoji” Ask students to recall some holiday experience or to invent it, and to use the information to complete the email outline Answers Suggested answers: email great Paris nice wonderful sunny delicious friendly restaurants 10 good 11 having lunch 12 visited the Eiffel Tower 13 fantastic Encourage students to write their own email using all the information they have about a holiday in Mexico Tell them to be meaningful when expressing their emotions Tell them they should try to help the reader to understand how they are feeling Pandora box Help students to develop their writing skills by having them play “Dictogloss” It will be excellent practice because students will also develop listening skills while improving their grammar, lexis and phonology in an integrated way Choose a short text similar to the email presented in this section Read the text at normal speed (but keep a pace that students can follow) and indicate students to listen attentively When you finish reading, have students work in groups to reconstruct the email from what they can remember Give them some minutes to that and then tell them to put down their pencils Read the text for a second time and repeat the procedure Read the text as many times as students require 76 WUP_TB01_6978_U06.indd 76 08/09/16 16:56 END OF PROJECT > Student’s Book p 69 A true / fiction story about the best / worst experience in your life I can It is time for students to prepare their narration of an experience they have been planning along the unit Guide them to follow these instructions: > Share word clouds with your classmates so as to make them bigger (Students will need a lot of vocabulary to narrate giving details of facts and feelings) > Organise your story by answering the questions given Write the story on paper to be able to revise it and study it > Confirm that the picture you have chosen clearly represents the event > Record your story with some appropriate background music > Show the picture to the class Can they imagine what your story is about? > Share your story with the class AND CULTURE > Travelling: one of the BEST things in life! We travel to enjoy landscapes and to learn about other people, other cultures But, travelling can also be an excellent way to get to KNOW YOU better When we are away from home, in contact with other cultures, we start appreciating our own day-to-day activities, traditions and life So next time you travel, think about this: How you feel? What you miss? (See special SEL section, pages 79-82) Places to visit near Buenos Aires Encourage students to speak about the places If they don’t know them, give them some information and have them think of the places they would have written about Remember this section has been designed to help students to reflect upon all the lexical, grammatical and conceptual contents they have been working throughout the unit Alternatively, values, which have been previously presented in class, have also been included Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not Allow them to ask about concepts that might not be clear enough, yet If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples If they still have difficulties, invite them to go through the unit and revise whatever they need to It would also be profitable to lead students to reflect upon how class discussions have influenced their points of view and opinions TRAVEL TO KNOW YOU BETTER! Student’s Book p 70 Remember that this section aims at helping students to find pleasure in reading It will also show them what they are capable of understanding in material they are likely to read if they travel abroad They will feel empowered and confident if they understand the reviews Guide students to observe the website Ask them what sort of information they can get there, and when they are likely to consult this type of website Tell them to justify their answers with information from the text Tell students to work in pairs reading the statements and going through the reviews to decide whether they are true or false They will have to correct the false statements Check the answers with the whole class Answers F T T F T F Ask students to work individually Tell them to answer question in the text and the other three, in their notebooks Then guide a class discussion on the answers Ask students to work in Exercise as a homework assignment 77 WUP_TB01_6978_U06.indd 77 08/09/16 16:56 EXTRA READING Travelling Experiences my last post My travelling experience When you think of travelling, there are four steps you can follow: dream plan (optional) go share Well, here I am, writing about the last step – my UNplanned trip to “wherever-land” RANDY-92 Five years ago, I was in serious need of a holiday, and I dreamt of a sandy beach near a small village somewhere in the Caribbean I surfed hundreds of sites and finally decided to book a cheap flight to one very small island I didn’t even think of accommodation because I thought not many people could travel to that little island That was all my planning for the trip! Soon, I discovered that the cheap flight was cheap for a reason: I spent more than 10 hours at airports waiting for connecting flights and making sure my luggage got from one plane to another I was tired and angry, but I told myself, “Well, you have got seven days to relax on this paradise island!” Finally, I arrived on my dream island late at night and to my surprise, I found out that the only hotel on the island was full! Luckily, a local family offered me accommodation: a bed in the children’s room And you know what? There were SIX of them! I was so exhausted that I went to sleep without noticing the six children around me I stayed with this family for the rest of my holidays because the hotel never had a free room, but it was for the best! They took me to places that other tourists did not visit and I swam in the sea where locals did – the beach was wonderful! They taught me to snorkel, and I borrowed one of the children’s bikes and went riding all around the island I ate delicious local food and learnt a lot about the friendly people on the island That was my best holidays ever And I did not any planning at all! This reading will help you to … > > > talk about forms of transport talk about holiday activities describe a past holiday Language included: > > > 78 Photocopiable WUP_TB01_6978_U06.indd 78 Vocabulary: forms of transport Vocabulary: holiday activities Past simple: verb to be / regular and irregular verbs © Pearson 08/09/16 16:56 Welcome to our SEL Section of What’s Up? 3rd edition! In accordance with this new edition’s philosophy and pedagogy, “Knowledge is power: teaching goes beyond the classroom”, we’ve elaborated this very special SEL section for YOU, teachers of the XXIst century who carry one of the heaviest responsibilities that a profession may entail: to educate the future citizens of our world In order to so, we’d like to start with one very important question: What are our objectives as educators? How are we equipping our students for a world in which positive social interactions and emotional intelligence play a key role in the professional and life-long development? In general, most of us have an “interventional” approach towards that We just deal with day-to-day classroom situations while trying our best to develop the necessary skills to prepare and to awake our students’ curiosity to the subject we teach However haven’t you ever sensed an underlying feeling of failure? Time constraints, poor institutional support and/or lack of adherence by parents are all good and valid reasons, fair enough, but most of us also acknowledge the impact of emotions in the learning process The truth is that we are hardly provided with the tools and/or resources to consistently and systematically create a reflection space for our students How are we equipping our students for a world in which positive social interactions and emotional intelligence play a key role in the professional and life-long development? Haven’t you ever found yourself thinking or even saying, “Oh well, ‘somebody’ will guide them into becoming emotionally intelligent beings.” or “‘Someday’, our wholeness will be acknowledged in education.”? Well, the news is that THAT ‘somebody’ is you and THIS ‘someday’ is NOW Yes, THIS is the time and HERE are the resources! Social and Emotional Learning (SEL) is part of a student-centered approach that emphasises building on students’ strengths; developing skills through hands-on, experiential learning; giving young people voice in the learning process; and supporting youth through positive relationships with adults over an extended period of time It is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, while making responsible decisions This new What’s Up? 3rd edition includes fun, engaging and easy-to-use activities for students and teachers to expand the “tips” students are provided with in the Student’s Book via QR codes How does it work? Students scan the QR code in each SEL logo with their Smartphones Students read the SEL tip and share their thoughts Teachers direct to the corresponding SEL class activity suggested in this section, where the Social and Emotional Learning tip will be expanded and lived through the teaching and learning process Especially designed to develop the self-awareness pillar of Social and Emotional Learning Social and Emotional Learning It’s time to engage our students with Social and Emotional learning because to educate their minds is as important as nurturing their hearts Core competencies to be developed: Self-awareness Responsible decision-making Relationship skills Self-management Social awareness Note: for more detailed information on SEL, go to Starter TB or/and to What’s Up? 3rd edition website: SEL Section WUP_TB01_7982_SEL.indd 79 See SEL class activities: Unit 2, p 80 Unit 3, pp 80 & 81 Unit 5, p 81 Unit 6, p 82 79 08/09/16 16:56 Especially designed to develop the self-awareness pillar of Social and Emotional Learning Unit THE IMPORTANCE OF CELEBRATING The focus of this SEL section is to learn about celebrations Students will be connecting all the information they have gathered about celebrations around the world and they will organise a “Gratitude Celebration Party” at school Celebrating is closely related to gratitude We celebrate what we appreciate, what we value We can teach our students to celebrate not only big, historic events, but also to celebrate their own victories and achievements every day Go beyond saying “thank you” and invite people to your classroom to honour and celebrate them Expressing gratitude directly to people has been shown to enhance and spread the benefits and positive emotions behind appreciation In the school setting, results have indicated an increase in positive feelings towards school In a study that had adolescent students either count their blessings or count their hassles, results showed that “experiencing and expressing gratitude comprise a simple way to counter negative appraisals of school and increase school bonding and social adjustment” Extension activity: Host a Gratitude Celebration Party! Celebrate! Unit Ask students if they would like to host a celebration party about their lives Ask them to think about the things they would like to celebrate in their lives Emphasise the fact that not only BIG things can be celebrated We can celebrate being alive, having healthy eyes to read these lines, being able to have friends inside and outside school, and much more On separate slips of construction paper, write down (or have students write) the things they are grateful for Staple them together in interlocking loops to connect them together The chain could be done with a classroom or a school, or be individual chains that comprise the many things a student is grateful for Set a date for the party It can be done on any class day taking 20 minutes for the party Have students decorate and bring sweets and drinks as if it were a real party They are celebrating themselves so remember to go back into the gratitude feelings and revise together during the party the things they are celebrating TAKE CARE OF OUR PLANET! IT’S THE ONLY ONE WE HAVE This SEL section refers to the pillar: “Responsible decision-making”, which implies the ability to make constructive and respectful choices about personal behaviour and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others Students have worked on gaining awareness about their role in taking care of the environment As responsible decision-makers, they need to know that we are all accountable for our own decisions, even when taking care of the planet Extension activity: Green Patrol Define the following roles within the whole class: > Water protector: to think what they can to reduce the use of water at home and at school > Pollution warrior: to look for different ways to reduce pollution The actions have to be realistic and practical > Animal caretaker: to be responsible for protecting all animals How can they help people to become more aware of animal’s rights? > Forest army: to protect all green sources and to think about alternatives to create new green spaces in the area 80 WUP_TB01_7982_SEL.indd 80 08/09/16 16:56 Unit Our future is in our hands! DISCONNECT TO CONNECT! In an era in which “connection” – technologically speaking – is everything, it’s important to teach students how to stay disconnected in order to connect more deeply with each other In this SEL section, students will be exploring the dimension of relationship skills Invite them to experience a different type of connection Relationship skills in Social and Emotional Learning relate to the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed It’s important to approach the activity from an open-minded position Technology is here to stay, students are naturals at it and there are many advantages, even in Education, related to the use of technology The invitation here is for reflection, to try something different and to start experiencing communication in a more “human” way Especially designed to develop the self-awareness pillar of Social and Emotional Learning Ask each group to work in teams (developing teamwork skills) and to come up with a poster, a blog entry or any realia they can obtain as a result of their work and conclusions After having finished with all the presentations, ask the whole class: How did you feel while thinking about our planet and how to protect it? What positive and negative emotions aroused during team work? Eg: sense of unity, anger, disappointment Let students speak openly about their feelings related to the process What can you to channel those feelings into action, so that we can really make a difference for our home planet? Extension activity: Technology time-out! Ask students if they have ever experienced some kind of misunderstanding with friends or family while using technology Ask them to provide examples and give details about the situation Tell them about the importance of balance in our lives Although technology offers great opportunities, it’s important for our brains and well-being to sometimes disconnect Challenge them to stay some part of the day away from technology as a game Set the following simple rules: > Use no devices for an hour > Choose the time (it has to be after school hours) > During that hour, all communication has to be face to face Ask them to take down notes on the feelings they arise during this “time-out” periods: anxiety, boredom, relaxation, instincts to grab the phone, etc It’s really important that they journal their emotions during those “tech-off” hours, so as to make the final step more fruitful and interesting Finally, call students into a reflection circle, where they will share their feelings and experiences during the technology timeouts Use their comments to trigger discussions about how “addictive” technology can become, how communication can also improve when we connect face to face from a more “human” approach Communicate face to face! 81 WUP_TB01_7982_SEL.indd 81 08/09/16 16:57 Especially designed to develop the self-awareness pillar of Social and Emotional Learning Unit TRAVEL TO KNOW YOU BETTER! In this SEL section, students will be exploring the area related to social awareness as the ability to empathise with others from diverse backgrounds and cultures, to understand social and ethical norms for behaviour, and to recognise family, school, and community resources and supports Travelling is one of the best ways to boost social awareness, since we connect to different cultures, people, places and lifestyles Extension activity: Activate your SELF-KNOWLEDGE through travelling As an extension activity of the Final Project suggested in the Student’s Book, ask students to consider the following aspects: > Did you notice anything different related to the culture of the place? > Was there any difference in the language? > How did you feel there? Did you miss anything from home? > How did you feel about those differences? Can you use different “feeling” words to describe how you felt? Have students reflect on how much one can learn about oneself when travelling, probably certain things are more valued, or we learn more about our reactions and about our lifestyle Extend the activity into a project Ask each student to share all these experiences and feelings by making a poster with pictures and things they got from the place It is also very important to make this activity inclusive for all realities: maybe some students have never been to a different country And even so, cultural differences might be valued and appreciated even within our own country If they have visited other cities, or provinces, the differences are still there The challenge is to see those differences as invitations to embrace the different, the unique, that each local culture has to share Travel and learn! English book collections http://ngoaingu123.info/forums/104/ Learn by travelling! 82 WUP_TB01_7982_SEL.indd 82 08/09/16 16:57 Answer Keys Let’s wrap it up! Unit 1) What time a When c What is e Why is d What b 2) People at school: janitor, librarian, secretary Special days: Christmas, Carnival, birthday School Subjects: History, Music Food: pizza, snacks 3) a b c d e 4) Is summer break her favourite time of the year? Yes, it is Are her parents on holidays in the summer break? Yes, they are Do Patricia and her friends play video games? Yes, they Does her mum go to the club? Yes, she does Is Mauro Patricia’s father? No, he isn’t Unit 1) are you doing ’m looking Do you Where We It’s can How many a lot 10 mustn’t 11 like 12 beaks 13 Who 2) Victoria is looking at her holiday photos The family are at Iguazu Park There are a lot of wild animals at Iguazu Park You mustn’t touch wild animals Victoria’s brother loves fishing 3) Wild animals: lion, elephant Farm animals: sheep Parts of animals: feathers, claw What animals do: climb, fly What animals are like: aggressive, poisonous 4) buy e see b observe d pay c choose a Unit 1) Are you using ’m organizing ’m surfing me bought was offers ’m going to buy 10 us 2) Marcos is organizing his holidays Javier went on holidays last year Teenstrip gives big discounts Marcos is going to travel with four friends Javier is happy with Marco’s decision 3) are having is walk was arrived took isn’t are are going to watch 10 is waiting 4) Where are Milton and his father? They are in New York How did they travel? By plane What is the hotel like? It’s not luxurious but it’s comfortable Who are they going to watch tomorrow? The Spurs vs The Lakers What is his dad doing now? He’s waiting at the restaurant 5) e c d a b Workbook Unit VOCABULARY 1) gym science lab computer room classroom library canteen 2) 3) English PE Music ICT Science 4) a four o’clock b quarter past three c quarter to nine or eight forty five d half past eight or eight thirty e midnight f quarter to twelve 5) Wednesday: Maths am, Music 9.45 am, Geography 11.45 am, History 12 noon, Lunch pm, English 1.45 pm, PE pm, Thursday: Music 1.45 pm, Geography pm, History am, Lunch pm, Science - 9.45 am, English 12 noon, Thursday AUDIOSCRIPT (Track 02) A: On Wednesday Maths is at nine o’clock Music is at quarter to ten Geography is at quarter past eleven History is at twelve Lunch is at one English is at quarter to two PE is at three o’ clock A: On Thursday History is at nine Science is at quarter to ten English is at twelve Lunch is at one Music is at quarter to two Geography is at three o’clock READING 1) C A D B 2) Year 950 Ten Football, hockey, rugby, tennis, and cricket In the library A lot of equipment No, it isn’t bad 3) school library sports fields canteen library science lab GRAMMAR 1) She’s Is she 8? Yes, she is He’s Chinese Is he Chinese? Yes, he is They’re at home Are they at home? Yes, they are It isn’t PE Is it PE? No, it isn’t They aren’t at school Are they at school? No, they aren’t She isn’t at the cinema Is she at the cinema? No, she isn’t 2) I’m not 15 You aren’t English Her favourite subject isn’t Science Jenny and her family aren’t from France We aren’t from Mexico He isn’t my classmate 3) f c b d g e a 5) Our school is nice Maths is a difficult subject Art is my favourite subject We have got a new lab There is a big gym They are very good friends 6) In On at at On 7) Can you Can I Can I Can you LISTENING 1) a b c d e f g h AUDIOSCRIPT (Track 03) Imran: Hi Mum, I’m home Imran’s mum: Hello son Do you like your new school? Imran: Yes, it’s great Imran’s mum: Are the teachers nice? Imran: Yes, very nice, especially our class teacher Imran’s mum: What’s his name? Imran: His name’s Mr Thomas Imran’s mum: Is there a gym? Imran: Yes, there’s a big gym Imran’s mum: Is there a computer room? Imran: Yes, with 30 computers Imran’s mum: Are the students in your class nice? Imran: Yes, I’ve got a new friend her name’s Jenny Imran’s mum: A girlfriend? Imran: No, Mum, just a friend Imran’s mum: And what about lunch? Imran: The food’s not bad Any more questions, Mum? I’ve got lots and lots of homework Imran’s mum: OK, OK, go and your homework 2) g b h d f c a e WRITING 1) I’m a student at Lincoln School We a lot of exercises They like Music and Art We play it in the gym and it’s fun 2) e d f a c b 4) Name: Lara Lane Age: 12 Nationality: British Favourite subjects: French and History Special club: aerobics Best friend: Tim 5) Suggested answers: Her name is Lara Lane She is 12 She’s English Her favourite subjects are French and History Her favourite place at school is her classroom Her hobby is aerobics Her best friend is Tim SELF-CHECK 1) subject library Maths lunch gym / sports field playground science lab 2) b a a c c b a c c 10 b 11 b 3) is isn’t Are ’m are / aren’t are is are are 10 is 4) What’s your name? How old are you? Where are you from? When is your birthday? What time is PE? Where is the ICT class? What’s your favourite subject? What’s your teacher’s name? How are you? 10 Is Sally your Science teacher? 83 WUP_TB01_8388_KEYS.indd 83 08/09/16 16:57 Answer Keys Unit VOCABULARY 1a) go to bed plant a tree has lunch prepares tasty snacks brush my teeth eat out 1b) ED SD ED SD ED SD 2a) HAVE: dinner, breakfast, lunch, a shower GO: for a picnic, to bed, home, to the theatre, to school 2b) c a b f d e 3) I get up at quarter to six in Prague I have breakfast at quarter past eight in Paris I read the newspaper at quarter to ten in London I have lunch and write an email at twelve thirty in Madrid I have dinner at nine o’clock in San Pablo Then I phone home I have a shower, clean my teeth and go to bed at quarter past twelve in Buenos Aires READING 1) A picture of Buddha B picture of pipers C picture of horses 2) A The Festival of the Tooth B Burns Night C Jaleo 3) B A C B B A 4) relic magic temple king amazing GRAMMAR 1) goes eats reads has finishes watches does writes 2) At Halloween we don’t make melon lanterns We make pumpkin lanterns In Sri Lanka, people don’t visit a museum to see a tooth They visit a temple At Jaleo Festivals cows don’t dance in the streets Horses dance in the streets On Burns Night people don’t write poetry They read poetry 3) a never b sometimes d usually c often e always 4a) Get up before 7.30 Robbie: usually Rita: sometimes Use a Smartphone Robbie: often Rita: always Speak English to my friends Robbie: always Rita: never Go to bed after 12.00 Robbie: never Rita: often Sing in the shower Robbie: sometimes Rita: usually AUDIOSCRIPT (Track 04) Narrator: Robby Robby: I usually get up before 7.30 I often use my mobile phone and I always speak English to my friends I never go to bed after 12.00 o’clock and I sometimes sing in the shower Narrator: Rita Rita: I sometimes get up before 7.30 I always use my mobile phone and I never speak English to my friends I often go to bed after 12.00 o’clock I usually sing in the shower 4b) He often uses his smartphone He always speaks English to his friends He never goes to bed after 12.00 He sometimes sings in the shower Rita sometimes gets up before 7.30 She always uses her smartphone She never speaks English to her friends She often goes to bed after 12.00 She usually sings in the shower 6) wants to wear wants to go want to see want to have 7) shower bed watch have live get breakfast run dances The message is: We have fun LISTENING 1) Birthday Valentine’s Day Three Wise Men Diwali AUDIOSCRIPT (Track 05) One A: Here, this is for you B: Wow, what is it? A: Open it and see B: Oh, thanks very much That’s a great T-shirt A: Happy Birthday! I hope you like it Two C: Roses are red Violets are blue Sugar is sweet I love you! Three D: At night there is a big procession through the town There are three kings They sometimes ride on a camel or on a horse They throw lots and lots of sweets and all the children run and pick them up Then, the next day we get presents Four E: The lights are beautiful A: Yes they are Come on, let’s go and eat I’m really hungry E: The food’s in the house What you want? A: Can I have chicken? E: No you can’t There’s no meat The food’s vegetarian 2a) you Thanks, T-shirt red love sometimes, camel presents lights chicken AUDIOSCRIPT (Track 06) A: Here, this is for you B: Thanks very much That’s a great T-shirt C: Roses are red C: I love you! D: They sometimes ride on a camel D: The next day we get presents E: The lights are beautiful A: Can I have chicken? WRITING 1a) My name I It Mum I They it Today 1b) It’s his birthday 1c) gets up goes downstairs cooks breakfast has a shower washes his hair arrives goes to school 2a) I live in Mendoza and my favourite festival is “La Fiesta de la Vendimia” / There is a lot of music and dancing / It’s about work in the countryside, grapes and wine 2b) First Then / After that Finally SELF-CHECK 1) Suggested answers: get up have a shower have breakfast starts finishes go home have lunch my homework 2) Suggested answers: decorate wear visit give have 3) after before after before 4) speaks don’t play doesn’t eat live come go 5) Hector always goes to school at nine o’clock Paul is sometimes late for school Tony and Theresa usually play online games in the afternoon Luke and Meg often watch television at night Sally wants to wear new clothes for her birthday Unit VOCABULARY 1) A head B eye C nose D mouth E tongue F teeth G scales H horn I ear J neck K tail L wing M leg N foot 2) feathers trunk scales tongue horns 3) poisonous aggressive friendly noisy intelligent 4) Bears hibernate in the winter Birds build nests in trees Snakes hunt small animals to eat Birds migrate in winter Chickens lay eggs READING 1a) b b a c a c c b GRAMMAR 1) Tigers eat meat They don’t eat plants or fruit Giraffes eat plants and fruit They don’t eat meat Cows eat plants They don’t eat meat or fruit Owls eat meat They don’t eat plants or fruit 2) live are protects are eat prefer hunt makes waits 10 make 11 weighs 3) Where polar bears live? They live in the Arctic What colour is their hair? It’s white What polar bears eat? They are omnivores What they make in the ice? They make holes What they in winter? They hibernate How many kilos does a baby polar bear weigh? It weighs kilo 4) No, they don’t Yes, they are No, it doesn’t No, they don’t Yes, it does Yes, they 5a) An elephant can’t jump A cow can’t sing A parrot can talk A dog can swim A worm can’t fly A polar bear can’t dance 5b) Can an elephant jump? Can a cow sing? Can a parrot talk? Can a dog swim? Can a worm fly? Can a polar bear dance? 6) must must mustn’t must must mustn’t must mustn’t LISTENING 1a) c The blue ring octopus 1b) Suggested answer: Yes, it’s very dangerous 1c) AUDIOSCRIPT (Track 07) Narrator: Part one Int: So tell me Dawn, what is this beautiful animal? Dawn: It’s a Blue Ring Octopus Int: Can I touch it? Dawn: No, you can’t! It’s very dangerous 84 WUP_TB01_8388_KEYS.indd 84 08/09/16 16:57 Answer Keys 2a) c d b e a 2b) F T F F T F AUDIOSCRIPT (Tracks 08 & 09) Narrator: Part two Int: And where does this octopus live? Dawn: It always lives in warm water, it doesn’t like cold water Int: And what does it all day? Dawn: Well, it hunts for food Int: And what does it eat? Dawn: It eats small fish Int: How does it kill them? Dawn: It bites with its beak and kills with poison Int: Beak! Do octopuses have beaks? Dawn: Well, the Blue Ring Octopus does Int: Thank you, Dawn, that is very interesting WRITING 1) Help! What’s the name of that strange animal? I like dogs, cats and birds Does it bite? What an ugly dog! Gorillas don’t eat people! Pets, especially dogs, like a lot of attention 2) are has eat hunt doesn’t can hibernate have don’t 3) and 4) Do you know this animal? It’s a sloth Sloths are very slow and very strange animals They live in trees and eat, sleep and mate upside down They sleep 15 hours a day! They usually live between 10 to 20 years Their native habitat is the rain forests of Central and South America Some sloths have got two toes and some have got three They cannot walk very well but they can swim What a funny animal! 5) In trees No, they are very slow animals The rain forests of Central and South America Some have two and some have three They can’t walk well They can swim SELF-CHECK 1) horn ant beak bear 2) a c a c a b 3) Where quokkas live? What quokkas eat? How many joeys quokkas have a year? Where female quokkas carry their joeys? How many people quokkas bite a year? Who they usually bite? 4) a c a a b 5) Many people imagine that mountain gorillas are noisy, aggressive creatures, but they are normally peaceful, gentle, social, vegetarian animals When people see an angry gorilla, it is usually a male gorilla protecting his family group 6) Suggested answers: Elephants have got trunks Bulls have got horns Birds can fly Fish can swim Scorpions sting their prey Snakes bite their prey We must read the signs We mustn’t feed the animals Unit VOCABULARY 1) Hairdresser’s lnternet café Cinema Newsagent’s Chemist’s Clothes shop Supermarket Bank Fruit shop 10 DVD shop 11 Baker’s 12 Library 2) between opposite between next to 3) 4b) You can get money at the bank You can see a film at the cinema You can rent a DVD at the DVD shop You can have a haircut at the hairdresser’s You can meet friends at the Internet café You can try on clothes at the clothes shop You can borrow a book at the library You can surf the Internet at the Internet café You can pay your bills at the bank READING 1) Cut it! Jean Machine Online Tesco’s The Place ABC 2) Saturday £15.00 Thursday Jeans and T-shirts Chicken Yes, it is 80p £3.40 GRAMMAR 1) a c b e f d 2) Are the girls cooking? No, they aren’t cooking They’re listening to music Are the boys playing the guitar? No, they aren’t playing the guitar They’re trying on clothes Is the woman driving a car? No, she isn’t driving a car She’s having a haircut Is the boy writing a letter? No, he isn’t writing a letter He’s watching a film Is the girl eating a hamburger? No, she isn’t eating a hamburger She’s reading a magazine Are the girls doing homework? No, they aren’t doing homework They’re playing football 3) are you doing am finishing Are you watching am listening to are Amy and Lizzie doing are playing is buying 4) countable: DVD, cinema, computer, bank, shop, aspirin uncountable: music, bread, food, milk, water, sugar 5) some some any any a lot of any any some any 10 any 11 an 12 a 13 an 14 some 15 an 6) some, any any, some any some some LISTENING 1a) Sophie is at an Internet café AUDIOSCRIPT (Tracks 10 & 11) Assistant: Hello can I help you? Sophie: Yes, please I’d like to write some emails Assistant: Ok It costs £1 for 30 minutes or £2 for two hours Sophie: Two hours please I’ve got lots of emails to write! Assistant: Do you want a drink? Sophie: Yes, please An orange juice Assistant: OK That’s 95p please You can pay later Thank you Sophie: Thank you 1b) Can some hours hours drink orange juice 95p 2a) d c a b e 2b) AUDIOSCRIPT (Track 12) Narrator: One A: I’m very thirsty B: Why don’t we go for a drink? Narrator: Two C: It’s a lovely day A: Let’s go for a walk! Narrator: Three B: It’s Peter’s birthday C: Shall we buy him a present? Narrator: Four B: I’m hungry A: Let’s make some sandwiches! Narrator: Five C: It’s Mother’s Day A: Shall we buy her some flowers? WRITING 1) a the a a an a a a the 2) Suggested answers: A: What are you doing? B: I’m looking for a present for Mum A: Why are you buying her a present? Is it her birthday? B: No I’m buying her a present because it’s Mother’s Day A: That’s lovely Why don’t you buy her some flowers? B: Good idea! A: Let’s go to the flower shop round the corner 3) a it a the a She a the It 10 They 11 The 12 it 13 she SELF-CHECK 1) aspirin, toothpaste chewing gum, magazines pears, bananas steak, sausages bread, croissants 2) haircut clothes rent, get see, watch chat buy pay 3a) a some an some any 3b) 2, 4, 4a) c e i b g a d f h 85 WUP_TB01_8388_KEYS.indd 85 08/09/16 16:57 Answer Keys Unit Unit VOCABULARY 1) d a b c h g e f 3) friendly angry cool sad worried excited READING 2) real books, at bookshops real books, online e-books, online 3) Buying books at bookshops: comfortable chairs, shop owner knows you well and helps you choose the right book Buying books online: good price, books delivered to your home Having an e-reader: you can have a lot of books on it you can get the book you want in a few seconds GRAMMAR 1a) has ’m not chatting are taking doesn’t use Does / play Is / using 1b) every week at the moment right now every day usually Is / using / now 2b) Where the Slaters live? They live in Coventry What are they doing right now? They are sitting in a Street café Where does Mrs Slater work? She works in a hospital What is Richard eating? He’s eating an ice-cream 2c) They don’t live in London They live in Coventry She doesn’t work in a school She works in a hospital She isn’t looking at a cat She’s looking at a dog They don’t go to different schools They go to the same school They arenÐt working They are having a coffee in a street café They aren’t having a holiday in Portugal They are having a holiday in Spain 3) travels speaks is reading is listening likes wants 5) me us him her LISTENING 1a) No, she can’t She has piano lessons at six 1b) T F T T F F F T F 1c) are doing ’m watching ’m listening doing gives don’t have 1d) VOCABULARY 1) AUDIOSCRIPT (Tracks 13, 14 & 15) Mark: Hi, Nadia It’s me, Mark Nadia: Hi, Mark How are you? Mark: I’m fine What are you doing? Nadia: I’m watching a comedy It’s really funny And you? Mark: Well, I’m listening to music and doing my Maths homework It’s so long -30 exercises in all! Nadia: That sounds like a lot Mark: Well, our Maths teacher always gives us a lot of homework Nadia: That’s terrible Our Maths teacher doesn’t usually give us homework And I don’t have any homework for tomorrow! Mark: So you think we can meet up later? Nadia: Well, not really I have piano lessons every Thursday at six Remember? Mark: Oh, you’re right Maybe we can meet up on Saturday then Nadia: Yes, let’s that Phone me on Saturday, OK? Mark: OK Bye Nadia: Bye WRITING 1) because but and but so but and SELF-CHECK 1) post send play chat 2) funny lazy quiet kind 3) is not playing is Billy going is listening aren’t working 4) doesn’t make does she have you use don’t 5) Sophie usually listens to pop music but now she is listening to rock Marian always reads novels but she’s reading the newspaper right now My friends usually play video games but they’re playing chess now We always work hard at school but today we’re celebrating its anniversary 6) her us him me them B U S N D E R G M P L N O R R A M O U N T A E U I L N D A R I T A F X N B I K E R R Y 2) go to the beach horse riding have a barbecue swim in the sea play board games walk around play football take the ferry travel by plane 10 stay in a campsite READING 2) He was old He was a merchant No, it wasn’t It was difficult He was thirteen Yes, they were It was a beautiful city They paid with gold They put them on their camels and took them home 3) b e c a d 4) d e b f a c GRAMMAR 1) was were was wasn’t, was was weren’t, were were was were 3) Where were you last night? Who were you with? Why were you there? Where were your friends? Were your parents at home? 4a) started cooked travelled walked played visited 4b) Suggested answers: Last March he visited Paris Last summer she visited Italy (picture B) On Saturday they played football (picture C) Yesterday they walked in the park (picture D) Last night he cooked chicken (picture E) Yesterday morning she arrived late at school (picture F) 5) Suggested answers: Last weekend Robbie was at the zoo He took some beautiful photos He didn’t go with his family He went with some friends They saw a lot of animals They had lunch at a small restaurant They had a great time! 6) was did were saw had were 7) How many How much How many How much LISTENING 1a) Single or return? What day you want to travel? A return ticket is £89 It takes about 24 hours You’re welcome b) AUDIOSCRIPT (Track 16) A: Excuse me, I want to go to Barcelona from London How much is it by coach? B: Single or return? A: Return B: What day you want to travel? A: On Monday B: A return ticket is £89 A: And how long does it take to get to Barcelona? B: It takes about 24 hours A: Thank you B: You’re welcome 2) Three Barcelona Return On 27th June On the 15th July £150 AUDIOSCRIPT (Track 17) A: Excuse me, can I have three tickets to Barcelona, please? B: Yes, single or return? A: Return, please B: What day you want to travel? A: We want to fly on 27th June B: And when you want to return? A: On the 15th July B: Here you are ThatÐs £150 please Have a good trip A: Thank you B: You’re welcome 86 WUP_TB01_8388_KEYS.indd 86 08/09/16 16:57 Answer Keys WRITING 1a) haveing, arived, stayng, meet, rainned, visit, eatting, goed 1b) Hi Sylvia, We’re having a wonderful time here in New York We arrived on Monday We’re staying in a hostel It’s OK, but our room is very small The people here are very friendly We met some nice boys in the hostel Yesterday the weather was terrible, it rained all day so we visited the museums We’re eating lots of different food Last night we went to a rock concert It was great Wish you were here! Lots of love, Linda 2) Hi time terrible weather lovely people Wish love 3) Suggested answer: Hi We are having a great time here in The people here are wonderful and really friendly The hotel is very good and central but the food is terrible The weather isn’t very good because it rained every day On Monday we went to the and the and we went on a coach trip to the We did lots of shopping! Last night we went to a concert of Lots of love, SELF-CHECK 1) ferry underground taxi coach mountain bike plane 2) d e c b f (or a) g i a (or f) j 10 h 3) were, had took, didn’t take were, saw was, wasn’t stayed, was didn’t hire, went were, weren’t 4) having staying weather went took Wish Extra Practice Unit GRAMMAR PRACTICE 1) I’m are / ’re is / ’s are / ’re Is are / ’re Is are 2) I’m not a student They aren’t teachers She isn’t in the science lab We aren’t in the sports club 3) Is / it isn’t Are / I am Is / it is Am / you aren’t Is / she is Are / they aren’t Are / I’m not Is / he is 4) How old Where What What time Who When 5) on, at, in, in, at 6) a an a a an 7) Our Science lab is modern Biology is an interesting subject We have got a big library My favourite subject is PE 9) Possessive adjectives: I: my you: your he: his she: her we: our they: their 10) ’m / ’m not / ’m are / aren’t / are ’re / Our / is is / His isn’t / Her / is 12) Who is he? What’s her name? Is she in your / our class? Where are you from? What are your favourite sports? Are your teachers kind? How old are you? Who is her favourite actor? What time is PE? 10 When is your birthday? 13) Where are you from? When is your birthday? What time is PE? Who is your Maths teacher? What is your favourite subject? Who is Daniel? VOCABULARY Places in school 1) science lab classroom library canteen gym computer room 2) classroom library science lab canteen playground computer room School subjects 1) Time 1) eight o’clock four forty-five half past six midnight quarter past eleven twelve forty-five Adjectives 1) b e d c a 2) a d b c READING AND WRITING 2) b a b 3) typical special nice interesting / fun 4) Places mentioned: library, computer room, canteen Unit GRAMMAR PRACTICE 1) a Tracy doesn’t get up early b Tracy’s parents get up early a She doesn’t have a shower in the morning b They have a shower in the morning a She watches TV in the afternoon b They don’t watch TV in the afternoon a She has dinner at 9.00 b They have dinner at 9.00 a She goes to bed at 10.00 b They don’t go to bed at 10.00 2) Suggested answers: I have breakfast after I get up I clean my teeth before I go to bed / I go to bed after I clean my teeth I have dinner after I my homework / I my homework before I have dinner I watch TV before I go to bed / I go to bed after I watch TV I have lunch before I go to school / I go to school after I have lunch 3) She usually gets up early on her birthday I often invite friends home They are never late for school On Halloween, we sometimes decorate the house He is always happy on Christmas Day 5) Suggested answers: My sister buys new clothes on Saturdays My mother always has a shower in the morning We always have fun at parties I usually visit friends on Sundays My sister stays at home in the afternoon Dad cooks dinner in the kitchen I watch TV in bed I my homework after school 7) is live because my like it’s always to bed in 10 First 11 After that / Then 12 wear 13 At 14 Then / After that 15 an 16 Finally 17 takes 8) Where does she live? What is Carnival? When is Carnival? What time does Guadalupe get up? What they wear? Where they go? What is there at the end? What does Dad take? VOCABULARY Everyday activities and adverbs of frequency 1) Suggested answers: A Henry reads an ebook B My parents and I clean our teeth C The children have a shower D Mum listens to music E Maggie goes to bed at 9.00 pm F Alice and Jack go to the cinema G My dog Bonny watches TV H Peggy and Sheila meet their friends I Sharon has lunch in the canteen J Felix plays tennis 2) often never always sometimes usually Things we on special days 1) to a friend a party the house special candles parent balloons midnight restaurant 10 at home READING AND WRITING 1) People watch bonfires They throw colour powder and water to each other and they sing folk songs and dance together They go home, have a bath and eat sweets, cookies and cakes 2) F T F F F F 3) after before after 4) a b c d e f g Unit 2) PE Geography lab History canteen classroom Music library GRAMMAR PRACTICE 1) a I work in a zoo b I don’t work in a zoo c Do I work in a zoo? a You like zoos b You don’t like zoos c Do you like zoos? a He feeds the lions b He doesn’t feed the lions c Does he feed the lions? a She starts work early b She doesn’t start work early c Does she start work early? a It bites b It doesn’t bite c Does it bite? a We like pandas b We don’t like pandas c Do we like pandas? a They like snakes b They don’t like snakes c Do they like snakes? 2) Do Does Do Do Does Do Does Do Do 10 Do 3) Suggested answers: Yes, they No, it doesn’t Yes, they No, they don’t No, it doesn’t Yes, they Yes, it does No, they don’t No, they don’t 10 Yes, I 4) Does a deer run a lot? Do snakes live in trees? Does a 87 WUP_TB01_8388_KEYS.indd 87 08/09/16 16:57 Answer Keys giraffe eat meat? Where kangaroos live? Do monkeys climb trees? What does a dolphin eat? 5) Snakes can climb trees, lay eggs and swim, but they can’t sting animals Scorpions can climb trees, sting animals, lay eggs, but they can’t swim Monkeys can climb trees, but they can’t sting animals, lay eggs, or/and swim Whales can’t climb trees, sting animals or/and ley eggs, but they can swim 6) You must pay $10 You mustn’t walk on the grass You must wash your hands You mustn’t talk during the exam You must write with a pen You mustn’t give food to the animals in the zoo You mustn’t run in the corridors 7) How many tusks has an elephant got? What time does the zoo open? Where wild animals live? What can birds do? When mosquitoes sting? 8) There is It’s mustn’t are but There are next to Do don’t 10 eat 11 feeds 12 Does 13 doesn’t 14 because 15 lives 16 like 9) There are and live are have got Their They mustn’t can 10 because 11 can’t 12 don’t 13 because 14 hunt 15 must VOCABULARY Animals and animal parts 1) deer sheep butterfly tiger giraffe mouse fish horse tortoise 10 lion Verbs for things animals 1) They hibernate They hide They migrate to warm places They hunt and they bite their prey They sting them Adjectives to describe animals 1) aggressive slow noisy clean poisonous solitary READING AND WRITING 1) Mammals Endangered Birds Kuroiwa’s Ground Gecko 2) Amami rabbit, mountain zebra, Red Wolf (one example is enough) Kuroiwa’s Ground Gecko Bali Starling Dinosaur Bali Starling 3) mustn’t can must can Unit GRAMMAR PRACTICE 1) any a lot of a the a lot of the a some 2) Is she borrowing a book? No, she isn’t She’s having a haircut Are they buying a T-shirt? No, they aren’t They’re watching a film Is he sending emails? No, he isn’t He’s buying bread Are we buying any fruit? No, we aren’t We’re having a drink Am I studying? No, I’m not I’m dancing Are they working? No, they aren’t They are having fun Are you reading? No, I’m not I’m riding a bike 3) Where is Chris meeting friends? What are you doing at the baker’s? Who is making sandwiches? What are the boys singing? Where is Mum buying fruit? 4) Where She’s doing reading He’s any the some there are 10 can’t 11 a 12 Can 13 It’s VOCABULARY Places and activities in town 1) a: shirt, magazine, CD, video an: egg, apple, ice cream some: juice, bread, pasta, meat, food 2) next to, opposite between next to, opposite opposite 3) Hairdresser’s Bar Cinema Newsagent’s Library 4) Fruit shop, Bank, Internet café, Butcher’s, Chemist’s She’s at the baker’s They are at the fruit shop He is at the bank She is at the Internet café He is at the butcher’s They are at the chemist’s 5) Acceptance: 1, Refusal: 2, 3, 6) Great! Let’s go I’m not very hungry I’m sorry I’m very tired Ok What shall we drink? No, thank you I don’t like films 7) Suggested answers: What are you doing? Why don’t / go dancing? Let’s rent a video shall we meet? READING AND WRITING 1) SheilaModel and TheJuggler SheilaModel Worried grandma Francisco 2) F T F F Unit GRAMMAR PRACTICE 1) Mr Gowland is working on his computer Mrs Gowland is chatting with friends Jamie and Liz are playing video games Grandma is posting comments on Facebook Grandpa is playing chess with his computer 2) Is he chatting with friends? No, he isn’t He is surfing the net Is she talking with her sister? No, she isn’t She’s taking a photo of her pet Are they listening to music? No, they aren’t They are recording an interview Are you playing video games? No, we aren’t We are watching a video 3) Alistair usually goes dancing, but he is studying now Jeff and Joe usually chat with friends in the Net, but they’re phoning their friends now We usually meet friends at the shopping centre, but we’re inviting friends home now My cat usually eats fish, but he’s drinking milk now Maggie usually borrows books from the library, but she’s renting a video now I usually play video games, but I’m watching television now 4) My dog isn’t eating a bone now We meet at the Poetry Club once a week Does Alfred usually prepare breakfast for his family? I’m doing this exercise right now You don’t eat at the school canteen every day 5) What’s / name What’s he like? What does he do? Does he go What’s he doing Where is he 6) He is really funny We chat in the evening She does research in the net They are kind girls It is old and quiet 7) them her me him you 8) She, her me, you us them, They He, you, you, him 9) because but and so and VOCABULARY Uses of computers and mobile phones 1) stay connected chat speak send play listen play download 10 post 2) friend He kind he me posting because listening message 10 lazy 11 so 12 We 13 him 3) Post messages surf the net download music computer chat with friends Mobile phone MP3 listen to music text friends Adjectives of personality 1) friendly quiet funny lazy kind READING AND WRITING 1) because and / so 2) HAK P911 MOS PRW 3) Messages Teenagers Texting Unit GRAMMAR PRACTICE 1) was lived were liked moved changed was decided wanted 10 preferred 11 was 2) wasn’t didn’t live weren’t didn’t like didn’t move didn’t change wasn’t didn’t decide didn’t want 10 didn’t prefer 11 wasn’t 3) How old were you? How were you in Rome? What was the city like? How were Portugal and Italy? What was the weather like in London? 4) was took was didn’t walk was made laughed did were 10 saw 11 congratulated 12 had 13 cooked 5) are having arrived are staying is is are met went was 10 swam 11 played 12 are eating 13 went 14 was 15 were 6) Where is Mariana staying? What is her room like? What are the people like? What was the weather like? What are they eating? How was the concert? Were Mariana’s friends in Viña? 7) She’s staying in a three-star hotel in Providencia It’s big and modern They are very friendly It was hot and sunny They are eating lots of sea food It was super! No, they weren’t 8) How much How many How much How many VOCABULARY 1) travel / They travelled by bus hire / They didn’t hire horses hire / They hired mountain bikes go / They didn’t go camping stay / They stayed in a hostel play / They didn’t play board games swim / They didn’t swim in the lake walk / They walked around take / They took lots of photographs 10 have / They didn’t have a barbecue 2) beach harbour lake mountain river 3) beaches harbour river mountain Lakes 4) 1 3 10 10 READING AND WRITING 1) helmet, sun glasses, first aid kit 2) He’s in Lima At La Sarita restaurant Because they cycled across the mountains for about 80 km There aren’t any It’s very hot They are preparing their equipment They are taking a bottle They are going to visit Caral It opens at 9:00 3) adventurous is staying tour guide GPS are going to start archaeological, lived 88 WUP_TB01_8388_KEYS.indd 88 08/09/16 16:57 Datos de catalogación bibliográfica Maldonado, María Alicia What’s Up? : Teacher’s Book / María Alicia Maldonado - 3ra ed - Ciudad Autónoma de Buenos Aires : Pearson Education, S A., 2016 88 p ; 30 x 21 cm ISBN 978-987-615-433-8 English book collections http://ngoaingu123.info/forums/104/ Guía del Docente I Título CDD 371.1 Pearson Education S.A Av Belgrano 615 piso 11º C1092AAG Ciudad Autónoma de Buenos Aires, Argentina www.pearsonelt.com.ar © Pearson Education S.A 2016 All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers Queda hecho el depósito que dispone la ley 11.723 Printed in Argentina by ISBN: 978-987-615-433-8 Teacher’s Book This edition published by Pearson Education S A., 2016 Publisher Anne-Sophie Vignolles Editor Paula Czajka Design El Ojo del Huracán® Cover design El Ojo del Huracán® Production Damián Marrapodi Manuel López The Publisher would like to acknowledge María Alicia Maldonado for her adaptation and pedagogical supervision of the What’s Up? 3rd edition series as well as Mónica Rodriguez Salvo for her collaboration on developing the Social and Emotional Learning (SEL) content and activities We would also like to thank Dra María de las Mercedes Luciani for her insightful comments on the introduction of this Teacher’s Book as well as Lic Adriana E María Díaz for the extra readings The publisher would like to thank the following for their kind permission to reproduce their photographs: Fotolia: U1-P28 Monkey Business, mariiya, U2-P38 puckillustrations, Lisa F Young, U3-P48 EBFoto, U4-P58 vmiloserdof1981, U5-P68 SolaruS, RetroColoring.com, dmitryshlyahov, U6-P78 rie_lalala, Raisa Kanareva, Alberto_Patron, stakhov, SEL-P80 Rawpixel, P81 Sunny studio, AntonioDiaz, P82 Syda Productions, flairimages All other images © Pearson Education We have made every effort to trace copyright holders However, if any material has been incorrectly acknowledged, we would be pleased to correct this at the earliest opportunity Facebook, Twitter, PowerPoint, YouTube, Pecha Kucha, Pinterest, Google, Skype, Audacity, SurveyMonkey, Floorplanner and SketchUp are registered trademarks  ste logo alerta al lector sobre la amenaza que E fotocopiar libros representa para el futuro de la escritura En efecto, la fotocopia de libros provoca una disminución tan importante de la venta de libros, que atenta contra la posibilidad de los autores de crear nuevas obras y de las editoriales de publicarlas WUP-01-TB-tapas.indd 09/09/16 14:27 ... trip • Buy a ticket Let’s wrap it up! Self-assessment activities - Units & page 71 17 WUP_TB 01_ 1 618 _TOC-LWU.indd 17 08/09 /16 16 :54 Let’s warm up! > Student’s Book pp & This introductory unit aims... Where is Maths? What time is PE? What subject is at 11 :30? Answers Maths classroom 10 .30 gym 11 .00 Science science lab 12 .30 1. 15 10 ICT 11 library Silvana excited is Argentina PE Reporter: WOW... interact in English and have no queries Answers ED SD ED SD SD ED SD ED ED 10 ED 11 SD 12 ED 13 ED 14 ED 15 ED 16 SD 17 SD 18 SD 19 SD 20 SD Pandora box Try to avoid translation Resort to realia or