together 1 teachers guide

Exercise 2 • Read the instructions and the example, and check students understand.. Get together• Read the instructions and the speech bubbles, and check students understand that they

togetheTeacher’s Guidr

Teacher’s Guide

Worksheets Tests Class Audio Video

Teacher’s Resource Centre Classroom Presentation Tool

Christina de la Mare

Darío Lu as

■ Griseldn ■ Diana Pye

9 7 8 0 1 9 4 6 0 5 5 4 0ISBN 978-0-19-460554-0

together has been created especially for students and

teachers in Argentina Its focused, communicative lessons develop social and emotional learning skills, while ensuring that students learn key grammar and vocabulary.■ Express – Give students the confidence to communicate in English

through dynamic classroom activities that develop their grammar and vocabulary skills ■ Connect – Encourage teenagers to connect their learning to the

wider world with topics designed especially for them ■ Collaborate – Support students to share ideas in an inclusive

classroom environment, where flexible learning materials ensure everyone can succeed in English.

9 7 8 0 1 9 4 6 0 5 5 4 0

Express Connect Collab

together

together has been created especially for students and

teachers in Argentina Its focused, communicative lessons that students learn key grammar and vocabulary.

Student’s Website

Dominoes

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4

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Oxford Pocket Argentina

We continuously bring together our experience, expertise and research to create resources such as this one, helping millions of learners of English to achieve their potential.

together has been created especially for students and

teachers in Argentina Its focused, communicative lessons develop social and emotional learning skills, while ensuring that students learn key grammar and vocabulary.

■ Express – Give students the confidence to communicate in English through dynamic classroom activities that develop their grammar and vocabulary skills

■ Connect – Encourage teenagers to connect their learning to the wider world with topics designed especially for them

■ Collaborate – Support students to share ideas in an inclusive classroom environment, where flexible learning materials ensure everyone can succeed in English.

togetheTeacher’s Guider

1Level

Great Clarendon Street, Oxford, ox2 6dp, United KingdomOxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries

The moral rights of the author have been assertedFirst published in 2019

2023 2022 2021 2020 201910 9 8 7 6 5 4 3 2 1

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Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work

isbn: 978 0 19 460378 2Printed in ChinaThis book is printed on paper from certified and well-managed sourcesacknowledgements

Back cover photograph: Oxford University Press building/David Fisher.Illustrations by: Paule Trudel Bellemare/Lemonade Illustration p.97; Rubens Cantuni (All

exercise icons) pp.5, 7, 8, 9, 10, 13, 15, 17, 18, 20, 22, 23, 24, 25, 27, 28, 30, 34, 36, 37, 39, 40, 42, 44, 46, 47, 49, 50, 52, 56, 58, 59, 61, 62, 64, 66, 67, 68, 69, 71, 72, 74, 81, 83, 85, 87, 89, 91, 94, 96, 98, 100, 101, 102; Mark Draisey pp.12, W2; Andy Hamilton p.9; Janos Jantner pp.94, 95; Paul Moran/Beehive Illustration pp.34, 44, W14; Carl Pearce pp.22, 68, W6; Mark Ruffle p.7; Martin Sanders/Beehive Illustration pp.36, W10.

The publisher would like to thank the following for their permission to reproduce photographs:

123RF pp.5 (students in library/Dmitriy Shironosov), 19 (boy on sofa/neyro2008), 20 (boy with good result/Ruslan Baranov), 49 (wash your hands sign/yayha); Alamy Stock Photo pp.5 (school building/mpworks), 9 (girl reading book/Image Source), 12 (cereal and fruit/Whitebox Media), 16 (teen boy and girl talking/MBI), 21 (girl playing tennis/Juergen Hasenkopf), 21 (boy ice skating/F1online digitale Bildagentur GmbH ), 23 (rugby/Kevin Britland), 29 (footballers/Aflo Co Ltd.), 29 (blind football/Aflo Co Ltd.), 29 (Argentina blind football team/Aflo Co Ltd), 33 (book pages/Ron Buskirk), 35 (girl reading in class/Blend Images), 36 (singer with backing singers/EDB Image Archive), 38 (John Green/ton koene), 42 (Fito Paez performing/Xinhua), 44 (mouth/Suphatthra China), 51 (boy using laptop/MBI), 56 (Argentina hockey team/dpa picture alliance), 56 (worried girl/John Birdsall), 56 (scared girl/Maen Zayyad), 57 (Helen Sharman/ITAR-TASS Photo Agency), 66 (soap/Metta stock), 66 (shampoo/Radomir Tarasov), 66 (shower gel/graficart.net), 69 (students in school uniform/Paul Doyle), 73 (boy painting wall/Blend Images), 74 (TOMS shoes/adrian lourie), 87 (Science magazine/Martin Shields), W9 (rugby/Jonathan Larsen/Diadem Images), W20 (school sports day/Justin Leighton), W25 (emo girl/Kuzma); Getty Images pp.7 (boys playing video games/Adam Crowley), 7 (keys and wallet on table/Stephen Chiang), 8 (Louis Tomlinson/Dave J Hogan), 9 (kids watching TV/OJO Images), 9 (cinema/ izusek), 9 (boys playing football/MyLoupe), 10 (portrait senior man/John Rensten), 10 (portrait man in studio/Sam Diephuis), 10 (portrait middle aged woman/Jetta Productions), 10 (portrait teen boy/Rob Lewine), 10 (portrait teen girl smiling/Bloom Productions), 10 (smiling boy outside/Hero Images), 10 (portrait teen boy/Image Source), 11 (teen girls running/Adrian Green), 11 (girl handing in homework/Tetra Images), 14 (school girl/Hola Images), 19 (teenage boy/Juanmonino), 21 (girls playing football/Mike Harrington), 22 (crowd cheering/GLYN KIRK), 22 (Kyle Edmund/Ryan Pierse), 25 (Usain Bolt crossing finish line/EMMANUEL DUNAND), 26 (teen boy talking on phone/Paul Bradbury), 30 (Wu Jingyu/ Jeff J Mitchell), 30 (Manu Ginobili/ Ronald Martinez), 30 (Mario Matt/Al Bello), 30 (Greg Rutherford doing high jump/Stu Forster), 30 (Greg Rutherford with medal/Mike Hewitt), 32 (Juan Martin Del Potro/Adam Pretty), 33 (dance group performing/Mark Makela), 33 (man using laptop/lechatnoir), 37 (Taylor Swift/Michael Stewart), 39 (boy reading book/JGI/Tom Grill), 41 (Helena Coggan/Pal Hansen), 43 (fruit and vegetables/sofiategnefur), 45 (bonobo chimpanzee/Cyril Ruoso/Minden Pictures), 46 (sick girl/Jack Hollingsworth), 46 (stomach ache/BSIP), 46 (boy blowing nose/Tetra Images), 46 (sick teenager/Pears2295), 46 (toothache/ Ismailciydem), 48 (boy at doctors/blue jean images), 52 (boy drinking water/SuHP), 54 (Zara Larsson/Jun Sato), 55 (Rio 2016 Olympic medal/Handout), 55 (child with writing/Vctor Del Pino/EyeEm), 55 (children in tent/Caiaimage/Robert Daly), 56 (happy girl/PeopleImages), 56 (upset boy/Donald Iain Smith), 56 (surprised girl/Peter Dazeley), 56 (worried boy/Emma Kim), 56 (embarrassed girl/Jamie Grill), 58 (confusing traffic lights/Richard Newstead), 59 (Humahuaca Valley/Pintai Suchachaisri), 61 (teenage birthday party/Tim Macpherson), 61 (school trip/Hero Images), 61 (school girl in corridor/Phil Boorman), 63 (Marie Curie/Hulton Archive), 63 (Barack Obama/Chip Somodevilla ), 63 (Elizabeth Blackwell/Bettmann), 63 (Buzz Aldrin on moon/NASA), 68 (girl with books/Tetra Images), 73 (boy putting shoes on/Hero Images), 74 (TOMS shoes/Noel Vasquez), 75 (group of students/Caiaimage/Robert Daly), 78 (Elaine Thompson/Dan Mullan ), 92 (Joaquin Tuculet/Gallo Images), 99, (Sinking of the Titanic by Willy Stoewer/Bettman), 99 (Titanic postcard/Bob Thomas/Popperfoto), 100 (woman swimming/Henrik Sorensen), 100 (woman running/Jordan Siemens), 102 (cowboy and cowgirl/ Image Source), W4 (girl reading book/Rights-managed), W7 (woman with microphone/ Hill Street Studios), W9 (girl doing karate/Jupiterimages), W9 (ice skater jumping/YinYang), W13 (Lollapalooza festival/Santiago Bluguermann/CON),

W13 (Glastonbury Festival/Samir Hussein), W19 (Valentine Tereshkova/Sovfoto), W20 (birthday party/ImagesBazaar), W21 (Roald Amundsen/Bettmann), W21 (Tenzing Norgay and Edmund Hilary/Bettmann), W23 (boy looking in mirror/Ute Grabowsky), W25 (hipster man/NPHOTOS), W25 (punk boy/UniversalImagesGroup); Oxford University Press pp.95 (Dominoes: Hercules/cover), 97 (Dominoes: Lisa’s Song/cover), 99 (Bookworms Factfiles: Titanic/cover); Oxford University Press DAM pp.4 (clock face/Oxford University Press), 4 (world flags/Oxford University Press), 8 (basketball/Getty Images), 8 (teen boys cooking/Getty Images), 9 (girl reading magazine/Getty Images), 11 (boy stretching/Corbis), 14 (school icons/Shutterstock), 19 (world flags/Oxford University Press), 23 (basketball/Shutterstock), 29 (desk background/Shutterstock), 41 (open magazine/Shutterstock), 47 (female doctor/Oxford University Press), 47 (doctor examining boy/Tony Forbes), 51 (marble texture/Shutterstock), 60 (science lesson/Alamy ), 63 (abstract background/Shutterstock), 64 (pen/Shutterstock), 70 (girl wearing striped dress/Cultura/Alamy), 71 (checked shirt/Shutterstock), 73 (clothes on hangers/Shutterstock), 88 (happy children/45311), 96 (operation/Getty Images), 96 (hospital corridor/Shutterstock); Pato Rivero pp.11 (Tonolec/Pato Rivero); Shutterstock pp.5 (middle aged couple/Phovoir), 5 (suburban house/WDG Photo), 5 (portrait teen girl/Jacek Chabraszewski), 5 (portrait young girl/Lopolo), 6 (red armchair/Naddya), 6 (bath/Maike Hildebrandt), 6 (bed/nalin chanthorn), 6 (fridge/Nychytalyuk), 6 (lamp/Maxito), 6 (oven/Francois Poirier), 6 (shower/GraphicsRF), 6 (sink/BlueRingMedia), 6 (sofa/Vasif Maharov), 6 (table/NokHoOkNoi), 6 (toilet/La Gorda), 6 (wardrobe/Kirill Galkin), 6 (watch/BalancePhoto), 6 (ID card/hvostik), 6 (pink iPod/Zoltan Kiraly), 6 (games console/natrot), 6 (headphones/dantess), 6 (skateboard/Andrew Buckin), 6 (pink purse/Nattika), 6 (wallet/tkemot), 6 (keys/Volodymyr Krasyuk), 6 (smartphone/Umberto Shtanzman), 7 (bath/stocksolutions), 7 (living room/Tr1sha), 7 (kitchen/Artazum), 7 (three notebooks/chanyut Sribua-rawd), 7 (boy’s bedroom/Pavel L Photo and Video), 8 (volleyball/Sergey Novikov), 8 (boy riding bike/Monkey Business Images), 8 (girl playing guitar/comodigit), 8 (teen ballroom dancers/Igor Grochev), 9 (teen girl using laptop/Monkey Business Images), 9 (teens playing video game/Phovoir), 9 (girls shopping/Ollyy), 9 (boy playing trumpet/Ronald Sumners), 10 (portrait senior woman/Julie Campbell), 10 (portrait middle aged woman/sylv1rob1), 10 (portrait man smiling/Monkey Business Images), 17 (boys swimming underwater/pio3), 17 (teen boy studying/Monkey Business Images), 19 (boy school uniform/michaeljung), 19 (portrait teen girl/sabza), 19 (school building/Inspiring), 19 (packed lunch/VikiVector), 19 (boy playing basketball/NotionPic), 19 (girl in bed/Iconic Bestiary), 23 (swimming/Ermolaev Alexander), 23 (ice skating/Sergei Domashenko), 23 (karate/Iakov Filimonov), 23 (cricket/ChrisVanLennepPhoto), 24 (girls ice skating/Pavel L Photo and Video), 26 (teen boy on sofa/Prostock-studio), 41 (blank open magazine on wood/Soulart), 41 (pile of books/FabrikaSimf), 43 (human anatomy/kongsky), 43 (teen girl headshot/Tracy Whiteside), 44 (profile headshot/Cameron Whitman), 44 (fingernails/Toa55), 44 (ear/PhotoMediaGroup), 46 (ear ache/Csaba Deli), 46 (sore knee/Sajee Rod), 46 (sore throat/Studio KIWI), 46 (woman feeling sick/liza54500), 46 (girl coughing/Stas Ponomarencko), 46 (rash/pumatokoh), 46 (woman with headache/fizkes), 46 (back ache/Syda Productions), 49 (no football sign/BEGUN), 49 (stop sign/lakoka), 49 (no swimming sign/Alexey Pushkin), 49 (no drinking water sign/nikolae), 49 (no phones sign/Vilnis Karklins), 51 (portrait of woman smiling/Markus Gann), 51 (boy next to height chart/Tidarat Tiemjai), 51 (wood background/wk1003mike), 52 (friends playing football/Iakov Filimonov), 52 (pasta sauce/Timolina), 53 (portrait of doctor/Stokkete), 56 (bored girl/F JIMENEZ MECA), 56 (angry boy/Luis Louro), 56 (confident girl/Jacob Lund), 58 (haunted house/Hitdelight), 58 (skydiving/Mauricio Graiki), 58 (upside down house/ppl), 58 (woman swimming with dolphins/legenda), 58 (boy looking at match/Lapina), 58 (mother worried about child/Photographee.eu), 58 (librarian/Bullstar), 58 (boy playing trumpet/Ronald Sumners), 60 (boy on his first day of school/Nikola Solev), 61 (primary school classroom/Beloborod), 61 (boy looking at aeroplane/Jakub Janele), 63 (wheelchair race/Alexandr Zadiraka), 65 (boy looking at himself in mirror/MJTH), 65 (bathroom cabinet/Gts), 65 (woman buying clothes/George Rudy), 66 (boy with greasy hair/Stacey Newman), 66 (shampoo bottle/Timmary), 66 (deodorant/suriya wongwai), 66 (hair gel/Levent Konuk), 66 (make up/Becky Starsmore), 66 (deodorant/mehmet dinler), 66 (hairbrush/ PUMM AMORNRAT), 66 (toothpaste/Leah-Anne Thompson), 66 (tootbrushes/Africa Studio), 66 (hair gel/Gabor Balazs), 67 (new and antique toothbrush/Hayati Kayhan), 68 (girl with sunglasses/Leszek Czerwonka), 68 (teen boy sitting down/Gaby Kooijman), 71 (striped t-shirt/Veniamin Kraskov), 71 (red skirt/Karkas), 71 (floral skirt/Sergei Leto), 71 (full length portrait of boy/Dean Drobot), 71 (black sweatshirt/elenovsky), 71 (striped jumper/Irina Rogova), 71 (floral shirt/Karkas), 71 (checked shirt/Elnur), 73 (woman hugging shirt/Artsplav), 73 (woman choosing clothes/Dean Drobot), 73 (woman at work/Mangostar), 76 (make up/kubais) 76 (hair gel/siiixth), 76 (shower gel/Little_Desire), 76 (toothpaste/Mau Horng), 76 (red toothbrush/Photo travel VlaD), 76 (blue hairbrush/Lipskiy), 76 (deodorant/Kitch Bain), 76 (man in suit/lenetstan), 76 (girl with checked shirt/stockyimages), 86 (knees/Dimedrol68), 86 (portrait teen girl/DavidRebata), 86 (stomach/Sathit), 86 (foot/Carlos Yudica), 86 (finger/namtipStudio), 86 (hand/Matthias G Ziegler), 86 (mouth/Tuzemka), 86 (arm/Business stock), 87 (TV/cobalt88), 87 (pizza/stockcreations), 87 (shopping bags/Elnur), 88 (red car/NERAMIT SISA), 88 (disgusting food/Lapina), 88 (old shoes/Jeka), 88 (girl asleep in cinema/Nestor Rizhniak), 88 (confident athlete/marino bocelli), 90 (cartoon boy/subarashii21), 90 (cartoon girl/subarashii21), 91 (toiletries/Squirrell), 96 (human heart/BlueRingMedia), 96 (pregnant woman/Monkey Business Images), 96 (guitar/Abraksis), 96 (band playing on stage/Benoit Daoust), 98 (cruise ship/NAN728), 98 (ship engine/MRo), 98 (boy with suitcase/mimagephotography), 98 (lifeboats/Dar1930), 98 (sailor/Studio KIWI), 98 (iceberg/Dmytro Pylypenko), 98 (life jackets/TDway), 98 (sea/K_Dreamcatcher), 100 (women playing football/muzsy), 102 (gauchos/SC Image), W5 (jewel icon/Lilu330), W5 (football icon/Fetullah Mercan), W5 (animal icon/Sudowoodo), W8 (teen boy on phone/Phoenixns), W8 (shopping bags/Yganko), W8 (games console/ByEmo), W8 (coffee/HieroGraphic), W8 (football/Alexander Ryabintsev), W8 (cinema icon/world of vector), W12 (girl reading ebook/Davide Zanchetta), W14 (woman with flu/chaoss), W15 (burger icon/VoodooDot), W15 (TV icon/notbad), W15 (dinner icon/VoodooDot), W15 (swimming icon/flatvector), W15 (apples/Lotus Images), W16 (no photography sign/Photoonlife), W16 (no food sign/vallustration), W16 (girl at doctor’s/Oksana Kuzmina), W17 (sick boy using phone/Sabphoto), W24 (shop window/Vevchic), W24 (boy in clothes shop/Arina P Habich); South West News Service p.58 (Lewis Clarke at South Pole/SWNS.com).

The authors and publishers are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: pp.94–95 Dominoes Starter Hercules retold by Janet Hardy Gould © Oxford University Press 2012 Reproduced by

permission pp.96–97 Dominoes Quick Starter Lisa’s Song by Lesley Thompson © Oxford University Press 2012, Reproduced by permission pp.98–99 Oxford Bookworms

Library Factfiles Stage 1 Titanic by Tim Vicary © Oxford University Press 2009

Reproduced by permission pp.18, 28, 40, 50 Extracts from Diccionario Oxford Pocket para

estudiantes argentinos de inglés Reproduced by permission.The authors and publishers would like to thank all the teachers and schools whose feedback, comments, and suggestions have contributed to the development of together.

Making the most of together

■ Messages from the author and the series consultants; together for students and for teachers iv

■ together Classroom Presentation Tool xv

■ Student’s Book and Workbook Contents xvii

Teaching notes

■ Unit 3 Stories and songs 33

Dear Teacher,With an Argentine mother, Argentina has always held a special importance for me So when I

was offered the chance to write the together series, I jumped at it Having visited Argentina

several times as a child and then having worked as an English teacher, ELT editor, and ELT author, I felt as if my career had come full circle.

Before I began writing the series, I travelled to Argentina and was lucky enough to meet several of your fellow teachers and their students I was impressed by the teachers’ knowledge, creativity, and desire to give their students the best education possible, and by the students themselves, who were so happy and eager to use English to express themselves.While writing, you and your students were at the forefront of my mind My visit had made me aware of the busy lives you all lead, and your need to transfer information to your students as clearly as possible At the same time, the needs of your students – their lives and interests, the times when they might need or want to use English – were paramount, and I set about looking for contexts and activities that would motivate them.

What I hope I’ve achieved is a course that will lead your students towards fluency, and that will

encourage a desire to use English and to discover the wider world together has been a joy to write

I hope you and your students enjoy it, too.

Dear colleagues,

When we embarked on together, we found it refreshing because it’s been specifically

written for Argentine students and teachers Thus, the fact that it’s tailor-made makes us love it! Because it has our students and context in mind, the series complies with the NAP, our national guidelines, and has a specific focus on intercultural education through meaningful topics set in different geographical contexts, with special attention on Latin America In addition, there are stories about real people who have made a difference in their world.

The series tackles language from varied angles It’s got grammar and vocabulary in context; it’s got the four skills, plenty of opportunities for revision, and 21st-century skills with activities that involve collaboration, communication, creativity, and critical thinking Language is also explored through culture and literature sections which make

together a lot more attractive and authentic.

We hope that you truly enjoy working with together as

much as we’ve enjoyed being part of it!

A message from the author

A message from the series consultants

For students

Student’s Book Student’s Workbook

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Get the most out of together

Darío Luis Banegas

Griselda BeaconChristina de la Mare

Get the most out of the photos and the unit opener

Use what students already know Encourage students to

use already-acquired English to describe what they can see in the photos This will give them the confidence to speak, and motivate them towards learning more language in the ensuing unit.

Ask for predictions Ask students to predict what the unit

will contain: not only the broad umbrella topic, but also more detailed or perhaps unusual aspects of it.

Relate the content to students’ own lives Link the photos

to students’ own experiences Ask them what things in the photos are similar to their own lives, what things they have tried themselves or would like to try, etc.

The questions encourage students

to discuss the photos and the unit topic At lower levels, students may answer them in Spanish, and the teacher can respond by feeding in the target language At higher levels, students are encouraged to use English as much as possible to answer the questions.

The photos give students a visual

introduction to the unit topic and help to present the two vocabulary sets They are chosen to activate students’ interest and to encourage them to speak and make predictions about the unit topic.

The language and skills that students

learn in each unit of together are

listed here at the start of each unit.

Unit opener

Get the most out of the presentation text

Use the text layout Give students time to look at the layout

and anticipate what the text is about If there are photos, draw their attention to these, too Ask them what text type it is and where they would find it, e.g a post on a blog, or an article in a magazine.

Use what students already know Draw on students’ own

knowledge by asking them what words they know that are associated with the topic of the reading text and vocabulary set, and write them on the board.

Ask students to keep a record Encourage students to write

down all new vocabulary in a notebook This will provide them with a valuable record.

Dictate Dictate parts of the presentation text or vocabulary

items for students to write down Alternatively, ask students to do this as a pairwork activity: this is an effective way to practise all four language skills, and also encourages peer correction.

Repeat Students need to see a new word many times before

they can fully understand it and use it correctly Encourage students to write new vocabulary on Post-it notes around their homes in places where they will often see it This will help them to learn new language faster.

There are four pages presenting vocabulary and grammar in each unit.

At the start of every presentation

is a short Get going reading and

listening text The text presents the unit vocabulary and grammar within an interesting context that relates to students’ sphere of reference There are also questions to check students’ understanding of the text without asking them to use the new grammar and vocabulary actively.

Get together is a personalised,

communicative speaking activity, which encourages students to practise the vocabulary and / or grammar they have just learned Increasingly, as their language progresses, students are asked to use their own opinions and life experiences, which add their own valuable context to these activities.

The new vocabulary is shown clearly

on the page In most cases, it is illustrated This provides a clear record for students’ reference.

Presentation 1

Each unit contains a minimum of

three grammar points, and these

are clearly explained with tables, rules, and exercises that progress in

difficulty together uses an inductive

approach, encouraging students to complete the rules themselves, so as to foster a greater understanding and to encourage autonomous learning

The practice exercises frequently feature an interesting and authentic context that motivates students further.

Get the most out of listening exercises

Grammar

Focus boxes draw attention

to additional, useful language points that will aid both fluency and accuracy.

A listening exercise features at least

once per unit It is often an interview, conversation, or radio show featuring two or more voices, and helps consolidate the new language It also includes associated vocabulary, encouraging students to use already acquired language.

Help students prepare Prepare students for a listening

activity by asking them to look at the exercise and predict what language, situations, and people they might hear in the audio.

Don’t focus on every word Encourage students to listen for

gist When they listen for the first time, ask them to focus on the key words in the audio Trying to understand every word will prevent them from gaining an overall understanding of the audio.

Give students a second chance Allow students to listen for

a second time Students often miss the answer to a question on a first listening, and then don’t hear the necessary information for the rest of the answers You can also pause the audio between questions to allow students more time to write their answers.

Reassure students Remind students that listening

requires as much practice as reading, writing, and speaking Students shouldn’t feel discouraged if they don’t understand something the first time they hear it.

Get the most out of grammar

The Get going presentation text is

always recorded, allowing students to read and listen at the same time, or practise the two skills separately The texts take formats which frequently feature in students’ lives, such as conversations, online messages, blog posts, or magazine articles They are illustrated with photos, which help attract students’ interest to the topic.

After each vocabulary exercise,

students have the opportunity to listen to the answers and repeat them Not only does this allow them to self-correct, but it also provides valuable pronunciation practice.

Presentation 2

Personalise the grammar tables Where possible,

encourage students to rewrite grammar tables with their own words Use the tables as a speaking activity, by asking students to work in pairs and form as many sentences with the words in the tables as they can.

Ask students to write their own sentences Personalise the

new grammar points by encouraging students to write their own sentences using the grammar.

Have fun Turn grammar into games and activities by asking

students to write their own sentences and then dictate them in pairs Alternatively, they can jumble their sentences for their partner to reorder.

Discourage students from translating word for word

Remind students that the word order in a grammar point doesn’t always match the same point in their own language Translating word for word from Spanish to English or vice versa can cause mistakes.

Motivate students Tell students that good grammar is a

springboard to fluency It is the solid foundation of everything they will read, write, say, or hear in English By practising the rules of grammar, they will gain confidence in all four language skills.

Give students extra practice Make use of the Extra practice

section at the back of the book, which contains activities and games that use the vocabulary and grammar from the unit They will help students consolidate the new language, and they are very useful for mixed-ability classes and fast finishers.

The new vocabulary is shown clearly

on the page In most cases, it is illustrated This provides a clear record for students’ reference.

Set time limits Set a time limit for an exercise This will

motivate students to work through the exercise and to concentrate on what they are doing.

Explain your own thinking Write one of the grammar

tables or exercises on the board and complete it for the class, talking through each stage so they can understand your own thinking.

Encourage students to teach and learn from each other

Students often learn very well from peers, and stronger students can consolidate their own learning by explaining a new language point to others Pairwork or group work activities not only help to foster learning, but they also offer less confident students a safer environment in which to practise new language.

Do the pairwork activities The pairwork activities offer a

real information gap, which students can only fill by using the correct language These activities provide enjoyable practice of listening and speaking skills.

Most exercises give an example answer Realistic space is given for students to write their answers.In cases where grammar rules are less regular, grammar tables are shown fully completed These provide students with a clear guide to the ensuing exercises.

There is one optional Pairwork

activity per unit, and a reference to this appears at the end of either Presentation 1 or 2 It is a clearly structured and guided oral information gap activity, which allows students to practise the grammar and vocabulary from the lesson It is also ideal as an activity for classes of mixed ability and fast finishers.Two or more sentences from the presentation text are shown at the beginning of each set of grammar exercises These provide examples of the grammar point.

Grammar

At various stages in the unit, there are signposts to additional vocabulary and grammar practice This is found

in the Extra practice section (pp.80–

91) of the Student’s Book as well as

the Workbook (pp.W2–W25).

Get the most out of writing

Practical English begins with a

model text This demonstrates language and situations which students would typically encounter in everyday life, e.g a conversation to make plans, or an online review It leads towards either an oral role-play activity or a written text The text contains phrases that students will find useful, and also exposes them to a new grammar point.

When the Practical English focus is

on writing, together offers practice

of a particular writing skill shown

in the model text, e.g capital letters, punctuation, etc This is followed up by clearly structured and contextualised exercises

Practical English

Focus on the positives You can allow for mistakes here

and there A writing activity provides the chance to try out new language and to apply students’ creativity Focus on innovation, humour, creativity, and interest Above all, ask if the written piece achieves its main purpose, e.g does it describe something well? Does it give clear instructions?

Don’t overcorrect As students take on more challenging

grammar, there will be greater scope for mistakes However, overcorrecting a text can be hugely discouraging Instead, focus on a few errors that will help students most.

Encourage peer correction Give students a marking code

as follows: G = grammar mistake, WO = wrong word order, SP = spelling mistake, WW = wrong word, = missing word, P = punctuation mistake Then divide the class into pairs and ask students to correct each other’s work using the marking code.

Y

This grammar section generally

practises a lighter, more functional grammar point As on the other grammar pages, examples from the model text are given These are then followed by clearly structured and contextualised exercises.

The writing activity always uses

the model text as its main structure and is clearly staged and guided Students are asked to call on their own life experiences to complete the task, or, at later levels, may be asked to conduct research before doing it In all cases, students are prompted to use useful phrases, grammar and writing skills from the lesson in their final written piece.

The Put it together activity is an

optional speaking activity, in which students either practise the language they are going to use in the writing task or use their final written text as a basis for oral communication.

Display students’ work Encourage your students to take

pride in their work by making it as visually attractive as possible Display it on the walls for the rest of the class to see.

Ask students to write letters to you Ask your students to

write letters to you using the language from the unit and language they already know The letters can tell you about aspects of the unit they have enjoyed, or details of their own lives which they can describe with the new language they have learned From time to time, write replies to your students’ letters.

Get the most out of reading

Use visuals as well as words By looking at photos

illustrating the text, as well as the format of the text itself, students can begin to work out what it is about before they start reading it.

Encourage students to work out meanings through context Often, students can work out the meaning of an

unknown word by studying the words before and after it By practising this, you will encourage students to become confident readers.

Ask students to write their own comprehension tasks for a partner or group Asking students to write their own

comprehension tasks is another form of peer teaching and learning Writing the questions themselves will check their own understanding of a text as well as that of their partner.

The Look it up! feature is designed

to encourage students to use a bilingual dictionary, a valuable tool for language learning Through a series of staged exercises, it highlights the different features of a bilingual dictionary, enabling students to better understand its uses Extracts are taken

from the Diccionario Oxford Pocket

para estudiantes argentinos de inglés,

which can be used in tandem with

together

The Reading lesson starts with a

reading-for-gist task, and is then followed by comprehension exercises that check increasing levels of detailed understanding

The world around you section

features optional questions which draw on the topic of the reading text, but also on students’ own sphere of reference, and ask them to question the world around them This task may take the form of a written activity or a discussion.

Reading

Go beyond the exercises

• Ask students to close their books Read the text aloud and pause at various points, asking students to say the next word or tell you what happens next in the text

• Make copies of the text and cut them up into separate paragraphs Jumble them up for students to reorder

• Make copies of the text with words or whole paragraphs missing Ask students to complete them with their own words.

Allow students to say what they don’t like Students won’t

always like what they are studying, and their reasons for this may be valid When you ask students for their opinions of a text, allow them to say what they don’t like as much as what they do like Even negative opinions can show that a student has fully understood and completed a task.

The texts are in various formats that typically feature in students’ lives, e.g magazine articles, blog posts, or letters in magazines.

All the text topics in together are

carefully chosen to attract students’ interest They frequently feature slightly less obvious topics, and aim to seek out unusual facts that students will find memorable and interesting While the texts often contain references to the UK and Argentina, they may also centre on a different part of the world.

The Project page uses the language

students have learned throughout the unit and aims to produce a meaningful piece of work (speaking or writing) connected to the overall unit topic It always begins with a model text, which forms the basis for the final piece of work, followed by comprehension exercises There are then a series of staged preparation tasks.

The project also gives students the option to use their 21st-century skills, by filming their work if they wish, or producing their work digitally However, those who prefer to can complete their work by hand.

At the end of the project, students are asked to evaluate their work, taking into account all the language they have practised throughout the unit.

Get the most out of speakingProject

Every unit includes a Pronunciation

activity, either in the Practical English lesson or on the Project page Each activity focuses on an area of pronunciation that Argentine speakers of English may find challenging As well as improving students’ pronunciation, it also practises students’ listening skills, encouraging them to differentiate between discrete sounds.

Allow students to warm up While some students are

confident speakers, others are more reluctant to speak aloud, especially in front of a whole class If you are expecting students to speak in front of the class, plan a warm-up activity beforehand, e.g brainstorming, or a word or spelling game such as Hangman Also give students plenty of opportunities to practise what they are going to say in pairs or in groups.

Vary students’ partners A speaking activity, especially

an information gap one, can be more meaningful if a student is partnered with a student they don’t know very well This will also encourage better concentration and aid classroom control.

Use the pronunciation exercises This can help students to

speak more clearly and can also aid their understanding Emphasise that a perfect English accent is by no means essential.

Allow for mistakes Interrupting students to correct them

can damage their confidence Encourage fluency by focusing on students using language productively and purposefully, rather than saying everything correctly While correction is still important, it can be done in a feedback session at the end of the lesson.

Correct mistakes as a whole class Make a note of mistakes

you hear during a speaking activity At the end, write them on the board without giving the students’ names Ask students to correct the mistakes as a whole class.

Give students praise If a student has spoken clearly and

communicated something well, give them credit for it This will boost their confidence.

together Classroom Presentation Tool

Deliver heads-up lessons

Engage your students in your blended learning classroom with the easy-to-use digital features Download to your tablet or computer, connect to an interactive whiteboard, projector, or screen, and teach lessons that run smoothly – every time

Play audio and video at the touch of a button, and launch activities straight from the page Answer keys reveal answers one-by-one or all at once to suit your teaching style Capture your students’ attention with the Focus tool – activities fill the screen so that everyone can participate, even in large classes

Take your classroom presentation tool with you and plan your lessons online or offline, across your devices Save your weblinks and make notes directly on the page – all with one account

wasn’t

• Save time in class and mark answers all at once.

• Reveal answers after discussing the activity with students.

• Try the activity again to consolidate learning

• Focus your students’ attention on a single activity

• Play audio and video at the touch of a button.

• Speed up or slow down the audio to tailor lessons to your students’ listening level

• Save your weblinks and other notes for quick access while teaching

• Save your notes, and use across devices using one account so that you can plan your lessons wherever you are.

• Work on pronunciation in class: record your students speaking and compare their voices to

together audio.

Track Contents

1 Copyright2 Welcome, page 4, Exercise 23 Welcome, page 4, Exercise 54 Welcome, page 5, Exercise 65 Welcome, page 5, Get together6 Welcome, page 6, Exercise 37 Welcome, page 6, Exercise 58 Welcome, page 7, Get together9 Welcome, page 8, Exercise 2 10 Welcome, page 9, Exercise 8 11 Welcome, page 9, Get together 12 Welcome, page 10, Exercise 1 13 Welcome, page 10, Get together 14 Unit 1, page 12, Exercise 2 15 Unit 1, page 12, Exercise 5 16 Unit 1, page 12, Exercise 7 17 Unit 1, page 14, Exercise 2 18 Unit 1, page 14, Exercise 5 19 Unit 1, page 16, Exercise 2 20 Unit 1, page 16, Exercise 5 21 Unit 1, page 16, Pronunciation 1 22 Unit 1, page 16, Pronunciation 2 23 Unit 1, page 16, Pronunciation 3 24 Unit 1, page 18, Exercise 3 25 Unit 2, page 22, Exercise 2 26 Unit 2, page 22, Exercise 4 27 Unit 2, page 22, Exercise 6 28 Unit 2, page 24, Exercise 2 29 Unit 2, page 24, Exercise 4 30 Unit 2, page 26, Exercise 2 31 Unit 2, page 26, Exercise 4 32 Unit 2, page 26, Pronunciation 33 Unit 2, page 28, Exercise 2 34 Unit 3, page 34, Exercise 2 35 Unit 3, page 34, Exercise 5 36 Unit 3, page 35, Exercise 6 37 Unit 3, page 36, Exercise 2 38 Unit 3, page 36, Exercise 4 39 Unit 3, page 36, Exercise 5 40 Unit 3, page 40, Exercise 3 41 Unit 3, page 40, Look it up! 42 Unit 3, page 42, Stage 1 43 Unit 3, page 42, Pronunciation 44 Unit 4, page 44, Exercise 1 45 Unit 4, page 44, Exercise 5 46 Unit 4, page 44, Exercise 6 47 Unit 4, page 46, Exercise 2 48 Unit 4, page 46, Exercise 5 49 Unit 4, page 46, Exercise 6 50 Unit 4, page 46, Exercise 7

51 Unit 4, page 47, Exercise 3 52 Unit 4, page 47, Exercise 4 53 Unit 4, page 48, Exercise 2 54 Unit 4, page 48, Pronunciation 1 55 Unit 4, page 48, Pronunciation 2 56 Unit 4, page 48, Pronunciation 3 57 Unit 4, page 50, Exercise 3 58 Unit 5, page 56, Exercise 2 59 Unit 5, page 56, Exercise 4 60 Unit 5, page 56, Exercise 5 61 Unit 5, page 58, Exercise 2 62 Unit 5, page 58, Exercise 5 63 Unit 5, page 62, Exercise 2 64 Unit 5, page 64, Pronunciation 65 Unit 6, page 66, Exercise 2 66 Unit 6, page 66, Exercise 4 67 Unit 6, page 68, Exercise 2 68 Unit 6, page 68, Exercise 5 69 Unit 6, page 68, Exercise 6 70 Unit 6, page 70, Exercise 2 71 Unit 6, page 70, Exercise 5 72 Unit 6, page 70, Pronunciation 1 73 Unit 6, page 70, Pronunciation 2 74 Unit 6, page 72, Exercise 3 75 Literature A, page 94, Exercise 2 76 Literature A, page 94, Exercise 3 77 Literature A, page 94, Exercises 6 & 7 78 Literature B, page 96, Exercise 2 79 Literature B, page 96, Exercise 3 80 Literature B, page 96, Exercises 5 & 6 81 Literature C, page 98, Exercise 2 82 Literature C, page 98, Exercise 3 83 Literature C, page 98, Exercises 5 & 6 84 Culture A, page 100, Exercise 2 85 Culture B, page 101, Exercise 2 86 Culture C, page 102, Exercise 2 87 Mid-year Test, Part 1

88 End-of-year Test, Part 1

Class Audio track list

Welcome to

together

Vocabulary

GreetingsCountries and nationalitiesRooms and furniturePossessionsAbilitiesOrdinal numbersInterestsFamily

Grammar

Verb be: present simple

this, that, these, thosethere is / there are

Values and cross-curricular topics

FamilyHobbies and free timeHouse and homeHuman achievement

Suggestion

Tell students this unit will help them to activate previous knowledge and build a sense of confidence Read the activity aims aloud to focus and motivate the class

• Check answers as a class

• Check answers as a class

the verb be: present simple, using

the sentences in the text as a model Two sentences must be true and two must be false

• Tell students to take turns to read their sentences to their partner and guess which are true and which are false

• While students are speaking, go around offering help where necessary

this, that, these, those

Aim

Learn and practise this, that, these, and those

Exercise 8

• As a class, elicit the meanings of this,

that, these, and those.

• Read the instructions and the conversation to the students, and check they understand

• Read the conversation again, changing the green words to model the activity

that the answer is This because the

photo is in the Near column

• Ask students to check the meanings of the sentences carefully before they match them to the photos Then remind them to check whether the things and people are in the Near or

the Far column in the table and use this,

that, these, and those accordingly.

• Check answers as a class

• To check, ask some students to read their conversations aloud

the verb be: present simple).

• Now ask students to write only the questions

• Check students’ questions as a class With weaker classes, check the meaning of each question

• Now ask students to read the text in Exercise 6 again and write the answers to the questions

• Check answers as a class

Verb be: present simple

• As a class, elicit the correct forms of

the verb be: present simple affirmative

Then elicit the negative forms

• Ask students to read the text carefully and choose the correct words

• Now tell students to listen and check their answers Play the audio

• Check answers as a class

Practice activity

This activity practises spelling

• Tell students they are going to play ‘hangman’ Divide them into two teams and explain the game Team A finds a word from pages 4 and 6 and draws one blank for each letter on the board, (e.g _ _ _ _ ) Team B tries to guess the letters in the word

• Draw the gallows (horca) on the board

Explain that if Team B guesses a letter wrongly, Team A draws one part of the ‘hangman’ (head, body, etc.) and writes the incorrect letter on the board If the whole body is drawn before Team B guesses the word, Team B loses

• If Team B guesses the word, it gets a point and chooses a new word If it doesn’t guess, Team A gets the point

• Ask students to reorder the letters and match the words to the photos

• Do not check answers yet

• Read each of the rooms to the class and elicit their meanings

• Check answers as a class

Exercise 2

• Read the instructions and the example, and check students understand With weaker classes, read the clues and check students understand them

• Divide the class into pairs and ask students to do the crossword

• Do not check answers yet

Prepare: For this activity, you will need

to bring a small, soft ball into class Alternatively, call out students’ names or make a ball from a few sheets of crumpled paper

• Tell students they are going to play a game Explain the rules You will read one of the crossword clues and throw the ball to one of the students, calling out his / her name The student must give the correct item of furniture and then throw the ball back to you Repeat the activity with different students until all the crossword clues have been called out

Note: Using the ball helps to engage

students in the activity, and can be used with many of the activities in this book It is a good tool for selecting students to speak or perform activities You could also use it for selecting students to give answers

them, e.g There are some keys There’s

an ID card They shouldn’t show their

partner must say Yes, you’re right

There’s / There are … if the sentence is

correct, or No, sorry There isn’t / There

aren’t … if the sentence is wrong.

• Now ask students to label the pictures with the prepositions

• Check answers as a class

You: between Student: My bag is between my desk

and Julieta’s desk.

• Now divide the class into pairs and ask students to continue the activity, making sentences for each of the prepositions in Exercise 9

• To check, ask some students to read their conversations aloud

ANSWERS

Students’ own answers.complete the text with the affirmative

and negative forms of there is / there are.

• To check, ask a strong student to read the complete text

Exercise 8

• Before students do the activity, ask students to list all the furniture items that they have in their bedrooms, and their quantities Then ask students to list some things that aren’t in their bedrooms that they want, e.g a TV Tell them they should use these to write negative sentences

• Now ask students to write sentences about their bedrooms, using their lists and the affirmative and negative forms

of there is / there are.

ANSWERS

Students’ own answers

there is / there are

• Check answers as a class

Get together

• Read the instructions and the speech bubbles, and check students understand that they are going to ask and answer questions about their tables in Exercise 5

• Before students begin the activity, ask individual students what they can and

can’t do, e.g Cesar, can you cook? Make

sure to elicit both an affirmative answer

(Yes, I can.) and a negative one (No, I

can’t.) from different students, and write

Students’ own answers

• Check answers as a class

Exercise 4

• Read the instructions and the example, and check students understand that they need to answer the questions using the information in the text in Exercise 3

• To check, ask individual students to read their questions and answers aloud

Exercise 5

• Read the instructions and go through the table, checking students understand it Set a time limit of three minutes for the activity

• Go around the class and check that students are doing the activity correctly

• Do not check answers yet

This activity helps students remember

the structure of can.

• Write I can swim on the far left of

the board and elicit its meaning Underneath, write:

You … swim He / She / It … swim We / They / You … swim.

• As a class, ask students to complete each sentence with the affirmative

form of can Then elicit the negative

forms of the sentences and write them on the board to the right of the affirmative sentences

• Now ask students to make the

sentences into yes/no questions, e.g. Can you swim?

• Elicit the answers as a class and write them on the board

• Finally, elicit yes/no short answers as

a class and write them on the board

Exercise 3

• Read the instructions and check students understand With weaker classes, elicit the meanings of the abilities in the box Then ask students to read the text and underline words that give clues about the correct answers (1 art – draw; 2 swimming pool – swim; 3 food – cook; 4 musician – sing; 5 animals – ride a horse; 6 sport – play football)

• Ask students to read the text carefully

and complete the sentences with can /

can’t and the verbs in the box.

Support activity

This activity brings a kinaesthetic element to the lesson that will help students to remember the target vocabulary

• Divide the class into groups of four or five Ask students to take turns to mime one of the interests from Exercise 7 to their group The other students in the group must guess the interest

like

Aim

Learn and practise like

Exercise 9

• Write a few sentences with like and

don’t like on the board, e.g I like magazines You don’t like gaming She likes sport He doesn’t like TV We like shopping They don’t like music Elicit

their meanings as a class and ask what

happens to like and don’t like when they go after he / she (We add an s We say

• Now ask students to create similar conversations, changing the green words and using their own ideas

• To check, ask some students to read their conversations aloud

• Check answers as a class

• Ask: When do we use ordinal numbers?

Elicit answers as a class (for dates, to give the order of things)

• Elicit a few students’ birthdays using ordinal numbers and write them on the board

Support activity

This activity helps students remember

the different forms of have got.

• Tell students you are going to dictate a text, and they need to write what you read in their notebooks

• Read the text below slowly and clearly Pause between sentences and longer clauses Tell students when to use full stops

I have got two sisters I haven’t got a brother We’ve got a mum, but we haven’t got a dad My mum has got a brother He’s my uncle She hasn’t got a sister My mum has got a dad He’s my grandpa.

• Write the correct version on the board so students can check their answers

• Now ask students to create similar conversations, changing the green words and using their own ideas

• To check, ask some students to read their conversations aloud

• Tell students to listen again and repeat Play the audio

Exercise 2

• Divide the class into pairs and ask them to write the words for the people A–I in Joe’s family tree

• Check answers as a class

Extension activity

This activity reviews two words related

to this vocabulary set: step- and half-.

• Write stepbrother, stepmother, and

half-sister on the board Elicit their

house, but we have different mums and different dads.

• In pairs, ask students to complete the

sentences with step or half-.

• Check answers as a class

• Write on the board: I’ve got two sisters

Elicit the meaning as a class Elicit the

negative form of the sentence: I haven’t

got two sisters Write it on the board

Repeat the activity with He’s got a

half-brother.

• Read the instructions and the example, and check students understand that they must first match the words to make pairs of sentences, and then write them in the spaces below

• Check answers as a class

Unit 1 A good start!

Vocabulary

Morning routinesSchool activities

Activating

• Draw students’ attention to the cover page and ask them to look at the photos showing different activities Ask

them: Who are the people in the photos?

Are they students? How old are they? Where are they? Elicit some answers.

• Now ask them the first question on

the page: What activities can you see in

the photos? Elicit some answers.

• Ask students to look again at the photos and ask the second question:

Which things do you do every day? Elicit

• Read the unit title: A good start! Explain

that this expression describes a good way of beginning something

• Ask the class: What things are different

at the start of a new school year? Discuss

answers as a class

Practice activity

This activity is intended to help students think further about the unit topic

• Divide the class into pairs Ask them to brainstorm what is good and bad about the start of a new school year Set a time limit of five minutes

• Go around the class offering support

• To check, ask some pairs to read their lists

• Write students’ ideas on the board

Option: Invite pairs to come to write

their ideas on the board

Note: The board is traditionally the

teacher’s area Allowing students to use the board to write answers or do activities changes this traditional classroom dynamic, which can be beneficial for students It also gets students moving, which gives them energy, and is a useful way to check spelling and grammar

the conversations 1–4 next to the morning routine activities a–d in each conversation Play the audio.

• To check, ask individual students to read their answers aloud

Audioscript w 16

1 Ow! Stop! I can do it, Mum! Ow!

• Ask students to check their answers in pairs

• To check, ask different pairs to read a conversation

How do you start your day?

Get going

Aim

Learn about a good start to the day

Warm-up

• Ask students: Are mornings nice or terrible?

Why? Discuss the question as a class

With weaker classes, allow Spanish

Exercise 1

• Read the questions and check students understand by asking a strong student to describe how they start their day

• Divide the class into pairs and ask students to discuss the question

• Ask a few pairs to share their ideas

• Do not check answers at this point

Exercise 3

• Ask students to complete the description of Lucía’s school day with the verbs in Exercise 2

• To check, ask individual students to read the text aloud

Practice activity

The aim of this activity is to add a kinaesthetic element and personalise the learning process

Prepare: For this activity, you will need

to bring a small, soft ball into class Alternatively, call out students’ names or make a ball from a few sheets of crumpled paper

• Tell students to think of a sentence that is true for them using a verb

from page 12 or 13, e.g I brush my

She brushes her hair every morning.

• The game continues in the same way until all the students have spoken

• To check, ask pairs of students to read the conversations aloud

Get together

• Divide the class into pairs Ask students to ask and answer the questions in Exercise 6

• Demonstrate the activity by reading the examples with a student

• To check, ask individual students to tell

the class about their partner.

ANSWERS

Students’ own answers

Extra practice

Student’s Book pp.80–81Workbook pp.W2–W3

• Check understanding by eliciting or

explaining the difference between he /

she / it and I / you / we / they forms

Then ask students to match the rules

to the examples (When do you have a

shower? – rule a; A good breakfast gives you lots of energy – rule c).

Exercise 2

• Tell students that there are different spelling rules for the third person singular form of the present simple

• Tell students to study the table carefully and then complete it with the third person forms of the verbs in the box

• To check, ask students to read their answers aloud Write the answers on the board Check pronunciation

Grammar: Present simple

• Ask students to compare their answers in pairs before checking answers as a class Write the answers on the board

Exercise 4, e.g for a test or revise

Student A must say the complete

phrase, e.g revise for a test For forget and remember, Student A can say

the verb and Student B can add a suitable noun

• The activity continues in this way with students swapping roles

Option: With stronger classes, ask

students to say the complete phrase and make a sentence with it

Option: With stronger classes, ask

students to think of other activities they can add to both columns

• Ask students: What makes a good

student? Discuss the question as a class

Write students’ ideas on the board

Exercise 1

• Read the question, check students understand, and ask students to discuss it in pairs

• To check, ask a few pairs to share their answers

• Read the instructions and the question, and check students understand Play the audio

• To check, ask students to compare their answers with a partner before checking answers as a class

• Check answers as a class

Vocabulary: School activities

• Check answers as a class

• Ask students to decide if the activities are positive or negative, and to write them in the correct columns

• Do not check answers at this point

• With weaker classes, ask students to write the questions Check the questions as a class, and then ask students to write answers.

• To check, ask individual students to read their questions and answers aloud

Practice activity

This activity helps to consolidate

understanding of want to + infinitive.

• Explain the activity All the students stand up One student makes a

sentence with want to, e.g I want to

be a good student The next student

repeats the first sentence, changing

it to a he/she form, and adds a sentence, e.g Eva wants to be a good

student I want to pass the maths test The next student repeats all

the previous sentences and adds a

sentence, e.g Eva wants to be a good

student Cesar wants to pass the maths test I don’t want to be late for school.

• If a student makes a mistake, they must sit down The game continues until only one student is standing up

This activity personalises the grammar

• Ask students to write four more

questions with want to + infinitive.

• Go around the class offering support and checking grammar and spelling

• Ask students to take turns to ask and answer the questions in pairs

• Go around offering help where necessary Make (mental) notes of any frequent errors Once the students have finished, review the errors as a class

Pairwork

• Ask students to work in pairs and choose who will be Student A and who will be Student B

• Ask them to go to the pages indicated in the exercise and follow the instructions

Extra practice

Student’s Book pp.80–81Workbook pp.W2–W3

• Now ask students to complete the rule

• Check answers as a class and check students understand the rule

Exercise 2

• Read the instructions and the example, and check students understand Before students do the activity, ask them to read the sentences carefully and check they understand them

• To check, ask individual students to read the answers aloud

Exercise 3

• Read the instructions and then go through the example answer so students can see how it links to the table Check they understand that a tick in the table indicates what people want to do

Elicit that want follows the same pattern

as other verbs in the present simple and

is followed by the infinitive (to + verb).

• Ask students to read the examples again and complete the table

• Check answers as a class and write them on the board

Joe Sorry, Sara I’d prefer to revise at home alone Is that OK?

Anna Do you want to have that for lunch?

• Ask students to listen and repeat Play audio 23

• Now ask students to practise saying the sentences aloud in pairs

• Go around the class offering help

• Tell students to listen and choose the answers Play the audio

• To check, go through each answer and then play the corresponding part of the audio

Audioscript w 20

your birthday, Bianca?

on swimming We want to go shopping

today, Tom?

Tom I want to watch TV

on TV this afternoon Do you want to watch it?

Tom Good idea! I really like football!

today, Joe?

Expressing preferences

• Do not give the answers yet

• Check answers as a class

Exercise 4

• Ask students to complete the conversations with the highlighted phrases in Exercise 1

• Check answers as a class

mini-• To check, invite pairs to read their conversations aloud to the class

• To check, ask individual students to read their answers aloud.

ANSWERS

1 rule 1 2 rule 1 3 rule 5

4 rule 2 5 rule 4 6 rule 4

Exercise 3

• Ask students to complete the

conversations with a, an, the, or – With

weaker classes, read each conversation aloud and ask students to tell you if the noun after the gap is general or specific

• To check, ask individual students to read their answers aloud

• Remind students that the table contains useful expressions for showing preferences

• Ask students to look at the conversation flowchart, and remind them that they can use this to help them structure their conversation Stronger students can use their own structure if they prefer

• Tell students to work in pairs to make notes for their conversations

• While students are making notes, go around the class offering help

ANSWERS

Students’ own answers

Option: Some students may need more

support to role-play the conversation You can allow them to write the conversation (script) which they can read aloud later

• Check understanding by asking a strong student to explain the rules in Spanish

• Ask students to look at rule 5 Ask:

Do we add an article in Spanish when we talk about things in general? Elicit or

explain that we do

Usage

Point out that we use a / an before nouns

when they are not specific or known to the person we are talking to Remind

students that we don’t put the before a

• Ask students to study and complete the rules

• Check answers as a class and write them on the board

POSSIBLE ANSWERS

Cognates: routine, school, different,

majority, usually, student, hour, time, online, computer, popular, number

Not cognates: attend (asistir)

The world around you

• Read the questions and check students understand them

• Ask students to work in pairs to discuss the questions

• To check, ask different students to share their ideas with the class

b Read the instructions and check students understand Tell them that

these words are called false friends.

c Read the instructions and check students understand Ask students to check in their dictionaries to see if the words are cognates

Routines around the world

• Draw students’ attention to the title,

Routines around the world, and check

they understand it

• Write these countries on the board:

Peru, the UK, Japan Elicit or explain the

time differences for these countries compared to Argentina (Peru: -2 hours, the UK: +3 hours, Japan: +12 hours)

Ask: What are teenagers in these countries

doing right now? Elicit answers as a class.

Exercise 1

• Focus students’ attention on the infographic on page 19 Ask students which three countries it gives information about

Option: Ask weaker students to look at

the categories in the left-hand column of the infographic and check they understand them

Exercise 2

• Read out the instructions and questions, and check students understand

• Ask students to read the infographic quickly to find the answers

• To check, ask two students to read their answers aloud

Exercise 3 w 24

• Read the instructions and check students understand With weaker classes, read through the sentences and check they understand them

• Ask students to read and listen to the infographic and write the letters next to the sentences Play the audio

• Check answers as a class

Exercise 4

• Ask a student to read the instructions, and then check students understand them Ask them to read the

sentences carefully and check they understand them

• Now ask students to read the infographic again and complete the sentences with the affirmative or negative forms of the verbs in brackets

Practice activity

This activity helps students to adapt the language used in the infographic to their own needs and enhances their understanding of what they have read

• Ask students to work individually to write five comprehension questions about information in the infographic Set a time limit

• Go around the class offering help and support

• Tell students to take turns to ask and answer the questions in pairs The student answering the questions should keep their book closed

• Go around offering help where necessary Make (mental) notes of any frequent errors Once the students have finished, review the errors as a class

Note: When to correct errors is a

controversial issue in ELT Should we correct them at the very end of the exercise, or when they take place? An in-between position can be to do both, depending on the exercise It is important to let students know that errors are part of learning a foreign language and that we need to learn to cope with the feelings of frustration or embarrassment

Digital extension activity

The aim of this activity is to personalise the topic and language in the text

Prepare: Before the class, find an

English-language video of a teenager’s morning routine to play to the class Alternatively, you can skip the first bullet point below

• Play the video for the class or ask students to watch it on their phones

• Tell the class they are going to work in pairs and make videos about their morning routines, using the topics from the infographic on page 19

• Write the five topics from the hand column of the infographic on the board

left-• Divide the class into pairs Ask students to brainstorm how they might show these topics in a video Encourage them to think about where they might set each scene and what might happen in each scene

• Ask students to plan and record their videos for homework

• In the next lesson, students can watch each other’s videos on a large screen if possible, or on their phones

Practice activity

The aim of this activity is to make students more aware of cognates and help them to recognise them

• Divide the class into pairs Ask students to look at pages 12 and 16 and find as many cognates as they can, writing them down in their notebooks Set a time limit of five minutes

• Elicit students’ answers for the class

POSSIBLE ANSWERS

energy, important, vocabulary, bath, bike, chocolate

practical, extra, cinema, prefer, museum, football, tennis, stress, test

• Read sections from the infographic aloud Make sure you read slowly and pause after each full stop

• Now ask students to read the sections in pairs

• Go around the class checking students’ reading and pronunciation

• Ask some pairs to read sections aloud

• As a class, find out which poems are the most popular and why.

Suggestion: digital portfolio

Teachers and students may agree to create an audio-visual portfolio in which the project work for each unit is recorded This will allow students to revisit what they have learned by the end of the book It is suggested that recordings are kept safe and not shared publicly

Self-evaluation

To encourage self-evaluation, ask students to circle the number of stars from 1 to 5 to assess their project work

Stage 4: Checking

• Ask students to swap work with a partner and carefully check their partner’s work They should look for spelling and grammar errors, and check if target language from the unit has been used

Stage 5: Finalising and presenting

• Ask students to write the final version of their poem, either digitally or on paper, and illustrate it with drawings, magazine cut-outs, photos, etc This can also be set as homework

• Ask students to read their poems to the class The readings can be filmed and used for a digital portfolio (please see suggestion below)

• In pairs, ask students to choose their favourite three poems

• Books closed Ask students to work in pairs and brainstorm all the intentions about the new school year that they can remember from the unit Set a time limit of two minutes

• To check, ask some students to share their lists with the class

Option: In pairs, ask students to discuss

which intentions are important for them and why Invite students to share their answers with the class

Stage 1: Preparing

• Tell students they are going to read a poem about a student’s intentions for the new school year Read the instructions and questions, and check students understand

• Read the poem to the class Pause after each verse and check students understand

• Ask students to re-read the poem and answer the questions

• Check answers as a class

Option: Ask students which lines of the

poem give them the answers (1 line 3,

2 line 4, 3 line 7, 4 line 10).

Stage 2: Planning your project

• Tell the class that they are going to write their own poems about the

school year ahead, using (don’t) want to.

• Ask students to write five things they want to do this year and five things they don’t want to do

• Go around the class to check that students have got suitable ideas, and help with language where necessary

Stage 3: Writing a draft

• Tell students they are now going to write their poems Remind them to pay attention to punctuation and spelling

• Encourage them to consider the order of their intentions, e.g contrasting pairs of lines, as in the poem

Unit 2 Sport for all

Vocabulary

Sports activitiesOpposite adjectives

Grammar

Present continuous: all formsAdverbs of manner

Let’s …What about … ? / How about … ? / Do you fancy … ?

Activating

• Draw students’ attention to the cover page and ask them to look at the

photos Ask the first question: What are

the people doing? It is fine for students

to answer: They’re doing sport.

• Now read the second question: Do

these things look easy or difficult?

Pre-teach the meaning and pronunciation

of easy and difficult Write the structure

This sport looks … on the board and

explain its meaning

• In pairs, ask students to make sentences about the photos with the structure on the board

• To check, ask a few students to hold up their books and make sentences

• Read out the unit title and elicit its meaning Have the following discussion in Spanish: ask students who should do sport; how sport can help you; in what circumstances sport is difficult for some people; and how this could be improved

• Check answers as a class

• Check answers as a class and write them on the board

• Now ask students to look through the unit to check their answers As a class, go through the students’ predictions on the board and tick the correct ones

2 I don’t think the water in the pool is very warm, is it? Amy looks very cold Oh, but look: they’re doing well now! Come on, kids! Kick with your feet! You can do it!

3 Now this young player is very good! When he gets the ball between his feet, he moves so fast the other players can’t catch him! Oh – now he’s kicking it … It’s another goal! Yes!

4 Oh! Great shot! He’s running … The other players are trying to get the ball … But where is it? I can’t see it!

• Check answers as a class

Audioscript w 27

1 And they’re off! Jessie Martin is in the lead She’s running incredibly fast! Her feet aren’t touching the ground! She’s doing it: she’s winning the 100-metre race Jessie Martin is the new world champion!

My favourite sports star!

• As a class, ask students to look at the

photos Ask: Which sport can you see?

Ask one student to answer

ANSWER

tennis

Exercise 2 w 25

• Ask students to read and listen to the

article and answer the questions: Who is

the tennis player? Why does Amy like him?

• Check answers as a class

ANSWERS

He’s Kyle Edmund Amy likes him because he’s from Yorkshire and he’s a fantastic player

Vocabulary: Sports activities

Aim

Learn and practise sports activities

Exercise 3

• Draw students’ attention to the three

boxes Explain that we use the verbs do,

go, and play with different sports.

• Ask students to work individually to match the words to the sports

• Do not give the answers at this point

• Read the Focus box and explain that

we use go swimming, go ice skating, and

go skiing for habits and likes We use ice skate, swim, and ski in other cases.

Exercise 3

• Focus students’ attention on the table and explain the following spelling rules:

1 With most verbs, we add -ing.

2 With short, one-syllable verbs that end with consonant + vowel + consonant, we double the last

consonant and then add -ing.

3 When a verb ends in a consonant

+ e, we omit the -e and add -ing.

• Ask students to complete the table

• Check answers as a class

Practice activity

• Tell students to draw the table from Exercise 3 in their notebooks, and then find more verbs on page 22 and write them in the table

• Check answers as a class and practise the pronunciation of the verbs

POSSIBLE ANSWERS

+ -ing: look, see, read, watch, go, miss,

do, match, listen, check, repeat, ski, talk

double consonant + -ing: win, swim

-e + -ing: like, love, lose, wave, complete,

• Check answers as a class and write them on the board

Exercise 5

• Read the instructions, events, and sports verbs, and check students understand

• Ask students to write sentences using

the linkers and, but, because, and so.

• Go around the class offering help

• To check, ask some students to read out their sentences to the class

• Ask students to think of ways to describe sports without using the names of the sports

• In pairs, ask students to take turns to describe and guess sports

• To check, ask some pairs to say their descriptions for the class to guess

ANSWERS

Students’ own answers

Extra practice

Student’s Book pp.82–83Workbook pp.W6–W7

• Check answers as a class and write them on the board Check students understand

Usage

Point out that while the present simple can be used in Spanish to describe things happening now, we always use the present continuous for this in English

Exercise 2

• Read the instructions and the example Check students understand that they must write negative sentences if the sport in brackets doesn’t match the photo With weaker classes, elicit the sports in the photos

• Ask students to write affirmative or negative present continuous sentences

• Check answers as a class

Grammar: Present continuous: affirmative and negative

Aim

Review and practise the present continuous: affirmative and negative

Exercise 1

• Read the examples to the class Ask

the class: Which part of the structure

changes? Elicit that the verb be changes

Ask: Which part of the structure shows

whether the sentence is affirmative or negative? Elicit that the verb be

shows this

• Ask students to complete the table and the rule

• Go around the class offering help where necessary.

• Ask students to swap sentences in pairs and complete them with the adjectives

• Now ask students to swap their sentences back to check the answers

Exercise 6

• Ask students to read the sentences carefully and then complete them with the adjectives in the box

• To check, ask individual students to read their answers aloud

Get together

• Read the instructions, the adjectives in the box, the sports, and the examples, and check students understand

• While students are speaking, go around the class offering help and support

• To check, invite some pairs to role-play their conversations for the class

ANSWERS

Students’ own answers

An ice-skating lesson

a different order (e.g g u r y b): rugby,

ice skating, cricket, basketball, athletics.

• Divide the class into groups and ask them to reorder the letters

• Check answers as a class and write them on the board

Exercise 1

• Ask the class to look at the photo and say which sport it shows

• Ask students: Do you go ice skating? Is

there an ice rink near you? Discuss the

• Ask students to read and listen, and complete the sentences 1–3 with the correct names Play the audio

• Check answers as a class

Vocabulary: Opposite adjectives

• Do not check answers at this point

• To check, ask individual students to read their sentences aloud

• Ask students to reorder the words to make questions.

• Check answers as a class

• Divide the class into pairs Ask them to complete the rules

• Check answers as a class, and check students understand

• Focus students’ attention on the table Elicit or explain the following rules:

1 We usually add -ly to an adjective to

make an adverb.2 When an adjective ends in a

consonant + y, we delete -y and add -ily.

3 Some adverbs are irregular and have no spelling rules

Exercise 6

• Read the instructions and the example, and check students understand Remind students that adjectives describe nouns, and adverbs describe verbs

• In pairs, ask students to read through the text carefully and complete it

• Check answers as a class

Exercise 2

• Read the instructions and the example, and check students understand With weaker classes, read sentences 1–5 and check students understand

• Check answers as a class

yes/no questions and

• Ask students to complete the table

• Check answers as a class and write them on the board Elicit or explain that

there is no short form (I’m) in affirmative

short answers