Look Wide TB2 PDF

LOOK
WIDE
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TEACHER'S BOOK 2
Leonor Corradi - Gonzalo Rosetti

Contents
USING LANGUAGE
UNIT
Text types Interaction Outcome World Wide
0 Welcome to
Harlow Mill
A family tree
Written introductions
page 6
1 What is
Culture?
A personal blog
A pie chart
At the cinema
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A personal
introduction
Dancing in the UK
Informative text
page 10 An article BBC Documentary clip
A dialogue The Young Dancer Award
A survey
WB page 76 A cinquain poem
VIDEO He’s awesome!
2 Friends and
Family
A quiz
A dialogue
Plans and intentions
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A collage of friends
and family
Are hipsters cool?
Descriptive text
page 20 A magazine article BBC Documentary clip
VIDEO
Where’s Amy? London Fashion Week
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WB page 82
Consolidation Units 1 – 2 Meet William Shakespeare, His Life and Work! page 70
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3 Are Humans
and Animals
A dialogue
A magazine article
Apologising
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A biography Why do parrots talk?
Informative text
Informative text
a Good BBC Documentary clip
An encyclopaedia entry Wild at heart
Match? Vox Pops video Where
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page 30 were these people?
VIDEO
I don’t know how it
WB page 88 happened.
4 How does A quiz Sequencing events A list of gadgets with Is there wi-fi in the Sahara?
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Technology A personal account e a big influence on the Informative text

Influence A dialogue world BBC Documentary clip
Culture? A blog entry The digital revolution
page 40 An app description
A radio interview
A poster
WB page 94 Vox Pops video What did
you do?
VIDEO
Where’s my phone?
Consolidation Units 3 – 4 Gulliver in Lilliput page 72
5 What Makes a People’s reviews

Home? Descriptive text
Giving advice
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A personal email Why are there houses on stilts?
Informative text
page 50 A short story BBC Documentary clip
A dialogue I want my own room!
Survey results
WB page 100 Vox Pops video Rules at
home
VIDEO
It’s not fair!
6 What’s Your
Town Like?
An article
A quiz
A board game A booklet of a town Where can you buy a town?
Informative text
page 60 Descriptive text BBC Documentary clip
City shopping
WB page 106
Consolidation Units 5 – 6 Meet Thor: The Coolest Norse Warrior page 74
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LINGUISTIC DISCURSIVE ELEMENTS
Lexical areas Structures and tenses
Family members Have / has got
Free time activities Genitive case
Opinion adjectives Possessive adjectives
Common possessions There is / are (all forms)
Skills and abilities Can: ability (all forms)
School subjects
Arts and people Like + ing

Hobbies and entertainment Simple Present
Likes and dislikes Frequency adverbs
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News and the media
Vox Pops video Free time
Vox Pops video The media
Clothes and accessories Present Continuous (all forms)

States and feelings Simple Present and Present Continuous
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Personality adjectives Going to: intentions
Clothes Present Continuous with future time reference: plans
Vox Pops video
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Vox Pops video Feelings
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Animals To be (past forms)
Everyday Activities Past time adverbials
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Personality adjectives Simple Past (regular verbs)
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Vox Pops video Animals
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Gadgets and technology Simple Past (irregular verbs)

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Activities and technology Verbs + infinitive and verbs + ing

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Vox Pops video Websites Could / Couldn’t
Things in the house Prepositions of place

Household activities Adverbs of manner
Opposites Must, have to, mustn’t
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Places in town Should / shouldn’t
Vox Pops video My town
Shops in town Infinitive of purpose. Why … ? To …

Shops Comparatives and superlatives
Vox Pops video
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Components
0.1Txt
0.? It’sSB
STUDENT’S me! BOOK
pages ? + WORKBOOK
SB pages 6-7
• Six units plus a welcome unit
• V
ideo (drama, BBC Vox Pops and BBC Culture
clips) in every unit
• Language awareness boxes •
• Culture awareness boxes
• Tips and suggestions to explore topics on the web
• 3 literature-based consolidation lessons
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ORKBOOK section with additional grammar,
• W
vocabulary and skills practice to consolidate
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material in the Student´s Book section
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STUDENT’S INTERACTIVE DIGITAL BOOK
• The full Student’s Book in digital format
• All audio and video embedded into the exercises
• WORKBOOK with interactive exercises
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TEACHER’S BOOK
• A yearly planning that can be submitted at schools
• Detailed teaching notes for every lesson, including ideas

for further practice
• Workbook answer key
• Audio and video scripts
• Reference to ways to make the classroom inclusive
• Ideas and suggestions to approach ESI
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• Attainment targets to cater to diversity and different
learning rhythms
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TEACHER’S SITE
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• The complete TEACHER’S BOOK
• Downloadable worksheets with further

vocabulary
• Downloadable resources for teachers

(e.g. unit and progress tests)
• mp3 audio files
STUDENT’S SITE
• Downloadable worksheets with further

vocabulary
• Downloadable further practice
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Overview of the Student’s Book
0.1Txt
It’sSB
Student’s
0.? me! SB pages
Book
pages 6-7
?+ Workbook
Let´s tour Look Wide 2 Lesson 6 is video based and presents an instance of
(pages 4 and 5) interaction, with a focus on oral language.
These two pages are a permanent reference to students. Lesson 7 is an integration lesson. In units 1, 3 and 5, the
writing skill is developed. In the other units, a final task or
The names of the different sections in the Student’s Book project is constructed, which has been created all along
are presented in these two pages with an explanation in the lessons. This last lesson also includes the Unit Wide
Spanish as to what they are about and what students have section, which presents a summary of the topics in the unit.
to do.
Whenever they see one of the indicators of a section

(Language Wide, Culture Wide, Pronunciation and Over to
You), they can go back to these pages to check what each
of the sections mean.
There is also a reference to instructions and how key words

can help Ss understand what they have to do.
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The structure of a unit
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Every unit is divided into 7 lessons, each one with a clear
focus. Each unit opens with a tweet from a teenager, which
relates to the topic of the unit. Students can use this tweet
as a model and write their own, or they can try answering
the questions posed in the tweet at the end of the unit. This
will give coherence to the unit and will work as another way
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to round it up.
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Lesson 1 presents vocabulary areas and collocations in

context with plenty of images to help students understand
their meaning. The activities aim at consolidating the
lexical area and, at the same time, integrating it with At the end of every unit, you will find the World Wide
previously seen topics. sections. This section is two pages long and consolidates
the topic developed in the unit. There is always a written
Lesson 2 presents a grammar topic in context and text which will open up the world to students, followed by
activities which go from recognition to guided production. a BBC clip related to the topic. Activities are presented,
which help the students use language meaningfully. Finally,
Lesson 3 is based on reading texts in a variety of genres. students are invited to do a project for which they are
A grammar topic is also introduced. guided throughout the unit.
Lesson 4 is video based in units 1-4 and written text based

in units 5-6. In all cases, a new grammar topic is introduced.
Lesson 5 is text based and focuses on a lexical area. The texts

are about contemporary topics to engage students’ attention
and help them construct a wider vision of the world.
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Each unit has a WORKBOOK section, which starts at Reflection, one of its main features, is a fundamental principle
page 76. Students have the opportunity to practise and without which there can be no real, effective learning.
consolidate the teaching points in the Student’s Book
section, from lessons 1 to 5. At the end of every unit in Critical thinking: problem solving and reasoning skills
the Workbook, there is a Self-Check page for students to are developed throughout the course, especially via the
assess how much they have been learning. reading and listening activities.
There are three literature-based Consolidation Units on Autonomy and personal initiative: students are given
pages 70 - 75. They are structured so that students can opportunities to choose and create their own projects so that
do one every two units. These lessons are skills based and they connect personally with the topic, often using the internet
integrate the language seen in the units. Students have with their own mobile devices (BYOD). Students are prompted
the possibility to use the language meaningfully while they to reflect on and take responsibility for their own progress
learn about important universal works of art. through the regular Self-assessment sections in the Workbook.
Twenty-First-Century Skills: in this interconnected world

we are living today, education is crucial in providing the
necessary skills to become successful citizens. (Shin and
Crandall, 2014)*
The Vox Pops boxes: These are short clips of people filmed
by the BBC on the streets of London, answering questions
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about their lives and giving opinions, following the topics
and themes of the lesson. The purpose of this type of video
is to provide short, manageable chunks of language in a
real-life context, which students can use as a model for
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their own speech. Because the Vox Pops are unscripted,
authentic, spontaneous speech, students are exposed to
real language uttered by speakers of English from around
the world. This helps them begin to develop compensation
strategies for understanding new language. They will hear
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inaccuracies even from native speakers of English, so
teachers should be prepared to mention and explain these
mistakes to students. They can be helped to reflect on their
own mistakes in their everyday use of Spanish, in whatever
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variety they use. Students should be encouraged not to

worry about individual words they might not catch (which
often happens even between native speakers) but to try to
get the gist of the speech.
Look Wide is constructed on key educational principles

which are in keeping with the aims of education: reflection,
communication, collaboration, creativity, critical thinking
and digital literacy.
As in any good language teaching methodology, the skills

of communication, collaboration and creativity are central
guiding principles and are peppered throughout the
activities in Look Wide.
* Shin, J.K. & Crandall, J. (2014). Teaching Young Learners of English: From Theory to Practice. Boston. MA: Heinle Cengage Learning.
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The pedagogical proposal
LOOK WIDE helps students gain competence in these 21st Student’s Book
century skills:
Language Wide
As students reflect on how language works, they will
be cognitively active trying to figure the answers to the
questions posed. There will be two different instances
of reflection: about English and about the connection
between English and Spanish, the language of instruction
at school. By making connections between the two
languages, students can then focus on what is different
or on what they need to pay attention to. Most probably,
there will be different varieties of Spanish spoken at school.
This will be a great opportunity for students to see variety in
action and that different does not mean inferior or superior
in quality. If students know any other language, they can
be invited to talk about them during these instances of
language awareness.
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Creativity and collaboration: a wide variety of tasks and
text styles foster students’ creativity and collaboration skills.
The students will have to resort to the language they are
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learning and the 21st century skills to complete outcomes
in all the lessons in the book.
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Critical thinking: problem solving and reasoning skills Culture Wide

are developed throughout the course, especially via the
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Language and culture cannot and should not be separated.

reading and listening activities.
Culture has to do with our everyday lives, with what we take
Digital literacy and multimodal communication: the content for granted, for those accepted yet unwritten rules of society
as well as the means of delivery of Look Wide are rooted that make us part of it. The purpose of these boxes is to raise
in today’s digital environment and reflect the way today’s awareness of students’ own cultures and to see how there
teenagers already manage their lives: the topics cover are different views of the world, none of which should be
up-to-date technology and media, while the projects considered better than others. Students are invited to reflect
suggested encourage the use of digital tools to create their on them, and to pose further questions related to each of
own projects whether presentations, reports or reviews, or the topics. Understanding that there are different views of the
even mini videos of their own. In this way, students become world (cosmovisiones) is one of the steps towards education
producers of multimodal content, a key aspect of today’s for peace and the construction of citizenship.
world.
Opportunities for reflection are signalled in the Student’s

Book and will be signalled in the Teacher’s Book. They are
explained below and will be dealt with in depth as they
appear in the units.
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The grammar tables
Unit Wide
At the end of every unit, Unit Wide shows the different In some cases, students are asked to go back to the
learning objectives (related to language skills, lexical areas, texts and complete the tables. In other cases, there are
grammar and tenses, and educational aspects) developed options for them to tick after they look at examples and
in the unit. Students should identify where in the unit each figure out how language works. Students can be invited to
of the objectives is dealt with. This is also an opportunity for personalise these tables and to use them as reference as
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students to reflect on the following: they are working with language.
• Understanding the topics

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• Managing the topics at recognition level, i.e. given
options, they know which one is correct
• Managing the topics at guided production level, i.e.
students can use the items quite at ease
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If they cannot tick any, this is a signal that they need to ask
their teacher. If they just tick understanding, after a while
they can go back and check if now they can manage the
topics. In this way, they are made responsible for their own
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learning and are given resources to develop their autonomy.
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Pronunciation
Pronunciation is essential in the construction of meanings

since the same phrase, with different intonation, can mean
different things. Students are encouraged to work on those
intonation aspects which are different from Spanish. They
are invited to listen to recordings and to record their own
productions to see how close they are. Through their own
recordings, they can also check progress over time, which
will be motivating and enhance learning.
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Teacher’s Book
Working with the different activities
Attainment targets: students will learn topics at different

paces. Some will be able to tell which form to use if given
options whereas others will be able to produce the form in
guided contexts. As with any teaching point, some mistakes
are typical and expected, and are signs that students are
learning. This section will show the minimum attainment
target for each teaching point, as well as expected
mistakes.
Listening
Whenever we listen to something, e.g. part of a
conversation, a radio programme, an announcement,
we may not know what is going to be said. However, we
do know the context and we may have some idea about
the content. For instance, at a train station we know that
announcements have to do with destinations, times and
platforms. In a conversation, we may get some clues when
we look at the participants’ facial expressions and body
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language. It is important, whenever students do a listening
activity, to help them anticipate what the situation may
Inclusive classrooms: any text – written, oral, visual or be, the topic of conversation. This has to be something
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multimodal – is a necessary cropping of reality and will show general. Ss will listen and go back to their predictions. Then
one view of the world. Suggestions will be presented to cater they are ready for the second task, which typically involves
to diversity and to make sure every student is included and Ss finding key information. It is important to remind Ss that
can make his or her voice heard. it is not necessary to understand every single word but to
get a general idea. It is essential as well to help Ss see the
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role of intonation in conveying meaning.
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ESI (Comprehensive sexuality education): This refers to

systematic teaching and learning that fosters reflection Reading
and making informed decisions with respect to topics We live in a print-rich environment and are surrounded by
related to human development (reproduction, puberty, written texts. Because of this, there is plenty of information
sexual orientation and gender identity), relationships, we can get from a text even before we start reading it. For
sexual health, society and culture (including gender roles, instance, by looking at the layout of a letter, we know if it is
diversity) and children and youth’s rights. Along the units, formal. It is necessary to do this whenever Ss are going to
there are plenty of opportunities to approach ESI. Some of read a text. By looking at the layout, and any visuals there
these instances will be signalled in the Teacher’s Book. may be, Ss can make hypotheses as to the text type, or
the general topic. These hypotheses need to be general.
They then read the text – quite fast – and go back to their
predictions. As in the case of listening, they are ready to
do another task, which usually focuses on some specific
information. Also, Ss need to understand that it is not
necessary to know or understand every single word in a text
to understand its meaning.
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in terms of grammar and vocabulary, but also in terms of
content and meaning. With this feedback, Ss are ready to
write a second draft.
Marking written pieces involves much more than grammar

and vocabulary. Ss should know what criteria teachers will
take into account to mark their work, such as organisation,
risk taking, integration of new and old teaching points,
Speaking
among others.
There are opportunities for speaking and interacting all
around the coursebook. In every case, Ss need to know
what to say and how to say it, i.e. they need to know what
linguistic resources they can use. Before any speaking
activity, it is advisable to brainstorm with Ss what language
they can use and write the list on the board.
When Ss have to record themselves, they can first rehearse

and make recordings to check how they are doing. They
can keep these recordings as records to show learning and
improvement.
Ss will tend to make mistakes when they are interacting.

As the focus of speaking activities is fluency, rather than
accuracy, it is better to keep a mental list of the most
common mistakes and have a general revision at the end
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of the activity. As teachers, we know what mistakes Ss are
likely to make, so we can have some remedial work before
an activity. Project work
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In even units, Ss are invited to do a project as they deal
with the lessons in the unit. Ss may not be used to this way
of working, so it is important they should know how to go
about it. Ss should be encouraged to go over the different
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parts of the project to check if they would like to change
something, correct what they think is wrong or make
it better. This attitude towards improvement should be
reflected in the final mark they are given.
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If the projects are paper-based, they can be digitalised

(taking photos or scanning them) so as to share them with
families. These projects can also be used as texts with other
groups in the same school, in different schools or at another
time. Whenever teachers decide to use projects in this way,
Ss should be informed. It usually makes them proud to learn
their productions will be used by some other groups.
Writing
Exercises
In Look Wide, there are activities in writing – exercises –
and writing activities. In the case of writing activities, Ss are Exercises are presented in the Student’s Book and in the
conveying meanings, they are communicating. This means Workbook sections. Their main purpose is the consolidation
they need to take into account the audience – who they are of new teaching points. Exercises can be done in class or as
writing to – and the best text type to communicate what homework. If they are checked in class, there are different
they want to say. For example, to advertise a show, a digital ways to do so. The answers are read aloud by individual Ss
presentation is not useful, whereas a poster would be a appointed by the teacher. It is better not to follow a pattern
much better choice. Deciding on the audience, the genre so that everybody should pay attention. The T can also ask
and the text type are fundamental stages of writing. Ss also Ss which sentences proved to be more challenging, and
need to know they should write down ideas as some sort check those, or the ones about which Ss may have a query.
of organisation before they actually start writing. Writing is Another interesting suggestion is to give Ss a key (which are
a process and, as such, the first version is not usually the included in every lesson). In this case, they can ask if they
best one. After Ss write a first draft, the teacher can decide cannot understand why something was wrong.
to assign peer and / or teacher feedback sessions. In all
cases, the teacher will provide useful feedback, not only
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Assessment in Look Wide
Assessment refers to the process of gathering information General self-evaluation: using the list of criteria
about our students’ learning process and progress. the teachers decide upon, students can assess their
performance according to each criterion. A simple form
can be given to students or it can be drawn on the board,
LOOK WIDE caters for both assessment for learning and e.g.
assessment of learning. When assessing learners, teachers
need to use a variety of methods and tools, the written test CRITERIA EXC VG G F P
being only one. These tools are necessary since they will
give teachers different pieces of information about our Participation in class
students’ progress. Collaboration
Students should be involved in their assessment process. Attitude

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

about their students’ learning process by means of the
Observation and checklist: the information that we get
following assessment tools:
from students when we see them interacting in class
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• Student’s unit self-evaluation is extremely valuable to assess their learning process.
A corrected mistake can tell us much more than no
• Student’s self-check
so mistake at all for it shows reflection. Teachers can create
a checklist with the different concepts they want to focus
• Student’s general self-evaluation on. When something happens in class that catches their
attention, they will go to the checklist and record this
• Observation information.
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• Checklists
• Attainment targets Attainment targets: As students learn new topics, they will
move from recognising the topics in a different context,
using it with guidance and support, e.g. when choosing
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• The Global Scale of English (GSE)

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

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

learners by making it easier to demonstrate granular
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progress in their language ability. Teachers can use their
knowledge of their students’ GSE levels to choose course
materials that are precisely matched to their ability and
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learning goals. The Global Scale of English serves as a
standard against which English language courses and
assessments worldwide can be benchmarked, offering
a truly global and shared understanding of language
proficiency levels.
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Visit www.english.com/gse for more information about the
Global Scale of English.
Visit www.english.com/blog/download-gse-young-
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learners to download the GSE syllabus and descriptors.
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Assessment
The following are forms teachers can use to keep a record of Students’ performance.
WORKBOOK HOMEWORK ASSIGNMENT
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
SUBMITTED
EXERCISE
EXERCISE
EXERCISE
EXERCISE
EXERCISE
EXERCISE
DATE
DATE
DATE
DATE
DATE
DATE
STS’ NAMES
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14 PHOTOCOPIABLE

GENERAL ASSESSMENT
TERM 1 TERM 2 TERM 3
Complying with rules

Participation in class
Meeting deadlines
Meeting deadlines
Meeting deadlines
Materials in class
Materials in class
Materials in class
Collaboration
Collaboration
Collaboration
Punctuation
Punctuation
Punctuation
Attendance
Attendance
Attendance
STS’ NAMES
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REFLECTION SUGGESTIONS • What worked well? Why?

• What did not work well? Why? How can I change it?
Very often, we teachers have no time to focus on very important • Is there anything some students did not understand?
aspects of our lessons. Here is a list of suggested questions for What was it? How can I go back to it in a different way?
reflections, whose answers can be a word or two. • What ideas did students have that I can use?
PHOTOCOPIABLE 15
The LOOK WIDE Interactive Digital Book
Look Wide offers a Student’s e-book, an enhanced to school. In this way, the students will activate their prior
digital version of the Student’s Book. This resource can be knowledge before the lesson, which will free class time
downloaded onto computers, tablets and smartphones. for more interaction and production. Thus, teachers gain
Those teachers who choose to use this resource will time for reflection on the strategies the students used to
augment their classrooms with digital technology very complete the assigned activities.
easily, without the need to use any special software. Also,
those teachers will open their classrooms to the ubiquitous How can teachers and students use the Look Wide
possibilities of mobile leaning. Student’s e-Book?
There are different possibilities. Teachers can use the
What is mobile leaning?
e-book in the classroom as an augmented version of the
M-learning refers to the process of teaching and paperback. The e-book has the audio and the video files
learning using mobile devices, i.e. laptops, tablets embedded in the corresponding activities. Teachers can
and smartphones. Teachers and students can access display the e-book with a projector or on an interactive
pedagogical resources any day of the week and from any whiteboard for the whole class to see. Teachers can
place they want to. This ubiquity of teaching and learning use digital tools, like the spotlight tool in interactive
makes m-learning a splendid possibility to keep on whiteboards or annotations and markup tools in Adobe
learning away from the classroom. Acrobat Reader to signal, make comments and highlight
content on the e-book pages. All the audiovisual resources
Does the Look Wide Interactive Digital Book need an are in the activities and exercises where teachers and
active Internet connection to work? students need them so no more wasting time searching for
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the audiovisual files in the computer or mobile devices!
The Look Wide Student’s e-Book does not need an active
Internet connection to work after the teacher or the student
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has downloaded the e-book onto their computer, tablet
or smartphone. Students can watch videos, listen to the devices – tablets, netbooks or smart phones – in class to
audio files and do the activities in the interactive workbook listen to the audio files or watch the videos. This solves the
without connecting to the Internet. However, for teachers problem of not having a digital projector or interactive
to get the results of the students' workbook activities, they whiteboard available, or the issue of loudspeakers not
being powerful enough.
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need to go online.
Who can benefit from the Look Wide Interactive Digital A third possibility, as suggested before, is the flipped classroom.
Book?
Students can not only benefit from the Look Wide Student’s
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Teachers and learners can benefit from the Look Wide

e-Book in the classroom but out of it as well. Students can
Interactive Digital Book alike.
follow the lesson using their e-books in the same fashion
they use a printed book. However, as the students can
How can teachers offer an augmented classroom with access the audiovisual resources for the listening and
the Look Wide Student’s e-Book? watching activities, they can work on them on their own
An augmented classroom is a face-to-face classroom and at their own pace. That is to say, learners can play the
enhanced with the possibilities of ICT (information and listening and video activities as many times as they may
communications technologies). Teachers can augment need to. Students can listen to an audio or watch a video
their classrooms by using the Look Wide Student’s e-Book several times, anywhere, any time to complete a given
in their lessons. By doing so, teachers are using ICT activity. In this way, the Look Wide Student’s e-Book is a
purposefully in their lessons augmenting their classrooms wonderful resource for fostering learners’ autonomy and
with technology. Instead of playing the recordings, Ss can differentiated learning.
listen to them using their own devices. The same thing
applies to the videos. One more thing! Students can benefit from the Look Wide
Student’s e-Book while they are not at school because they
How can teachers offer a flipped classroom with the can have the e-book installed in their own devices. So, they
Look Wide Student’s e-Book? can access all the contents of the e-book from their desks
or from any mobile device on the palm of their hands. Rainy
A flipped classroom refers to a pedagogical practice
days and extreme weather conditions in the country and
in which the teachers assign their students some tasks,
in some cities as well usually prevent many students from
especially video-based activities, to be completed before
attending lessons. The same thing happens when students
coming to a face-to-face lesson. EFL teachers can offer
cannot make it to school because they are not in town or
a flipped classroom experience by assigning reading,
get sick. Their teachers can send students a text message
listening and watching activities, as well as, videoed
and assign a listening or a video activity to be done at
grammar explanations in the Starter Level before coming
16

home and stayed tuned with the English lessons while they What can teachers use the Look Wide Interactive
are away from school. This is a meaningful example of Workbook for?
an extended classroom. Look Wide offers another way to
These are some reasons why teachers should use the Look
extend a classroom with digital technology.
Wide Interactive Workbook:
How can teachers create an extended classroom with
• very easy to use
the Look Wide Interactive Workbook?
• already programmed
• remedial work
An extended classroom is a virtual companion to a face- • catch-up work
to-face classroom. This virtual module could be a blog • differentiated instruction
(e.g. blogger.com), a shared folder (e.g. Google Drive), or a • free classroom time of homework feedback
virtual classroom. • use of classroom time for interaction, queries and
reflection
Look Wide offers a virtual classroom so every teacher • flipped learning experiences
can extend their face-to-face classroom with this online • mobile learning
classroom. The Look Wide virtual classroom keeps a • an extended classroom experience
record of all the exercises each student attempts to do
or completes, the scores they get in each activity and the
time they spend on each exercise; and the good thing is
that everything is automatic and already programmed.
Therefore, the teacher needs to focus only on teaching
without worrying about administering the virtual classroom
and the students have to only focus on their own learning
by completing the exercises from any place and at any
time they enter their virtual classroom. This is a meaningful
n
example of ubiquitous, mobile learning.
What is the bright side of using the Look Wide

so
Interactive Workbook for the students?
Students have online access to all the exercises they have
in the paperback workbook. That means they can work
on the interactive exercises anywhere, any time. However,
the brighter side is that the students receive immediate
ar
feedback after submitting their answers of the exercises.
This can help students to quickly see their progress.
Students can choose to re-do any exercise 2 times (3 times
in all) and, thus, improve their scores.
Pe
What is the bright side of using the Look Wide Interactive

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

offers automatic and immediate feedback, the teacher
will only have to look at the scores their students got and
notice where the challenges in the exercises are. With this
assessment record at hand, the teacher can design future
courses of actions for their lessons. In this way, the Look
Wide Interactive Workbook will do all the assessment by
giving feedback and collecting the students’ progress.
Undoubtedly, this sound evidence of the students’ progress
will free the teacher from long hours of checking and
marking students’ activities so he or she can have more
time for teaching and more time for using the language in
the classroom.
17
Planificación anual
Uso del Inglés
Producto Contenido Estilos textuales
Unidad Expectativas de logro Habilidades del siglo 21
final escolar y géneros
0 Unidad para revisión.

Los alumnos podrán recordar:
Alfabetización digital: Árbol
genealógico
Bienvenido a • Recordar adjetivos Presentaciones
Harlow Mill posesivos y formación del
Gráfico de torta escritas
caso posesivo.
• Usar inglés para
comunicarse en el salón
de clase. Búsqueda de información
• Usar las estructuras there
is / are y can / can’t.
Pensamiento crítico: evaluación de
1 Presentación
personal
Los alumnos podrán:
• Nombrar diferentes
Arte: cultura, información Blog personal
tipos de arte y Gráfico de torta
¿Qué es la
actividades. sus artistas Artículo
cultura?
• Expresar sus gustos. Diálogo
• Usar adverbios de
n
Encuesta
frecuencia para expresar
Poema cinquain
rutinas.
• Expresar rutinas. Red social: Texto informativo
so
• Reconocer palabras
referidas a los Twitter
medios masivos de
comunicación.
Enciclopedia online
ar
Procesador de texto
Pe
Software para crear collage,

presentaciones, cuadernillo
2 Collage Los alumnos podrán: Psicología: (booklet), poster multimedial Juego de
Amigos y
• Reconocer artículos de grupos de preguntas y
ropa. pertenencia respuestas
familia
• Usar el presente Colaboración: trabajo de a pares y
Diálogo
continuo. Artículo de
grupales
• Recordar emociones y revista
sentimientos. Texto descriptivo
• Distinguir cuándo usar
el presente simple y el Creatividad y Producción
continuo. multimodal: collage, folleto,
• Describir personalidad presentación, poster
de una persona.
• Diferenciar entre
intenciones y planes.
• reconocer sus avances
en la lectura.
18 PHOTOCOPIABLE

Reflexión Recursos lingüísticos discursivos
ESI
Intercultural Lingüística Áreas léxicas Gramática Fonética
(Educación sexual integral)
Tipos de familias Uso del caso posesivo Colores y prejuicios Familia Verbo Have / has Entonación
(genitive case) con asociados: rosa Actividades de got del discurso
Actividades urbanas y sustantivos singulares y femenino y celeste tiempo libre Caso posesivo en oraciones
rurales plurales masculino Opinión (genitive case) y preguntas
(adjetivos) Adjetivos posesivos
Diferentes formas de ser Posesiones There is / are
inteligente Habilidades Verbo Can
Materias (habilidad)
escolares
Concepción de cultura Comparación de Respeto por los gustos e Arte y artistas Tiempo presente
las estructuras para intereses de los demás Hobbies y simple
Cómo las actividades expresar gusto en entretenimiento Like + ing
pueden cambiar de inglés y español Programas de TV: Preferencia Adverbios de
acuerdo a la geografía y actitud sexista, (Likes and frecuencia
n
la edad de las personas Ubicación de adverbios prejuicios (películas dislikes)
Acentuación
de frecuencia románticas son para Noticias y los y ritmo
Actividades de los
so
mujeres) medios de
adolescentes Comparación de comunicación
las estructuras para La presión externa:
Cómo las opiniones expresar gusto y deseo dietas, grupos de
pueden cambiar por la en inglés y español pertenencia, presión de
pares
ar
edad, región, religión,
etc.
Evaluación de lo
Seguridad en Internet publicado masivamente
Pe
Seguridad en Internet
Concepto de familia Comparación y Ropa: prejuicios y Ropa y Tiempo presente

contraste de los actitud sexista accesorios continuo Articulación
Ropa y moda: identidad y tiempos presente Emociones y Tiempo presente de sonidos
grupos de pertenencia simple y continuo Resolución de sentimientos continuo y simple
conflictos: entender el Personalidad Intenciones (Going
Causas para el bien Intenciones vs planes punto de vista del otro, (adjetivos) to)
común la personalidad de los Presente continuo
demás para expresar
futuro: planes
Puntos de vistas
sexistas: mantener un
diario personal es algo
femenino
PHOTOCOPIABLE 19
Uso del Inglés
Producto Contenido Estilos textuales
Unidad Expectativas de logro Habilidades del siglo 21
final escolar y géneros
3 Biografía Los alumnos podrán:

• Recordar nombres de
Geografía:
animales
Alfabetización digital: Diálogo
Artículo de
¿Los humanos
animales. autóctonos y revista
y los animales
son una
• Utilizar el verbo to be en exóticos Gráfico de torta Entrada en
pasado. enciclopedia
buena
combinación?
• Usar adjetivos para Biología: Texto informativo
describir personalidad. conducta
• Usar pasado simple Búsqueda de información
animal
(verbos regulares)
• Expresar disculpas.
• reconocer sus avances Pensamiento crítico: evaluación de
en la lectura. información
4 Ranking de
dispositivos
Los alumnos podrán:
• Recordar dispositivos
TIC: dispositivos
de hardware
Juego de
preguntas y
Red social:
¿Cómo influye
que tecnológicos. y su influencia respuestas
la tecnología
cambiaron • Recordar verbos cultural Diálogo
n
en la cultura? Twitter
al mundo irregulares. Anécdota
• Usar el infinitivo y Posteo en blog
Enciclopedia online
el gerundio según
so Descripción de
corresponda.
una app
• reconocer sus avances
Procesador de texto Entrevista
en la lectura.
• Recordar Poster
secuenciadores. Texto informativo
ar
Software para crear collage,
presentaciones, cuadernillo
(booklet), poster multimedial
5 Email Los alumnos podrán: Formación Reseñas

Pe
¿Qué hace a
personal • Recordar objetos en una ética y Cuento
casa. ciudadana: Colaboración: trabajo de a pares y Diálogo
un hogar?
• Utilizar preposiciones de construcción grupales
Resultado de
lugar. y cuidado del encuesta
• Recordar actividades del hogar
Texto descriptivo
hogar. Creatividad y Producción Texto informativo
• Utilizar adverbios de Geografía: la multimodal: collage, folleto,
modo. vivienda presentación, poster
• Reconocer sus avances
en la lectura.
• Expresar obligación y
prohibición.
• Listar lugares de una
ciudad.
• Pedir y dar consejos.
6 Folleto Los alumnos podrán: Geografía: Artículo
¿Cómo es tu
turístico • Listar negocios en una Ciudades; Juego de
ciudad. Argentina; el preguntas y
ciudad?
• Expresar propósito. consumo respuestas
• Diferenciar comparativos Texto descriptivo
y superlativos. Texto informativo
• Reconocer sus avances
en la lectura.
20 PHOTOCOPIABLE

Reflexión Recursos lingüísticos discursivos
ESI
Intercultural Lingüística Áreas léxicas Gramática Fonética
(Educación sexual integral)
Animales y la relación Comparación de Manejo de la crítica, Animales Tiempo pasado Entonación

con los humanos: la conjugación del resolución de conflictos Actividades verbo be del discurso
consumo, religión, verbo to be en tiempo basado en el diálogo diarias Adverbios para el en oraciones
mascotas pasado y presente Personalidad tiempo pasado y preguntas
Actitud sexista en la (adjetivos) Tiempo pasado
Cuando consideramos Construcción de distribución de las simple (verbos
a un animal exótico y / o pasado simple a partir actividades del hogar regulares)
extraño del presente simple
La disculpa como gesto
Celebraciones de Diferentes formas de de buenos modales y
cumpleaños pronunciación de -ed respeto
Cómo las personas

pueden responder a una
disculpa
Brecha tecnológica Construcción de Seguridad en internet: Tecnología y Tiempo pasado Acentuación

preguntas y negación grooming dispositivos simple (verbos y ritmo
Necesidad (o no) de la del pasado simple Tecnología y irregulares)
tecnología a partir del presente Efectos de las actividades Verbos + infinitivo
n
simple adicciones en la salud Sitios web Verbos + ing
Resolución de conflictos fisica y mental Could / Couldn’t
Verbos fraseales
so
Comparación del uso
del infinitivo en inglés y
español
ar
Uso de could a partir
de can
Articulación
Hogar vs casa Ubicación de los Responsabilidades Objetos en una Preposiciones de
Pe
de sonidos
adverbios de modo en del hogar, casa lugar
la oración independientemente del Actividades en Adverbios de modo
género de las personas una casa Obligación,
Diferencia entre must Opuestos prohibición con
not y not have to Reglas en el hogar: Lugares de una Must, have to,
actitud sexista ciudad mustn’t
Diferencia entre Consejos con
consejo y obligación Should / Shouldn’t
Tipos de negocios y Diferencia entre Respeto por el origen Negocios en Propósito con
zonas geográficas el concepto de geográfico de las una ciudad Why ...? To ...
comparativo y personas Comparativos
Buenos modales en los superlativo Superlativos
negocios El consumo y el
valor asignado a las
Actitud frente a las posesiones materiales
compras
PHOTOCOPIABLE 21
The first week
Before starting, you may want to work with Ss with some Maybe Ss are not used to using English – either listening to
ground rules. They will be at two levels, linguistic and it or interacting in it. This is a good opportunity to give them
relational. Linguistic rules refer to the use of English in class. some resources so that they can use English in class.
TEACHER CLASSROOM LANGUAGE

What follows is a list of the most frequent classroom Latin origin which mean the same in English and Spanish),
language. As you use it, make sure you put meaning across body language, and any other means to help Ss construct
by using gesture, helping Ss focus on cognates (words with meaning without resorting to translation.
Classroom instructions
• Look at this / the picture on page … Classroom management
• Say it again.
• Listen to this / the dialogue. The following are expressions you can use to keep
• Open your books at page / unit … the class working appropriately.
• Close your books / notebooks. • Work quietly.
• Read this / the text in silence. • No more talking, please.
n
• Write the answers in your notebooks. • Use English. / Say it in English.
• Act out the conversation. • Try again.
• Sit next to (Gon). • Time’s up.
so
• Do (Exercise X) for homework. • Go back to your spot.
• Spell it.
• Make two teams.
• Get into groups.
• Work on your own.
ar
• This is to hand in.
Student classroom language

Pe
As suggested before, use different means to put meaning across.

Ss can make a poster with these phrases and pin it on the wall
and they can also make personal file cards with this information.
It is a good idea to ask Ss how they think they can keep a record
Assessment criteria
of these expressions. Remind them to use them every class. You
During the first lessons, it is advisable to tell
can have a challenge of sorts, e.g. if everybody uses English all
Ss the criteria to be applied to mark them.
the time, they can choose which game to play or which favourite
Ss’ marks should include several aspects,
activity to do the following class.
not only exams. The following are suggested
• A (pen), please. criteria:
• Say that again, please. • Participation in class (irrespective of
• How do you spell "teenager"? mistakes Ss can make)
• How do you say "flequillo" in English? • Collaboration
• Can I go to the toilet, please? • Attitude
• Is this to hand in? • Submitting homework and assignments in
• Can I work with (Majo)? time
• Can we work in groups? • Bringing materials to class
As to relational rules, it is usually a good idea to have them in a
poster signed by everybody, teacher included. It is even better if
some of the rules apply to the teacher as well, e.g. when to give
back checked homework or marked exams.
22

0 Welcome to Harlow Mill
0.1Introducing
0.1
0.? It’sSB
Txt me! SB pages
pages 6-7 Amy SB pages 6-7
?Lee and
In this unit, Ss will revise previously learnt language, and • Ask Ss to read the instructions and look at the tree.
meet some of the characters that will feature in the units. • Give them time to do the activity, then check their
answers.
LEAD IN Answers 2 Lee her 3 Sue or Gloria, my 4 Diana, their 5 Sue, our
• You can ask Ss what they think Harlow Mill is, and if it
is real or fictional. They can check as they deal with
the unit. ➤ Extra activity
You can draw Dave’s family tree for Ss to write
1 Read the text. Find these people in the photos. sentences about them as in Ex. 3
• Ask Ss to read the instructions and check they all
know what to do. Genitive case
• Allot a couple of minutes for Ss to do the activity • Ask Ss to look at the table.
and then check. • Help them notice the difference between singular
• You can ask Ss to underline or highlight key words and plural nouns with the genitive.
that help them do the correct matching.
Answers 1 Gloria 2 Dave 3 Ruby 4 Lee 4 Add apostrophes (´) to the sentences about
Lee’s family.
IC This photo represents what used to be considered • Ss should read the instructions and do the exercise.
n
the typical family: parents and two children. However,
• A typical mistake for Spanish speakers is to consider
agreement between the possessive adjective and
the concept of family we adhere to is that of people
the noun that follows. In sentence 8, many could
so
living together who share a bond of love and kinship.
choose his because of brother.
There are plenty of opportunities to discuss different
types of families: single parent, same sex parents, Answers dad’s Dave’s children’s Ruby’s Lee’s
big and small, multicultural, mixed-race, mixed or
blended, families in which there are no parents but 5 Read the text and answer the questions in
grandparents or older siblings, nuclear and extended,
ar
pairs.
among others. It is important not to refer to any of the
types here as different, because that would mean there • Ask Ss to read the instructions and the questions
is a norm, with the rest deviating from the norm. and guess the answers.
• Have them read the text quickly and go back to
their guesses. Then check Ss' answers.
Pe
2 Mark the sentences T (true) or F (false).

Answers 1 Yes, she is. 2 Yes, they are. 3 Yes, she is. She’s
• Check Ss know what to do. interested in swimming, cycling, judo and volleyball.
• After Ss reread the text, check their answers.
Answers 2 T 3 F 4 F 5 F
6 Read the text about Amy again. What are her
hobbies and interests? Tick them in the box
➤ Extra activity below.
In groups, Ss can write affirmative and negative • After reading the instructions, have Ss go over the
statements and then say them aloud for the rest to say activities in the box.
if they are true or false, e.g. Ruby is Gloria’s daughter. • Check they understand them all.
Answers Playing computer games, taking photos, surfing the internet.
Possessive adjectives
• Ask Ss to read the table. You can help them IC Invite Ss to add other activities to the list so that
reflect on the agreement for possessive adjectives
everybody can say what their interests are. Ss can then
in English and in Spanish. In English, there is
discuss which activities are urban and which are rural.
agreement between the person and the possessive
adjective, e.g. Maria, her; Alejandro, his. In Spanish?
• Tell Ss they can go back to this table whenever they 7 What’s your opinion of the activities in the box
have a query as to possessive adjectives. above?
• Ask Ss to read the statements in the box.
3 Look at Lee’s family tree. Complete the • Invite them to discuss the activities in the box and
sentences with the correct possessive other free time activities they are used to doing.
adjectives. Decide who is speaking in each
sentence.
23
0.2 Amy’s home SB page 8
1 2 Read or listen about Amy’s bedroom.

4 Complete the sentences about Amy’s room.
Mark the sentences T (true) or F (false). • Ask Ss to read the instructions and the table. You
can elicit the meaning of There is / are in Spanish:
• Have Ss look at the photo of the bedroom and ask hay. Help them notice there are sentences with one
them if it looks similar to theirs.
or two blanks.
• Ask them to read the text and decide if the • Ss can try doing the activity without looking at the
sentences are true or false.
photo.
• Check their answers. • Check Ss’ answers.
Answers 2 F 3 T 4 T 5 T
Answers 2 isn’t 3 are 4 isn’t, a 5 isn’t, a 6 are, some
Remind Ss that there is no double negative in English. If the 5 Memory game. Look at the picture of
school is not far, it means it is near, so 3 is true. The same
Amy’s room and close your books. Test your
thing for 5, She hasn’t got a desk is True because there is no
classmates’ memory.
desk in her bedroom.
• Have Ss read the instructions and the examples.
Remind them of the intonation in Yes / No questions.
IC Some Ss may not have a bedroom of their own, and
for some others, there is no bedroom in their home.
• Give them time to think about questions. Then ask
them to close their books.
We may tell them that the place where we sleep is our
bedroom, even if at times it may be the living room or
• Have different Ss ask questions.
some other room.
6 Pair work. Find 6 things in common. Describe
your houses.
2 a In pairs, underline the things you can see in
n
the photo. • Have Ss read the instructions and the examples.
Remind them they can talk about the different
• Have Ss read the instructions and the elements in rooms in the house.
the box.
so
• Give them time to do the activity.
• Ss can write a number or letter next to the words in • You can close the activity by having an example
the box to match the things in the photo.
from a couple of pairs.
➤ Extra activity Over In pairs, ask and answer questions about

to
ar
You can have Ss look at the photo for 30 seconds and YOU your bedrooms. Use the items from the box
close their books. Name the things Amy has for Ss to or your own ideas. Take notes!
say what colour they are, e.g. Laptop, white. • Have Ss read the instructions and the examples.
Remind them of the intonation in Yes / No questions.
Pe
ESI Ask Ss to look at the photo again and point to the • Ask them how they will take notes, i.e. they do not
sheets. They’re pink. Ask them if a girl’s bedroom should need to write complete sentences but just key words
have pink elements. The idea is to help Ss see that it is and a ✓ or a ✗, depending on their classmate’s
OK for both boys and girls to wear and use any colour, answer.
and that pink does not mean feminine or light blue, • You can have a classroom display of the
masculine. descriptions.
b 3 Listen to the words. How many can you

remember in 1 minute?
• Have Ss listen to the recording.
• They can try to remember as many as possible. As
they say them, help them imitate the pronunciation
in the recording.
3 In pairs, use the words in the box above to tell

your partner three things you have / haven’t
got. How many things in common?
• Ask Ss to read the instructions and the example.
• Tell them they can think about 10 different things to
see if they can find something in common.
• You can have Ss interact in pairs, and close the
activity by having two or three examples.
24

0.3 Introducing Krystal SB page 9
1 Read the text. Is Krystal a good student? • You can ask Ss what clues they can find in the
sentences to decide on can or can’t.
• Ask Ss to look at the photo and decide if Krystal is
in the same group as Amy and Lee or in a different Answers 2 can’t 3 can 4 can’t 5 can’t / can’t 6 can’t.
group.
• Ask them to read the instructions and read the text 5 a Read the activities in the box. Tick ✓ your
quickly to answer the question.
skills and abilities.
Answer Answers will vary.
• Have Ss read the instructions and the activities in
the box. Check they understand all of them.
IC It is quite frequent for people to measure intelligence in • You may add some other activities that Ss are used
terms of how good you are at maths. Intelligence can to doing.
be defined in different ways, but it is basically the ability
to learn, understand and deal with new situations. From b 5 Listen to Amy and underline the things
this perspective, we are all intelligent. What differs is in the box that she can do.
that we may think in different ways, not only logically or • Ask Ss to read the instructions.
with a maths’ mind. You can help Ss understand that • Play the recording for them to underline the correct
marks do not always reflect a person’s intelligence, activities.
and that there are different types of intelligence. For • Check Ss’ answers.
instance, most probably Krystal has musical and
Answers Cook dance play the piano repair a computer speak
spatial intelligence. English
2 4 In pairs, match school subjects 1 - 6

5
n
with pictures A – F. Can you think of any more
subjects? Listen and check. Amy: Um, let’s see, I can’t act at all! Er, I can cook quite
• Have Ss read the instructions. well, I can dance, er, I can’t play the guitar but I can
so play the piano, well, a little bit. I can definitely repair
• Give them time to do the matching. Check by
playing the recording. a computer. And I can speak English of course. I can
• You can ask Ss what other subjects they have or have speak French but not Spanish. And that’s it. I can’t
had at school, and how they would represent them. drive a car – I’m too young. And I can’t swim!
Answers 2 A 3 F 4 E 5 D 6 C
6 In pairs, say which things in the box you can
ar
and can’t do. Find 5 abilities in common with
4 your partner.
A – Music I can’t speak Spanish but I can speak English. And you?
B – Geography
Pe
C – Information Technology
D – Biology • They can use the activities in the box and some
E – English other activities as well.
F – Chemistry
• You can set a time limit, e.g. 2 minutes, to see how
many coincidences they can find.
3 Read the text again and answer the questions • Have a couple of pairs tell the rest about their
in pairs. coincidences.
• Ask Ss to read the instructions.
• Challenge them to answer the first question without 7 In pairs, ask and answer the questions.
going back to the text. • Ask Ss to read the instructions and the example.
• You can have a survey with the Ss’ answer to the Check they understand all the activities.
second question. • Remind them of the intonation in questions.
Answer French and History • You can ask them how many coincidences there will
be for everybody.
• Check if there is something they can all do.
Ability can / can’t
• Have Ss read the examples in the table. AT This is a revision unit. As regards vocabulary, Ss should
• Remind them of the intonation in Yes / No questions. remember possessive adjectives, genitive case,
• You can ask your Ss to make an audio file and keep common possessions and activities. You may also
it as a record of their pronunciation.
include classroom language. They should remember
the meaning and structure of there is / are and can /
4 Complete the sentences with can or can’t. can’t.
• Have them do the exercise and then check their
answers.
25
1 What is Culture?
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0.? It’sSB
Txt me!
do SB pages
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pages ? like?6-7
SB pages 10-11
IC This unit is about some aspects of culture. Some
6
people have a traditional perspective and consider
1 S = Sam B = Bernadette
that culture is related to literary and artistic expressions S: Bernadette? Look! I like the colours in that painting, but
only. To others, cultures are part of who we are. We what is it?
all participate in different cultures, e.g. the culture of B: Em … I’m not sure … Is it a tower? Or a house? Or
maybe it’s a window? Anyway, I think she’s a really
our family (whatever type it may be), the culture of our
talented artist!
friends, the culture of the place where we live – the S: Eh … yeah …
neighbourhood, the town, the province, the country, B: Oh look at that one!
the continent, e.g. Latin America. Culture is also 2 C = Craig J = Jodie
C: What’s the book, Jodie?
intrinsically related to language. By way of example, in J: Oh, hi, Craig. It’s called One day. It’s …
Spanish the gender used for generalizations – though C: Who’s the writer?
it seems to be changing – is the masculine. In a way, J: Eh, someone called Kirsty Stewart. It’s …
language shows one of the features of western culture, C: What’s it about?
J: It’s about two students who fall in love and …
that of being dominated by men. Again, this has been C: Has it got a happy ending? I like stories with a happy ending.
changing for some time already. 3 D = Dan S = Sarah
D: Let me take one. I’m a good photographer.
S: Yes, but you always want to be in all the photos, don’t you?
Every unit is introduced by a Tweet from Marc Mato or D: That’s no problem. I’ll take a selfie. OK, everyone stand
Sandra Román, two teenagers. They pose a question behind me. Look at the camera … say ‘cheese’!
related to the topic. As Ss move along the unit, or towards 4 T = Tammy R = Rafa
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T: This is great, but it’s difficult.
the end of the unit, they can go back to the question posed
R: What?
at the beginning and answer it according to their own T: It’s difficult! It isn’t easy to learn the steps. I don’t know
opinions and ideas.
so what to do.
R: Don’t worry! You’re a great dancer! Just follow me and
@
enjoy yourself.
Tweet: Are music, dance, literature, cinematography 5 D = Darren M = Mother
some types of culture? And our language D: Mum! What’s that terrible noise?
and traditions? And our clothes and jokes? M: The musicians are tuning their instruments.
D: Is it very long?
#WHATISCULTURE?
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M: What?
You can ask your students to respond to the tweet at the D: Is the concert very long?
end of the unit. You can use Twitter; however, to maximize M: Sssh!
6 C = Clapper board girl A = Anna S = Stephen
the privacy of our students, we recommend using a closed C: ‘I love you.’ Take three!
group or the message tool in a virtual learning environment A: Don’t go! Don’t leave me! I love you!
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like Edmodo or Google Classroom. You can even display S: Cut! I don’t believe it! The actors in this movie are terrible!
a poster on a classroom wall where Ss can write or paste A: Huh! The problem with this movie is the actors are good,
but the director’s terrible! Goodbye!
their comments to the hashtag.
2 Complete the words.
LEAD IN
• Knowing there are different ideas behind the • Ask Ss to read the instructions and look at the box.
Help them understand the difference between the
concept of culture, ask Ss what they think culture is.
two columns.
They can keep a record of their ideas.
• At the end of the unit, you can go back to these • Once they complete the words, have them read the
Artist column and ask them if they find any pattern
ideas.
in the words.
• You can also elicit other words from them that
1 6 What can you see in the photos? Match
would go in this column, meaning people who do
photos 1–6 with phrases a–g. There is an extra something, e.g. teacher, painter.
phrase. Listen and check.
Answers writer photographer actor director dancer music
• Ask Ss to read the instructions and check they
all know what to do. Ask them to go over the
statements and check they understand all of them. 3 a Write 3 true and 3 false sentences with the
• Play the recording. You may want to remind of the phrases below and the words in the box above.
ground rules for listening, e.g. do not interrupt, do • Ask Ss to read the instructions. Check they
not make any noises or speak, etc. understand the meaning of being good / bad at.
• Check Ss’ answers. You can give them examples, e.g. Einstein was very
Answers a 4 b 3 c 5 d 2 g 6 good at physics, but at school, he was bad at Maths.
Borges was a great writer.
• Give them a minute to write the sentences.
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b In pairs, listen to your classmates’ sentences • Check Ss’ answers and the number of coincidences.
and say true or false. Answers Answers will vary.
• Ask Ss to get into pairs and read their sentences to
a classmate. 7 7 Complete the text. Then discuss with a
• How many did they guess? partner. Are your answers the same? Listen
and check.
Culture Wide • First ask Ss to read the instructions. Ask them to read
the text quickly and say if they have similar likes or
Ask Ss to read the box and discuss the answers.
not.
• After you check the answers, give them time to fill in
the gaps.
4 Add the words below to the correct category. • Ss compare their answers in pairs.
Add at least 5 more words. • Check Ss’ answers by playing the recording.
Answers 1 listening 2 great 3 acting 4 into 5 taking
• Have Ss read the instructions and the words in the 6 interested 7 pictures 8 reading
box.
• Ask them if they think these activities are related to
culture. 7
• Give them a couple of minutes to write the words in I like listening to classical music. I’ve got a violin but I’m not a
the correct category and then check. great musician so I can’t play it very well. I’m shy so I hate
dancing and acting in plays but I’m really into photography. I
Answers 2 horror films 3 short stories 4 Zumba 5 violin 6 rock
love taking photos. I’m interested in art too. I don’t like painting
7 techno
much but I really like drawing pictures and I love reading
graphic novels What about you?
➤ Extra activity
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Tell Ss you want to know how many different cultural Over
to Express your likes and dislikes with a
activities they do. Ask Ss what cultural activity they YOU
cinquain poem.
so
do. If the activity they are into is not in the box, add
as many words as necessary. They can use the • Have Ss read the instructions and the explanation of
Vocabulary Bank for further activities. a cinquain poem.
• Before they start writing, you can have them go
over the boxes in this lesson and check the number
IC Some Ss may have this idea that they do not of syllables of the different activities. Remember to
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participate in any cultural activity. Help them see that include the activities they added.
graffiti, for instance, is one. Make sure every student is • Have Ss write their own cinquains.
present in the list of activities. • They can print their own cinquains and include
pictures. You can make a display of the cinquains.
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Vocabulary: Ss can find more cultural activities at • You can encourage Ss to use a word processor or a
www.pearson.com.ar/look_wide presentation software to complete the task. Ss can
place a picture of themselves in the background
5 Choose the correct option for you. and write their cinquain in the foreground.
• Ask Ss to read the instructions and the examples.
• Ask them to talk about their likes and dislikes, AT Ss should remember different activities, and use an
tell them to pay attention to their classmates’ infinitive after verbs and expressions of likes and
comments to see how many similarities they can dislikes.
find. You can teach them Me too! and Me neither!
WB Answers 1.1 What do you like? Page 76
Language Wide 1. 2 musician 3 writer 4 photographer 5 artists 6 actor
2. 2 interested 3 into 4 hate 5 don’t 6 not
The purpose is for Ss to compare the structure for likes 3. 2 artist 3 violin 4 horror 5 comedy 6 photography 7 ballet
and dislikes in English and in Spanish. Have Ss read the 8 novel
examples. You may help them notice that we use an 4. 2 graphic 3 writer 4 artist 5 fantasy 6 cinema 7 interested
8 taking 9 into 10 actor
–ing form in English and an infinitive in Spanish when 5. 2 classical 3 musician 4 reading 5 watching 6 dancers
referring to activities, e.g. I like swimming. 7 photography 8 taking
6 Make the sentences true for you with some of

the words below. Listen to your classmates and
check how many coincidences you all have.
• Have Ss read the instructions and the examples.
27
0.? What
1.2 Txt SBdo young
pages ? people like doing? SB page 12
1 Look at Rose’s post. Has Rose got the same 4 Correct the sentences.
interests as her twin sister, Violet? Read and • Ask Ss to read the instructions and the sentences.
check. Tell them to include true information.
• Before you work with this exercise, ask Ss to read • Give Ss time to do the activity, then check.
the title and answer the question. At the end of Answers 2 They don’t play classical music. They play pop music.
this lesson, they can see if there are any points in 3 Tim Burton doesn’t make documentaries. He makes films.
common with their ideas. 4 J.K. Rowling doesn’t act in films. She writes novels.
• Ask Ss to read the instructions. You can tell them
to think about the answer before they read. What’s 5 VOX POPS 1 Add to the list below to say what
their opinion as regards interests and twins, are they you do in your free time. Then, tell the class.
usually the same or not? Who makes the best of his or her free time?
• Have Ss read the text and go back to their
predictions. • Tell Ss Vox pops are very short videos of everyday
people, not actors.
Answers No
• Ask them to read the instructions.
• Play the recording. They can use the information
Simple Present here.
• Ask Ss to read the table. Elicit from them the • Give them time to prepare their statements.
meaning of routines and habits.
• As they read the examples and complete the rule,
Culture Wide
elicit other frequency adverbs.
• You can ask Ss in what situations they talk about Ask Ss to read the statements in the box. Ask them
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their routines, e.g. when telling people how tired they why there are similarities but differences as well.
are, or why they cannot do something.
• You can ask your Ss to make an audio file and keep
1 Video script page 82
so
2 Add adverbs of frequency to make these IC You can help Ss notice that we all have different
sentences true for you. interests and that some may consider them weird. It is
• Ask Ss to read the instructions and look at the first important for teachers to make sure that everybody
has the possibility to talk about his or her interests and
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sentence. Ask them if it is true for them. If it is not,
ask them to make it true. that learning about others, whose life and interests
• When checking, see how many coincidences there may be completely different from ours, is a way of
are. enlarging our view of the world.
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➤ Extra activity AT Ss should revise the meaning of routines and habits in

the Simple Present tense. They should also remember
Ss can tell the rest about a routine, including its frequency adverbs: their meaning and position in the
frequency. It may be true or false. They can talk about sentence.
themselves or about somebody in their family. As they
listen, the rest have to say if it is true or false.
WB Answers 1.2 What do young people like doing? Page 77
1. 2 go 3 play 4 writes 5 speak 6 lives
2. Answers will vary.
3 8 Complete the text with the correct form 3. 2 I sometimes read short stories. 3 My brother is always in his room.
of the verbs in brackets. Listen and check. 4 I’m always interested in new songs. 5 My mum usually goes to
Zumba classes on Monday. 6 My classmates are never bored in Mr
• Ask Ss to read the instructions and the text, and Tutt’s classes!
say if that is similar to their life or to somebody they 4. Answers will vary.
know. 5. 2 I often play computer games with my friends. 3 I don’t understand
• Ss complete the text. Spanish. 4 I usually buy clothes online. 5 Our teacher doesn’t drive a
car. 6 Tom is never late for class.
• Check by playing the recording. 6. 2 don’t go 3 do 4 isn’t 5 give 6 watch 7 doesn’t like 8 watch
Answers 2 don’t go 3 watches 4 prefer 5 wins 6 doesn’t win 9 watches
7 don’t play 8 play 7. 2 f 3 a 4 b 5 g 6 c
8
I live in a village so I don’t go to the cinema very often. My
brother often watches films on TV but I prefer playing games
with my friend, Dylan. He usually wins but he doesn’t win every
game. We don’t play very often on school days but we play a
lot at weekends.
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0.? Is
1.3 TxtTVSBlosing
page ?popularity? SB page 13
LEAD IN 4 Make true sentences about the people below.
Before starting the lesson, you can focus on its name and Use these words:
ask Ss if they would answer Yes or No. • Have Ss read the instructions, the words and the
example. If they do not know them, explain with
1 How many hours of TV do you usually watch after examples, e.g. kids is a synonym of children, a bit
school? Make a pie chart with the class results. more colloquial. Middle aged is people in their
• Ask Ss to read the instructions and the four forties. Pensioners are people who do not work any
statements. Agree on them if this includes free to air more, usually over 65. Teenagers are adolescents.
TV (FTA) only, cable TV and services such as Netflix. • Give them time to do the exercise, then check their
• Are the results what they expected? answers.
• You can also tell them to use the word adult.
2 Look at the illustration. What is a coach Answers 2 kids 3 pensioners 4 teenagers 5 middle aged
potato? Tick ✓. Then read and check.
• Ask Ss to read the instructions and tick the option ➤ Extra activity
they think is correct.
• You can check Ss’ answer before they read the text. Ss can talk about their families telling the rest how
• Have them read the text and check their answers. many kids, teenagers, adults and pensioners there are,
e.g. In my family there are two kids, two adults and one
Answer a
pensioner.
3 9 Read the text. Match headings a–e with 5 Read the text again. Mark the sentences
paragraphs 1–4. There is one extra heading. T (true), F (false) or DS (doesn’t say).
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Listen and check. • Ask Ss to read the instructions. Challenge them to
• Have Ss read the instructions and reread the text. do the activity before rereading the text.
• Give them time to do the matching, then check their • Give them time to do the exercise, then check their
so
answers. answers.
• You can ask them to account for their answers by Answers 1 T 2 T 3 F 4 DS
focusing on clues in each paragraph.
• You can also ask Ss to decide which paragraph the
picture refers to. Over British people watch a lot of TV. What
to
ar
YOU about the people in your area? Do a small
Answers 1 d 2 b 3 a 4 e
survey for next week.
• Have Ss read the instructions.
9 • Ss can decide on the question in class. The
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WHERE ARE ALL THE COUCH POTATOES? questions will be in English though they will conduct
1 Too much TV? Parents and teachers always say that
teenagers are ‘couch potatoes’ and spend all their time in front
the interviews in Spanish.
of stupid TV programmes. But is it true that young people have • Ss present the findings to the class. Are there
‘square eyes’? Do they really watch a lot of TV? similarities?
2 Surprising statistics The results of a recent survey show that
people in Britain typically watch twenty-seven and a half hours of
TV every week – almost four hours a day! But there is some ESI You can ask Ss what TV programmes they are used to
surprising news – young people don’t watch as much TV as watching. Discuss with them the role women and men
adults. For example, middle-aged adults (aged forty-five to play in these programmes. Do they present a sexist
sixty-five) watch about five hours a day. But young people aged
twelve to seventeen only watch about two and a half hours a
attitude? Are they inclusive? Do they help children and
day. And a typical pensioner watches about six hours a day! young people take care of themselves?
3 A global change Studies in countries such as the USA and
Australia suggest the same: kids today spend less time in front
of their TV sets than young people in the 1980s.
AT Ss should remember the meaning of routines and
4 A new obsession Teenagers today don’t often sit with their habits in the Simple Present tense. They should also
families on the living-room couch. So where are they? Do they remember frequency adverbs: their meaning and
perhaps spend all their free time in the fresh air, away from the position in the sentence.
TV? The simple answer is no, they don’t. The favourite free time
activity of British teenagers is now surfing the internet – typically
about thirty-one hours a week! The couch potato is alive and
WB Answers 1.3 Is TV losing popularity? Page 78
well – he’s just back in his bedroom.
1. 2 b 3 d 4 c
2. 2 F 3 T 4 F 5 DS 6 DS
➤ Extra activity 3. 2 online 3 advertisements 4 live
Ss can rewrite the text for their region, making the 4. 2 kid 3 Babies 4 pensioners
necessary changes.
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0.? Who’s
1.4 Txt SB pages
your favourite
? actor? SB page 14
LEAD IN the questions.
Have Ss look at the title of the lesson. Tell them that at • Ss write the questions, then check.
present, the word actor is used for both men and women, • Play the video for Ss to find the answer.
though the word actress exists. • Have Ss write the answers, then check.
Answers 2 What does Tom Lewis do in his free time? He helps old
1 a Look at the photo and the title. Who’s people in a hospital. 3 How often does he go there? He goes there
awesome? Tick ✓. three times a week. 4 Where does Tom Lewis live? He lives in New
York. 5 Does Lee always listen to Amy? No, he doesn’t.
• Ask Ss to read the instructions and tick the best
option. Remind them not to read the text.
• Explain awesome with a synonym, e.g. fantastic. 3 Video script page 82
• Check Ss’ predictions.
11
A = Amy L = Lee
b 2 10 Now watch or listen and check. A: Hi Lee! I’ve got a new poster for my bedroom. Help me put it up!
• Now Ss watch the video and then check. Remind L: A new poster? It’s not Bro, is it?
A: No, it’s the actor Tom Lewis. Oh, he’s really good-looking.
them that getting their prediction wrong does not
And he’s an interesting person too. Do you know what he
mean they did not understand. does in his free time?
Answer A singer L: I’ve no idea. What does he do in his free time?
A: He helps old people in a hospital. Ask me how often he goes
there.
L: How often does he go there?
10 ➔ See SB page 14 A: He goes there three times a week.
L: Hmm.
2 Video script page 82 A: He lives in an apartment opposite Central Park in New York.
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L: Great.
OUT of class A: He’s a fantastic actor. Do you know …
A: Lee! Lee!
• Tell Ss to look at these expressions. Tell them that L: Eh, yeah?
so A: What’s wrong with you? You never listen to me!
whenever they see this box, they will find colloquial
L: That’s not true. I always listen to you … Well, I usually listen to you.
everyday expressions. A: Yeah, right. Well, do you want to go to the movies or not?
• Make sure they understand their meaning. Ask them L: The movies? Eh, yeah, OK.
to go back to the text. If you play the video, help
them focus on body language as well. Over Make a presentation about your favourite
to
ar
• Elicit from Ss situations in which they can use these YOU popstar / actor. Keep his / her name
expressions. secret! Your classmates have to guess.
• Encourage Ss to use these expressions in class when
relevant.
• Help them see where they can get help if needed.
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• Make a display of the posters.

Simple Present, questions and answers
• Elicit from Ss when they use this tense. ESI Some people feel that celebrities lead fantastic lives.
• Help them focus on the intonation in questions. You However, their lives are not easy. Some work very long
can play the recording again for Ss to imitate it.
hours, some go on very strict diets against their health,
many, don't have a private life because of external
2 Read the dialogue again and answer the pressures. Help Ss see we all have external pressures,
questions. and we need to learn how to prevent them from
• Ask Ss to read the instructions. leading our lives.
• Check Ss’ answers.
Answers 1 At 8 o’clock. 2 He’s awesome. 3 He plays the guitar AT Ss should remember the use of Simple Present for
and the piano. routines, and the structure of questions.
3 Read the dialogue again. How can Bro answer WB Answers 1.4 Who’s your favourite actor? Page 79
the questions below? 1. 2 do you start school / lessons 3 time do they do homework
• Ask Ss to read the instructions and the blog. 4 does your sister like doing / reading 5 do you go to dance classes
• Give Ss time to write the answers, then check. 6 does the film finish
2. 2 Does your sister speak Guaraní? 3 Does Mr Jacobs live in a big
• When checking, make sure Ss use the correct intonation. house? 4 Does Jack play an instrument 5 Does your dad work in the
Answers 1 Hollywood 2 Yes, I do. 3 I work in a home for sick city? 6 Do your classmates listen to rap music?
animals. 4 I go there once a week. 3. 2 she doesn’t 3 he does 4 he doesn’t 5 he does 6 they do
4. 2 they 3 Does 4 does 5 Does 6 doesn’t 7 Where 8 do 9 Do
10 do 11 What 12 How often 13 once
4 3 11 Make questions in the Simple 5. 2 Have you got 3 Do they go 4 do they work 5 Do you like 6 do you
like 7 do you usually read 8 How often do you go 9 do you speak
Present. Watch or listen to Part 2 and answer 6. 2 b 3 a 4 e 5 c
30

0.? What
1.5 Txt SBtype
pageof
? media do you use? SB page 15
LEAD IN • Give Ss time to do the ticking, then check.
You can ask Ss to answer the question before they do the
lesson. You can ask them which social media they think is 4 Name or show different types of media. Use
the most popular. the Vocabulary box as help.
• Allot a couple of minutes for Ss to go over the words
1 12 Read the survey above. Then listen and in the box and think of examples.
match speakers A–E with questions 1–8. There • Have a couple of examples at the end.
are three extra questions.
• Have Ss read the survey. Ask them to focus on key 5 VOX POPS 4 Complete the sentences to
words in every question to understand its meaning. make them true for you. Use the words in the
Tell them that a newspaper headline is a kind of title. Vocabulary box to help you.
• Play the recording for Ss to do the matching. • Play the video for Ss to see different ideas.
• Check Ss’ answers. • Give them time to complete the sentences.
Answers B 8 C 1 D 5 E 4 • Check Ss’ answers.
12 4 Video script page 82

A Well, I listen to the radio every morning before I go to work
just to catch the headlines. And I always buy a serious
newspaper such as The Times on Saturday and I read every-
6 13 Listen and match speakers 1–4 with the
thing in it. I think it’s important to know what’s in the news – type of radio programme they like a–e. There
things change so quickly nowadays. is one extra answer.
B Oh, I never check! I mean, what’s the point? It rains the next
day nine times out of ten! It’s funny though – my mum always • Play the recording for Ss to do the matching.
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watches the late night forecast on the news, and she always • Check their answers.
forgets it immediately afterwards!
C A lot of my friends listen to the radio in the evenings but I Answers 1 e 2 a 3 c 4 d
so
never do. The music stations play the same groups all the time.
I find a lot of music by listening to video clips on the internet. So
yes, I suppose the internet is the way I discover new music.
13
D I’m probably a bit old-fashioned, because I still buy the local RA = Radio Announcer C = Cara D = Dad
newspaper every Friday and I always check what’s on. But I’m RA: You’re listening to Politics Today here on Radio 7. And with
sorry to say the choice is very poor these days – the films they me in the studio are Tim Smith, from the Conservative Party,
show are just rubbish! My husband and I don’t often go to the and Jemima Young, from the Green Party. My first question is
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cinema now. It’s a shame! about plans to …
E Oh, newspapers definitely. I buy a paper every day and I read it C: Please, dad. Can’t we listen to something else? I hate
during my morning coffee break but really it’s just for the sports listening to current affairs, especially before school!
pages. I think The Daily Record is the best for all the football news. D: I’m surprised at you Cara. The Politics Show is your brother’s
favourite programme.
C: No, it isn’t! You like programmes with boring politicians. You
2 Answer the questions in the survey. What is the
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know very well that Rob and I hate this programme. Rob is only
most popular type of media in the class? interested in programmes about sport!
D: OK, then. Let’s listen to Radio 1. I think the Pop Top 20 is on
• You can ask them if they would like to add any at the moment!
questions to the survey to check that all the media C: Da-ad! You know I hate all the songs in the Top 20.
D: So what do you listen to in the car with mum?
they use is included.
C: Well, sometimes we listen to a rock music station like
• Which is the most popular type of media? Kerrang, but mum is never happy about it. Or sometimes we
listen to her favourite radio phone-in. But then I’m not happy.
D: I think the only answer is to listen to one of my fantastic punk
ESI Very often, we find fake news in social media. There’s CDs.
this idea in society that what is published is true. C: Da-ad! No!
Though this may have been the case at some point, it is
definitely not so at present. We should help Ss become Over Game! Two players. One host. The host
aware of this and give them tools to check if a piece of
to
YOU says a type of media. The first candidate to
news seems to be reliable.
answer correctly scores 1 point.
• Have Ss read the instructions and the example.
Culture Wide • Give the host a minute to come up with the list of
Ask Ss to read the box. They may ask at home to types of media. You can set a limit, e.g. 8 types.
check if adults use the same or different media. • Have them play.
AT Ss should recognise a few words for social media.

3 In which type of media from the survey can you
find these things?
WB Answers 1.5 What type of media do you use? Page 80
• Ask Ss to read the instructions and the words in the 1. 2 c 3 h 4 g 5 f 6 d 7 a 8 e
box. You can give them examples or synonyms to 2. 2 game show 3 talent show 4 documentary
explain the ones they do not know. 3. B 4 C 5 D 7 E 1
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0.? Interaction
1.6 Txt SB pages ?At the cinema SB page 16
1 Look at the cinema programme and say what
types of film are on. Which ones would you like 15
K = Krystal T = Tess
to see? K: Can I have two tickets for True Love, please?
• Ask Ss to read the instruction, look at the cinema T: Which screening?
programme and read the examples. K: The 8:15 screening.
T: Here you are … Two tickets in row five.
• Give them time to think, and listen to their opinions. K: How much is that?
T: That’s twelve fifty, please.
OUT of class K: Here you are.
T: Thank you, enjoy the movie.
• Remind Ss of this box.
• Ask Ss to read the dialogue and check the meaning
of each phrase. Language Wide
• Play the recording and help Ss focus on the
Have Ss read the box. Check they understand the
intonation.
difference between I like and I’d like. Ask Ss to compare
• Elicit from them situations in which they would use
and contrast these structures with Spanish and other
these phrases.
languages they may know.
• If they have created a poster or have their cards, ask
them to write these phrases.
• You may read a line in the dialogue for Ss to use the AT Ss should recognise different expressions.
phrases.
Culture Wide
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Have Ss read the box and discuss the answers to
the questions.
so
2 5 14 Watch or listen. Answer the
questions.
• Ask Ss to read the questions before they watch the
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video or listen to the recording.
• Check with the class.
Answers 1 ZooWorld 2 at 6.15 4 6.25 (the total for two tickets is 12.50)
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14 ➔ See SB page 16
ESI Some people think that romantic films are for girls
and that it would be somehow wrong for a boy to like
them. Help Ss reflect on this. Boys and girls are equal
in this respect and can like what traditionally has been
considered only for girls or for boys.
3 15 Complete the dialogue below with one

word in each gap. Listen and check.
• Have Ss read the instructions and the box.
• Check they know the meaning of each of the
expressions. You can refer them to the dialogue.
• Help Ss focus on the intonation of the different
expressions. You can use the recording for Ss to
listen and imitate the speakers.
• Give Ss time to fill in the gaps, then play the
recording for them to check.
Answers 2 screening 3 row 4 much 5 please 6 Here 7 Thank
32

0.? Writing
1.7 Txt SB page
A personal
? introduction SB page 17
LEAD IN
• Have Ss read the title of the lesson. Most probably, Unit Wide
they will understand what a personal introduction is.
• Elicit from them in what situations they can write a Read the unit again. Where in this unit? Complete
personal introduction. with lesson number.
• Have Ss read Lee Marshall’s text and ask them if • Tell Ss they need to go over the complete unit to
they have something in common with him. write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
1 Look at the Writing tips. Complete the on how well they think they know each of the
sentences to make them true for you. Look at topics.
Lee’s text to help you. • This can be used as part of self-assessment.
You can give Ss different exercises, and they will
• Ask Ss to read the instructions and read the writing
do the ones that deal with the topics they are
tips. Tell them a tip is an idea, a suggestion.
not sure about. This is another way of handing
• Give them a couple of minutes to complete the
responsibility over to them.
sentences, and check different answers.
Culture Wide
WB Answers SELF-CHECK Page 81
It is very important for Ss to understand that
1. 1 drums 2 classical 3 artist 4 romantic 5 cartoons 6 salsa
sharing personal information can be dangerous 2. 1 playing 2 listening 3 taking 4 reading 5 watching 6 drawing
when we do not know who can access it. 3. 1 Where do you live? 2 Does your dad work every day? 3 How many
English lessons do you have a week? 4 Do you go swimming every
n
Saturday? 5 How often does your friend take photos? 6 What music
do your sisters like?
4. 1 f 2 e 3 c 4 b 5 a 6 d
ESI Going on with the idea of social media and sharing 5. 1 Do 2 don’t 3 does 4 Does 5 doesn’t 6 do
personal information, you can discuss with Ss when
so 6. 1 I don’t like documentaries. 2 Do you want to go to the cinema?
it is OK to write about your personal details, e.g. an 3 My friend doesn’t live near me. 4 Jack speaks English and French.
application form at school or at a well-respected 5 Our teacher usually gives us lots of homework. 6 What time do you
go to bed on Fridays?
institution in which the information will be safe. You 7. 1 go 2 paly 3 sing 4 write 5 act 6 take 7 watch 8 potato
can help them reflect on situations in which they share
some personal information with somebody they may
ar
not know. Discuss different safety measures to prevent
any difficult or dangerous situation.
Over
Pe
to Write a personal introduction. Use the

YOU
Writing tips and Lee’s text to help you.
• Ask Ss to read the instructions and the steps.
• Remind them where they can get help if they need it
(their books, their notes)
• Give Ss time to write their introductions.
• Ss can get useful feedback from classmates and
the teacher after they write a first version.
• You can make a display of the Ss’ personal
introductions. Encourage Ss to use their computing
skills to write their piece.
33
WORLD WIDE Why do we dance? SB pages 18-19
LEAD IN Answers 1 F (Dancing makes him feel happy) 2 T 3 F (He meets

up with other dancers in Bristol.) 4 T 5 F (He loves dancing like a
• Before working with this consolidation lesson, ask Ss machine.)
to think of different answers to the question.
1 Think about these questions. Make notes. You 8 7 Watch Part 2 of the video and answer the
can discuss with a classmate. questions.
• Ask Ss to read the instructions and the questions. • Ask Ss to read the instructions and the questions.
• You can give them a few minutes to discuss the answers. • Play the recording.
2 Read the text. Mark the sentences T (true) or Answers 1 Harry Barnes 2 Because he’s a talented and natural
F (false). performer. 3 thrilled / excited / happy 4 He goes through to the
grand final (at a big theatre in London).
• Before Ss read the article, ask them to predict if the
British like dancing or not.
• Have Ss read and check their predictions. 7 Video script page 82
• Allot a few minutes for Ss to go over the article and
do the activity. 9 Work in pairs. Do you think the winner is the
• Check Ss’ answers. best dancer? Why? / Why not?
Answers 1 F (young people) 2 F (fast or slow music) 3 F (It doesn’t
say where it is from originally.) 4 T • Ask Ss to read the instructions.
• They can use the expressions in the example or
different ones, e.g. I agree / I don’t agree, Yes / No,
n
3 Work in pairs. Read the text again and find etc.
four reasons why people dance. Are they the
same as your ideas in Exercise 1? 10 WORLD WIDE PROJECT In groups, use the
so
• Ask Ss to read the instructions. Check they know language and ideas in the lesson to create
what to do. a digital leaflet promoting dance and its
• After a couple of minutes, check Ss’ answers. benefits.
4 You are going to watch part of a video from • Once they get into groups, you can ask them where
ar
the BBC about a dance competition. Read they can get the information.
the advert for the programme. Do you have • Tell them to follow the steps suggested.
competitions like this in your country? • Ss can present their work on paper or using a
• Ask Ss to read the instructions and answer the question. presentation software. Encourage Ss to find a
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website tool to create amazing simple graphic

5 6 Watch Part 1 of the video and match design for free. (Always type the words in bold in a
search engine to get to the suggested website.)
photos A–E with the names of the contestants
• Ss share their productions.
1–5.
• Ask Ss to read the instructions and read the advert.
• Give them time to do the matching.
Answers 2 D 3 C 4 E 5 B
6 In pairs, discuss who your favourite dancer is

and why.
• Play the video and go back to Ss’ predictions and
have Ss talk about their favourite dancer.
• How many coincidences have they found?
7 Watch the video again. Mark the sentences T

(true) or F (false). Correct the false statements.
• You can ask the Ss to tick the countries they
remember before you play the video again.
• Play the video for them to check. How good was
their memory?
34

2 Friends and Family
0.1Do
2.1
0.? It’syou
Txt me!
SB SB pages
care
pages ?what6-7
you wear? SB pages 20-21
IC As stated in the notes for Unit 0, the concept of family ➤ Extra activity
we adhere to, is that of people living together who Elicit other categories from Ss, e.g. girls, boys and
share a bond of love and kinship. There are plenty of unisex, waist up and waist down, clothes they wear and
opportunities to discuss different types of families: clothes they do not wear, etc.
single parent, same sex parents, big and small,
multicultural, mixed-race, mixed or blended, families in
IC In some way, clothes represent who we are. Some
which there are no parents but grandparents or older
follow fashion because they want to belong, whereas
siblings, nuclear and extended, among others. Ss can
others want to show their personality is stronger than
be invited to talk about their families.
fashion. In any case, we should make sure that Ss have
It is important not to refer to any of the types here as the linguistic resources they need to name the clothes
different, because that would mean there is a norm, with they like wearing, expecting respect from everybody.
the rest deviating from the norm.
@ Tweet: Are your friends your family? Today there are

many types of families. What is a #family? Who is
Culture Wide
Ask Ss to read the statements in the box and
your #family?
comment on them.
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.
n
LEAD IN 3 Look at the pictures and the list. Draw the
Ask Ss to look at the illustration and say if that would be clothes below, or find pictures of them on the
so
typical of their context. Internet.
• Ask Ss to read the instructions, the clothes and the
1 What clothes can you see in the picture? In three categories below. Check they understand the
pairs, find two things below that are NOT in the meaning of the categories.
picture. • Tell Ss that under the last photo at the bottom of the
ar
page, it should say baggy.
• Ask Ss to read the instructions and the words in the
box. Check they understand them all. You can explain
• Allot a few minutes for Ss to draw the clothes or find
pictures online.
the ones they do not know by pointing to somebody
in class wearing those items, or to the illustration.
• You can have a display of the drawings or photos.
How many different options for each item of
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• Allot a couple of minutes for Ss to do the activity.

clothing?
Answers sweater and tank top
ESI Some items of clothing have been traditionally
considered for women in some cultures, e.g. skirts and
➤ Extra activity dresses. Though some items were originally considered
men’s, such as a suit, at present there exist suits for
As Ss find the clothes in the picture, ask them to say women. Despite this, it is important to help Ss reflect
who is wearing each item of clothing, e.g. boots, Jade. that they should be free to choose what to wear
irrespective of sex and gender differences.
Vocabulary: Ss can find extra vocabulary related to
clothes at www.pearson.com.ar/look_wide 4 16 Look at the picture on page 20 and
choose the correct option. Listen and check.
2 Complete the tables with clothes and • Ss should read the instructions.
footwear. Compare with others. Have you got • Give them time to look at the picture and circle the
the same answers? correct option.
• Check Ss read the instructions and know what to • You can check their answers before you play the
do. They can have the same item for more than one recording.
category. • Play the recording for Ss to check.
• Allot enough time for Ss to complete the tables. Answers 2 checked 3 leather 4 striped 5 tight 6 top with a
• Check their answers. Batman logo on it 7 plain
Possible answers
Winter: boots sweater hoodie
Summer: dress shorts tank top T-shirt top 16 ➔ See SB page 21
Parties: dress shoes boots
Sport: trainers hoodie shorts tank top T-shirt
35
5 In pairs, do the Fashion Quiz. Get a point when be working towards their final task of a project: a
your answers are the same. collage of their friends and family.
• Ask Ss to read the set of instructions for the collage.
• Have Ss read the instructions, the example and the quiz. • Remind them that a caption is a brief statement
• After Ss do the quiz, ask them about the results. making reference to an image. You can ask them
where they can find captions in Spanish (epígrafes).
6 17 Complete the text with the words • Check with Ss how they are going to keep this first
below. There is an extra word. Listen and part so that they can continue with the other parts.
check.
• Have Ss read the instructions and the text. Ask them Vocabulary: Ss can use the resource at
who it is. www.pearson.com.ar/look_wide. They can add
• Check they know the meaning of the words. more items to this list.
• Allot a couple of minutes for Ss to complete the
gaps, then check their answers. AT Ss should recognise some articles of clothing
Answers 2 leather 3 earrings 4 cotton 5 jeans 6 trainers
7 cap She’s Beyonce.
WB Answers 2.1 Do you care what you wear? Page 82
1. 2 c 3 b 4 a 5 a 6 c
17 ➔ See SB page 21 2. 2 necklace 3 underwear 4 piercing 5 trainers 6 sandals
3. 2 b 3 a 4 c 5 b
4. 2 b 3 f 4 c 5 a 6 d
7 18 Complete the sentences with 5. ACROSS: 5 necklace 8 belt 9 trainers 10 logo
information about you. Then listen and DOWN: 1 jeans 2 jacket 4 tracksuit 6 sweater 7 scarf 8 baggy
compare answers. How many coincidences?
• Ask Ss to read the instructions and the sentences.
• Have them complete the sentences with information
n
about themselves.
• You can ask Ss about their sentences.
• Play the recording for Ss to check how many
so
coincidences. Remind them that a different answer
does not mean their answer was wrong.
18
ar
1 It gets very cold in my house in winter, so I always wear
pyjamas in bed. My favourite ones are purple with the words
‘Go away! I want to sleep!’ on the front.
2 I don’t wear a dress and I don’t put on much make-up or
jewellery. I prefer a nice top, a short skirt and my leather boots,
you know, more or less the clothes I normally wear when I go
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out with my friends. My mum isn’t happy. ‘It’s a wedding!’ she

says, ‘Put on a dress and a necklace!’ But I hate wearing formal
clothes so I don’t listen to her.
3 I play every weekend. We wear striped tops, eh … blue and
white striped tops, white shorts and blue socks. I’ve got some
fantastic new football boots too.
4 When I’m at home, I really want to relax so I usually put on
an old T-shirt, my tracksuit trousers and my slippers. It’s
important to be comfortable.
5 It’s different if we go to a party, but normally when we go out
together I just wear normal clothes. The same as my friends,
you know, jeans and a T-shirt. OK, maybe a new T-shirt, but
nothing special.
8 VOX POPS 8 Watch the people and answer the

questions. What are their answers? Are they
similar to your ideas?
• Play the video for Ss to do the activity.
Over
to
YOU A collage of my friends and family - Part 1
• Tell Ss that as they move along the unit, they will
36

0.? What
2.2 Txt SBispage
this?family doing? SB page 22
1 9 19 Look at the photo. How are they

4 Make questions in the Present Continuous. In
pairs, look at the photo and try to answer the
feeling? Watch or listen and check.
questions.
• Ask Ss to read the instructions, look at the image
and answer the question. Tell them they are not • Ask Ss to read the instructions.
supposed to read the text. • Check Ss’ answers after a couple of minutes.
• Have Ss watch the video or listen to the recording, • Check their intonation.
and check their answers.
Answer Amy is feeling tired. Accept different feelings for Mum and
➤ Extra activity
Aunty. You can have a chain game. Tell Ss to imagine it’s
Saturday at 10 a.m. They have to tell the rest what they
are doing. S1: I am watching TV. S2: Lucila is watching
19 ➔ See SB page 22 TV and I am making a cake. S3: Lucila is watching TV,
Alex is making a cake, and I’m…
5 20 Complete the dialogue with the Present
OUT of class Continuous form of the verbs. Listen and check.
• Tell Ss to look at these expressions. Remind them • Ask Ss to read the instructions. Tell them to read the
they are colloquial everyday expressions. complete dialogue and ask them if this situation is
• Make sure they understand their meaning. Ask them familiar to them or not.
to go back to the text. If you play the video, help • Have Ss complete the dialogue.
them focus on body language as well. • Check Ss’ answers after a couple of minutes.
n
• Elicit from Ss situations in which they can use these Answers 2 am eating 3 are you eating 4 Are you feeling
expressions. 5 am not 6 are having 7 is eating 8 Is he feeling
so
relevant. You can ask them to make a poster with
them and pin it on a wall. Alternatively, they can 20
have a card with these expressions. D = Dad L = Lee R = Ruby
D: What are you doing, Lee?
L: I’m eating a banana for breakfast.
2 Watch or listen again. Why are the adults D: Why are you eating a banana? Are you feeling ill?
ar
shocked? L: No, I’m not. I’m fine.
D: We’re having bacon and eggs.
• Ask Ss to read the instructions. Tell them they can R: Dad? Lee is eating fruit! Is he feeling ill?
read the text again.
• Check Ss’ answers. Culture Wide
Pe
Answers Because Amy is going to school early without breakfast.

This is a good opportunity to discuss the concept
of family suggested in the introduction of this unit.
Present Continuous
• Ask Ss to read the examples in the table. Ask them Over
to
if they refer to routines and habits or to actions in YOU Designing a brochure – Part 2
progress / actions now.
• You can elicit from them in what situations we can • Remind Ss they are making a brochure, which has
use this tense. They can look for examples in the different items of information.
dialogue. • Have them read the instructions for this second part.
• Remind Ss of the intonation in questions. • Give Ss time to look for information and work on
• You can ask your Ss to make an audio file and keep their project.
AT Ss should understand the meaning and structure of the
3 Make true sentences about Amy, Mum and Present Continuous.
Aunty. Then listen or read again and check.
• Ask Ss to read the instructions and the example. WB Answers 2.2 What is this family doing? Page 83
• Allot a couple of minutes for Ss to do the activity. 1. 2 is reading 3 are playing 4 is checking 5 is eating 6 is listening
• Ask them to check the answers by referring back to 7 is sleeping 8 is crying
the dialogue. 2. Answers will vary.
3. 2 Why is the teacher shouting? 3 What are the boys doing?
• Check Ss’ answers. 4 Where are you going? 5 Is Elise meeting us here?
Answers 2 Amy isn’t talking on the phone. She’s brushing her hair. 4. 2 e 3 g 4 f 5 d 6 a
3 Mum and Aunty Linda aren’t eating. They’re waiting for Amy. 5. 2 Are you writing 3 am doing 4 am not doing 5 am watching
4 They aren’t drinking coffee. They’re drinking tea. 6 Are you enjoying 7 is cooking 8 is playing
37
0.? Is
2.3 Txtwhat you read
SB pages ? in magazines true? SB page 23
LEAD IN:
4 VOX POPS 10 In pairs, use the words in the box
Before starting the lesson, you can focus on its name and
to say how you feel when:
ask Ss how they would answer this question. Keep a record
of their answers. • Ask Ss to read the instructions.
• Play the video for them to see different examples.
• Go over the situations in the exercise. Tell them that
1 Look at the photo. What is the relationship 5:0 is said five to nil.
between the woman and the girl? Read and • Have the pairs interact. To close the activity, you can
check. ask a few pairs to tell the rest about their feelings.
• Ask Ss to read the instructions. Remind them they
are not supposed to read the text.
• When checking, you can ask them to account for
their answers.
• Have Ss read the text and go back to their Over
to
predictions. YOU A collage of my friends and family – Part 2
• You can ask them how they feel about the woman’s • Ask Ss to read the instructions
gesture. • In this case, Ss need Part 1.
Answer Mother and daughter • Check that Ss keep all their productions.
➤ Extra activity AT Ss should become aware of how they are improving

their reading skill. They should also remember a few
Ask Ss to read the text again and underline what Ale’s adjectives to express states and feelings.
parents do wrong in his opinion.
n
WB Answers 2.3 Is what you read in magazines true? Page 84
IC Going on with the previous text, ask Ss to try to take the
1. 1 c 2 d 3 f 4 b 5 h 6 a 7e
point of view of Ale’s parents. Why do they do that? Is
so 2. 2 tired 3 annoyed 4 interesting 5 excited 6 frightened
there anything about Ale that bothers them? Very often, 3. 2 b 3 a 4 a & b 5 b
conflict can be solved and even prevented when we try
to understand other people’s point of view. A dialogue
can be constructed in which both parties can discuss
what bothers them and how they can prevent that.
ar
2 Read the article again. Choose the correct

answers.
• After Ss read the instructions, challenge them to
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circle the right option without rereading the article.

• Check Ss’ answers, ask them to reread the text and
check their answers again.
Answers 1 a 2 b 3 a 4 a 5 b
3 Which of these feelings and states are positive

and which are negative? Draw a  or a .
• Ask Ss to read the instruction and the words in the
box.
• Do not focus on the grammatical difference
between –ed and –ing adjectives. Focus on
meaning instead.
• Explain the adjectives Ss do not know by giving an
example or miming. For instance, mime tiring and
say running is tiring, working hard is tiring. Do the
same for other adjectives Ss may not know.
• You can name a few adjectives Ss will know for them
to add them to the list, e.g. exciting, excited, relaxed,
relaxing.
Answers They are all negative but for interesting and interested.
38

0.? What
2.4 Txt SBdo you
page ? do to break free? SB page 24
LEAD IN 5 True or False? Make 3 true sentences and 3
• Have Ss read the title of this lesson. false sentences about you. Tell the sentences
• Tell them that to break free is to become free, to move to a classmate. How many can he or she guess
away from something that oppresses us, like a routine. correctly?
• Ss can think of possible answers to this question.
• Ask Ss to read the instructions. Tell them to refer to
routines and actions now.
1 Look at the title and the photo. Why is the girl • Give them time to write the sentences, then have
wearing an animal costume? Read and check. them work in pairs or small groups.
• Ask Ss to read the instructions, look at the title and • How many false statements did Ss identify?
the photo. Have them think about possible answers
to the question. 6 21 Complete the text with the correct
• Now Ss read the text and go back to their predictions. form of the words in brackets. Use the Simple
Answer To break free from her routine. / To collect money for sick Present or the Present Continuous. Listen and
children.
check.
• Ask Ss to read the instructions. Ask them to read
2 Read the text again and answer the questions. the text and tell the rest if this is something that
• Ask Ss to read the instructions. They can answer the happened to them.
questions before they read the text. • Have Ss work with the text. You can check Ss’
• Check Ss’ answers, have them reread the text and answers before playing the recording.
check again. • Check by playing the recording.
Answers 1 She usually goes (straight) home. 2 No, it isn’t. 3 She’s Answers 2 usually have 3 are changing 4 are putting 5 am
n
collecting money for sick children. (If Ss say She’s wearing a costume, breaking 6 am not lying 7 are walking 8 is shining 9 does
tell them that wearing clothes is not an activity that you do)
so
Culture Wide
Ask Ss to read the statements in the box, and AT Ss should recognise when to use Present Continuous
discuss different ideas with them. and when Simple Present
ar
WB Answers 2.4 What do you do to break free? Page 85
Simple Present and Present Continuous
1. 2 R 3 P 4 N 5 F 6 P
• Ask Ss to read the statements in the table. 2. 2 is coming 3 rains 4 are you playing 5 lives 6 is watching
• Tell Ss to circle the correct option. In the case of the 3. 2 a 3 g 4 b 5 d 6 f
Present Continuous, this time we will be focusing on 4. 1 usually study 2 and 3 ‘m not, isn’t working 4 but 5 Do you always
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actions in progress only. have, don’t 6 wears, but, ‘s wearing

5. 2 sings 3 plays 4 don’t get 5 enjoy 6 practises 7 hear 8 is singing
• You can ask your Ss to make an audio file and keep 9 love
Answers Simple Present, Present Continuous
3 Choose the correct option.

• Allot a couple of minutes for the Ss to circle the
correct option.
• When checking, ask them which clues helped them
identify the right option.
Answers 1 are studying 2 is saving 3 doesn’t go 4 do you play
5 aren’t watching
4 Make sentences with but to describe Paula’s

usual life and what’s happening now.
• Give them time to write the sentences, then check
their answers.
• You can add more activities to the table.
Answers She usually drives to work but today she’s riding a bike.
She doesn’t read novels, but she’s reading a great book at the
moment.
39
0.? What
2.5 Txt SBispages
a good
? friend? SB page 25
LEAD IN
Have Ss read the title of the lesson and ask them to give 23 ➔ See SB page 25
their opinion.
5 Group work. Make a list of famous characters
1 a Do you remember personality adjectives? (people or cartoon). Write a personality
Make a list. adjective for each. Your friends have to guess
who you are talking about. You can reveal any
• Ask Ss to read the instructions and make the list.
• When checking, you can start a list on the board. Ss detail about the famous character except his
make the list as long as possible. or her name!
• Ss should read the instructions and the examples.
b Tell your partner about the personalities of • You can have an example with the whole class to
two people in your family. Find coincidences. check everybody understands what to do.
• Ask Ss to read the instructions and the example. 6 Read the descriptions from Sandra’s diary and
• Ss get into pairs and talk about their families. You choose three adjectives from Exercises 2 and 3
can set a time limit, e.g. 3 minutes.
for each person.
• To close the activity, ask Ss how many coincidences
they have found. • Ask Ss to read the instructions.
• Allot a few minutes for them to do the activity.
2 Tick ✓ the positive adjectives and cross ✗ the • Check Ss’ answers.
negative ones. Answers Frank: shy, untidy Malcom: big-headed, bossy, rude
Tyler: polite, hardworking, helpful
• Explain the adjectives Ss do not know by giving a
n
synonym or an example. ESI You can ask Ss if they keep a diary. Traditionally, a diary
• Check Ss’ answers has been associated with girls, but there is nothing
so
Answers Positive: adventurous ambitious brave calm careful in a diary that makes it feminine. Help Ss reflect on
childlike creative loyal chatty cheerful hard-working helpful this, how society and tradition should be challenged
outgoing quiet sometimes so that they do not have a sexist viewpoint.
Negative: boring childish impatient lazy materialistic sarcastic
bossy moody rude untidy
Over
to
YOU A collage of my friends and family – Part 3
ar
Vocabulary: Ss can find more examples of personality
adjectives at www.pearson.com.ar/look_wide • Ask Ss to read the instructions.
• Give them time to write.
IC It is true that some people are naturally bossy, moody, • You can make a Vocabulary Bank accepting Ss’
suggestions in L1 and providing the equivalents in
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untidy, etc. This may be part of their personality, but we

L2 or remind Ss they can check the vocabulary list at
all need to learn to live with others, respecting them. It
www.pearson.com.ar/look_wide
is important to make an effort to make sure that we do
not hurt others.
Remind Ss they can go online to find more
personality adjectives. Remember to type in the
3 22 Match the words below with their words in bold in the internet search engine.
opposites from the box. Listen and check.
• Ask Ss to read the instructions and adjectives. You AT Ss should have developed better reading skills. They
can tell them that shy means timid, and that selfish should remember a few personality adjectives.
people never think about others.
• Check the answers after a couple of minutes.
WB Answers 2.5 What is a good friend? Page 86
22 1. 2 selfish 3 bossy 4 rude 5 big-headed 6 cheerful

2. 2 moody 3 polite 4 tidy 5 talkative
selfish helpful shy outgoing 3.
lazy hard-working talkative quiet H E L P F U L G
polite rude tidy untidy
F E P D M N O Q
4 23 Malcolm, Tyler and Frank all like Sandra. Q C H A T T Y U
Read their opinions and complete each gap U W B E J I S I
with a word from the box. Listen and check.
L A R E Z D H E
• Ss read the opinions and write the right adjective. E S L A Z Y Y T
• Check their answers. 4. 2 helpful 3 shy 4 talkative 5 untidy 6 moody
5. a 2 d 3 b 4 f 5 a
Answers 1 outgoing 2 cheerful 3 chatty b 2F 3F 4T 5T
40

0.? What’s
2.6 Txt SB page
your? plan? SB page 26
1 11-12 24-25 Look at the photo and Talking about the future
the title. Where are they going? Then watch or • Ask Ss to read the first set of examples in the table.
listen, and check. Ask them what tense is used to talk about intentions
for the future (going to + verb).
• Ask Ss to read the instructions, look at the photo
and the title and answer the question. Check their
• Ask them to read the second set of examples.
Ask them what tense is used to talk about definite
ideas.
arrangements or plans (Present Continuous).
• Remind them not to read the conversation.
• Play the video or the recording and check Ss’ • Help them focus on the intonation in questions.
predictions.
Answer They’re going to Clearwater.
Language Wide
11-12 Video script page 82
Ask Ss to read the box. They can go back to the
24-25 ➔ See SB page 26 examples in the table and in the dialogue to decide on
the answers.
2 11 24 Watch or listen to Part 1 again.
Tick the things Lee and Ruby plan to do on
Saturday. 5 Complete with the right form to indicate
• Ask Ss to read the instructions and the list of an intention (Going to) or an arrangement
activities. They can tick the activities before they (Present Continuous).
watch the video or listen to the recording again.
n
• Allot a couple of minutes for Ss to do the activity.
• Play the recording or the video. • When checking, ask them what clues they have
• Go back to Ss’ answers. found in the sentences to decide on an intention or
Answers Take a train watch a film do some shopping
so an arrangement.
Answers 1 is coming 2 am going to study 3 am not going to wear
4 is starting 5 are meeting 6 am going to watch
3 12 25 Watch or listen to Part 2. Answer
the questions.
1 Is Amy going with Lee and Ruby on Saturday? ➤ Extra activity
ar
2 How are they travelling to Clearwater? Ask Ss to tell everybody about an arrangement and an
3 What time are they meeting in the morning? intention for (the winter break, the weekend, etc.). How
• Ask Ss to read the instructions and the questions. many coincidences?
• Play the video or recording again for Ss to find the
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answer to the questions. ➤ Extra activity

Ss can decide on intentions to make the most of the
Answers 1 Yes, she is. 2 By bus. 3 At 10.15
English lesson and to make their classroom and school
a better place. You can give them an example, e.g. I am
4 13 26 Watch or listen to Part 3. What’s going to do my homework. I am going to keep my desk tidy.
the problem? Where’s Amy?
• Tell Ss to read the instructions and think about 6 Pair work. Each student makes a list of 10
possible answers to the questions. plans for the near future. In turns, student A
• Play the recording or the video and go back to Ss’ reads out one plan and student B says if it is an
predictions. intention or an arrangement.
• Check the answers. • Ask Ss to read the instructions and the example.
Answers Amy is not at the bus stop. She’s on the wrong bus. • Allot a couple of minutes for Ss to come up with
the list. Remind them to include intentions and
arrangements.
26 • Ss get into pairs and start the activity.
L = Lee A = Amy R = Ruby • You can check by having examples from a few pairs.
L: Amy! We’re at the bus stop! Where are you?
A: On the bus!
R: Lee – look, there’s Amy! She’s on the wrong bus. They can go online to find future plans and
L: Oh no! arrangements games. Remind them to type the words
in bold in the search engine to find the tool they need.
AT Ss should recognise the difference between an
arrangement and an intention.
41
0.? Project
2.7 Txt SB pages
A collage
? SB page 27
Ss have been designing their project along the different
lessons. Ask them to take out their productions.
• Ask Ss to read the instructions to put the collage
together.
• They can make a paper collage or use a digital app.
They can go online to search for apps or online tools.

Remind them to type the words in bold in the search
engine to find the tool they need.
• Have Ss go over the checklist before they present

their productions to the rest.
• They can exchange productions for another group
to give them feedback. You can also give them
useful feedback.
• Assign a time limit, which you can agree upon with
Ss. As they work in groups, one of the members
should be in charge of checking that Ss finish on
time.
n
Unit Wide
Read the unit again. Where in this unit? Complete

with lesson number.
so
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
on how well they think they know each of the
topics.
ar
• This can be used as part of self-assessment.
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1. 1 pyjamas 2 trainers 3 baggy 4 top 5 sweater
2. 1 untidy 2 interesting 3 cheerful 4 frightening 5 worried
3. 1 is wearing 2 is Mike going 3 am not doing; am doing 4 Does Dan
drive; he does 5 is not working; is sleeping
4. 1 are you doing 2 ‘re reading 3 read 4 ‘m sitting 5 ‘m trying
6 don’t want 7 always wear 8 wear 9 Do you want
5. 2 Is it raining? 3 Are you wearing a sweater? 4 What time does the
lesson finish? 5 Do you usually sit in the same seat? 6 Does your
teacher usually give a lot of homework?
6. 2 are going to take 3 am taking 4 are arriving 5 am going to have
6 am going to wear 7 is not reading 8 am going to talk
7. 2 don’t like 3 come 4 doesn’t like 5 is studying 6 am sitting 7 are
giving 8 is singing 9 are not enjoying 10 listen 11 Are you going
42

WORLD WIDE Are hipsters cool? SB pages 28-29
LEAD IN 8 14 Watch Part 1 of the video and answer

Ask Ss if they know what a hipster is. If they do not know, the questions.
you can give them a couple of options, e.g. a good
dancer, a person who is fashionable, a new profession. • Have Ss read the instructions and the questions.
• Play the video for Ss to find the answers to the questions.
They can take notes as they watch the video.
1 In pairs, discuss the answers to the questions. • Check Ss’ answers.
Make notes.
Answers 1 In February and September. 2 Reporters, buyers from
• Ask Ss to read the instructions. shops and ordinary people. They go to buy and to see the new
• Give Ss a few minutes to discuss the answers. designs / different clothes. 3 Dresses and shorts; baggy and tight
• You can have some examples from them. clothes; clothes for the day and clothes for the night. 4 They are all
very expensive. 5 They are dancing.
2 Look at the photo. What do you think a

‘hipster’ is? 14 Video script page 82
• Have Ss read the instructions and look at the photo.
• They can discuss their ideas of what a hipster is. 9 In pairs, discuss the questions.
• Ask Ss to read the instructions and the questions.
3 Read the article and check your ideas in • Give them time to discuss the questions.
Exercise 2.
• Ask Ss to read the article and go back to their ideas. 10 Watch the video again. Mark the sentences T
• Check Ss’ answers. (true) or F (false). Correct the false sentences.
n
4 Look at the photo again. Can you find any of • Play the video. Let them mark the sentences as they
the clothes and accessories mentioned in the watch.
article? Circle the words in the article.
so
• Check their answers.
• Ask Ss to read the instructions. Answers 1 T 2 F (In the video there are people taking photographs.
• Give them time to go over the text and circle the The speaker says they are probably from magazines and
words for the clothes and accessories they can see. newspapers.) 3 T 4 T
Answers vintage clothes old hat tight jeans big glasses flat
ar
shoes
11 15 Watch Part 2 of the video and answer
the questions.
5 Read the article again. Mark the sentences T • Have Ss read the instructions and the questions.
(true) or F (false). • Play the recording for Ss to find the answer to the
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• Ask Ss to read the instructions and the article. questions. They can take notes as they watch.
• Allot a couple of minutes to do the activity. • Check their answers.
• Check Ss’ answers. Answers 1 Do their make-up, paint their nails, style their hair
2 They talk and laugh. They eat snacks to have energy for the show.
Answers 1 F (They don’t want to be fashionable.) 2 T (Hipsters
usually live in big cities.) 3 F (Their clothes aren’t neat and
well-fitting.) 4 T (When their look becomes fashionable, they change
and wear something else.) 15 Video script page 82
6 In pairs, discuss if you think it’s cool to be a 12 Group Discussion. What are the bright side and
hipster. Why? / Why not? the dark side of working as a fashion model?
• Ask Ss to read the instructions. • Have Ss read the instructions. Check they
• Ss discuss the answer to the question in pairs. understand bright and dark side mean positive and
• Check if there is a majority of yes or no answers. negative aspects.
• They can use the examples to discuss the topic.
7 You are going to watch part of a video from
the BBC about London Fashion Week. Read the 11 WORLD WIDE PROJECT In small groups, create
extract from a magazine below. Do you have a digital presentation about fashion in your
big fashion shows in your country? country. Remember you can use presentation
• Ask Ss to read the instructions, read the article and apps!
answer the question. • Have Ss read the instructions.
• Ask them where they can get the information.
• Ss can present their work on paper or using an app /
online tool or any presentation software available.
• Ss share their productions.
43
3 Are Humans and Animals a Good Match?
0.1How
3.1
0.? It’sSB
Txt me!
can SB pages
animals
pages ? 6-7
help humans? SB pages 30-31
IC This unit is about animals and their interaction with 2 Tick the animals which live in your country.
human beings. Some people are afraid of animals • Tell them to look for clues in the exercise to do the
while others are not. Some do not consider that insects matching.
are animals, yet they are. What some people may • Check after a couple of minutes.
consider exotic pets are actually animals that suffer
when they live in enclosed places. Then there is the Remind Ss they can type the words in bold in the
issue of animals and religion. Care should be taken to search engine to find the information online.
have an open attitude towards different opinions to
make sure everybody feels included.
Culture Wide
@ Tweet: Do you like exotic pets? Hunters kill animals

in the wild to get their babies. How can we stop
Ask Ss to read the box. Help them understand the
notion of exotic animals.
#AnimalTrafficking?
suggested for Unit 1, which can be applied to all units. 3 Read and find the animals.
• Ask Ss to read the instructions and check they know
LEAD IN what they have to do.
• You can challenge Ss to name animals and see how • Ask them to go over the statements to check they
n
many different ones they can remember. understand them all. Explain as necessary.
• Write the list on the board, but also ask Ss to write • Give Ss time to find the animals.
the list in their notebooks or binders. • Check Ss’ answers.
so
• As you move along the unit, they will be able to add Possible answers 1 donkeys 2 bears skunks (zorrino) bats
more animals to the list. snakes turtles 3 cows pigs sheep goats 4 felines (lions, pumas,
etc,) monkeys 5 snakes crocodiles capybaras cows 6 felines
horses 7 sharks lions tigers pumas jaguars
1 Match the animals and the pictures. Then, add 8 felines dogs
the animals to the correct category in the box.
ar
• Ask Ss to read the instructions and check they all 4 Read the title. What is the text about? Tick ✓.
know what to do. Then read and check.
• Allot a couple of minutes for Ss to do the matching.
Tell them right whale is repeated, change the • Ask Ss to read the instructions and the three options.
second one for puma. Remind them not to read the text.
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• When checking, you can ask Ss what strategies they • Check Ss’ predictions.
have used, e.g. start with the animals they know, • Have them read the text quickly and go back to
focus on transparent words, e.g. llama, or words their predictions.
they know, e.g. spiderman, rather than start in Answer Helpful animals
alphabetical order.
• After you check the answers for the matching, ask 5 Read again and circle the correct option.
them to write them in the right category.
• You can ask Ss to read the instructions.
Answers A capybara B shark C stork D spider E right whale
F puma G monkey H sheep I southern lapwing J duck K llama
• Give them time to reread the text and do the
L snake M ant N jaguar activity.
Farm animals: sheep duck • Check Ss’ answers.
Wild animals: capybara shark stork spider right whale puma
monkey southern lapwing llama snake jaguar Answers 1 presents information 2 magazine 3 animals 4 thinks
Insects: ant (The spider is not an insect. It has got 8 legs whereas animals can be good for people 5 can help people with different
insects have got 6. It’s an arachnid). disabilities 6 Horses 7 can benefit all age groups 8 something
6 VOX POPS 16 Present your favourite wild

Vocabulary: Ss can find further examples of animals
at www.pearson.com.ar/look_wide animal. Include this information:
➤ Extra activity • Play the video for Ss to get further examples.
• Ask them to read the information they have to
Ask Ss to tick the animals they can find in their country, include and the examples.
i.e. not in a zoo. • Allot a couple of minutes for Ss to prepare their
presentations.
• Have Ss present their productions.
44

➤ Extra activity
Have Ss go back to the list they started at the
beginning of the unit and add new animals.
AT Ss should remember the names of some animals.

They should also notice how they are developing their
fluency in reading.
WB Answers 3.1 How can animals help humans? Page 88

1. 2 W 3 I 4 F 5 W 6 F 7 F 8 F 9 I 10 W 11 F 12 I 13 W 14 I
15 I
2. 2 d 3 e 4 f 5 h 6 b 7 a 8 c
3. 1 duck 2 cow 3 crocodile 4 sheep 5 spider 6 snake 7 giraffe
8 monkey
4. ACROSS: sheep giraffe zebra monkey
DOWN: tortoise tiger elephant ant snake bee
n
so
ar
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45
0.? Do
3.2 Txt you like zoos?
SB pages ? SB page 32
LEAD IN
• You can ask Ss if there is a zoo in the place where 28
they live, or if they have visited one. K = Kyle Z = Zadie
K: Where were you yesterday, Zadie?
• You can ask them about what animals they can find Z: I was with Midge. We were at the shops.
at zoos if they have had any zoo experiences. K: Were you at the shops in the centre?
Z: Yes, we were.
1 27 Look at the two adults. How are they K: Was it busy?
Z: No, it wasn’t. There weren’t any people there because the
feeling? Why? Listen and check. shops were closed. It was a public holiday. There was only one
• Ask Ss to read the instructions, look at the image shop open, a newsagent’s!
and answer the questions.
• You can check Ss’ ideas before they listen to the 3 Memory game. Pair work. Read the dialogue,
conversation. look at the picture, and close your book. Then,
• Play the recording and check Ss’ answers. describe what there was at the zoo. You lose
Answers They are feeling upset / angry / worried because their your turn when you say something wrong.
children are crazy. Ss may think that they're angry, based on their own • Ask Ss to read the instructions and the example.
experience. Help them see that though their answer may be valid, in
the recording we see no evidence that the parents were angry. • Allot one minute for Ss to read the dialogue and
look at the picture.
• Have pairs play the game.
Culture Wide
4 Complete the table with the places below. In
Ask Ss to read the questions in the box and pairs, guess your partner’s answers.
provide answers. Are there similarities? Do they • Ask Ss to read the instructions, the table and the
n
depend on the place where they live? Do adults examples with at and in.
celebrate in the same way? • Tell them to complete the table.
• Ss get into pairs and try to guess their partner’s
so
Simple Past was / were answers.
• Ask Ss to read the examples in the table. • Remind Ss of the intonation in questions.
• You can elicit from them if was / were refer to
routines or to something in the past. 5 A chain game. Where were you last Saturday
• Ask them to answer the questions. at 10 in the morning?
ar
• Remind Ss of the intonation in questions and • Ask Ss to read the instructions and the example.
pronunciation of was and were. They are usually • You can go in order or you can call on Ss not sitting
unstressed in affirmative sentences /wəz/, /wə/. In close by for everybody to pay attention.
short answers, they are stressed /wɒz/, /wɜː/. The
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negative forms are pronounced /ˈwɒzənt/ and 6 VOX POPS 17 Where were these people?
/ˈwɜːnt/. • Ask Ss to read the instructions.
• You can play the recording again for Ss to imitate • Play the recording. Tell Ss they can take notes.
the speakers. • Ss look at the examples to report where the people
• You can ask your Ss to make an audio file and keep were.

➤ Extra activity
You can have a game. Tell Ss you’ll say something
related to time and they have to come up with an
AT Ss should understand that was and were refer to the
past. They should remember when to use was and
answer as soon as possible. Have an example, e.g. (if
when to use were.
today is Thursday) T: Two days ago. Ss: Tuesday. T: Four
months ago. Ss: April. Use the different time expressions
in the box. WB Answers 3.2 Were you at the zoo yesterday? Page 89
1. 1 was 2 were 3 weren’t, was, were 4 was, was 5 wasn’t, was 6 was,
2 28 Complete the dialogue with was, were, was, weren’t
2. 2 Were your friends at the party? 3 Was Marie in class this morning?
wasn’t or weren’t. Listen and check. 4 Were the shops open yesterday evening? 5 Was the film interesting?
• Allot a couple of minutes for Ss to complete the 6 Was Tim at at your house last night?
dialogue. 3. Answers will vary.
4. 2 at, on 3 at 4 at 5 in, at 6 in
• You may check Ss’ answers before you play the 5. 2 Where were they at lunchtime? 3 When were you with Sole? 4 What
recording. was the weather like in Italy? 5 What time was the film on TV? 6 Who
• Play the recording and check Ss’ answers. was on the phone?
6. 2 were 3 wasn’t 4 in 5 was 6 were 7 Was 8 was 9 were 10 What
Answers 2 was 3 were 4 Were 5 were 6 Was 7 wasn’t 11 Was 12 wasn’t
8 weren’t 9 were 10 was 11 was
46

0.? How
3.3 Txt SBare other
page ? animals like humans? SB page 33
LEAD IN a unique opportunity to discuss this. Ss may reflect
Before starting the lesson, you can focus on its name on why adults sometimes criticise them. Are they just
and ask Ss if they can think of other animals which are annoying or is there an element of truth? By the same
like human beings. token, Ss can reflect on what they criticise. They can
discuss ways to engage in dialogue to solve problems
1 In pairs, look at the words and phrases below. or even prevent problems from arising.
Which things do teenagers typically do? What
about adults? Remind Ss they can type the words in bold in the
search engine to find the information online.
• Ask Ss to read the instructions and the phrases.
Check they understand them all. Explain as
necessary with synonyms, gesture or examples, ➤ Extra activity
e.g. belong to gangs means being a member, a Ss can go back to the animal list and add new ones.
participant of a gang. You can ask Ss to organise their list: native to the
• Give them time to do the activity and then check. Americas, native to Africa, endangered, etc.
There may be different answers from Ss.
AT Ss should become aware of how they are improving
2 Read the title of the article. What behaviour their reading skill. They should also recognise new
from Exercise 1 does it mention? Read and personality adjectives.
check.
• Ask Ss to read the instructions. Remind them to read WB Answers 3.3 How are other animals like humans? Page 90
the title only. Tell them there may be more than one
behaviour. 1. 2 lovable 3 aggressive 4 adventurous 5 impulsive
n
2. 2 T 3 T 4 F 5 F 6 F 7 DS
• Check Ss’ answers. Again, there may be differences 3. 2 enormous 3 orphaned 4 jungle 5 charity 6 survive 7 nest
in the answers. 8 volunteer
• Have Ss read the complete article and go back to 4. 2 f 3 a 4 e 5 d 6 b
so
their predictions.
Answers belong to gangs feel shy do dangerous things fight
ignore advice
3 Read the text again. Mark the sentences T

ar
(true), F (false) or DS (doesn’t say).
• Allot a couple of minutes for Ss to do the exercise.
• Ss can check in pairs before the general checking.
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• As you check, you can ask Ss to account for their

answers.
Answers 2 T 3 F 4 DS 5 F 6 T
4 Find the words below in the text. Then match

the words with sentences 1–5.
box.
• Once they find the words in the text and check their
meaning, ask them to do the matching.
• Check their answers. They can explain what clues
they find to do the matching.
Answers 2 impulsive 3 adventurous 4 aggressive 5 lovable
5 Ask and answer the questions. Make notes.

Then, share with the class.
• They can hold the discussion in groups and then
share their answers with the class.
IC As suggested before – Unit 2 – the same situation

can be looked at from different perspectives. This is
47
0.? Can
3.4 Txt SB
you look? after a pet? SB page 34
pages
you have used to show the pronunciation of –ed).
1 18 29 Look at the title of the video. • Have Ss write the verbs in the correct column.
Who’s Daisy? Watch or listen, and check. • You can check their answers first, and then play the
• Ask Ss to look at the title. Ask them who Daisy is. recording.
• Now Ss watch the video or listen to the recording 30
and then check. 1 helped 2 carried 3
ended
Answer (Krystal’s) dog liked changed invented
talked happened started
watched listened wanted
worked lived
29 ➔ See SB page 34 opened
studied
tried
18 Video script page 82 used
OUT of class 4 Complete the text with the Simple Past form of
• Tell Ss to look at these expressions. Remind them one of the verbs in brackets.
they are colloquial everyday expressions. • Ask Ss to read the instructions. Do they think Lee was
• Make sure they understand their meaning. Ask them right? Ask them to read the text quickly and answer.
to go back to the text. If you play the video, help • Now give Ss time to complete the text. Check they
them focus on body language as well. understand they have to decide on the correct verb,
• Elicit from Ss situations in which they can use these and then use it in the past tense.
expressions. • Check Ss’ answers.
n
Answers 2 didn’t want 3 needed 4 helped 5 decided 6 shouted
relevant. You can ask them to make a poster with 7 walked 8 called 9 didn’t like
them and pin it on a wall. Alternatively, they can
have a card with these expressions.
so ➤ Extra activity
Simple Past: regular verbs A chain game. Tell Ss they have to talk about
• Ask Ss to read the examples in the table. something they did (last week). To add something, they
• Ask them if they refer to routines or to the past. They have to repeat what the previous Ss have said, e.g.
can check in the dialogue as well. S1: I watched TV. S2: Agus watched TV, and I studied.
ar
• Focus Ss’ attention on the title of the table: regular. S3: Agus watched TV, Mercedes studied and I…
Have them look at the examples and tell you what is
regular about these past forms. 5 In pairs, make questions from the prompts.
• Remind them of the intonation in questions. Also Then write possible answers. You can learn
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focus their attention on the pronunciation of –ed. how the story ends on page 36.
Tell them that want is a regular verb. How do they • Give Ss time to write the questions and think about
form the past? Help them see is has to be /ˈwɒntɪd/. possible answers.
Give them two other examples for the other • When checking, help them focus on intonation.
pronunciations of –ed. You can ask them if –ed in
Answers 1 Yes, he did. 2 Did the police help them? Yes, they did.
liked ends in /d/ or /t/? Do the same for play. / No, they didn’t 3 Did Lee and Amy go home? Yes, they did. / No,
they didn’t. 4 What did they do then? They…. 5 Was the dog there?
Yes, she was. / No, she wasn’t. 6 What did Lee do? He….
Language Wide
Work on the first question. Help Ss see that there is only

one past form. As to the second part, help them see
AT Ss should begin to use regular past forms. However,
they will make mistakes, in particular in negative and
the connection in the structure. Ask them what form the
interrogative forms.
verb takes in the negative and interrogative: infinitive.
WB Answers 3.4 Can you look after a pet? Page 91
2 Write the Simple Past forms of these regular verbs. 1. 1 calm 2 matter 3 wrong
2. 2 helped 3 looked 4 decided 5 arrived 6 walked
• Check they know the meaning of all the verbs. 3. 2 didn’t phone 3 didn’t study 4 didn’t walk 5 didn’t promise
• Check the answers. Focus on spelling changes, e.g. 6 didn’t watch
carry, carried. 4. 2 Did you answer the teacher’s question? No, I didn’t 3 Did he walk
to the party? Yes, he did 4 Did I look OK in my new dress? Yes, you
did 5 Did the police look for the dog? No, they didn’t 6 Did the TV
3 30 Copy the table. Guess which verbs from programme finish at 9.30? No, it didn’t
Exercise 2 go in the columns. Listen and check. 5. 2 did you phone, phoned 3 Did you listen, listened 4 did the film end,
ended 5 (song) did the band play, played played / sang 6 Did it rain,
• Ask Ss read the instructions. Remind them of the didn’t
pronunciation of wanted, liked and played (or the verbs 6. 1 asked 2 had to play 3 changed 4 didn’t play 5 decided
6 looked 7 printed 8 didn’t finish 9 promised
48

0.? What
3.5 Txt SBispage
a pet?
? SB page 35
LEAD IN A: Well, I’d like to see them first but yes, I think so. How
many have you got?
• You can ask Ss to read the title of this lesson and try J: Well, there were four of them but I promised one to Sally
to answer the question. and I want one myself so you can have two if you like.
• You can go back to this question at the end of the A: I’d love two but no, one is fine, thanks.
lesson. 3 A = Assistant D = Denny
A: Good morning. Can I help you?
D: Yes, I’m looking for a bed cat, a cat bed, a bed for cats.
1 Read the title and discuss what pet is good for A: A cat bed. Well, we have several kinds. This is a good
Ali. Then read and check. one. It’s big, comfortable and easy to wash. And it’s only fifty
pounds.
• Have Ss read the instructions and the title of the D: Fifty? Oh! Eh … how much is this one?
text. Without reading the text, they have to decide A: Twenty-five. It’s small but it’s very good.
D: Hmm.
what pet is good for her.
A: This one was twenty-five but now it’s only fifteen pounds.
• Allot a couple of minutes for Ss to read the text D: Is it a good one?
quickly and check. A: Yes, it’s fine. It’s very popular. We sell a lot of these.
D: OK, I’ll take it.
Answers A cat. She doesn’t like getting up early and she’s very busy, 4 D = Denny A = Ali
so a dog is not a good idea. And a snake should not be a pet. D: Ali! Come here!
A: What is it, dad?
D: Look at this!
ESI Very often, different house chores are assigned to A: What?
different members of the family. Taking care of a D: How many times do I have to tell you? Simba is your cat
pet, e.g. feeding them, keeping them clean, can be and it’s your job to look after her.
A: But there’s lots of food in the bowl!
considered a house chore. Traditionally, most chores D: Yes, but what about the litter tray? Look at it! You need to
were assigned to women in the house, e.g. doing the empty it!
shopping, cleaning, etc. You can reflect with Ss that A: OK, OK, I’m doing it.
n
D: Why don’t you train her to do it in the garden?
every member in the home has to contribute in a
A: Dad! She’s a cat, not a dog!
way he / she can, depending on their age. They can 5 A = Ali D = Denny
make their beds, help in taking care of a pet, without
so A: Dad! Where’s Simba? I can’t find her.
considering that some of these activities are basically D: I don’t know. Look in the garden. Cats climb trees, you
know. Maybe she’s sitting in a tree and she can’t get down.
feminine or masculine. A: Oh no! Can you help me look for her? Please!
D: OK!
2 31 Listen to five dialogues. Choose the D: Did you look in your bedroom?
A: Yes, I did. She’s not there.
correct answers.
ar
A: Dad! What are you doing? She’s not here.
• Ask Ss to read the instructions and the statements. D: Did you look under the bed?
A: Yes, I did!
Tell them that for the last one, they have to answer
A: Oh! There she is. She’s sleeping in my sweater. It’s nice
the question. and warm there. She likes warm places.
• Play the recording for Ss to choose the correct D: Yes, I know. Yesterday she was on the car in the garage
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answers. Play it more than once if necessary.

Over
YOU Say which animal is your favourite and
to
Answers 1 a 2 b 3 a 4 c 5 In a sweater
why. Use the information in this unit.
31 • Have Ss read the instructions and the example.
• Give them time to think what to say and then listen
1 A = Ali L = Luke
A: I want to get a pet but I don’t know what to get. Maybe
to their opinions.
a dog? What do you think?
L: Dogs are fun. But you need to train them and they make AT Ss should become aware that they are developing
a lot of noise.
fluency in reading.
A: That’s true. You need to get up early to take them for a
walk too.
L: What about a cat? Cats are quiet and you don’t need to
take them for a walk. WB Answers 3.5 What is a pet? Page 92
A: Yeah, they’re clean too. The only thing is they scratch the 1 2 e 3 f 4 b 5 a 6 c; A 5 B 3 C 6 D 4 E 1 F 2
furniture. My mum and dad wouldn’t like that. 22D 3B 4E
L: How about a snake? Snakes are quiet and they don’t
need a lot of space.
A: A snake! No way! They eat live animals! And you can’t
take a snake for a walk, can you?
L: No.
A: I think I prefer a cat. I can train it not to scratch the
furniture.
2 A = Ali J = Jodie
A: Hello, is that Jodie?
J: Yes.
A: My name’s Ali. I talked to your friend Sally and … It’s
about the baby cats.
J: Yes, OK, the kittens … Do you want one?
49
0.? Interaction
3.6 Txt SB pages ?Apologising SB page 36
1 Look at the photos. How do you think Lee and
Krystal are feeling? Why? Culture Wide
• Ask Ss to read the instructions, look at the photos Have Ss read the box and discuss the questions.
and answer the question orally.
• Remind them not to read the conversation.
• Have a few responses from Ss. ESI As Ss discuss apologies, it can be a good idea to
show everybody how important it is to apologise (and
Possible answer They’re worried. Accept different explanations.
mean it) as a sign of good manners and respect.
Some cultures consider that apologising is a sign of
Over
to
weakness which should never be associated with men.
YOU Apologising and responding to apologies is not sex or
gender related.
• Tell Ss to look at these expressions. Remind them
they are colloquial everyday expressions.
Over
• Make sure they understand their meaning. Ask them to
to go back to the text. If you play the video, help YOU In

pairs, follow the instructions. Use the
them focus on body language as well. box to help you.
• Elicit from Ss situations in which they can use these • Ask Ss to read the instructions and the steps to
expressions. follow.
• Encourage Ss to use these expressions in class when • Get Ss into pairs and decide on the situation. Give
relevant. You can ask them to make a poster with them time to rehearse the conversation.
them and pin it on a wall. Alternatively, they can • Have Ss role play. They can video record their
have a card with these expressions. performances.
n
• Remember to give constructive feedback to Ss.
2 19 32 Watch or listen. Check your
answers to Exercise 1. AT Ss should remember different ways of apologising and
so
• Have Ss read the instructions. should use them in class.
• Play the recording and go back to their predictions.
Answer They are worried because Daisy is missing.
ar
3 Write I (informal) and NI (not informal) next to

Pe
the phrases in the box.

• Have Ss read the examples in the box. Explain that
apologising means saying ‘Sorry!’.
• Have them read the different expressions.
• Then let them decide which expressions are informal
and which not informal.
• Check their answers
• Work on intonation. You can play the recording
again for Ss to imitate the speakers.
Answers Informal: Never mind. No problem. I totally understand.
How can / could you be so careless? You can’t be serious! I’m really
angry about this! I’ll never forgive you!
4 Use the box to complete the dialogues.

Sometimes more than one answer is possible.
• Allot a couple of minutes, then check Ss’ answers.
Answers 2 Sorry / I apologise. 3 I totally understand. / It’s not your
fault. 4 You can’t be serious!
50

0.? Writing
3.7 Txt SB page
A biography
? SB page 37
1 Organise the writing tips. Complete the gaps WB Answers SELF-CHECK Page 93
with the numbers in the biography of Steve 1. 1 spider 2 bear 3 monkey 4 duck 5 rabbit
2. 1 aggressive 2 shy 3 forgetful 4 impulsive 5 adventurous
Irwin. 6 careless
• Ask Ss to look at the photo and the name. Ask them 3. 2 pussy 3 spider 4 tiger 5 penguin 6 flamingo 7 kangaroo
what the text may be about. 8 giraffe 9 crocodile 10 donkey
4. 1 I was in bed early last night. 2 Were your parents at the concert on
• Have Ss read the text quickly and go back to their Saturday? 3 That programme wasn’t very interesting. 4 Was Tom at
predictions. the party? 5 What was your favourite film last year? 6 There weren’t
• Ask Ss what a biography is and what information is any monkeys at the safari park.
usually included. 5. 1 was, didn’t like 2 did you live / were you living, moved 3 didn’t work,
was 4 Did you watch, didn’t, were 5 phoned, didn’t answer, Were you
• Ask them to read the writing tips. Check they 6 Did the teacher explain, was
understand everything. 6. 1 hurried 2 needed 3 arrived 4 changed 5 studied 6 called
• Have Ss complete the gaps and then check. 7 didn’t want 8 asked 9 talked 10 didn’t answer
• You may want to tell them that the biography is true.
Answers 4 2 3 1
2 Read about Bear Grylls and complete the

fact box with the Simple Past of the verbs in
brackets.
• Allot a couple of minutes for Ss to complete the fact
box, then check their answers.
n
• Remind Ss of the pronunciation of the past forms of
the verbs.
Answers 2 studied 3 climbed 4 was 5 started
so
Writing Time
Write a short biography (70 – 100 words) of Bear

Grylls. Use the fact box, the biography of Steve Irwin
ar
and the Writing Tips box to help you.
• Ask Ss to read the instructions and the steps to
follow.
• Allot a few minutes for Ss to write the first draft.
Pe
• Ss can exchange their pieces and give feedback to

classmates.
• Ask Ss to write a second version.
Unit Wide

with lesson number.
topics.
51
WORLD WIDE Why do parrots talk? SB pages 38-39
LEAD IN • Keep a record of their answers.

Before working with this consolidation lesson, ask Ss • Play the video and go back to Ss’ ideas.
how they would answer the question. Possible answers Birds talk and copy what people say.
Puppies play (games).
Hamsters run a lot. They put a lot of food into their mouths.
1 In pairs, discuss the questions.
• You can give them a few minutes to discuss the 20 Video script page 82
answers.
8 Answer the questions.
2 Which pets do you think are popular in these
countries? Match countries 1–4 with photos
• Play the video for Ss to find information for the
A–D. answers. They can take notes.
• Tell Ss not to read the text. Give them a minute to do • Check Ss’ answers.
the matching.
Answers 1 seven weeks old 2 a long way – sometimes ten
• Check Ss’ answers. At this point, do not tell them if kilometres 3 130 words
they are correct or not.
3 Read the article and check your ideas in 9 Work in pairs. Which animal do you think is the
Exercise 2. most interesting? Why?
• Before Ss read the article, ask them to read it quickly • Have Ss get into pairs and discuss the question.
n
and see if there is an answer for the question in the • You can ask one or two pairs to tell their ideas to the
title. rest.
so
check their answers. 10 Watch the video again. Answer the questions.
• Check Ss’ answers. • Have Ss read the instructions.
Answers 1 D 2 C 3 B 4 A • Play the recording. Ss can take notes.
Possible answers 1 Because they need to practise. They’re training
ar
4 Read the article again and answer the to catch and eat smaller animals for food 2 In the wild they have
questions. to escape from bigger animals. 3 They need to store food. 4 They
communicate with their groups.
• Give them time to go over the text to find the
11 Work in pairs. Do you think it’s a good idea to
Pe
answers to the questions.

• Check their answers. keep a pet? Why? / Why not?
Answers 1 parrot (It can copy words and sounds.) 2 goldfish • Have Ss read the instructions and the examples.
(lucky) 3 parrots (aren’t many left) 4 rabbits (vegetarian)
5 rabbits (important for people who live in a small apartment)
• Get them into pairs and discuss their ideas.
6 rabbits (they’re gentle animals)
12 WORLD WIDE PROJECT In small groups, create a
mini video about pets. You can also stand up
5 In pairs, discuss why some of these animals against wild animals as pets.
should not be pets.
• Ask Ss to read the instructions. • Once they get into groups, you can ask them where
• Give them time to discuss the answers. they can get the information.
• Give Ss time to record their mini videos.
6 You are going to watch part of a BBC • Ss share their productions.
documentary called Wild at heart. Read
an advert for the programme. Do you like
watching documentaries about animals?
• Listen to Ss’ answers.
7 20 In pairs, look at the photos above. What

activities do these animals often do? Watch the
video and check your ideas.
• Ask Ss to read the instructions and answer the
question.
52

4 How does Technology Influence Culture?
0.1Is
4.1
0.? It’s
TxtICTme!
SB the SB
21pages
pages 6-7 most influential technology? SB pages 40-41
?st century
IC This unit is about technology. Though technology • Ss get into pairs and say their sentences. Did they
find all the wrong sentences?
seems to be open and available to everybody, Ss’
experiences will differ. Technology can help us and
has helped us in many ways, yet there are drawbacks 4 a Look at the photos and the title. What does
to it as well. It is necessary first not to take things for Preston collect?
granted, i.e. that because Ss are young, they will be • Ask Ss to read the instructions and look at the
quite familiar with apps and devices. Secondly, Ss may photos and the title. Remind them not to read the
have limited access to technology. Care should be text.
taken to include everybody’s situation when discussing • Check Ss’ answers.
technology. Answer USB gadgets.
@ Tweet: The knitting machine started a revolution

after its invention in 1589. What type of #technology
b Now read the text and answer the questions.
• Have Ss read the text quickly and check the answer.
is changing our world and our culture today?
This is the Tweet for this unit. You can check the ideas • Have them reread the text, if necessary, to answer
suggested for Unit 1, which can be applied to all units. the questions.
Answer A B D
LEAD IN
n
• You can brainstorm with Ss different words and 5 Look at the computer equipment. Write C
phrases associated with technology. You can start (computer) or O (other gadgets too).
a word cloud, which can be enriched as Ss move
so
along the unit.
box. Explain any word they may not know.
• You can also have Ss answer the question in the title. • Give Ss time to do the activity, then check their answers.
1 How many gadgets can you name in the Answers C: keyboard web camera printer mouse O: battery
game controller pen drive SIM card HDMI cable USB port
classroom that changed or are changing our speaker screen
ar
culture?
• Ask Ss to read the instructions and check they all 6 Choose the correct option.
know what to do. Check they are not supposed to
find examples in the book but in their classroom. • Ask Ss to read the instructions.
• You can have Ss write the list on the board. • Give Ss time to do the activity, then check their answers.
Pe
Answers 1 USB port 2 memory 3 game controller 4 battery

5 keyboard
2 Complete the words with the missing letters.
What is the code?
• Ask Ss to read the instructions and the words in the box. 7 33 Read the quiz. Then listen and decide
• Give Ss a couple of minutes to do the activity, then which three questions Emily answers.
check the answers. • Ask Ss to read the instructions and the quiz. Tell
• Ask them what the code is. them what a freak is.
• Once you check the answers, have them read the • Give them time to go over the quiz.
questions and have a discussion with Ss’ answers. • Play the recording and check their answers.
Answers CD player digital camera DVD player e-reader games Answers question 3: no question 5: no question 7: yes
console MP3 player smartphone tablet Code: 1 a 2 e 3 I 4 o
3 Which gadgets can you use for these activities? 33

Eh … No, I don’t actually. I don’t really have much money and
Write 5 sentences, make some false. Work in things like that are so expensive. When I need to print or scan
pairs. Find your classmate’s wrong sentences. something, I just go to the library. I prefer to spend money on
things like clothes and books.
• Ask Ss to read the instructions. Ask them to go over the Hmm … No, I’ve just got one. I think I should probably get
list of activities and check they understand all of them. another address, because I get so much spam, you know
• First ask Ss to think about the gadgets for each strange emails from people I don’t know!
of the activities, e.g. send instant messages? Oh, yes! Quite often! The thing is, I’m not really a computer
freak. But I sometimes have dreams about things from the
Smartphone, tablet. internet. For example, I belong to the Sam Smith fan website
• Once they have gone over all the activities, have and sometimes in my dreams I spend time with people from the
them think of 5 statements, some of which may have message board. But I don’t know them in real life!
false information.
53
Culture Wide
Have Ss read the box and discuss the questions.
Help them see how we can become creative when
technology does not work.
8 Are you a computer freak? Do the quiz and

tell the class. How many computer freaks are
there in your class?
• Let them do the quiz and check if they are freaks or
not.
• Ask Ss to read the examples and tell the rest.
ESI Ss are quite used to spending time online, often

interacting with others. They may not be aware of
the dangers there are, the most common one being
grooming. This is when an adult develops a friendship
with a child or young adolescent for sexual purposes,
with the child not knowing what is going on, and even
thinking that the other person is not an adult. There are
different official websites to help young people and
n
adults in this respect. The important point is to help Ss
become aware of this and other dangers, one of the
dark sides of technology and the web in particular.
so
Over The gadgets with a big influence on the
to
YOU world – Part 1
Join one of the three groups below. Take a
ar
photo or draw 5 very influential gadgets.
Write a caption to explain what it is or was
and the date of invention.
• Tell Ss that as they move along the unit, they will be
Pe
working towards their final task of a project.

• Ask Ss to read the set of instructions. You can let
them join the group they want or you can assign the
groups yourself.
• Remind them that a caption is the short text below
a photograph.
• Give Ss time to take the photos. They can also look
for photos online or draw the gadgets.
Vocabulary: Ss can use the resource at

www.pearson.com.ar/look_wide
AT Ss should remember the names of some gadgets.
WB Answers 4.1 Is ICT the 21st-century most influential technology?

Page 94
1. 2 tablet 3 CD player 4 games console 5 smartphone 6 e-reader
7 DVD player 8 MP3 player
2. 2 smartphone 3 CD player 4 MP3 / player tablet 5 digital camera
3. 2 surf 3 take 4 read 5 watch 6 check 7 make 8 play
9 download 10 send
4. 2 messages 3 smartphone 4 surf 5 play 6 tablet / DVD player /
smartphone 7 e-reader 8 tablet 9 charge
54

0.? Can
4.2 Txt SB
your
pagegadgets
? be a cause of problems? SB page 42
LEAD IN • Give Ss a couple of minutes to do the exercise, then
You can ask Ss to look at the title of this lesson and answer check their answers.
the question. Are there similar answers? Answers 2 Mum didn’t put … She put the black jeans. 3 Ruby
didn’t find … Her mother found the phone. 4 Lee didn’t take … His
mum took the phone out of the jeans. 5 Ruby didn’t give … Her
1 21 34 Why are Lee and Ruby angry? mum gave it to Ruby.
Watch or listen and check your answer.
• Have Ss watch the video or listen to the dialogue
and check their predictions. 22 Video script page 82
Answer Ruby can’t find her phone and she wrongly accuses her brother.
4 Write questions in the Simple Past for these
sentences.
• Give them time to write the questions, and then
check. Make sure they use the correct intonation.
OUT of class Answers 2 Where did you go for your holidays? 3 What did you
• Tell Ss to look at these expressions. Remind them do last weekend? 4 How many presents did you have for your last
they are colloquial everyday expressions. birthday? 5 When did you buy your trainers? 6 What time did you
leave home this morning?
• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well. 5 VOX POPS 23 In pairs, ask and answer the
• Elicit from Ss situations in which they can use these questions in Exercise 4. Say if your partner’s
n
expressions. answers are true or false. How many did you
• Encourage Ss to use these expressions in class. get correct?
so
Culture Wide • Have Ss read the instructions. Play the video for
them to see different people answering the question.
Have Ss read the situation in the box. Help them • Ask them to read the example and come up with
see how sometimes we jump to conclusions which answers for the questions in Ex. 4. Some of the
are wrong, and in so doing, hurt others. answers may be false.
ar
• After Ss interact, ask them how many false
Simple Past irregular verbs sentences they spotted.
• Ask Ss to read the examples in the dialogue too. 23 Video script page 82
• Elicit from them if they refer to the past or to routines.
• Ask them why they are called irregular verbs.
Pe
• Remind them of the intonation in questions. AT Ss should remember a few irregular verbs. They will still
make mistakes in the negative and the interrogative.
Language Wide
WB Answers 4.2 Can your gadgets be a cause of problems? Page 95
Have Ss read the questions in the box and help them
1. 2 bought 3 lost 4 did 5 forgot 6 went 7 took 8 found
answer them. 2. A T O S C N P T E P
N T V R Q A U G Y A
2 Complete the sentences with the Simple Past C D I R D E T L O I
form of the verbs in brackets. T I S A I W S E N T
• Give them time to complete the sentences. T S H E D T T F E M
• Check Ss’ answers. A N D E N N O T H E
Answers 2 put 3 found 4 took 5 gave G O L P N P L S V W
D I E O T F E A H W
D A P P X R G W Z Q
Vocabulary bank: Ss can find a list of regular and Z I G T C S C E R N
irregular verbs at www.pearson.com.ar/look_wide
3. 2 stole 3 gave 4 forgot 5 sent 6 cost 7 saw, asked 8 put
4. 1 did you see, didn’t see, saw 2 bought, did they buy, didn’t buy,
3 22 35 Watch or listen to Part 2. bought 3 gave, did she give, didn’t give, gave 4 left, did they leave,
didn’t leave, left
Correct the sentences in Exercise 2.
5. 2 I went with Tina. We arranged to meet for lunch. 3 Where did you
• Ask Ss to read the instructions. Play the recording for go? 4 We found a table at Marco’s. 5 What did you have? 6 I had
them to check which sentences have false information. pizza. Tina didn’t eat anything. She wasn’t hungry. 7 So, how many
gadgets did you buy? 8 I didn’t buy any! We didn’t stay long. It was
• Ss can take notes as they watch the video or listen very crowded!
to the recording.
55
0.? Is
4.3 Txtthe
SBblog
pagesthe
? modern diary? SB page 43
LEAD IN 4 Use the highlighted phrasal verbs to complete
• You can ask Ss to read the title of the lesson and the questions. Ask and answer the questions in
answer the question. pairs.
• At the end of the lesson, you can go back to • Ask Ss to read the instructions. Tell them what
question to see if it has been answered.
highlighted means if they do not know.
ESI As suggested in Unit 2. If you have not dealt with this, • Check their answers. They can explain what clues
you can ask Ss if they keep a diary – paper or digital. they find to do the matching.
Traditionally, a diary has been associated with girls,
Answers 2 look for 3 hang up 4 checked out 5 give up
but there is nothing in a diary that makes it feminine.
Help Ss reflect on this, how society and tradition should
be challenged sometimes to make sure they do have 5 In pairs, say how you keep in touch with
a sexist viewpoint. Ask them if a blog is generally friends. Use the ideas below to help you. Say
associated with girls only, or boys only. which way you prefer and why.
• Ask Ss to read the instructions, the phrases and the
example.
1 a Look at the two texts. What do they have in • Have Ss interact.
common? Tick ✓ all the correct options. • You can ask the pair if there were any coincidences.
• Ask Ss to read the instructions and the three
phrases.
Over
• Ask them to tick the options without reading the to
YOU The
gadgets with a big influence on the
texts. Check their ideas. world - Part 2
n
• Ask Ss to read the instructions and the questions for
b Read the two texts. Any other category? this second part.
• Have Ss read the two texts. Go back to their • Remind them they can use the vocabulary bank.
so
predictions and ask them if there is anything else in • Give them time to answer the questions. Remind
common. them to keep their productions.
Answers Tick the three boxes.
their reading skill.
ar
2 Read Tim’s diary and Tina’s blog. Complete
gaps 1–4 with sentences a–e. There is one
extra sentence. WB Answers 4.3 Is the blog the modern diary? Page 96
• Ask Ss to read the instructions and the sentences. 1. 2 switch 3 Hang 4 give 5 Check 6 Look
2. 2 c 3 a 4 d 5 b
Pe
• Allot a couple of minutes for Ss to do the exercise. 3. 2 T 3 F 4 DS 5 F

• Ss can check in pairs before the general checking.
• As you check, you can ask Ss to account for their
answers.
Answers 1 d 2 a 3 c 4 e
3 Read the texts again. Complete the sentences

with Tim or Tina.
• They can complete the sentences before rereading
the texts.
• Have them reread the texts and check their answers.
Answers 2 Tim 3 Tina
Language Wide
Have Ss read the sentences in the box. Help them

notice there are no phrasal verbs in Spanish. Treat
these verbs as any other verb.
56

0.? Can
4.4 Txt SB
you live? without your phone? SB page 44
page
LEAD IN • Give them time to choose the correct option.
You can ask Ss to answer the question in the title. Are their • Check Ss’ answer. As you check, ask them if each
answers the same? statement is true for them or not.
Answers 2 being 3 to buy 4 to charge 5 texting, making
1 Think about your phone. Say how often you do
these things. 4 In pairs, complete the text with the correct
• Ask Ss to read the instructions, the activities and the form of the verbs in brackets. Which app
example. sounds most interesting?
• Elicit from them different frequency phrases, e.g.
(twice) a (week), never, sometimes, etc. • Ask Ss to read the instructions. Check everybody
• Listen to your Ss’ comments. You can tell them about knows what to do.
your activities with your phone. • Ask them to go over the text quickly and answer the
question.
• Allot a couple of minutes for Ss to complete the text,
➤ Extra activity then check their answers.
You can ask Ss to ask these questions of two or three Answers 2 using 3 to play 4 to be 5 having 6 to organise
adults at home (in Spanish, of course). They can talk 7 wasting 8 forgetting
about the finding the following class, and see if there is
a pattern with adults, and if so, if it is different from Ss’
pattern. Over
to
YOU The
gadgets with a big influence on the
2 Read the text. Why does Jack think he is world – Part 3
• Ask Ss to read the instructions and the questions for
n
addicted to his phone?
this second part.
• Ask Ss read the instructions. Ask them what reasons
they can think of. They can go over the text quickly
• Give them time to answer the questions. Remind
to check their predictions.
so them to keep their productions.
• Have them read again and find the answer to the
question. AT Ss should remember that some verbs are followed by
an infinitive while others are followed by an –ing form.
Answers Because he can’t be without his phone.
ar
WB Answers 4.4 Can you live without your phone? Page 97
They can go online to search for information. Remind 1. 2 a 3 f 4 e 5d
them to type the words in bold in the search engine to 2. A: remember decide agree try would like forget need want
find the information they need. B: don’t mind love prefer stop can’t stand enjoy finish hate like
3. 2 going / going 3 to charge 4 to leave 5 to use 6 getting
Pe
4. 2 reading 3 looking 4 to reply 5 watching 6 to make 7 to film

ESI Jack writes about his phone addiction. You can elicit 8 running 9 working 10 to fix 11 to study 12 to design
other addictions from Ss. Help them reflect on the
dangers of addictions. A phone addiction may not
be as harmful as drug abuse, but it will have negative
effects on our health, either mental or physical.
Infinitive or –ing?
• Ask Ss to read the sentences in the box.
• You can elicit more verbs from Ss and add them to
the list.
• Ask Ss what they can do to remember whether a
verb takes an infinitive or an –ing form.
Language Wide
Have Ss read the questions and answer them. Help

them notice that the infinitive and the –ing forms in
English are translated as infinitives in Spanish.
3 Choose the correct option. In pairs, say if the

sentences are true for you.
• Ask Ss to read the instructions. Check everybody
knows what to do.
57
0.? What
4.5 Txt SBare your
pages ? favourite websites? SB page 45
LEAD IN A: Well, Nicky, I love viewing videos on YouTube.
N: Now probably everyone knows this already but tell us, what
• Ask Ss to answer the question in the title. Keep a kind of website is it?
record of their results. A: It’s a website for people to upload, view and share videos.
• Which is the most popular website? N: How old is it? When did YouTube begin?
A: It isn’t very old, actually. It began in February 2005.
N: How did it begin?
1 Which of these websites do you use the most A: Three friends started it in a small office above a pizza
often? Make a pie chart with the results. restaurant in California. The first video they uploaded to the site
was very short. It was only nineteen seconds long! It showed
• Have Ss read the instructions and the list of websites. one of the friends at San Diego zoo.
• Elicit from Ss which frequency adverbs they can use, It became very successful very quickly. The next year, in
e.g. always, usually, etc. November 2006, the three friends agreed to sell their website to
Google for 1.65 billion dollars!
• Ss should keep a record of their answers to make N: How popular is YouTube?
the pie chart with the results. A: It’s the most popular website in the world after Google and
Facebook.
2 Match the websites from Exercise 1 with N: Really?
A: Yes, and the numbers are amazing: people watch more
definitions 1–5. There are extra websites. than two hundred million videos on YouTube every day!
• Tell Ss to read the instructions. N: Wow!
A: And every minute of every day people upload over three
• Allot a couple of minutes for Ss to read the hundred hours of videos to the site.
definitions and do the matching. N: That’s amazing!
• Check Ss’ answers. You can ask them what clues A: It’s international too. You can view YouTube in over sixty
helped them do the matching. different languages!
N: That’s interesting. Now, …
Answers 2 YouTube 3 Google 4 Facebook 5 Wikipedia
5 Are you an online safe person? Read the
n
3 36 Complete the text with the correct form following tips to be safe when you use apps or
of the highlighted verbs from Exercise 2. Listen go online. Tick ✓ 5 very important tips to you!
so Does your class agree?
and check.
• Have Ss read the instructions. Check they know what • Ask Ss to read the instructions.
to do. • Have Ss read all the tips first. Then give them time to
• Give them time to complete the text. choose 5 which are very important for them.
• Play the recording for Ss to check. • Elicit Ss’ opinion. Do they all agree on the five
ar
Answers 2 clicked 3 downloaded 4 share 5 uploaded 6 viewed
important tips? Is there at least one with which they
7 chat agree?
6 VOX POPS 24 Make an oral presentation about

36 your favourite website. You can use these
Pe
I needed to find a program for making films so I searched the questions as a guide.
web and found one. I clicked on the link and saw it was free so I
downloaded the program. After I finished making my film, I • Ask Ss to read the instructions.
wanted to share it with other people so I uploaded my video • Play the video for Ss to get ideas.
clip to YouTube. In the first week, three hundred people viewed • Have Ss work on their oral presentations. They can
my video and now some of them want to chat online with me.
record themselves.
They can go online to find apps for teens. Remind 24 Video script page 82
them to type the words in bold in the search engine to
find the tool they need.
4 37 Listen to a radio interview about their reading skill.
YouTube. Complete the notes with one or two
words in each gap. WB Answers 4.5 What are your favourite websites? Page 98
• Ask Ss to read the instructions and the text. 1. 2 share 3 download 4 chat 5 Click 6 upload
• Play the recording for Ss to complete the interview. 2. 2 A 3 three hours 4 2001 5 million 6 writer
• Check Ss’ answers. 3. 2 c 3 a 4 c 5 a
4. 2 on 3 in 4 up 5 up
Answers 2 nineteen seconds 3 (November) 2006 4 day 5 three
hundred 6 sixty
37
N = Nicky A = Alex
N: … My name is Nicky Morton and my guest today is video
games reviewer Alex McGregor. Alex, what’s your favourite
website?
58

0.? Interaction
4.6 Txt SB page ? Putting events in order SB page 46
1 What problems did you have with gadgets and 3 39 Use the Interaction box to complete the
computers lately? Check if your ideas are in story of Lee’s dream. Listen and check.
the list and tick ✓ them. • Have Ss read the instructions.
• Ask Ss to read the instructions. • Allot a few minutes for Ss to do the exercise.
• Read the list and tick if their ideas are there. • You may check with Ss before playing the recording.
• Listen to Ss’ answers. Answers 2 suddenly 3 later 4 After 5 end
OUT of class
• Tell Ss to look at these expressions. Remind them 39 ➔ See SB page 46
• Make sure they understand their meaning. Ask them OUT of class
to go back to the text. If you play the video, help In pairs, use the Interaction box to tell a story: a time
them focus on body language as well. when you had technical problems with your favourite
• Elicit from Ss situations in which they can use these gadget.
expressions. Write your story on a separate sheet of paper.
• Ask Ss to read the instructions. They can use Lee’s
relevant. You can ask them to make a poster with
dream as a model.
them and pin it on a wall. Alternatively, they can
• Give Ss time to write their stories.
have a card with these expressions.
• You can collect the stories and hand them out for Ss
to give feedback to their classmates.
Language Wide • Have Ss rewrite their stories.
n
Have Ss read the sentence in the box. Add examples of
your own, e.g. When I was (six), I couldn’t ride a bike, but
AT Ss should remember the meaning of sequencers.
I could swim. Have them answer the question. You can
so
have a few examples with different subject pronouns
for Ss to see that could does not change, much in the
same way as can.
ar
2 25 38 What can you see in the photo?
What do you think Lee’s problem is? Watch or
listen. Tick ✓ the problems in Exercise 1 that
Lee had.
Pe
• Have Ss read the instructions and look at the photo.

Ask them to answer the question.
• Play the video or the recording for Ss to check.
• Ask Ss what the problem is.
• Play the recording again for Ss to tick the problems
listed in Ex 1 that Lee had.
• Check Ss’ answers
Answers My computer crashed. I couldn’t connect a microphone.
The battery in my camera / phone died.
Putting events in order

• Have Ss read the examples in the table.
• Check that Ss understand that when putting events
in order, it is not necessary to use all the connectors,
e.g. First, then, later, finally. They can signal the first
and last one, and any necessary event in the middle.
• Play the recording for Ss to pay attention to
intonation.
59
0.? Project
4.7 Txt SB pages
A poster
? SB pages 47
• Ask Ss to read the instructions to put the poster
together.
• They can make a paper poster or use a digital app
or software.

useful feedback.
time.
Unit Wide
n
with lesson number.
so
topics.
ar
Pe

1. 1 console 2 battery 3 pen-drive 4 keyboard 5 digital camera
6 tablet
2. 1 check 2 chat 3 text 4 charge 5 make click
3. 1 connect 2 crashed 3 died 4 stopped 5 download 6 virus
4. 1 Check out 2 give up 3 look for 4 hang up 5 plug it into
5. 1 forgot 2 left 3 didn’t give 4 Did the computer cost 5 took
6 stole
6. 1 watching 2 working 3 to go 4 helping 5 to learn 6 to feed
7. 2 did not want 3 taught 4 met 5 wrote 6 Did Ada have
60

WORLD WIDE Is there wi-fi in the Sahara? SB pages 48-49
LEAD IN equipment to search the web. 5 What does the internet really mean
for the people here in Africa and for everyone who is connected?
Before working with this consolidation lesson, ask Ss And is the internet good for us or bad?
how they would answer the question. You may have to
show where Sahara is in a map. Help them see it’s a
desert. It’s the largest non-polar desert in the world. 26 Video script page 82
1 In pairs, discuss the answers to these 7 What do you think? Is the internet good or bad
questions. for us? In pairs, write a list of good and bad
• Ask Ss to read the instructions. Check they points.
understand the questions. • Ask Ss to read the instructions.
• You can give them a few minutes to discuss the • You can have them work in pairs, and then have a
answers. general discussion.
• Write the list of good and bad points on the board.
2 Read the article and tick ✓ the things 1–7 that Number each point.
we learn about.
• Before Ss read the article, ask them to read it quickly 8 27 Watch Part 2 of the video and check
and see if there is an answer for the question in the your ideas in Exercise 7. Are your ideas the
title. same as the ones in the video?
• Allot a few minutes for Ss to go over the article and • Ask Ss to read the instructions.
go back to Ss’ predictions.
• Play the video for them to check. As they watch,
n
• Ask Ss to read the article again and tick the correct they can tick the ideas they have discussed.
items.
so 27 Video script page 82
Answers 1 3 5 6
9 Mark the sentences T (true) or F (false).

3 In pairs, discuss what you learned about the
items you ticked in Exercise 2.
• You can play the video again.
ar
• Ask Ss to read the instructions and get into pairs. • Check Ss’ answers.
• Allot a couple minutes for Ss to do the discussion. Answers 1 T 2 F 3 T 4 F
• You can have a pair or two tell the rest about their
discussion.
10 Work in pairs. Do you think Tim Berners- Lee
Pe
4 Now answer the question: Is there wi-fi in the made the right decision?
Sahara? • Ask Ss to read the instructions. They can use the
• Ask Ss to read the instructions and answer the examples to discuss.
question. • Get Ss into pairs to have the discussion.
Possible answer Yes, in some hotels, but not in the desert area.
11 WORLD WIDE PROJECT In small groups, create a
report about an online company.
5 You are going to watch part of a BBC
programme about the internet. Read an
• Once they get into groups, you can ask them where
extract from the programme. Do you enjoy they can get the information.
watching programmes about technology? • Ss can present their work on paper or using an
• Ask Ss to read the instructions and read the advert. app / online tool or any word processor software
• Give them one minute to answer the question. available.
• Check their ideas. • Ss share their productions.
6 26 Watch Part 1 of the video and answer

the questions.
• Have Ss read the instructions and the questions.
• Play the video for Ss to find the answers. They can
take notes as they watch.
Answers 1 Because it is going to plug into / connect to the
internet. 2 Because he invented the World Wide Web / the internet.
3 To connect people all over the world. 4 How to use electronic
61
5 What Makes a Home?
0.1Can
5.1 It’s me! SB pages
we buy 6-7 SB pages 50-51
a home?
IC This unit is about homes, which concept is expressed in 3 Complete the descriptions of the rooms in the
the tweet? The place where you live and the people you photos with words from the box.
live with. Your home may be anything from a mansion • Ask Ss to read the instructions.
to a room. You may live in a palace, and yet it may • Allot a couple of minutes for Ss to complete the
not be your home if there is no sense of belonging, no descriptions.
special place that makes it unique to you and those • Check Ss’ answers.
you love. No standard is set when different rooms, Answers A 2 toilet 3 wall 4 washbasin 5 rug
furniture and appliances are presented. B 1 armchairs 2 (coffee) table 3 fireplace
C 1 bed 2 table 3 floor 4 curtains
@
D 1 table 2 chairs 3 oven 4 fridge 5 cupboards
Tweet: Home is where you live (a flat, a house, a
room) and feel happy. It is the people you live with.
What do you do to make your place your #HOME? ➤ Extra activity
This is the Tweet for this unit. You can check the ideas Ss can think of ways to mime different things in the
suggested for Unit 1, which can be applied to all units. house. They take turns to mime one of the things for the
rest to say what it is.
LEAD IN
• You can write these two words on the board and ask
Ss if they are synonyms: HOUSE and HOME. Remind Ss they can type the words in bold in a search
engine to find the information online.
n
• Help Ss understand the difference. You can tell them
that at the end of the unit, you’ll come back to this
for them to say if the unit deals with the concept of
4 40 Look at the picture and complete the
so text with one word in each gap. Listen and
home or houses.
• Focus Ss’ attention on the title of this lesson. Stress check.
the fact that it says home, not house. Ask them to • Ask Ss to read the instructions. Help them notice
answer the question. they have to focus on where exactly things are. Elicit
from them they have to use prepositions of place.
1 Look at the photos and write the numbers.
ar
You may want to go over the box before Ss do this
activity.
• Ask Ss to read the instructions and check they all
know what to do.
• Ss can check in pairs before you play the recording.
• Ask them to go over the words in the box. Help them • Play the recording and check Ss’ answers.
get the meaning of the words they do not know Answers 2 next 3 behind 4 on 5 bed 6 between 7 under 8 floor
Pe
9 of 10 door
by focusing on where they are. You can also use
gesture.
• Set a time limit and then check Ss’ answers. 5 In pairs, think of something from the
Answers 1 cooker 2 cupboard 3 fridge 4 oven 5 bed 6 chair Vocabulary box. Ask ten yes / no questions to
7 fireplace 8 bath 9 washbasin 10 ceiling 11 rug 12 mirror find out what your partner is thinking of. Set
the number of questions you can ask.
Vocabulary: Ss can find further pieces of furniture • Ask Ss to read the instructions and the examples.
and parts of a room at www.pearson.com.ar/look_ Again, you may want to do this activity after dealing
wide with the prepositions in the table.
• You can have an example with the whole class.
2 Read and circle. What are they? • Have Ss interact.
• Check Ss know what to do.
• Check after a couple of minutes. Ask Ss what clues 6 Look at the rooms again and choose the
helped them identify the correct option. correct option.
Answers 1 a tap 2 sink 3 bedside table 4 wardrobe 5 a shower • Ask Ss to read the instructions and the prepositions.
6 armchair 7 curtains Check the meaning with Ss by having them place
school objects according to what you say, e.g. The
English book is between the pencil case and the pen.
➤ Extra activity • Help Ss notice that prepositions are never stressed
You can ask Ss to identify or draw the words they have in the sentence.
not numbered, e.g. sink and tap in the kitchen. • Give Ss time to do the activity and check.
Answers 1 on 2 above 3 next to 4 between 5 in front of
62

Culture Wide
Have Ss read the box. Ask them if they have been
dealing with this notion in this lesson. You can also
go back to the question in the title and ask Ss if
they can actually buy a home.
AT Ss should remember some things in the house and

understand the meaning of prepositions of place.
WB Answers 5.1 Can we buy a home? Page 100

1. 2 rug 3 sofa 4 switch 5 kitchen
2. 2 washing machine 3 tap 4 bookshelf 5 mirror 6 curtains
3. 2 behind 3 opposite 4 between 5 above 6 next to 7 under 8 in
front of
4. 2 b 3 c 4 a 5 a
5. 2 window 3 sink 4 living 5 sofa 6 wardrobe 7 walls 8 bathroom
n
so
ar
Pe
63
5.2 Who does the housework in your family? SB page 52
LEAD IN ➤ Extra activity
• You can ask to answer the question in the title of the
lesson. Ss have to mime an activity that represents their routines
as regards the housework, e.g. I make my bed fast. As Ss
mime, the rest have to guess what the student does and
1 What was the first job you did to help in the how he / she does it, e.g. Do you make your bed fast? You
house when you were a child? can also accept affirmative statements, e.g. You make
• Ask Ss to read the instructions, and answer the your bed fast. In this case, make sure the intonation is
question. that of a statement, not a question.
2 Read the text above. Then complete the Word 5 In groups, make adverbs from the adjectives
Friends. below. Then use them to talk about what you
• Ask Ss to read the text instruction. Tell them that word did yesterday. Are your partners’ sentences
friends are words that go together, e.g. play + sports. true or false?
• Allot a couple of minutes for Ss to read the text and • Ask Ss to read the instructions. Remind them where
do the activity.
they can check the past form of different verbs.
• Check Ss’ answers. • Give Ss time to think about the statements.
Answer 2 take 3 tidy 4 set 5 load • Have Ss get into groups and do the activity.
• You can have a couple of examples at the end to
3 In pairs, say what housework from Exercise 2 close the activity.
you do or don’t do. Find two things in common.
6 41 Complete the text with one word in
n
each gap. Listen and check.
They can use the phrases in Ex 2.
• Allot a couple of minutes for Ss to do the activity in • Ask Ss to read the instructions. You can ask them
pairs. to read the text and tell the rest if they find any
so coincidences with their families. Help Ss notice that
they can use different words, not only adverbs.
ESI As stated before, traditionally the housework or house
chores is associated with the women in the house. Very • Give Ss time to complete the text.
often people ask women if their husbands or partners • Play the recording for Ss to check.
help in the house, as if the obligation was the women’s. Answers 2 really / very 3 with 4 does 5 quickly 6 well 7 clear
ar
Help Ss understand that every person in a home is part 8 floor 9 out 10 load
of it, and should share responsibilities and contribute
irrespective of sex and gender.
41
My mum works hard and she’s always really tired when she gets
Pe
Adverbs of manner home. So we all help with the housework. My brother Tom
• Ask Ss to read the examples in the table. usually does the shopping. He can drive so he does it very
quickly – in under an hour. My sister Bea is the cook because
• You may refer them back to the text and identify the she cooks really well. I set and clear the table and I vacuum the
adverbs of manner. You can mime them if Ss do not floor every Sunday. I take the rubbish out too. But I don’t load
understand them. the dishwasher anymore because Bea says that I don’t do it
• You can give them other examples with adjectives very well.
for Ss to turn them into adverbs.
Over Who does the housework in your family?
to
YOU How do they do it? Group work. How many
Language Wide
things in common can you find?
Ask Ss to read the examples and circle the correct • Ask Ss to read the instructions and the examples.
option. They can also look at the instances of adverbs • Allot a couple of minutes for Ss to do the activity.
in the text.
AT Ss should remember a few house chores. They should
remember some adverbs and their position in a
4 Complete the sentences with adverbs from sentence.
the adjectives in brackets. In pairs, say if the
sentences are true for you. WB Answers 5.2 Who does the housework in your family? Page 101
• Ask Ss to read the instructions and the example. 1. 2 load take 3 make 4 sweep 5 tidy 6 dry 7 set
• Allot a couple of minutes for Ss to do the exercise. 2. 2 happy 3 cheerfully 4 angrily 5 noisily 6 bad
3. A: angrily badly slowly cheerfully noisily sadly quickly B: late
• You can have examples first to check the answers, hard early right wrong
and then have Ss interact in pairs. 4 2 fast 3 carefully 4 hard 5 well 6 wrong 7 late 8 badly
Answers 2 well 3 carefully 4 fast 5 late 6 early 7 slowly 8 noisily 5. 1 c 2 a 3 f 4 g 5 b 6 e
6. 2 late 3 very 4 take 5 angry 6 wrong 7 so 8 tidy 9 carefully
10 right 11 late 12 well 13 that
64

5.3 Do you like stories? SB page 53
LEAD IN: same country, and the province and country if the
Before starting the lesson, ask Ss to look at the title. Ask student comes from another country. Ss can transform
them if they like stories. You can check what the majority the results into a pie chart.
answers.
5 Complete the description of the house in the
1 Answer the question. Make a pie chart with the story with words from the box.
results. • Ask Ss to read the instructions. Tell them the
• Ask Ss to read the instructions. Have them look at description is after Ex 6.
the drawing and check what it is. • Allot a couple of minutes for Ss to complete the
• Have Ss answer the question and make the pie description.
chart. • Check their answers.
Answers 2 old-fashioned 3 cosy 4 large 5 dark 6 narrow
7 messy
Remind Ss they can type the words in bold in a
search engine to find the information online. You can
ask them about their opinion. 6 How do you think the story ends? Choose from
endings a–c.
2 Read the story. Who is the girl in the drawing? • Ask Ss to read the instructions and the three
• Ask Ss to read the instructions and look at the endings.
drawing. • Ask Ss which one they like best. See if there are
• Have them read the text quickly and answer the differences in opinion.
question. • Have Ss turn the book round and read the end of
n
Possible answer The girl in the photo the story.
3 Read the story again. Mark the sentences T AT Ss should become aware of how they are improving
so their reading skill. They should also remember new
(true), F (false) or DS (doesn’t say).
descriptive adjectives.
• Ss can check in pairs before the general checking. WB Answers 5.3 Do you like stories? Page 102
• As you check, you can ask Ss to account for their 1. 2 cosy 3 narrow 4 large 5 modern 6 messy
ar
answers. 2. 2 T 3 DS 4 T 5 DS 6 T 7 DS
3. 1 my lamp 2 my headphones 3 bed 4 the road 5 the tree
Answers 2 DS 3 T 4 F 5 T
4 Match the highlighted words in the story with

Pe
their opposites below.

box.
• Have Ss go over the text to check the meaning of
the highlighted adjectives.
• Give Ss time to do the matching, then check
their answers. They may come up with synonyms,
which is OK but remind them they have to use the
highlighted words.
Answers 2 large (a synonym of big) 3 narrow 4 old-fashioned
5 messy (a synonym of untidy) 6 cosy (a synonym of comfortable)
Language Wide
Ask Ss to read the examples in the box and answer the

question. You can also include other adjectives, either
naming them or eliciting them from Ss.
➤ Extra activity
You can have a survey with Ss’ origin. Every student has
to tell you where he or she was born. To make it simpler,
the suggestion is to name the province if it is from the
65
5.4 Do you have rules at home? SB pages 54
LEAD IN tally marks for Ss who say Me too. At the end of the
Ask Ss to read the title of the lesson and give answers. Are activity, Ss can work out percentages and comment
there similar rules? Is there a rule common to all? on them, e.g. 70% of Ss in (2ºA) have to make their bed.
This is a good opportunity to discuss gender issues.
1 a Look at the photo. How are they feeling?
Why? Language Wide
• Ask Ss to read the instructions and answer the
Have Ss read the examples in the table. Check they
question. Keep a record of their answers.
understand that have to and must are synonyms. Then
ask them to check in the dialogue if mustn’t and not
b 28 42 Now watch or listen and check.
have to are synonyms. You can also give them an
• Have Ss watch the video or listen to the recording. example, e.g. Teachers mustn’t smoke at school, but we
• Check the answers. don’t have to wear a uniform.
Answers They look happy but they aren’t happy.

3 43 Choose the correct option. Then listen
to Ruby and Krystal and check.
42 ➔ See SB page 54 • Allot a couple of minutes for Ss to do the activity,
then play the recording and check Ss' answers.
OUT of class Answers 1 do you have to 2 do you have to 3 can 4 don’t have
• Tell Ss to look at these expressions. Remind them to 5 can’t 6 have to 7 mustn’t
n
• Make sure they understand their meaning. Ask them 43
to go back to the text. If you play the video, help R = Ruby K = Krystal
them focus on body language as well. R: Krystal, can you invite friends to your house any time you
so
• Elicit from Ss situations in which they can use these want or do you have to ask your parents for permission?
K: I can invite friends round any time I want, Ruby. I don’t have to
expressions. ask my parents. But if my parents are at home, I can’t take my
• Encourage Ss to use the expressions in class when friends to the living room. We have to stay in my room or in the
relevant. kitchen. And if they’re watching TV, we mustn’t make a lot of noise.
ar
2 Watch or listen again and answer the 4 Complete the sentences to make them true
questions. for you. Then compare your answers with a
• Play the recording for Ss to check the answers to the partner. How strict are your parents?
questions. • Allot a couple of minutes for Ss to do the activity.
• Check Ss’ answers. • Check Ss’ answers and then answer the question.
Pe
Answers 1 They’re in Amy’s bedroom. 2 They’re talking / eating /

painting their nails. 3 because she thinks her parents are too strict 5 VOX POPS 29 In groups, ask about the
with her. 4 No, because Ruby is only thirteen years old. information in Exercise 4. Are rules at home
necessary? Why / not? Discuss with your class.
ESI Help Ss reflect on the fact that sometimes there are • Play the video for Ss to get examples.
different rules for boys and girls, e.g. Boys can go back • Have Ss get into groups, read the example and interact.
home later than girls. Is this fair or does it reflect a
sexist attitude? Ss can identify other situations. 29 Video script page 82
Obligations and prohibitions

AT Ss should remember how to express obligations and
• Ask Ss to read the table. They can also check the prohibitions, though they will still make mistakes,
examples in the dialogue. especially with mustn’t and don’t have to.
• You can ask Ss if the first examples refer to
permission or not. You can do the same for the
second and third set, this time asking if they refer to WB Answers 5.4 Do you have rules at home? Page 103
obligations and to prohibitions. 1. 2 can’t 3 can 4 Can 5 can’t 6 can; can’t
• Work on intonation. You can play the recording for 2. 2 My dad has to get up early. 3 I don’t have to tidy my room. 4 Does
Ss to imitate the speakers. your mum have to cook every day? 5 My dog doesn’t have to sleep
outside. 6 Do you have to help with the housework?
3. 2 We don’t have to do Exercise 4 for homework. 3 The teacher has to
➤ Extra activity arrive at school before 8.00. 4 Peter doesn’t have to take the rubbish
out at weekends. 5 Does your dad have to take the train to work?
Ss can talk about the housework, e.g. I have to make 6 At university my sister doesn’t have to get up early every day.
my bed. If this applies to them, others will say Me, too. 4. 2 a 3 c 4 c 5 b 6 a
You can write the obligations on the board and write 5. 2 don’t 3 can 4 can 5 can’t 6 has 7 does 8 have 9 must
66

5.5 Is your hometown a good place to live? SB page 55
LEAD IN 5 In pairs, look at the results of a survey prepared
Ask Ss to look at the title of the lesson and tell you what by Keswick teenagers and answer the questions.
they think are the good characteristics of a hometown. • Ask Ss to read the instructions and the survey.
Explain the meaning of best and worst. Most
Remind Ss they can type the words in bold in a search probably, Ss know the meaning of best. Tell them
engine to find the information online. You can ask that worst is exactly the opposite.
them which they think are the happiest countries and • Give Ss a couple of minutes to do the activity.
then they can check online. • Listen to Ss’ answers. There may be different opinions.
1 Look at the photos. What type of place is IC The question in the title of this lesson can be a starting
Keswick? point to reflect on what is good about the place where
• Have Ss read the instructions and the words. Check we live. Despite the problems and drawbacks, there is
they understand them. always something special about our hometown. It may be
• Tell Ss to look at the photos and answer the question. the people, it may be the size, it may be one small shop.
It is important to help Ss reflect on what makes each
2 Look at the words below. Tick ✓ the places you hometown special to each of us.
can see in the photos.
• Ask Ss to look at the words. Go over the words to 6 45 Listen and decide which answers from
check their meaning. Most of them are transparent the survey each person mentions. Use one
and Ss will have no trouble understanding them. answer twice.
• Check Ss’ answers. There may be different opinions • Ask Ss to read the instructions. Tell them you’ll play
since the shops in the photos are not very clear. the recording more than once if necessary.
n
• Play the recording for Ss to write the answers.
Vocabulary: Ss can find further examples of places in
a city at www.pearson.com.ar/look_wide
so Answers
Declan, Friendly people, not enough shops
Louise, the beautiful countryside, everybody knows your business
3 a Make a list of the places in your town or city. Annie, nice old buildings, too much traffic in the town centre
• Ask Ss to make a list of the places. At this point, they Brett, the beautiful countryside, no public transport in the evenings
can work individually.
ar
b Work in pairs. Give the name of 5 local 45 ➔ See TB page 67
places for your partner to guess.
• Ask Ss to read the instructions. 7 Listen again and match statements a–e with
• Get Ss into pairs and read the example. speakers 1–4. There is one extra statement.
Pe
• To close the activity, asked Ss how many guesses • Ask Ss to read the instructions and the statements.
there were. • Play the recording again and check Ss' answers.
Answers 1 c 2 b 3 a 4 e
4 44 Listen to the telephone information
line. Complete the gaps with a word or phrase.
VOX POPS 30 What are the best and worst things
• Have Ss read the instructions and the text. about your town? Tell the class. Use the survey
• Play the recording for Ss to complete the gaps. answers in Exercise 5 and the Vocabulary box
to help you. Prepare a visual presentation with
Answers 1 Tourist information centre 2 town 3 museum 4 art
gallery 5 café
some pictures to illustrate your point.
• Play the video for Ss to get ideas.
• Have them read the survey answers and the
44 vocabulary box.
Welcome to Keswick Tourist Information Hotline. To book • To present, they can use the examples as a model.
accommodation in one of Keswick’s hotels, press 1. To hear
about the main attractions in Keswick, press 2. Keswick is a
small town in the English Lake District with a population of 30 Video script page 82
about 5,000 people. Many visitors come to the town and there’s
a lot to see. A good place to start is the tourist information
centre. Here you can find maps, leaflets, books and postcards. AT Ss should remember words for places in town.
It’s open seven days a week and it’s in the old town hall. One of
the top attractions for visitors is the museum, which tells the
history of pencil making. There’s also a small art gallery with WB Answers 5.5 Is your hometown a good place to live? Page 104
many interesting old paintings and on the ground floor there’s
a popular arts café. In Keswick we are also lucky to have a 1. 1 park 2 station 3 hotel 4 library 5 cafe 6 castle
theatre and a cinema. For more information about … 2. 2 church 3 museum 4 post office
3. 2 f 3 b 4 h 5 c 6 d
67
5.6 Interaction Advice SB page 56
1 Krystal and Amy meet a new neighbour. In pairs, • Help them focus on the intonation. You can play the
say what questions you think they ask him. recording for Ss to imitate the speakers.
• Ask Ss to think about possible questions. it as a record of their pronunciation.
• You can have different examples from the Ss.
2 31 46 Watch or listen to Part 1. Language Wide

Complete the information. What questions do Ask Ss to read the examples in the box and decide on
the girls ask? the right answer. You can ask them to translate should
• Play the recording or the video for Ss to check if and have to to check they really get the meaning, e.g.
there are any coincidences between their ideas and deberías, tenés que.
the actual questions.
• Play the recording again for Ss to complete the
information. 4 48 In pairs, complete the dialogues below.
Answers 2 New York 3 Fifteen 4 27 March Listen and check.
Questions: Who are you? Where are you from? How old are you? • Get Ss into pairs and give them time to complete
When’s your birthday? What school are you going to?
the dialogues.
• Play the recording and check the Ss’ answers.
46 Answers 1 2 for 2 1 advice 2 should 3 idea 3 1 should 2 don’t
3 terrible 4 should
K = Krystal B = Billy A = Amy
K: Hello. K: How old are you?
B: Hi. B: Fifteen.
K: Who are you? K: Me too! When’s your 48
n
B: I’m Billy, Billy Smith, we’re birthday? 1 extra homework.
just moving in. B: The 27th of March. A = Amy B = Billy B: That’s a good idea.
K: Hi, Billy, I’m Krystal. K: Oh, my birthday’s in A: You shouldn’t argue with Thanks.
A: I’m Amy.
so
June. What school are you Peter. He gets angry very 3
B: Nice to meet you. going to? easily. F = Father B = Billy
K: Where are you from? B: Harlow High. B: Thanks for the advice, F: I don’t think you should
B: New York. A: Great! That’s my school Amy. stay in bed so late. Why
A: Oh, you’re American! too. 2 don’t you help me wash the
B = Billy T = Teacher car?
B: Can you give me some B: That’s a terrible idea! You
ar
advice about how to do should take it to the car
better in French? wash.
OUT of class T: I think you should do
• Tell Ss to look at these expressions. Remind them

5 In groups, write advice for a new student in
Pe
• Make sure they understand their meaning. Ask them your town. Use the ideas below to help you.
to go back to the text. If you play the video, help • Have Ss read the instructions and the ideas.
them focus on body language as well. • After Ss get into groups, give them a couple of
• Elicit from Ss situations in which they can use these minutes to write the advice.
expressions. • You can check a few examples from different groups.
• Encourage Ss to use the expressions in class when
relevant. You can ask them to make a poster with 6 Work in pairs. Imagine you are new in town. Ask
the expressions and pin it on a wall. Alternatively, for advice and respond to the advice you get. Use
they can have a card with the expressions. your ideas from Exercise 5 and the Interaction box
to help you. You can record the dialogue.
3 32 47 Watch or listen to Part 2. Which • Ss get into pairs, prepare the dialogues and act
place is Billy going to visit today? them out.
• Play the video or the recording for them to answer • Ss can record their dialogues.
the question.
• Check Ss’ answers. IC Ss have just imagined they are new in town. This
Answer The shopping centre situation of being new in a place – in town, at school,
for instance – can be stressful to people. Ss can reflect
together on ways to help newcomers feel comfortable
in a new place or situation.
AT Ss should remember different ways of giving, asking for
Advice and responding to advice.
• Ask Ss to read the examples and ask them if advice
means aviso or consejo in Spanish.
68

5.7 Writing A personal email SB page 57
1 Read the email. Who wrote it and what is
his / her big news? 45 ➔ See page 67
I = Interviewer D = Declan
• Ask Ss to read the instructions. I: OK, Declan. What do you like best about Keswick?
• Tell them to go over the email rather quickly and D: Er, the people. I lived in Oxford until I was nine years old – I
answer the two questions. found it hard to make friends there. But here everyone’s really
friendly. And because it’s a small town, you always meet people
Answers Billy, he moved to another town. you know when you’re in the centre. I think that’s really cool.
I: And what’s the worst thing about Keswick?
D: There are no shops for young people. My friends and I have
2 Find these words in the email. How do you say to travel to a city like Manchester or Newcastle to buy games or
clothes and the train tickets are really expensive. Keswick needs
them in your language? Use them to complete
a shopping centre!
the sentences below. 2
• Ask Ss to read the instructions and the words. They I = Interviewer L = Louise
I: We’re doing a survey about Keswick for a class project. Do
have already seen them, so this should be revision to you mind answering just two questions?
them. L: No, not at all.
• Give them time to find the words and complete the I: Great. OK, Louise, in your opinion, what’s the best thing about
living in Keswick?
sentences.
L: Er, I think the fact that we live so close to amazing country-
• Check Ss’ answers. side. People come from all over the world to see it. And it’s
Answers 2 so 3 because 4 and brilliant if you like walking or riding a bike like I do. I think we’re
very lucky.
I: Thanks. And what don’t you like about living here?
L: I don’t like the fact that it’s a small place so if you do
something unusual or different, everyone in the town knows
Over Imagine you moved to your home town last
to about it. I suppose that’s a problem in any small town.
n
YOU week. Write an email to tell your Sometimes it feels like living in a very small aquarium!
3
grandmother about the town: I = Interviewer A = Annie
Use Billy’s email and the Writing Tips to help you. I: What’s the best thing about Keswick in your opinion, Annie?
so A: I don’t know, I just love the atmosphere in the centre of town
• Ask Ss to read the instructions and the ideas for the with all the old buildings. I think some of them even come from
email. the sixteenth century!
• Have Ss focus on the Writing Tips. Check they I: And the worst thing?
A: Well, Keswick’s an old town with very narrow streets – it’s
understand everything.
crazy that there are so many cars! I don’t ride my bike in town
• Remind Ss they can use Billy’s email as a model. any more – it’s too dangerous!
ar
• Ss can exchange the first version of their emails to 4
get feedback from classmates. I = Interviewer B = Brett
I: Tell me what you like most about living here, Brett?
• After Ss write the final version, you can make a B: Nothing!
classroom display of the emails. I: Oh, I’m sure there’s something you like.
Pe
B: Well, I like kayaking, so I’m quite lucky to live close to some

quite nice lakes.
I: ‘Quite nice’! Brett, people come from all over the world to see
Unit Wide the lakes here – they’re beautiful! And what do you most dislike
about Keswick?
Read the unit again. Where in this unit? Complete B: Well, I live on a small estate in Castlerigg – that’s about two
with lesson number. miles out of town. The last bus is at twenty to six and after that I
have to walk. It’s really difficult to meet friends after school!
topics.

1. 1 b 2 c 3 c 4 a 5 c 6 a
2. 1 make 2 sweep 3 do 4 empty 5 tidies 6 took
3. 1 gallery 2 station 3 centre 4 office 5 information centre
4. 1 hard 2 angrily 3 well 4 carefully 5 quickly 6 early
5. 1 can 2 can 3 mustn’t 4 can’t 5 has to 6 can’t
6. 2 h 3 a 4 g 5 I 6 e 7 f 8 b
69
WORLD WIDE Why are there houses on stilts? SB pages 58-59
LEAD IN 7 What would you like to change about your

• Before working with this consolidation lesson, show room?
in the photo what stilts are. • Ask Ss to read the instructions.
• Ask Ss if they know the answer to the question. • Help them reflect on the fact that we may make
changes that will cost nothing.
1 Discuss these questions with the class. • Listen to Ss’ ideas.
• You can give them a few minutes to think about the 8 34 Watch Part 2 of the video. Mark the
answers. sentences T (true) or F (false).
• Discuss with the whole class.
• Have Ss read the instructions and the sentences.
• Play the video. Ss can mark the sentences as they
2 Read the article and match the houses from watch.
the text 1–3 with photos A–C. • Check Ss’ answers.
• Before Ss read the article, ask them if they think they Answers 1 F 2 F 3 T
will find the answer to the question in the title.
check. 34 Video script page 82
• Have Ss read again to do the matching, and check
their answers.
9 35 Watch Part 3 of the video. Tick ✓ things
Answers 1 B 2 C 3 A 1–9 which are not in the room. Where are the
n
other things?
3 Read the article again and answer the • Have Ss read the instructions.
• Go over the list of things and check Ss understand
questions.
so
• Have Ss read the instructions and the questions. them.
• Ask Ss to go back to the text and do the exercise. • You can ask them if they have these things at home.
• Check their answers. • Play the video for Ss to tick the options. Remind
them they have to tick those things which are not in
Answers 1 the snow house 2 the underground house 3 the stilt
the room.
ar
house 4 the stilt house
Answers Not in the room: a red butterfly, an orange wardrobe, a
purple rug, a yellow sofa bed, a blue chair
4 How do houses in your country protect people The blue cupboard is on the wall next to the door. The pink blind is
from the cold and the heat? above the fireplace. The pink and red doorstop is near the door. The
black and white cushions are on the sofa bed.
Pe
• Ask Ss to think about possible answers to this

question.
5 You are going to watch part of a BBC
programme about room makeovers. Read 10 In pairs, discuss the questions.
an advert for the programme. Do you have • Ask Ss to read the instructions and the questions.
programmes like this in your country? Do you • Give them time to think about the answers.
watch them? • Listen to Ss’ ideas.
• Listen to Ss’ answers. 11 WORLD WIDE PROJECT In small groups, prepare a
magazine article about unusual buildings.
6 33 Watch Part 1 of the video. In pairs, • Have Ss read the instructions.
answer the questions. • Once they get into groups, you can ask them where
• Ask Ss to read the instructions and the questions. they can get the information.
• Play the video. Tell Ss they can take notes. • Ss can present their work on paper or using an
• You may have to tell Ss the meaning and spelling of app / online tool. If they use an online tool or
sewing. You can write it on the board and mime it. app, discuss what type of tool will be useful. If no
• Check Ss’ answers. suggestions, you can surf for a website to create
Answers 1 sewing 2 making films 3 making and painting plates amazing graphic design.
4 because they need more space for their hobbies 5 she’s an artist • Ss share their productions.
and designer
70

6
? What’s Your Town Like?
0.1Where
6.1
0.? It’sSB
Txt me!doSB pages
you
pages 6-7 shopping? SB pages 60-61
? do your
IC This unit is about towns. Most probably, in every
group there may be Ss from different towns in the Vocabulary: Ss can find more shops at www.pearson.
com.ar/look_wide
same country, and also Ss from other countries. It is
important to help every student feel respected and
show his or her pride for his or her origins. We can learn 3 a What’s the shop? Look at the box and
a lot about other cultures and about our own when we complete the sentences.
interact with others. • Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to find the shops.
@ Tweet: Who buys more things: teenagers or adults,
men or women? Do we really need what we buy?
Answers 1 clothes shop 2 pharmacy 3 florist’s 4 shoe shop
What are the essential #Shops&Services in a town? 5 bookshop
suggested for Unit 1, which can be applied to all units. b Circle the correct shop. Look at the words to
find clues!
1 Think about these questions. Make notes. • Ask Ss to read the instructions.
Discuss with your class. • Give them a couple of minutes to do the activity.
• Ask Ss to read the instructions and the sentences. • Check Ss’ answers. Ask them what clues were crucial
• Have Ss make notes to answer the questions, and to decide on the shop.
n
start the discussion. Answers 1 greengrocer’s 2 newsagent’s 3 bakery 4 butcher’s
• Help Ss reflect on the fact that sometimes we buy 5 grocer’s
or want to buy things we may like but that we do not
so
actually need.
➤ Extra activity
IC Ss may come from different socioeconomic Ss can give examples of different shops, e.g. Don
backgrounds and will have different shopping Manolo is a grocer’s.
experiences at home. Some adults at home may be
ar
aware of how much things cost and will be quite thrifty, 4 In pairs, use the clues below and in the picture
which Ss may consider stingy. For others, the need
to label shops A–I with the words from the box.
to have things may be stronger than their economic
possibilities and often fall into debt. What is important • Ask Ss to read the instructions.
is to help Ss reflect on the fact that possessions do not • Give them time to do the activity, then check their
Pe
determine who we are. answers. You can ask Ss how they identified each of
the shops.
2 Which shops from the box have you got in your Answers A clothes shop B bakery C pharmacy D shoe shop E
butcher’s F florist’s G bookshop H greengrocer’s I grocer’s
neighbourhood? Tick ✓ them.
• Ask Ss to read the instructions. Go over the list of
shops and check Ss understand all of them. Say
OUT of class
what they can buy at the ones they do not know, • Ask Ss to read the question and the answer. Ask
e.g. at the butcher’s you buy hamburgers, beef; at a them if in this case, the question with why is reason,
grocer’s, you buy sugar, flour, bottles of coke, etc. cause or purpose. If necessary, you can translate
• To check, you can name different shops and Ss raise purpose or ask Ss to translate why.
their hands if there is one in their neighbourhood.
• To close the activity, check if there are some types of 5 Match the two parts of the sentences. There is
shop in every neighbourhood. an extra part in the second group.
Answers Answers will vary. • Ask Ss to read the instructions.
• Have them do the matching.
Watch OUT! • Check Ss’ answers.
• Ss can come up with a first part for the extra part in
Have Ss read the examples and check they understand the the second group.
difference between the two. You can tell them that when we
Answers 1 g 2 e 3 b 4 a 5 c 6 d
say florist’s, it means the florist’s shop.
They can go online to search for more shops. Remind

them to type the words in bold in the search engine to
find the tool they need.
71
WB Answers 6.1 Where do you do your shopping? Page 106
Culture Wide
1. 2 bookshop 3 shoe shop 4 butcher’s 5 florist’s 6 bakery
Ask Ss to read the box and discuss the questions. 7 greengrocer’s 8 clothes shop
You may ask them to discuss the dark and bright 2. 2 clothes shop 3 greengrocer’s 4 newsagent’s 5 butcher’s
6 shoe shop 7 pharmacy 8 florist’s
sides of supermarkets and smaller shops.
3. 2 b 3 b 4 a
4. 2 f 3 a 4 b 5 c
6 49 Match questions 1–5 with answers a–e.

There is an extra answer. Listen and check.
• Give Ss time to do the matching.
• Play the recording for Ss to check.
Answers 2 f 3 a 4 c 5 e
49
A: What’s its name?
B: My favourite shop is called Go2 Games.
A: Where is it?
B: It’s in the shopping centre in the town centre.
A: What does it sell?
B: It sells computer games.
A: How often do you go there?
B: I go there about once a month.
A: Why do you like it?
B: They’ve got a good choice of games and the people who
work there are very helpful.
n
7 VOX POPS 36 And answer questions about your
favourite shop in your town. Use Exercise 6 to
so
help you. What is the class’s favourite shop?
Why is it the favourite?
• Have Ss read the instructions and play the video.
• Give them a couple of minutes to think about the
answers.
ar
• Is there a favourite? Which one is it? Why is it the
favourite?
Pe
Over As a class, collaborate to create a booklet

to
YOU of your town. Be ready to revisit units 1, 3,
and 5.
Booklet of your town – Part 1
• Ask Ss to read the set of instructions for the first part
of the booklet.
• You may ask Ss to decide on the groups or you may
assign the groups yourself.
• Give Ss time to get the photos or draw the places
and write the captions.
• Remind them to keep their work for they will use it in
subsequent lessons.
Vocabulary: Ss can use the resource at www.pearson.

com.ar/look_wide. Here they will find nature words
they may need.
AT Ss should remember some of the shops and the

meaning of why to ask about purpose.
72

6.2 How much do you know about Argentina? SB page 62
1 How much do you know about Argentina? Do English. 7 A notebook is heavier than a tablet. 8 A smartphone is
more useful than a PC. 9 Trainers are more fashionable than shoes.
the quiz and check the results. 10 A house is better than a flat.
• Ask Ss to read the instructions and the statements.
• You may use gesture for Ss to understand the
comparative and the superlative. It is not necessary
IC You can take any of the examples in the previous
exercise and see that there are always different
to translate them.
perspectives. In this case, with the exception of
sentence 1, it all depends on perspectives. In the
Answer 1 T 2 T 3 F 4 T 5 T 6 T 7 T 8 F case of 5, you may consider a mini fridge and one of
those big cookers, for instance. It is crucial to help Ss
understand the importance of listening and checking
They can go online to search for tourist attractions meaning before contradicting a person. This is another
in Argentina. Remind them to type the words in bold in the
search engine to find the tool they need. way to prevent conflict.
Comparatives and superlatives

• Have Ss read the examples in the table. You can 4 Complete the gaps with the comparative or
work with comparatives first, and then, superlatives. superlative of the adjectives in brackets.
• Help Ss notice how comparative and superlative • Ask Ss to read the instructions.
forms end. Work on the pronunciation of both –er • Give Ss time to do the activity.
and –est. • They can check in pairs before the general
• Show them that the superlative always takes the. checking.
• In the examples, focus on the word than in • Check Ss’ answers.
n
comparative constructions. Answers 2 happier 3 smaller 4 nicer 5 biggest 6 most
• Finally, tell them that good and bad have irregular comfortable 7 older 8 better 9 most important 10 best
comparative and superlative forms.
so
Watch OUT! AT Ss should understand the concept of comparatives
and superlatives. They will start to recognise when
• Ask Ss to read the examples. This mistake is quite to use them in very guided contexts. They are not
common for Spanish speakers since the definite expected to produce them.
article is used for the superlative, e.g. la más grande.
ar
WB Answers 6.2 How much do you know about Argentina? Page 107
Language Wide
1. Answers will vary.
Have Ss read the examples and circle the correct 2. 2 smaller than, bigger than, the biggest 3 cheaper than, more
alternative. You can also tell them that in the case of expensive than, the most expensive 4 happier than, sadder than, the
Pe
happiest.
adjectives with two syllables, when the comparative 3. 2 as cold here as it is in Scotland 3 as interesting as this programme
transforms them into a word with three syllables, the 4 as expensive as yours / your jeans 5 as comfortable as my new bed
more / most construction is used, e.g. modern, more / this one 6 bigger than my sister’s
4. 2 easier 3 better 4 shorter 5 more difficult 6 the worst 7 the best
modern; easy, easier. You can wait and see if this case
8 higher 9 more relaxed 10 the noisiest
crops up, e.g. modern.
2 Read and circle.

• Have Ss do the activity, then check their answers.
You can also ask them if they think the statements
are true or false.
Answers 1 smallest 2 widest 3 more expensive 4 colder
5 hottest 6 most typical 7 older 8 oldest 9 clearer 10 worse
3 Make true sentences.

• Give them time to write the sentences.
• Check their answers. In most cases, there may be
different opinions.
Possible answers 2 A house is more expensive than a flat. 3 History
is easier than Maths. 4 A sofa is more comfortable than a chair.
5 A fridge is bigger than a cooker. 6 Chinese is more difficult than
73
6.3 Who changed the way we shop? SB page 63
LEAD IN • Give Ss time to decide if the statements are true or
You can ask Ss where they and their families shop. You can false for them.
ask them if the adults in their families shopped in the same • Check Ss’ answers. There may be different opinions.
way when they were young children. They can check at Answers 1 cheaper 2 nicest 3 more popular 4 happier 5 better
home and come back with an answer. 6 best
1 In pairs, answer the questions about shopping Over

to
centres. YOU A Booklet of My Town – Part 2
• Ask Ss to read the instructions and the three
questions.
• Ask Ss to read the set of instructions for this second
part.
• Listen to Ss’ opinions.
• Tell Ss that we are used to saying shopping, e.g. Voy • Remind them they can use the vocabulary bank
apart from the information in the units listed.
al shopping, but in English, you should say shopping
centre (or mall).
their reading skill.
Culture Wide
Have Ss read the questions and discuss the WB Answers 6.3 Who changed the way we shop? Page 108
answers. Help them notice how we may not be as 1. 2 T 3 F 4 T 5 DS 6 F
free as we think. 2. 2 designer 3 counter 4 motto 5 customer 6 scene
3. 2 bigger 3 smaller 4 biggest 5 widest 6 most popular 7 more
popular 8 more elegant 9 more comfortable
n
2 Read the text and answer the questions.
• Ask Ss to go over the text quickly and check if there
is any information they did not know.
so
• Ask them to read the instructions and the questions.
• Give Ss time to read the text again and find the
answer to the questions.
ar
Answers 1 He was an architect. 2 In 1956, near Minneapolis.
3 Yes, it was. 4 Because most shopping centres followed his model.
3 a Read the text again and mark the sentences

T (true), F (false) or DS (doesn’t say).
Pe

• Challenge Ss to do the activity before rereading the
text.
• Now give Ss time to read the text and check their
original answers.
Answers 2 T 3 DS 4 F 5 T
b Illustrate the text with a timeline. Include

years and events.
• Ss can draw a timeline or they can surf the web for
a timeline maker and do it digitally.
• Check Ss’ timelines.
4 Complete with the adjective in the

comparative or superlative form. Then write
T (true) or F (false) for you.
• Have them go over the sentences and do the
activity. You can check this first part of the activity at
this point.
74

6.4 How unusual are these towns? SB pages 64-65
1 a Read the title of the webpage. Why are the
towns unusual?
• Ask Ss to read the instructions and the title of the
webpage, and come up with different ideas.
• Listen to Ss’ opinions.
b Read the text and check your predictions.

• Ask Ss to read the instruction. Have them go over
the text and go back to their predictions.
c Locate these cities and countries on a world

map. You can use Google Maps.
• Ask Ss to read the instructions. They may believe that
these are unreal places, but they are real.
They can go online to search for photos of the

Chinese Hallstatt. Remind them to type the words in
bold in the search engine to find the tool they need.
2 Read the text again and write the correct title

for each of the towns. There is an extra title.
n
• Give Ss time to go over the texts to find the answers.
• Check the Ss’ answers. You can ask them which
so
clues they found to write the titles.
Answers It Never Rains in this Town: Whittier Made in China:
Hallstatt One Town, Two Countries: Busingen am Hochrhein Rock
and Roll: Setenil de las Bodegas The Importance of a Colour:
Chefchaouen
ar
3 Read again and mark T (true) or F (false).
• Give Ss time to go over the texts to find the answers.
• Check the Ss’ answers.
Pe
Answers 1 F 2 T 3 F 4 T 5 T 6 T
Over
to
YOU A booklet of my town – Part 3
• Ask Ss to read the set of instructions for this third
part.
• Again, Ss can decide on the group or you can
assign the groups yourself.
AT Ss should become aware of how they are developing

their fluency in reading.
WB Answers 6.4 City Shopping Pages 109 -110

1. Famous shopping areas
2. A Fifth Avenue B Shibuya C Oxford Street D Portobello Road
E Portobello Road
3. 2 T 3 F 4 F 5 T 6 F 7 T 8 T 9 DS 10 T
75
6.5 Project A booklet SB page 66
• Ask Ss to read the instructions to put the booklet
together.
• They can make a paper booklet or use a digital app.


useful feedback.
time.
Unit Wide
n
with lesson number.
so
topics.
ar
Pe

1. 1 florist’s 2 bakery 3 greengrocer’s 4 pharmacy 5 newsagent’s
6 shoe shop
2. ACROSS: 1 greengrocer’s 3 newsagent’s 5 bakery 8 shoe shop
9 florist’s DOWN: 2 clothes shop 4 grocer’s 6 bookshop 5 butcher’s
7 pharmacy
3. 1 more interesting 2 bigger 3 the most enjoyable 4 more
comfortable 5 cheaper 6 better 7 best 8 worse 9 younger
10 most interesting
4. a 2 Lido is smaller than C2 3 Ali’s is more expensive than C2 4 Lido is
cheaper than C2 5 Ali’s is as popular as Lido 6 Ali’s is more popular
than C2 b Ali’s is the most expensive shop. Ali’s and Lido are the most
popular shops.
76

6.6 Challenge! SB page 66
This game provides revision of all the topics covered in
Look Wide 2. Ss will play in small groups. They can use a
coin, a small paper ball or anything to mark their spot on
the board.
You can elicit a few ground rules from Ss, some of which
are suggested below.
• You have to be honest.
• You can / can’t look for information in the book or in
your notes.
• You mustn’t shout or stand up.
• You have to respect turns.
• You have to listen to your classmates’ answers to
check if they are OK.
• You have to be a good loser and a good winner.
Get in groups of 4. Throw a dice and move. Solve the

challenge.
Correct answer? You throw again. Incorrect answer, you
miss your turn.
The first player to reach the end is the winner.
• Have Ss go over the instructions.
n
• If they do not have a dice, they can use a pen or
pencil with 6 sides as shown in the drawing. Ss can
use masking tape to write numbers 1 to 6, one on
so
each side.
• Ss roll the dice, the pencil or the pen to see how far
they have to move on the board.
• You may wait till one member in each group gets
to the finish line, you may wait for everybody to get
ar
there or you may assign a time limit, which you can
agree upon with Ss. As they work in groups, one of
the members should be in charge of checking that
Ss finish on time. In this case, Ss need to see how far
they got in the time allotted to see who the winner is.
Pe
12
3
77
WORLD WIDE Where can we buy a town? SB pages 68-69
LEAD IN • Play the video. Ss complete the sentences.

Before working with this consolidation lesson, ask Ss • Check Ss’ answer.
how they would answer the question. Answers 1 it is a wonderful glass cube. 2 you need to walk a lot to
see it all 3 when the traffic lights go red, they stop all the cars. 4 it’s
full of shops, game stores, restaurants and clubs (and you can see
1 Discuss these questions with the class. new Japanese fashion here).
• You can give them a few minutes to discuss the
answers. 38 Video script page 82
2 Read the article. In pairs, answer the 8 Work in pairs. Imagine you have £4,000 to
questions. spend. Will you go to London, New York or
• Before Ss read the article, ask them to look at the Tokyo? Why? What are you going to spend your
title and check if ebay is similar to Mercado Libre. money on?
• Ask Ss to read the instructions and the questions. • Have Ss read the instructions.
• Allot a few minutes for Ss to go over the article and • Give them time to discuss in pairs.
answer the questions. • You can check some of their answers.
Answers 1 20 years old (It celebrated its twentieth birthday) 9 WORLD WIDE PROJECT In small groups, create
2 Because it needed a lot of money and work. 3 Because Ian was
sad after his wife left him. 4 300,000 dollars 5 For advertising
an oral presentation about amazing things
space, to earn money. 6 Roman Abramovich people are selling online.
n
3 In pairs, discuss the final question in the • Once they get into groups, you can ask them where
so they can get the information.
article.
• Ss can use different app / online tool or any
• Ask Ss to read the instructions. presentation software available.
• Listen to Ss’ ideas. • Ss share their productions.
4 You are going to watch part of a video from
ar
the BBC about shopping in different cities.
Read an advert for the programme and
answer the question.
• Ask Ss to read the instructions and the advert.
Pe
• Check what shopping centres Ss know.
5 37 Watch Part 1 of the video. Mark the

sentences T (true) or F (false).
• As they watch the video, let them mark the
sentences.
Answers 2 T 3 F 4 F 5 T
6 Work in pairs. In your opinion, which is better

– a day in Oxford Street or a day in Portobello
Road? Why?
• You can give them the beginning of a possible
answer, e.g. I think X is better because ….
7 38 Watch Part 2 of the video and complete

the sentences.
• Have Ss read the instructions and the sentences.
78

Meet William Shakespeare, His Life and Work!
0.1Txt
0.? It’sSB
me!
Consolidation SBUnits
pages pages
? 1-2 6-7 SB pages 70-71
LEAD IN
Ask Ss if they know who William Shakespeare was. You can
tell them he was the most important writer in the UK. You
can ask them if they can think of equivalents in Spanish
and local literature, e.g. Cervantes, José Hernández.
1 Read about William Shakespeare’s life and

work. There are 3 wrong pieces of information.
Can you spot them? You can go online to
check.
• Ask Ss to go over the text and spot the wrong
information.
• Check Ss’ answers before they go online. You can
also give them the answers yourself.
Answers Shakespeare was not born in Scotland but in Stratford-
upon-Avon. He was a writer, not an artist (though some may
consider that artist is not wrong, writer is more accurate). He did not
write histories.
2 Read the information in the theatre brochure.
n
Match the words in bold with their meanings.
so
• Ask Ss to read instructions, the phrases and the
brochure.
• You can do the first one together to show them they
can get the meaning from the context.
ar
Answers 2 authoritarian 3 arrogant 4 playfully disobedient
5 friendly 6 adorable 7 communicative
Pe
3 Read some Shakespearean characters’

profiles in social media. Then complete their
full descriptions in a theatre brochure using
the phrases below. Remember to adapt the
phrases if necessary. And be creative!
• Ask Ss to read the instructions and the profiles.
• You can make a display of the profiles.
4 Read what the audience thinks about their

theatre experiences. Choose the correct
adjectives.
• Ask them to go over the audience’s opinions and do
the activity.
Answer worried tired annoyed embarrassing relaxed relaxed
79
Gulliver in Lilliput
0.1Txt
0.? It’sSB
me!
pages pages
? 3-4 6-7 SB pages 72-73
LEAD IN
• Ask Ss to read the title and ask them if they know
Gulliver, and if they do, what they know about him.
• At the end of the unit, you can go back to the
question for Ss to tell you what they have learnt
about him.
1 Read and tick.

• Ask Ss to read the instructions and the two options.
• Give Ss time to go over the text and tick the correct
option.
Answer Jonathan Swift’s biography
2 Read the extract and complete the newspaper

article below.
• Ask Ss to read the instructions and the extract.
Remind them they should not worry if there’s a word
n
or two they do not know. They can focus on the
illustration as well.
• Give them time to complete the article, then check.
so
Possible answers 1 a giant (on the sand) a man (on the sand)
2 they were afraid of Gulliver 3 the giant / Gulliver ate and drank a
lot / the food of 100 Lilliputians and practically drank all their wine.
3 What could Gulliver do for the Lilliputians?

ar
Could he help them? Tick √ your ideas. You can
add more ideas.
• First have them tick the ideas. Then ask them if they
Pe
would like to add more.

4 Now read the end of the story. Were your ideas

correct? Is the ending happy for Gulliver? For
the Lilliputians?
• When they read the ending, they go back to their
ideas in Ex 3.
• Have Ss discuss the ending.
5 Imagine you are a Lilliputian. Design a Wanted

poster for Gulliver.
• Elicit from them where they can get information to
complete the Wanted poster.
• Give them time to design the poster.
• You can have a display of the posters.
80

Meet Thor: The Coolest Norse Warrior!
0.1Txt
0.? It’sSB
me!
pages pages
? 5-6 6-7 SB pages 74-75
1 Read the text below and answer: Who is the
hero? Hymir or Thor?
• Ask Ss to read the instructions and to go over the
text quickly to answer the question.
• Ss may have different opinions.
2 Thor wants to get a new job. Complete Thor’s

curriculum vitae based on the previous text.
• Ask Ss to read the instructions. Check they know
what a curriculum vitae is.
• Allot a couple of minutes for Ss to complete the text.
3 Have a look at the following monsters.

Remember Thor’s job is to fight against them.
In pairs, compare the monsters and choose the
best monster to fight against Thor. Use the phrases
below.
n
• Ask Ss to read the instructions and the phrases.
Check Ss understand all of them.
• Give Ss time to compare the monsters.
so
• Which is the best monster? Why? Does everybody
agree?
4 In pairs, invent a new adventure for Thor with

the monster you have chosen. Complete the
ar
story with the verbs in the Simple Past and the
information needed.
• Have Ss complete the text.
Pe

Answers (verbs only) wanted went fought won was
81
Video Script
Video 01 Unit 1. What is Culture? Page 12 Ex. 5 C: My favourite television programmes are documentaries and anything
including rock and pop history as well. Normally, generally, on BBC Four.
BBC VOX POPS
Ch: I was big into Breaking Bad on Netflix, that, I used to watch that every
P = Presenter Ma = Marina Mi = Mireia C = Cayo M = Mary
day, maybe multiple episodes a day. And House of Cards is another
P: Hi, I’m Neil from BBC Learning English. I’m about to take to the streets of
good one. Netflix is what I usually use.
London to find out how people live, what they think and feel, what they
J: I watch Marcella which is on BBC, and Made in Chelsea which is on E4,
like or don’t like, what their habits are and what their plans are for the
and I watch them every week, once a week.
future. London is a huge and exciting city. There are nearly ten million
people living here and even more visit it every year from all over the
world. People are usually quite busy going about their business. Let’s Video 05 Unit 1. What is Culture? Page 16 Ex. 2
see if I can stop some of them to ask a couple of questions. AT THE CINEMA
Ma: I sometimes listen to rock music. L = Lee A = Amy T = Tess
C: Every day I listen to punk rock. L: So, what’s on?
Mi: Sometimes I listen to a group called Jack & Jack which is a group of A: The new Tom Lewis movie, True Love. It starts in ten minutes.
two teenagers. L: No way! I want to see ZooWorld.
C: I never listen to classic music. A: I don’t like fantasy films. They’re boring.
Mi: And me, I sometimes watch the TV in … at the weekend and I often L: Oh, come on, please.
see films with my family. A: Oh, OK.
M: I love reading and I do like watching the TV as well. L: Can I have two tickets for ZooWorld, please?
Mi: I think that we never, never play computer games. T: Sure, which screening?
L: The 6:30.
Video 02 Unit 1. What is Culture? Page 14 Ex. 1b T: I’m sorry, it’s sold out … Oh, no, hold on! There are two seats.
L: Great!
HE IS AWESOME, PART 1
T: But they’re in the front row.
L = Lee A = Amy
A: Lee, I don’t want to sit in the front row!
L: Hey, Amy. Do you want to hear my new song?
L: OK … I’d like two for True Love at 6.15, please.
A: Yes, I do, but not right now, Lee. There’s a Bro concert on TV.
T: Row seven. Is that okay?
L: What time does it start?
n
L: Yes, thanks. How much is that?
A: Eight o’clock.
T: That’s twelve fifty, please.
L: To be honest, I don’t really like …
A: Here you are.
A: He’s awesome! He plays the guitar and the piano and he’s a
T: Thank you. Enjoy the film!
wonderful singer!
so L: Yeah, right.
L: Does he write his songs?
A: No, he doesn’t. Do you know what he does in his free time?
L: I’ve no idea. What does he do in his free time? Video 06 Unit 1. World Wide Page 19 Ex. 5
A: He works in a home for sick animals once a week. He lives in a big house YOUNG DANCER COMPETITION, PART 1
in Hollywood with lots of cats and dogs. Animals love him. He’s perfect! In this competition there are five dancers in each group and the best ones
L: Yeah, right. in each group go through to the grand final. So, let’s meet the five dancers
in the hip-hop section and learn how and why they dance. First up is Harry
ar
Video 03 Unit 1. What is Culture? Page 14 Ex. 4 Barnes from Liverpool. Why does he dance? Harry says that dancing is
uplifting. If he’s feeling sad, he usually puts on a favourite song and just
HE IS AWESOME, PART 2
dances. Then he’s happy and everything is better. His favourite style is
A = Amy L = Lee
‘popping’. His advice for new dancers? Always, always, always practise
A: Hi Lee! I’ve got a new poster for my bedroom. Help me put it up!
– never stop! Next is Jonadette Carpio. She was born in the Philippines
L: A new poster? It’s not Bro, is it?
but now she lives in South Wales. Why does she dance? Because dance is
Pe
A: No, it’s the actor Tom Lewis. Oh, he’s really good-looking. And he’s an
very creative. She invents a lot of amazing movements. Her favourite style
interesting person too. Do you know what he does in his free time?
is ‘krumping’. That’s a new dance style which is very popular these days.
L: I’ve no idea. What does he do in his free time?
The face is as important as the body. Here, in this dance, she’s a prisoner.
A: He helps old people in a hospital. Ask me how often he goes there.
Third is Jodelle Douglas. He’s from Bristol and he loves ‘breaking’. Jodelle
L: How often does he go there?
dances because dance is his passion. He never stops learning. He meets
A: He goes there three times a week.
up with other dancers in Bristol to exchange ideas and learn new steps.
L: Hmm.
They are all passionate about dance. Here he dances in the ‘popping’
A: He lives in an apartment opposite Central Park in New York.
style. Fourth is Sharifa Tonkmor from London. She loves dance because
L: Great.
it’s really liberating. Her favourite form of dancing is ‘free-styling’ or
A: He’s a fantastic actor. Do you know …
improvisation. She decides her dance style when she dances, not before!
A: Lee! Lee!
She sometimes dances with other people in Charing Cross train station.
L: Eh, yeah?
Sharifa likes dancing to rap music, like this. This type of song makes her
A: What’s wrong with you? You never listen to me!
really happy. Last is Kieran Lai from Southend. He loves dance because
L: That’s not true. I always listen to you … Well, I usually listen to you.
he thinks it’s hypnotic. He dances in the ‘popping’ style because he loves
A: Yeah, right. Well, do you want to go to the movies or not?
dancing like a machine. He creates different characters in his dances –
L: The movies? Eh, yeah, OK.
heroes and fantasy characters. In this dance, he is the Tin Man from The
Wizard of Oz. It’s thrilling to watch him.
Video 04 Unit 1. What is Culture? Page 15 Ex. 5
BBC VOX POPS Video 07 Unit 1. World Wide Page 19 Ex. 8
J = Josie L = Lauras C = Cliff Ch = Chris S = Steve
YOUNG DANCER COMPETITION, PART 2
J: I read the Guardian, probably weekly and the Daily Mail, probably
So, which of the five dancers is the winner? What do you think? Jonadette,
monthly.
Harry, Sharifa, Kieran or Jodelle? Who do you want to win? “The winner of the
L: I read Financial Times Weekend, actually, once a week, ‘cause it’s a
2015 BBC Young Dancer Hip-Hop category is Harry Barnes!” For the judges,
weekend edition.
he is both a very talented and natural performer. He now goes through to the
C: I read the Newcastle Evening Chronicle and the Hexham Courant. That
grand final at a big theatre in London. Watch him again then!
is a Northumberland paper.
Ch: I’ll read the New York Times or the Washington Post almost every day,
or every other day, and for magazines I really love sports magazines
and some, like, Newsweek magazine, Time magazine.
S: At the moment, job websites, trying to look for some work.
J: Probably Facebook, I use that probably daily. Twitter and Instagram, I
use them both daily.
Ch: I browse CNN daily, another one would be Uncrate and Jalopnik.
82

Video 08 Unit 2. Friends and Family Page 21 Ex. 8 A: Thanks for telling me!
L: Sorry. The bus is cheaper. So, we’re taking the X4 bus from the bus
BBC VOX POPS
stop on Mandela Avenue at 10.15. Oh, and I checked the films.
J = Jamie Cr = Craig R = Rebecca Ma = Marina Mi = Mireia F = Fien
They’re showing Shrek 8 at the Multiplex at 2.30. Billy’s meeting us
Ca = Cayo
there.
J: I would wear a tuxedo with white gloves.
A: Great! See you tomorrow at 10.15!
Cr: Oh, I usually wear a suit.
R: I wear a dress.
Ma: I wear a dress too or a skirt with a top and a little heels. And make up Video 13 Unit 2. Friends and Family Page 26 Ex. 4
too. And I straight my hair because I’ve got it curly, so … ARE YOU COMING WITH US? PART 3
F: I’ll probably wear a dress. I would love to wear white, but you can’t, so L = Lee A = Amy R = Ruby
I would wear red. L: Amy! We’re at the bus stop! Where are you?
Ca: Usually Converse and a suit, but always with some punk rock style A: On the bus!
together. R: Lee – look, there’s Amy! She’s on the wrong bus.
Ma: I wear breeches and long … long … long socks. And my boots and L: Oh no!
also a helmet.
Ca: Jeans and band T-shirt. Video 14 Unit 2. World Wide Page 29 Ex. 8
R: A tracksuit.
LONDON FASHION WEEK, PART 1
Ca: Almost nothing. Just under … underpants.
Most people like fashion and buying new clothes but how do you know
Ma: I just wear a pyjama with my socks and … and that’s all, I think. Just a
what’s fashionable this year? You can look in magazines but if you want to
comfortable shop.
know the latest trends, go to London Fashion Week or watch it on TV. There
Mi: Yes, me too.
are two London Fashion Weeks every year – in February and September.
J: Nothing.
More than 5,000 people go to see the new designs. They are reporters,
buyers from shops, as well as people like you and me. They spend millions
Video 09 Unit 2. Friends and Family Page 22 Ex. 1 of pounds! The models walk along a catwalk between the people. The
WHERE’S AMY? audience watch the models and look at the different clothes. Here you
M = Mum A = Amy Au = Aunty can see that some people are taking photographs and others are taking
M: Amy! Are you sleeping? notes. They’re probably from magazines and newspapers. The models are
A: No, I’m not. wearing different types of clothes but they are all interesting. There’s music
M: What are you doing? Your eggs are getting cold. I hope you aren’t too and it’s exciting. At the end of the show, all the models come onto
talking on that phone again! the catwalk together and the audience claps as they go past. We can
A: No, I’m getting ready for school. I’m brushing my hair! see the different styles and colours. There are dresses and shorts, baggy
M: Well, hurry up! We’re waiting for you. clothes and tight clothes, clothes for the day and clothes for the night.
n
Au: Is she coming? Some models are wearing high heels and some are wearing flat shoes or
M: Yes, she is. She’s brushing her hair. no shoes at all. But one thing is always the same – the clothes are all very
A: Morning! expensive. We usually think these shows are for women but there are men’s
Au: Amy! How’s school? How’s your boyfriend? Lou, isn’t it? Oh dear, you’re shows too. The men usually walk round like the women but at this event
looking tired this morning. Are you feeling OK?
so there’s a difference. They’re walking and … dancing. It’s surprising! Some
A: Yes, I am. School’s fine and Lee isn’t my boyfriend. of them are good dancers and some are not so good! What do you think?
Au: Oh, I see … What are you having for breakfast?
A: I’m not hungry, Aunty Linda, thanks. Excuse me. Video 15 Unit 2. World Wide Page 29 Ex. 11
M: Amy, where are you going?
LONDON FASHION WEEK, PART 2
A: I’m going to school.
When we watch the show, the models are perfect but it isn’t easy to look
M: But it’s only ten to eight!
like that. The clothes are ready but the models are not! They must look very
ar
A: Catch you later, then. See you!
good. Their pictures will be in lots of magazines! There are lots of people
M: I don’t get it. Why is Amy going to school now?
to help them. There are people to do their make-up and paint their nails.
And, of course, there’s a hairdresser to style their hair. While they get
Video 10 Unit 2. Friends and Family Page 23 Ex. 4 ready, they talk and laugh. It’s a good, interesting job. The models here
BBC VOX POPS are enjoying some food. They need a lot of energy for the show. They have
J = Jan H = Harry A = Adrian to change clothes very often and very quickly in one show. While they’re
Pe
J: When I don’t sleep well, I feel tired. waiting in the dressing room, there are lots of lovely snacks to eat. Finally,
H: Exhausted. That’s the one word I can really say when I’m not sleeping it’s time to go on the catwalk – but first a photograph with perfect hair,
well. I feel absolutely exhausted, just really down as well, ‘cause I enjoy perfect make-up and perfect clothes!
my sleep, so …
A: When I’m not … not sleeping well, I feel tired. Video 16 Unit 3. Are Humans and Animals a Good Match?
H: If I make a silly mistake, I feel really embarrassed. Get red … red in the Page 31 Ex. 6
face and everything and …
J: When I’m watching a horror film, I’m … I feel terrified. BBC VOX POPS
A: When I’m watching a horror film, I feel scared. J = Josie F = Francis L = Lauras C = Chris Ch = Christine
H: When I’m watching a horror movie, I feel very on edge, you know, J: My favourite animal is a giraffe because they look really cool and they
trying to anticipate what’s gonna happen at any moment, but have a really long neck, and their pattern is really cool.
obviously not too sure, so get quite scared. F: My favourite wild animal is a tiger. I like the colour of it and the
J: When Barça are winning, I feel excited. strength and power that it has, and it’s like a big cat in a way.
A: When Monterrey is losing 5–0, I’m pretty disappointed. L: My favourite wild animal is a snake, ’cause you can find the snake on
every drugstore logotype.
C: My favourite animal is the great white shark, ‘cause it’s the top of the
Video 11 Unit 2. Friends and Family Page 26 Ex. 1 predator chain in the ocean and every animal … every other animal
ARE YOU COMING WITH US? PART 1 in the ocean fears this animal.
Lee: Hi Amy. Listen – it’s my mum’s 40th birthday next Tuesday and Ruby Ch: The dangerous wild animal we have in our … in my country is bear
and I want to buy her something special. So we’re going to take the train and snake. I would think they’re pretty dangerous ’cause they live in
to Clearwater Shopping Centre on Saturday, get mum a present and the forest and you don’t know when we will meet them. So, they’re
then we’re going to see a film at the Multiplex. Oh, and I’m going to buy quite dangerous, actually.
some trainers and Ruby’s going to buy some posters. Are you going to C: Dangerous wild animals? There are mountain lions, there are jaguars,
study again or can you come with us? Hope so! Oh, we’re not going to tell there are rattlesnakes, so a lot of dangerous and poisonous animals
anybody – it’s a surprise. out there.
F: We don’t have that many dangerous wild animals. I think a fox is
Video 12 Unit 2. Friends and Family Page 26 Ex. 1 probably about the most dangerous animal I can think of. Specially in
ARE YOU COMING WITH US? PART 2 London we get some that run around the streets at night.
A = Amy L = Lee
A: Hi, Lee.
L: Hey Amy! Are you coming with us tomorrow?
A: Yes, but what time are we taking the train? I can’t remember.
L: We’re not taking the train.
83
Video 17 Unit 3. Are Humans and Animals a Good Match? run! Some people keep birds in cages too. But birds don’t like to be alone.
Page 32 Ex. 6 They like to talk – sometimes to the mirror! Some birds are very clever and
they can mimic us and copy what people say to them! But why do birds
BBC VOX POPS do this? Is it for fun? “It’s not easy being green.” Again, they’re practising a
H = Holly R = Reema F = Faye A = Andrew skill which they need in the wild. Every group of birds uses different sounds
H: On Saturday, I went to the cinema in Epsom to see The Jungle Book – like a different language. “Never shake a baby bird. That would surely
which was really good. It was pretty quiet, actually, since it’s been be absurd.” Birds need to talk the same language as their group. So, a
a really hot day, so it wasn’t too busy in the cinema. And then that parrot in a cage copies our words in order to practise this skill. It wants to
finished pretty late, so that was my evening, really. become part of our group, our family. It even talks to other pets! This bird,
R: We went to collect mangoes because mangoes are in season in Disco, can say 130 words. Amazing, isn’t it?
Bombay, so we went to collect them from her father.
F: It was one of the first really hot days leading to summer, so I had a fun
time at the park.
Video 21 Unit 4. How does Technology Influence Culture?
A: So, on Saturday just gone, I was on the beach with my two-and-a- Page 42 Ex. 1
half-year-old daughter, playing in the sand and in the sea. There were WHERE’S MY PHONE? PART 1
lots of people around. It was very sunny. She got a bit of a tan. She R = Ruby L = Lee D = Dad
enjoyed herself a lot. So did I. And we had some ice cream, that we R: Lee! Where’s my phone?
weren’t meant to tell her mum about, but she said, ‘mummy, I’m not L: I left it in your room ten minutes ago.
gonna tell you about the ice cream that I had.’ R: No, you didn’t!
L: Yes, I did!
Video 18 Unit 3. Are Humans and Animals a Good Match? R: Well, it’s not there now! Dad! Lee stole my new smartphone!
Page 34 Ex. 1 L: Shut up, Ruby! I didn’t steal your phone!
R: You lost it, then! Oh! I only bought it a week ago. It cost a fortune!
LOOKING AFTER DAISY D: Calm down, Ruby! Lee, did you take your sister’s phone?
L = Lee A = Amy L: No, I didn’t! Well, yes, I did. I forgot to top up my phone yesterday so I
L: Daisy! Daisy! ... Amy! took Ruby’s. I sent Amy one text, then before I went to bed, I gave her
A: Lee! What’s wrong? the phone back. I only had it for five minutes!
L: It’s Daisy, Krystal’s dog! I can’t find her. R: Where did you put it?
A: Calm down! What’s the matter? L: I put it in the pocket of your jeans.
L: Daisy needed to go outside so we walked to the park and when we R: Which jeans?
arrived there, I decided to take off the leash to let her run around, L: Your black jeans. They were on your chair.
you know. But then I answered a phone call and then when I finished R: What!? Oh no! I saw those jeans in the washing machine. Mum!
talking, Daisy wasn’t there. I looked everywhere but …
A: When did this happen?
n
L: About an hour ago. Some people helped but we …
A: Did you go to Krystal’s? Page 42 Ex. 3
L: Yes, I did but the dog wasn’t there. And then I hurried back here. I WHERE’S MY PHONE? PART 2
didn’t know what to do so I phoned you. Krystal gets back from her R = Ruby M = Mum
so
holiday today! She asked me to look after her dog and I promised to R: Mum! R: I didn’t do it! It was Lee! He took
do it but I didn’t. Oh! M: What’s the matter, Ruby? my phone last night and then
R: Did you put my jeans in the he put it in my jeans.
Video 19 Unit 3. Are Humans and Animals a Good washing machine? M: Why did he do that?
Match? Page 36 Ex. 2 M: I didn’t catch that. What did R: I don’t know. He’s stupid! So,
you say? where is it?
I DON’T KNOW HOW IT HAPPENED R: Did you put my jeans in the M: Where’s what?
ar
K = Krystal L = Lee washing machine? R: My phone!
K: Hi, Lee. M: Which jeans? M: Hmm … It’s here … Oh! I
L: Oh, hi, Krystal. Are you home already? R: The black ones. thought I put it on the shelf …
K: Yes, we’re just back. The holiday was wonderful. So, when can you M: Yes, I did. R: Mum!
bring Daisy round? I’m missing her so much. R: Oh no! M: … but it’s not there. Where did I
L: Er, I’m really sorry but … M: But fortunately for you, I had a put it?
Pe
K: Oh no! Don’t tell me she’s not well! look in the pockets first and I R: Mum!
L: I don’t know how it happened. We were in the park and Daisy found your phone, so I took it M: Calm down, Ruby. Here it is.
suddenly disappeared. Amy and I looked for her everywhere, in the out and put it in a safe place. R: Oh, thanks, mum!
dark as well, and I even contacted the police but … I feel terrible. It’s R: Oh mum! Thanks!
all my fault. M: Why did you leave your new
K: She’s lost? I don’t believe it! Lee Marshall, you absolute idiot! How phone in your jeans?
could you be so careless! You promised to look after her! Oh, she’s
here! Daisy! Oh, my baby! Wait! I’m coming! Lee? Look, I’m sorry I was
a bit rude.
L: No problem. I totally understand. I’m so glad … Page 42 Ex. 5
K: Listen, I’ve got to go now. See you later. Bye! BBC VOX POPS
N = Nympha P = Phillip M = Miguel C = Chee
Video 20 Unit 3. World Wide Page 39 Ex. 7 N: This morning, I got up at seven o’clock.
P: I woke up this morning very early, at six a.m., lay around a little while
WILD AT HEART
before I got dressed, and finally went down to breakfast. Didn’t leave
We think we understand our pets. They’re cute and lovable – our best
to come on this lovely walk around London until ten a.m.
friends. These puppies playing on the bed seem very different from wild
N: I had a coffee this morning with some milk and some orange juice. I
dogs. We love to watch them play but are their games really just games?
ate some cornflakes with milk and I ate an apple.
No, there’s an important reason for this behaviour. While they play, they’re
P: I had lots of things. I started with cereal and fruit, I had toast and I
training to catch and eat smaller animals for food. Also, they need to
finished with coffee and a waffle.
practise working together. They need to be in a group to catch and kill big
M: It was a really tiring day. We had to get up at four o’clock to leave in
animals. Here they’re learning the rules about working in a group. They
Belgium. We took the tunnel to London. After that we were in the bus
learn when to fight and when to stop. These puppies are only seven weeks
for … I think it was two hours, then we arrived at the hostel. We directly
old but in their game these cushions are small animals. Play prepares
went on with the walk. We went into the London Eye, we saw the Big
them for life in the wild. Dogs are not the only pets that practise real life
Ben, we saw Trafalgar Square.
skills. Hamsters are popular pets and in their cages, they run round and
C: I met up with a friend and we went to Hampstead Heath and we were
round a special wheel. There’s a reason for this too. In the wild they run a
strolling through Hampstead Heath, it was very hot, actually, very
long way – sometimes ten kilometres – every day. Big animals hunt them
sunny, surprisingly for London, and I bought a new pair of sunglasses.
and they need to escape. But that’s not the only amazing thing which
hamsters do. They push lots and lots of food into their mouths. It’s nearly
impossible! But why do they do this? In the wild, when they find food, they
need to store it. Perhaps they won’t find any for a long time. Their mouths
are like cupboards! There’s another reason too. When a big animal is
hunting them, they sometimes need to put their babies in their mouths and
84

Video 24 Unit 4. How does Technology Influence Culture? people becoming addicted to computer games? There are some big
Page 45 Ex. 6 problems. But Tim Berners-Lee’s idea – to connect people who are not
rich or powerful – is still true. Kudjo is a successful farmer in Ghana and
BBC VOX POPS for him the internet is very important. At first, he didn’t know how to use the
M = Michael C = Chris T = Tim web. Then a friend gave him some practical lessons. Now he browses for
M: My favourite website is Facebook. You can contact people. You can information. The internet helps him to grow his crops and to sell them. He
meet people around the world. You can use it as a … like a phone or checks out the prices of different products. Then he can sell his products
something like that. And it’s easy to use it, so, so everyone can … can at the correct price. He can compete with the big farmers now and he
just surf on the Internet, on the Facebook, without the problems. I use can earn more money. Kudjo feels connected to the world, not alone. This
it, like, every day, maybe … maybe not every hour but … but one or is what Tim Berners-Lee wanted when he invented the web. He created
two times per day I’m … I’m there, so … something amazing and it’s still changing today. But he never earned
C: My favourite website is Twitter, probably use it every day. The reason money from it. He gave it away to the world for free because he wanted
I use it mainly is to check the news. It’s where I go to … to find out everyone to benefit from it. These young people in Africa today are doing
what’s going on, not just locally but around the world as well. I exactly that. What a wonderful present!
probably check that rather than a news website now, so it’s got
everything on there that I need. Obviously, Twitter’s really popular. I like
it because you can obviously follow the … the people that you wanna
Video 28 Unit 5. What Makes a Home? Page 54 Ex. 1b
follow, so whether they’re famous or footballers, celebrities, whatever IT’S NOT FAIR
you wanna do, you can keep up-to-date with that. R = Ruby A = Amy K = Krystal
T: My favourite website is probably the BBC website, simply because it’s R: What time is it?
really informative. You can get a whole load of information on there A: Almost eleven.
about all sorts of things, from recipes all the way through to news stories. I R: Cool! I have to go to bed at ten normally!
think the website is very, very popular. I think it has millions of visitors from K: Ten! That’s early! I don’t have to go to bed until eleven … and I can
all over the world, and I would visit it probably at least once a day. stay up later at weekends. What time do you have to go to bed, Amy?
A: Any time I want.
Video 25 Unit 4. How does Technology Influence Culture? R: You’re lucky! My parents are really strict with me. I have to tidy my
room. I have to come home straight after school. I mustn’t forget to
Page 46 Ex. 2 do my homework. I can’t wear make-up. I can’t stay out late. But Lee
IT ALL WENT WRONG can stay out late.
L = Lee A = Amy R = Ruby K: What time does Lee have to come home?
L: Hi, Amy. R: He doesn’t have to come home until ten! They say it’s different for
A: Hi, Lee. What’s up? boys! It’s not fair!
L: You know my new song? A: Yeah, but you are only thirteen, Ruby. My cousin Meg’s thirteen
A: Of course I do. You played it a hundred times last weekend! and she has to go to bed at half past nine!
n
L: Yeah, anyway, I wanted to make a video of the song and upload it R: Oh!
to YouTube but it all went wrong. First, the battery in my camera died
after only one minute. Then I couldn’t find the charger so I had to buy Video 29 Unit 5. What Makes a Home? Page 54 Ex. 5
a new battery. After that my microphone didn’t work. I didn’t know
so BBC VOX POPS
where to plug it in. In the end it worked and finally, I finished recording
the song so then I went online to upload it to YouTube. M = Mary Ann = Annette And = Andrew F = Faye
A: Yeah? M: We’re both working as au pairs and I have to look after two children.
L: And my computer crashed! They must be in bed by a quarter to eight. When I cook, I always have
A: Oh no! to cook some … some vegetables and some meat so they have
L: Yeah! Listen, I really need to fix it. Do you fancy coming round proteins and something healthy for them. And sometimes they are
tomorrow to give me a hand? allowed to have pudding … pudding afterwards, so then they can eat
ar
A: Yeah, OK. a biscuit or something like that.
L: Thanks, Amy. Ann: I look after four children. They are seven, five, and two and a half,
R: Lee, do you know …? Oh! I don’t believe it! Mum! Lee’s using my phone they are twins. And some would, for example, they have to say ‘please’
again! and ‘thank you’ and they have to go to bed at seven o’clock.
L: Ruby! I can explain. You see, the thing is my computer crashed and I And: I’m not a strict parent. I do set some rules. My daughter has to go to
wanted to record my song! bed anywhere between six and nine o’clock.
Pe
F: I have a ten-year-old younger sister. I do have some rules. I say that

she mustn’t sharpen pencils in my room, ’cause I don’t like pencil
Video 26 Unit 4. World Wide Page 49 Ex. 6 sharpenings, and I tell her that she has to keep her paper tidy, like in
THE DIGITAL REVOLUTION, PART 1 folders. She has to put her books away. Yeah, I don’t like mess.
This is Africa. It’s a beautiful place. The first human beings came from
Africa. But today we’re here to think about the future, not the past. Today, Video 30 Unit 5. What Makes a Home? Page 55. Over to You
something important is happening in a small town in Ghana. It is plugging
into the internet. There are still a lot of countries in Africa that do not BBC VOX POPS
have internet connection. But this is changing, slowly. The internet makes J = Jamie C = Craig R = Rebecca F = Fien L = Liam
a big difference to people’s lives and nearly everything they do. Today, J: The best thing about New York would definitely be Broadway. It’s the
that difference is starting here. And the people have a special visitor … go to 42nd Street and all the lights are on and it’s the most exciting
on this special day, Sir Tim Berners-Lee. Tim is an important man and place in the world I think.
people admire him a lot. More than twenty years ago he invented the C: The best thing about Tasmania is the wilderness. Absolutely beautiful
World Wide Web. He wanted to connect people all over the world. He had in Tasmania for that.
a wonderful idea. He wanted everyone, rich and poor, to use it. Money F: The best thing is all the things you can do in London, especially going out.
wasn’t important for him. He thought it should be free for everyone. Then L: The best thing about the Toronto Islands in Toronto is that they’re right
people could learn lots of information and share their ideas. Now these next to the beach, there’s beautiful breezes from the lake and it’s the
people in Ghana can do that. Tim is showing these African people how to best place to escape the heat in the summer. And the worst thing
use electronic equipment to search the web. They see the things they can about the islands is that everyone else is there trying to escape the
learn and how they can keep in touch with other people. But what does heat in the summer with you.
the internet really mean for the people here in Africa and for everyone F: And the worst thing? I think rush hour in the undergrounds.
who is connected? Is the internet good for us, or bad? C: And the worst thing?
R: I don’t know, I guess the worst thing might be that it’s a little isolated,
so if you like to be in the hot spot and all the clubbing and all that sort
Video 27 Unit 4. World Wide Page 49 Ex. 8 of thing, you don’t get that in Launceston at all. So, bit quiet.
THE DIGITAL REVOLUTION, PART 2 C: Yeah, a little bit quiet in Tasmania.
The world today is very different because of the web. Now there are three R: Yeah.
billion people online. The internet gives us information, friends and a J: And the worst thing about New York would be the subways that you
lot more. Life is easier. We can go online nearly everywhere – at home, have to take to get to 42nd Street, which are very loud and very dirty.
outside and in cafés. And many people are now very rich because of
the internet. Very big companies like Google, Amazon and eBay earn
billions of pounds. But some people think there are bad things about the
web. Is it a good thing for these companies to be so big and powerful?
Should governments use the internet to spy on people? Can we stop
85
Video 31 Unit 5. What Makes a Home? Page 56 Ex. 2 Video 36 Unit 6. What’s Your Town Like? Page 61 Ex. 7
I MOVED IN THIS MORNING, PART 1 BBC VOX POPS
K = Krystal B = Billy A = Amy K: Where are you from? J = Josie Ch = Christine Chr = Chris S = Sunita F = Francis
B: Hi. B: New York. J: My favourite shop is Tiger, and it’s kind of a recent … recent to the
B: Hi. A: Oh, you’re American! high streets and it sells basically everything that you need for your
A/K: Hello. K: How old are you? house. Yeah, it’s my favourite shop. You can find everything there, from
K: Hello. B: Fifteen. photo frames to, like, kitchen appliances.
B: Hi. K: Me too! When’s your birthday? Ch: My favourite shop is Disney Store. It represents dreams to me. Even
K: Who are you? B: The 27th of March. I’m not a little girl anymore, but every time I walk in the shop I just look
B: I’m Billy, Billy Smith, we’re just K: Oh, my birthday’s in June. What into those teddy bears, it reminds me of my childhood. I just love … I
moving in. school are you going to? just love it, yeah.
K: Hi, Billy, I’m Krystal. B: Harlow High. Chr: I like to shop at Gap and … or Banana Republic in the States.
A: I’m Amy. A: Great! That’s my school too. They … I feel like they sell very trendy clothes but at the same time,
B: Nice to meet you. they’re fairly inexpensive, which is important to me. I also look for very
practical, and … and trendy clothes, so I … I like to shop there in the
Video 32 Unit 5. What Makes a Home? Page 56 Ex. 3 States.
S: Well, my favourite kind of shop would be one that would sell
I MOVED IN THIS MORNING, PART 2
handcrafted things. It could be objects and it could also be textiles, but
K = Krystal B = Billy A = Amy
basically, yes, handcrafted, hand-blocked and what have you, yeah.
K: Hi, Billy.
F: My favourite shop is T.K. Maxx. The reason I like it is because they have
B: Hi.
many different brands at discounted prices, so high fashion brands
K: Where are you going?
and also high street brands, and they have a good range of clothes
B: I want to explore my new town. Can you give me some advice about
and shoes, and even toys. It’s good for buying presents for people
what to do?
because there’s a lot of inspiration in there. And also I quite like it for
A: I think you should go for a walk by the canal. It’s pretty.
buying shoes and trainers.
K: You’re kidding, right? That’s a terrible idea, Amy. You shouldn’t go to
the canal, Billy. It’s not safe there.
B: Yeah, I don’t think that’s a good idea. What do you think I should do, Video 37 Unit 6. World Wide Page 69 Ex. 5
Krystal? Where should I go? CITY SHOPPING, PART 1
K: Why don’t you go to the shopping centre? It’s a good place to hang We buy a lot of things online but we also like to go to shops. And when
out. you’re on holiday in a big city, it’s exciting to see the famous shopping
B: That’s a good idea, thanks. areas. Every big city has its own special places to shop. Think about
K: We’re going there now. Do you want to come? London, Paris, New York and Tokyo. What shops do you imagine? Let’s look
n
B: Yeah, why not? OK! at some of the most famous shopping areas in the world. Oxford Street
in London is the busiest shopping street in Europe. It has around three
Video 33 Unit 5. World Wide Page 59 Ex. 6 hundred shops and half a million people visit it every day. In Oxford Street,
you can find enormous department stores and buy both expensive and
I WANT MY OWN ROOM! PART 1
so cheap things. You probably know the names. There’s Marks and Spencer,
What’s your room like? What would you like to change about it? Would you
Primark, Forever 21, Gap, H & M, and of course, the first department
like to design it yourself? The programme I want my own room! helps kids
store, Selfridges. It’s a wonderful shop to visit. The best time to go to
change their rooms. Today, they’re helping Freya and her younger sister,
Oxford Street is at Christmas. The lights are very special. Every year, in
Hattie. Both girls love to make things. Freya likes sewing and Hattie likes
November, a celebrity switches the lights on. Lots of people go to watch
making films – she wants to be a film director. Their older sister Ella has
this. It’s usually a famous singer or sports star. Oxford Street is always very
her own room and their mum makes plates and paints them. She has lots
crowded. Sometimes it’s difficult to move along the pavements! The traffic
of space. Even the cats, Lola and Rose, have room to relax. Hattie and
ar
is very bad too. Cars and buses make a lot of pollution. Another popular
Freya share a nice room but they need more space for their hobbies. It’s a
shopping area in London is Portobello Road and it’s very different. Here
big problem! There is one room that they can use. It’s the front room, and
you can find lots of small shops that sell trendy things. On Saturdays, there
it’s the girls’ playroom. The problem is it’s full of rubbish! There are old toys
is an enormous market with more than 1,000 stalls! They sell everything.
and a doll’s house. But it isn’t all the girls’ rubbish – there’s even a bit of an
You can buy amazing, exotic food to eat – cheap, hot and tasty. There
old car in there! Michelle is an artist and designer. She’s going to help the
are also stalls that sell unusual crafts, like pretty cups and saucers, and
girls to make their dream room.
Pe
pictures by local artists.

Or you can look for antiques. Some people say it’s the biggest antiques
Video 34 Unit 5. World Wide Page 59 Ex. 8 market in the world. And if you like vintage clothes and accessories, this
I WANT MY OWN ROOM! PART 2 is the place to go. Tourists love to come here and walk along nearly two
Michelle talks to the girls about how to change the room. They paint a plan kilometres of market.
on the wall. Michelle thinks each girl can have one of the alcoves in the room
for their things. Mum has to clear the front room but she can’t do it on her Video 38 Unit 6. World Wide Page 69 Ex. 7
own, so big sister Ella comes to help. Now they must choose what to throw
CITY SHOPPING, PART 2
away and what to keep. It isn’t easy! The girls make a floor plan for the room.
Do you know the most expensive shopping street in the world? At the
Michelle thinks there can be a sofa and work stations for the girls, so they
moment, it’s Fifth Avenue in New York. Here you can find expensive
can do their different hobbies. She also suggests special wallpaper. The girls
jewellery in Tiffany’s, expensive handbags in Louis Vuitton, and expensive
choose old photographs from when they were younger to stick on to it.
clothes in Gucci and Prada. The world-famous Apple Store is a wonderful
glass cube. People come here to buy phones and tablets but they
Video 35 Unit 5. World Wide Page 59 Ex. 9 also come just to take photographs. Also in New York, there is another
I WANT MY OWN ROOM! PART 3 important store to visit. This is Macy’s. It’s called the largest store in the
Everyone works hard to finish the room in four days. Michelle keeps the world. Some people don’t agree with this but it’s definitely the biggest
last changes a secret. She wants to surprise Freya and Hattie. They paint store in the USA. It sells lots of different things and it’s a really interesting
butterflies on the walls and the shelves are a lovely colour too. There’s a shop to go to. It’s very big and you need to walk a lot to see it all. Let’s
fun, home-made doorstop to keep the door open and there are some cross the world to Tokyo. Here we can find another very famous shopping
fantastic cushions. They have photographs of the family cats on them. area: Shibuya. And it has perhaps the most famous street crossing in the
And then it’s time to bring the girls into their wonderful new room. They world! At Shibuya Crossing, when the traffic lights go red, they stop all the
can’t believe it! The room is very different. Now the room is bright with cars. People cross the roads quickly at the same time. It’s amazing. Near
lots of colours. There’s a bright pink blind over the old fireplace. The girls’ the crossing are very big neon advertisements and huge video screens.
little models are in glass cases on the walls. Now everyone can see them. It’s a busy, bright and colourful place. The Shibuya shopping area is
And lift up the cool sofa bed and it’s a desk with everything they need very popular with young trendy people. It’s full of shops, game stores,
for a small film studio – an animation station! The photos look great restaurants and clubs. This is where you can see new Japanese fashion
on the special wallpaper. And the blue cupboard is brilliant too. Then and have a lot of fun!
there’s another surprise. The girls have their own work stations but open
the cupboard in Freya’s alcove and there’s another table with a sewing
machine. Hattie’s got one too. “Thank you so much!” The girls love the
room, everyone in the family loves the room. As the girls say, ‘It’s the best
room ever!’
86

Notes
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so
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87
Corradi, María Leonor
Look Wide 2: Teacher’s Book: TB / María Leonor Corradi; Gonzalo Hernán Rosetti. - 1a ed. -
Ciudad Autónoma de Buenos Aires: Pearson Education, 2018.
88 p.; 30 x 22 cm.
ISBN 978-987-615-444-4
1. Inglés. I. Rosetti, Gonzalo Hernán II. Título
CDD 420.712
Pearson Education S.A.

Humboldt 1509 piso 6°
C1414CTM Ciudad Autónoma de Buenos Aires, Argentina.
www.pearsonelt.com.ar
n
© Pearson Education S.A. 2018
All rights reserved. No part of this book may be reproduced,

stored in a retrieval system, or transmitted in any form
so
or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior written permission
of the Publishers.
ar
Queda hecho el depósito que dispone la ley 11.723
Printed in Argentina by XXX 11/2018
ISBN 978-987-615-444-4 Teacher’s Book

Pe
This edition published by

Pearson Education S.A. 2018
Publisher Silvia Kosaruk

Content editor María Alicia Maldonado
Copy editor Adriana Turrín
Design Eclipse Gráfica Creativa
Production Damián Marrapodi
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Cover design Eclipse Gráfica Creativa
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LOOK

Leonor Corradi - Gonzalo Rosetti

Technology A personal account e a big influence on the Informative text

5 What Makes a People’s reviews

Arts and people Like + ing

Clothes and accessories Present Continuous (all forms)

Gadgets and technology Simple Past (irregular verbs)

Activities and technology Verbs + infinitive and verbs + ing

Things in the house Prepositions of place

Shops in town Infinitive of purpose. Why … ? To …

• Six units plus a welcome unit

• Language awareness boxes •

• Culture awareness boxes

• Tips and suggestions to explore topics on the web

• 3 literature-based consolidation lessons

STUDENT’S INTERACTIVE DIGITAL BOOK

• The full Student’s Book in digital format

• All audio and video embedded into the exercises

• WORKBOOK with interactive exercises

• A yearly planning that can be submitted at schools

• Detailed teaching notes for every lesson, including ideas

• Workbook answer key

• Audio and video scripts

• Reference to ways to make the classroom inclusive

• Ideas and suggestions to approach ESI

• The complete TEACHER’S BOOK

• Downloadable worksheets with further

• Downloadable resources for teachers

• mp3 audio files

• Downloadable worksheets with further

• Downloadable further practice

Whenever they see one of the indicators of a section

There is also a reference to instructions and how key words

Lesson 1 presents vocabulary areas and collocations in

Lesson 4 is video based in units 1-4 and written text based

Lesson 5 is text based and focuses on a lexical area. The texts

Twenty-First-Century Skills: in this interconnected world

variety they use. Students should be encouraged not to

Look Wide is constructed on key educational principles

As in any good language teaching methodology, the skills

Critical thinking: problem solving and reasoning skills Culture Wide

Language and culture cannot and should not be separated.

Opportunities for reflection are signalled in the Student’s

• Understanding the topics

learning and are given resources to develop their autonomy.

Pronunciation is essential in the construction of meanings

Attainment targets: students will learn topics at different

ESI (Comprehensive sexuality education): This refers to

Marking written pieces involves much more than grammar

When Ss have to record themselves, they can first rehearse

Ss will tend to make mistakes when they are interacting.

If the projects are paper-based, they can be digitalised

Students should be involved in their assessment process. Attitude

Apart from tests, teachers can get valuable information

• The Global Scale of English (GSE)

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

The Global Scale of English is designed to motivate

learners to download the GSE syllabus and descriptors.

WORKBOOK HOMEWORK ASSIGNMENT