Wu Starter E-tb Sample

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Teachers Guide

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3 Whats up? Starter Teachers Guide

Contents

Introduction 4

Planificacin anual 8

Students Book Contents 14

Teachers Notes

Welcome to Whats up? 16

Unit 1: Hello 18

Unit 2: Favourite things 27

Break Time A 36

Unit 3: Family & home 38

Unit 4: Fun time 47

Break Time B 56

Unit 5: Everyday life 58

Unit 6: Fiction 67

Break Time C 76

Workbook: Answer key & Audioscript 77

Extra Practice: Answer key 85

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4Whats up? Starter Teachers Guide

Introduction

Whats Up? is a four-year English course specifically written for teenage students. The material and design is clear, relevant, up-to-date and motivating. The main aim of Whats Up? is to help students learn English in meaningful, communicative contexts and to provide them with a clear understanding of the language.

Students BookThe Students Book contains six units based on stimulating, varied topics. They have ten pages organised into the following sections:

Lead-in pageThis page introduces the unit theme through colourful photos and short lists of words that will help students talk about the photos. The aim of this section is to stimulate interest in the topic and help students express simple ideas about it. The page also lists the main objectives of the unit, among which is the task that students will be doing at the end of each unit. It is essential that students are made aware of their final objective a task in which they will use English the way it is used in the real world.

VocabularyIn every unit of Whats Up? there are two Vocabulary sections followed by a Grammar section each. Each Vocabulary page introduces one or two sets of words or phrases and includes photos or illustrations to help students work out the meaning of new words. Varied exercises and activities allow students to practise the words through meaningful spoken and written activities.

GrammarThe two Grammar sections in every unit are preceded by a Vocabulary section. The grammar points are clearly presented in boxes which include both complete sentences and gapped sentences. The purpose of these boxes is to help students find patterns in the new grammar points they are learning and to make grammar rules more memorable after having reflected on them. The grammar boxes are followed by a sequence of oral and written activities which practise the new structures in a guided way and recycle language from the Vocabulary section on the preceding page. These activities lead to the Your turn section, in which the target structures are contextualised in short conversations or narratives. This section always includes pairwork activities, some of which direct students to the back matter on pages 73-75. It allows students to use English in meaningful contexts and revise the language they have learnt.

Reading and WritingThis two-page section includes a reading and a writing section.

Interesting and updated texts cover a wide range of text types including a web page, a catalogue, an online ad, a magazine article, a magazine interview and online film reviews. Their purpose is to expose students to the new vocabulary and grammar in a natural context. Pre-reading activities encourage students to predict the content of a text. Post-reading comprehension activities, which first focus on gist and then on more detailed information, help students obtain a full understanding of the text and train them in the strategy of scanning by asking them to look back at the text and find the information they need to answer the questions successfully. Varied discussion activities encourage students to get involved with the topic dealt with and express their own ideas in a simple way.

The writing section consists of a complete column devoted to developing writing skills. It features a Writing rule box that helps students develop such micro skills as punctuation, organisation and linkers, and guided writing exercises that help students produce their own piece of writing successfully. Pre-writing activities are always provided.

Listening and SpeakingThis one-page section features a conversation that is related to the unit theme and incorporates some of the vocabulary and grammar that students have previously learnt. The pre-listening activities are usually related to a colourful photo that sets the context for the first listening. These activities will aid students comprehension by making them aware of the kind of conversation they are going to listen to. The comprehension exercises that follow are of two types. The first exercise develops global comprehension as it encourages students to understand gist. The second exercise develops detailed comprehension by asking students to understand specific information. Whenever necessary, there is a third activity which also focuses on details. These activities develop the students confidence and ability to understand simple conversations in English.

A speaking activity leads on naturally from the listening activity. It includes a functional conversation that teaches some of the language students might need in simple everyday situations. Students will learn how to ask someone how he/she is, compliment someone on something he/she has, introduce a friend, ask the time, order food, and buy something in a shop. The section provides a recorded model to encourage students to imitate pronunciation and intonation.

Final taskAt the end of each unit students put together all they have learnt in an achievable task that serves a twofold purpose. Each task has been carefully designed to a) get students to use the language covered in current and previous units

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in a communicative context and b) help students gain experience using digital tools such as software programs and the Internet.

Given that digital tools may not always be available to students, each final task offers two options.

Option 1 is to be carried out using laptops or computers.

Option 2 is to be carried out using traditional methods such as speaking and writing.

For Option 1 of the final tasks in Whats Up? Starter, students will need:

Awordprocessor,forexample,MicrosoftWord. Apresentationprogramme,forexample,Microsoft

PowerPoint.

CmapToolsorMicrosoftOfficeWordSmartArt. AnInternetconnection. MSNoranotherinstantmessengerchatforum. Anemailaccount. Aclassroomwebsiteorblogwherestudentsworkcan

be published (optional).

Whicheveroptionyouchoose,alltaskssharethesameadvantages:

Theyareagoalinthemselvesatthebeginningofeach unit students learn the main goal of the unit so they can work towards it.

Theyelicitthelanguagetaughtineachunitandreviselanguage from previous units.

TheyprovideanopportunityforstudentstouseEnglish creatively in a meaningful context.

Theyincludemodelsthatstudentscanuseasaguide.

Theyallowstudentstoworkattheirownleveloflinguistic competence.

Theyconsistofseveralstepstohelpstudentsgetready for their final goal and achieve it successfully.

Theygivestudentstheopportunitytofinisheachunitwithasenseoffulfillmentofhavingachievedagoal.

Technology in the classroomTechnologyhasbecomesynonymouswithmodernlife.TheuseofcomputersandtheInternetisanintegralpartof our daily routine, so students will feel at ease when using technology in the classroom. It will increase their motivation and engagement and thus enhance teaching and learning. In addition, it will help students develop their ICT(informationandcommunicationtechnology)skills,whichwillenablethemtosucceedintomorrowsworld.

ThefinaltasksinWhats Up? encourage students to use technology as a tool to either access and evaluate information or use information creatively as they communicateittoothers.Theyprovideachancetoincorporate 21st century skills into the classroom by

encouraging students to become critical thinkers, good communicators and collaborators and creative workers, thusdevelopingthefourCs(criticalthinkingandproblemsolving, communication, collaboration, and creativity and innovation).

Wesuggestcreatingandmaintainingaclassroomwebsite(or blog) because of its many benefits for both teachers and students. It will improve communication, create new opportunities to practise English and make learning more fun.

You can set up a free website or blog on www.kidblog.org, www.sites.google.com, www.blogger.com or any other availableweb-buildingsiteofyourchoice.Themainpurpose of this website is to create a place where students can share their work by having their final drafts published. Afterbeingmarkedup,writtenassignmentsareusuallyputawayandthenforgotten.Ifstudentsworkispublishedon a website, its authors will feel their work becomes memorable and its readers will get the chance to view their classmatesworkandlearnfromit.

Awebsitecanhavemanyotherpurposes.Itsusesdependon how much time teachers and students can devote to it. Thefollowingisalistofadditionalusesawebsitemighthave.

Onaclassroomwebsiteteacherscan:

Postannouncements. Posthomeworkassignments. Listusefullinksthatwillallowstudentstoquicklygain

access to relevant resources.

Postaclasscalendar. Uploadgamesandvideos. PostthePowerpointpresentationstheyuseinclass. Uploadphotosforstudentstodescribe. Postaweeklyquestionforstudentstoanswer. Postusefultipstohelpstudentsrememberwhatwas

taught in class.

Onaclassroomwebsitestudentscan:

Postcommentstoexpresstheirviews. Developcriticalthinkingbyreadingtheirclassmates

posts on given topics.

Contacttheirteacheroutsidetheclassroom. Checktheirhomeworkassignments. Findusefullinkswheretheycangetpracticereading

authentic materials.

Postblogentriestoshareinformation. Viewtheinformationtheirteacherhasposted. Takepartinonlinediscussions. Takepolls.

Notes:

1 If you set up a website where students can post comments, make sure to talk to them about the importance of respecting each other and not posting comments which might cause offense to others.

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Introduction

2 When working with software such as PowerPoint or CMapTools,makesurestudentsarefamiliarwithit.Iftheyare not, before they get started on a final task, you should model the steps for using it.

Self-assessmentThe last page of each Students Book unit offers students the opportunity to demonstrate what they have learnt and reflect on their progress. The following are a few general guidelines as to how to approach it:

Tellstudentsthatthissectionwillhelpthemevaluatetheir progress. Go over the six tasks and the examples withtheclass.Clarifyanydoubtsandgiveafewmoreexamples if necessary.

Encouragestudentstowritefiveitemsforeachofthetasks and to use different pronouns, verbs, nouns, etc,toaddvarietytotheiranswers.Circulateasstudents write to monitor their work.

Havestudentsratetheirworkaccordingtohowwellthey think they did. Tell them they can write from 1 to 5ticksonthescalebeloweachtask.Circulatetohelpstudents rate their work.

Thenhavestudentsratetheiroverallworkbyaddingup the total number of ticks they got and writing them on the scale at the bottom of the page.

Callonsixstudentstocometotheboard.Eachstudent writes on the board his/her answers to one of thetasks.Discusstheanswerswiththeclass,makeany necessary corrections and clarify any doubts.

Havestudentsreflectonhowmuchtheyhavelearnt.Students who didnt do as well as expected reflect on how they can improve. Tell them to decide what they need to revise or practise more. Ask them to flick through the Students Book, Workbook and Extra Practice Book pages to find sections/activities that can help them reinforce the areas they are weaker at. Ask them to write the relevant pages at the bottom of their self-assessmentsheet.Circulateandhavestudentsshow you the pages they have selected. Advise them as necessary.

Break TimeThere are three Break Time sections, appearing after units 2, 4 and 6. The purpose of these sections is to allow students to enjoy English as they play games and listen to songs. They are an opportunity for further practice and for extension as well. The first two Break Time sections feature a Puzzle Time page and a Song page. The Puzzle Time page includes word games that revise language in preceding units. The Song page contains simple activities based on a song chosen by the students themselves and whose recording they should bring to class. The Break Time section that appears at the end of the book features a board game, The Rainbow Game, that revises the main grammar and vocabulary taught in the book.

PronunciationPronunciation notes focusing on sounds, word stress and intonation have been included wherever appropriate in this Teachers Guide. Please see Planificacin Anual on pages 8-13.

WorkbookThe Workbook section includes further practice of vocabulary, grammar, reading, writing and listening. As with the Students Book, the skills and language points are integrated and personalised. Although the Workbook activities are suitable for self-study, many of them can be used as extra material in class. The Workbook units consist of the following pages:

Pages 1 and 2: Vocabulary and Grammar

Pages 3 and 4: Vocabulary, Grammar and Reading

Page 5: Writing and Listening

Page 6: Self-check

The Workbook section gives students a new opportunity to practise their listening skills. The Workbook audio files can be found in mp3 format at www.pearsonelt.com.ar/wu/workbookaudio. Teachers can assign these listening exercises as homework for correction in the classroom as students will be able to download the audio files to their computers. You will find the audioscript and the answer key to these exercises at the back of this Guide.

Extra Practice BookThis book helps students understand, reinforce and practise the grammar and vocabulary taught in each Students Book unit. It presents grammar in clear charts with simple explanations and examples and useful Remember! and Be careful! notes. It provides numerous practice opportunities in a wide variety of controlled exercises that will help students acquire the new structures.

Quick CheckTheQuickCheckfeaturescleargrammarchartsandexamples of the main language covered in the Students Book.

Teachers Resource BankThis book is an invaluable tool for teachers. It features a diagnostic test, unit checks and tests for every unit in Whats Up? It also includes a mid-book revision test and an end-of-book revision test. The material presented is photocopiable and ready for classroom use.

! Note: Version B of these checks and tests can be found at www.pearsonelt.com.ar/wu.

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Whats NEW in Whats Up? Starter

Modern new lookClear layout and updated unit objectives

New readings and activitiesA variety of text types offer ample exposure to the language

Syllabus aligned with

curricular demands

Final tasks plus For our 21st century learners

Online teacher support at www.pearsonelt.com.ar/wuTo get your password, contact our

Teachers Help Desk at 011-4309-6150/51/52 or by email at [email protected].

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Planificacin anual

Unidad temtica 1: HelloTpico: El alumno en su entorno.

Tareas de comunicacin y aprendizaje Contenidos

(Pgina 7)Asociacin de lxico referente al saludo cotidiano con

situaciones grficas que lo representan.Reconocimiento de expresiones formales e informales.

(Pgina 8)Reconocimiento y produccin de nmeros. Reconocimiento y produccin de las vocales / i: / (three), / / (six). Identificacin de lxico referente a informacin personal.Produccin del alfabeto atendiendo a la pronunciacin.

(Pgina 9)Reconocimiento de pronombres personales y categorizacin

segn su gnero. Sistematizacin de la forma afirmativa del presente simple del

verbo to be y reconocimiento de su pronunciacin.Deduccin de reglas gramaticales.Reconocimiento de adjetivos posesivos.Produccin escrita, guiada y libre de los contenidos

gramaticales aprendidos.

(Pgina 10) Identificacin de continentes, pases y ciudades en un

planisferio y produccin de sus nombres. Intercambio oral sobre ciudades y pases.

(Pgina 11) Sistematizacin de la forma negativa del presente simple del

verbo to be y reconocimiento de su pronunciacin.Deduccin de reglas gramaticales.Reconocimiento de preguntas abiertas con What? y Where?Produccin guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos.Participacin en actividades ldicas en pares.

(Pginas 12-13)Descripcin de fotos y anticipacin como estrategias de

comprensin lectora. Lectura y comprensin de dos textos que brindan informacin

personal e identificacin de ideas generales y especficas.Comparacin de culturas y comunidades educativas.Reconocimiento del significado del conector and. Insercin de datos en un formulario como tarea de

preparacin para la escritura.Redaccin de un prrafo descriptivo sobre un amigo.

(Pgina 14)Descripcin de una foto y anticipacin como estrategias de

comprensin auditiva. Escucha de una conversacin entre un alumno y una

asistente en una escuela de idiomas e identificacin de informacin general y especfica.

Escucha y posterior elaboracin de un dilogo breve entre dos amigos que se saludan.

Participacin en juego de roles.

(Pgina 16)Autoevaluacin guiada.

Lexicales Saludos formales e informales. Informacin personal: nombre, edad,

origen, domicilio, estudios.Nmeros cardinales: 1-20. Letras del alfabeto.Pases del mundo, sus capitales y

ciudades importantes. Lenguaje de Internet: @ (at), . (dot)

Gramaticales Pronombres personales.Presente simple del verbo to be en

sus formas afirmativa, negativa e interrogativa (preguntas abiertas con What? y Where?).

Adjetivos posesivos: my, your, his, her.Preposiciones de lugar: at, in.Conector de adicin: and.

Fonolgicos Los sonidos de las letras del alfabeto. Las vocales / i: / (three), / / (six).

(Teachers Book, pg. 19.) Pronunciacin de las formas afirmativas

y negativas del verbo to be. (Teachers Book, pgs. 18 y 20.)

Pronunciacin de los tems lexicales.

Proyecto final

(Pgina 15)

Tpico Informacin personal: el alumno y su entorno.

Proyecto Los alumnos elaborarn un pster para compartir

informacin personal.

ContenidosUso del tiempo presente simple del verbo to be.Uso de adjetivos posesivos y preposiciones de lugar.Uso de vocabulario para describir la edad, la ciudad, el

pas, la escuela, el horario escolar y los amigos.Uso contextualizado de las macro habilidades.Uso de las habilidades del siglo XXI.

Tareas de preparacin Lectura de un pster que servir de modelo.Redaccin de un borrador para su posterior edicin.

Resultado esperadoOpcin 1: Elaboracin de un pster interactivo en

www.glogster.com o de una presentacin PowerPoint.Opcin 2: Elaboracin de un pster en papel.

Repercusin pblicaOpcin 1: Exhibicin del pster interactivo o de la

presentacin PowerPoint ante un grupo de alumnos.Opcin 2: Presentacin del pster ante la clase y colocacin

de los psters en las paredes de la clase o la escuela.

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Unidad temtica 2: Favourite thingsTpico: El alumno, sus pertenencias y sus objetos preferidos.


(Pgina 17)Asociacin de lxico referente a objetos con sus imgenes. Identificacin de los objetos que son de uso de los alumnos.

(Pgina 18)Asociacin de lxico referente a objetos con sus imgenes. Usodeldiccionario. Categorizacindeobjetospersonales. Lecturayrepeticindenmerosparasureconocimiento. Descripcinoralyescritadeprecios.

(Pgina 19)Reconocimiento de sustantivos singulares y plurales.Reconocimiento del uso del artculo indefinido a/an. Sistematizacin de las formas afirmativa y negativa del presente

simple del verbo have got con los pronombres I, you, they y su pronunciacin.

Deduccindereglasgramaticales.Produccin guiada y libre (oral y escrita) de los contenidos


(Pgina 20) Identificacin de los colores y expresin de preferencias.Reconocimiento y produccin de adjetivos calificativos.

(Pgina 21)Reconocimiento de la posicin del adjetivo. Sistematizacin de la forma interrogativa del presente simple

de los verbos to be y have got.Reconocimiento y produccin de entonacin ascendente de

preguntas cerradas con el verbo have got. Reconocimiento del uso del artculo indefinido the. Deduccindereglasgramaticales.Produccin guiada y libre (oral y escrita) de los contenidos


(Pginas 22-23) Identificacin del tipo de texto como estrategia de

comprensin lectora. Lecturaycomprensindeuncatlogoeidentificacinde

ideas generales e informacin especfica.Reconocimiento del significado de los conectores and y but. Insercin de datos en una ficha como tarea de preparacin.Redaccin de una descripcin de un producto tecnolgico.

(Pgina 24) Descripcindeunafotoyanticipacincomoestrategiasde

comprensin auditiva. Escucha de una conversacin entre dos amigos frente a un

negocio e identificacin de informacin general y especfica. Escucha y posterior elaboracin de un dilogo breve en que

un amigo halaga el objeto del otro.Participacin en juego de roles.


Lexicales Objetoscotidianos. Nmeroscardinales:20-100.Precios. Colores.Adjetivos descriptivos. Expresin informal: Cool watch! Expresin: I like .

Gramaticales Sustantivos singulares y plurales.Artculo indefinido (a/an) y definido (the).Presente simple del verbo to be (formas

afirmativa y negativa y preguntas cerradas con respuestas breves).

Presente simple del verbo to have (formas afirmativa y negativa y preguntas cerradas con respuestas breves) con I, you, we.

Posicin del adjetivo. Conectores:and, but.

Fonolgicos Pronunciacin de las formas completas y abreviadas del verbo have got. (Teachers Book, pg. 29.)

Entonacin ascendente de preguntas cerradas con el verbo have got. (Teachers Book, pg. 32.)

Pronunciacin de los tems lexicales.

Proyecto final

(Pgina 25)

Tpico Losobjetospreferidos.

Proyecto Losalumnosconversarnsobresusobjetospreferidos.

Contenidos Usodeltiempopresentesimpledeto be y have got. Usodevocabularioparadescribirobjetos. Usocontextualizadodelasmacrohabilidades. UsodelashabilidadesdelsigloXXI.

Tareas de preparacin Lecturaeinterpretacindeunmapaconceptualsobrelos

objetos preferidos de una adolescente. Elaboracin en un mapa conceptual como medio para

generar y organizar ideas: Opcin1:Creacindelmapaconsoftware(CmapTools). Opcin2:Creacindelmapaenpapel. Utilizacindelmapaconceptualcomoguaparala

elaboracin de una descripcin de objetos preferidos.

Resultado esperado (con repercusin pblica) Tarea grupal: Intercambio de preguntas y respuestas

sobre los objetos preferidos de los alumnos del grupo.

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Planificacin anual

Unidad temtica 3: Family & homeTpico: El alumno, su familia y su hogar.


(Pgina 29)Asociacin de lxico referente a la descripcin de personas

con imgenes que los representan. Expresin de opinin personal sobre las edades de las

personas fotografiadas.

(Pgina 30) Identificacin de los miembros de una familia en una fotografa.Reconocimiento y produccin de la vocal // (mother). Lecturadeuntextoeidentificacindelparentescoentrelas

personas descriptas.Reconocimiento de vocabulario referente a las mascotas.(Pgina 31) Sistematizacin de las formas afirmativa, negativa e

interrogativa del presente simple del verbo have got con todos los pronombres.

Reconocimiento de la forma interrogativa del verbo to be: preguntas abiertas con Who? y How old?

Deduccindereglasgramaticales.Reconocimiento de adjetivos posesivos.Produccin guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos.Participacin en actividades ldicas y juego de roles.(Pgina 32) Identificacin de los ambientes y los objetos de una casa.Produccin de las palabras compuestas por ms de una

slaba con la acentuacin correcta. Ubicacindelosobjetosenlosambientesenqueseencuentran.Produccin oral en pares.(Pgina 33) Sistematizacin de las formas afirmativa, negativa e

interrogativa de there is / there are en un cuadro (preguntas cerradas y respuestas breves).

Deduccindereglasgramaticales.Reconocimiento de las preposiciones de lugar.Produccin guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos.Participacin en actividades ldicas en pares.(Pginas 34-35) Identificacin del tipo de texto como estrategia de

comprensin lectora. Lecturaycomprensindeunapginawebeidentificacinde

ideas generales e informacin especfica. Clasificacindeinformacinenuncuadro.Reconocimiento del significado del conector because. Listadodenotascomotareadepreparacinparalaescritura.Redaccin de una descripcin de una casa o departamento.(Pgina 36) Descripcindefotoscomoestrategiadecomprensinauditiva. Escucha de una conversacin entre dos amigos acerca de la

familia de uno de ellos e identificacin de informacin general y especfica.

Escucha y posterior elaboracin de un dilogo breve en que un amigo presenta a su hermana.

Participacin en juego de roles.(Pgina 38)Autoevaluacin guiada.

Lexicales Miembrosdelafamilia.Mascotas.Ambientes de una casa.Mueblesyobjetosdelhogar. Expresin: I think .

Gramaticales Presente simple del verbo have got en sus formas afirmativa, negativa e interrogativa (preguntas cerradas y respuestas breves) con todos los pronombres.

Presente simple del verbo to be en su forma interrogativa (preguntas abiertas con Who? y How old?).

Adjetivos posesivos: its, their, our.Preposiciones de lugar: in, on, under. Conectordecausaorazn:because.

Fonolgicos Lavocal// (mother). (Teachers Book, pg. 39.)

Lasslabasylaacentuacindepalabras. (Teachers Book, pg. 42.)

Pronunciacin de los tems lexicales aprendidos.

Proyecto final

(Pgina 37)

Tpico Intercambio de hogares durante las vacaciones.

Proyecto Losalumnoselaborarnunavisodeunhogarimaginario

para una pgina web de intercambio de hogares.

Contenidos Usodeltiempopresentesimpledelverbohave got. Usodepreposicionesdelugar. Usodevocabulariorelacionadoconladescripcinde

hogares. Usocontextualizadodelasmacrohabilidades. UsodelashabilidadesdelsigloXXI.

Tareas de preparacinBsqueda de fotos como medio para generar ideas. Dibujodeunplanodeunacasaoundepartamentocomo

medio para generar ideas. Elaboracin de un borrador para su posterior edicin.

Resultado esperado Opcin1:Elaboracindeunavisoenundocumentode

Word con incorporacin de imgenes. Opcin2:Elaboracindeunavisoenpapelcon

incorporacin de fotos.

Repercusin pblica Intercambio oral en pares sobre los hogares redactados

en sus avisos.

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Unidad temtica 4: Fun timeTpico: El alumno y su tiempo libre.


(Pgina 39)Asociacin de lxico referente a lugares de esparcimiento con

imgenes que los representan. Identificacin de objetos en fotografas.

(Pgina 40)Asociacin de lxico referente a actividades de tiempo libre

con las imgenes que los representan. Identificacin de frases formadas por verbos seguidos de

sustantivos o expresiones de lugar. Reconocimiento de vocabulario referente a cosas que nos gustan.

(Pgina 41) Sistematizacin de las formas afirmativa y negativa del

presente simple con los pronombres I, you, we, they.Reconocimiento de adverbios de frecuencia.Ubicacin de los adverbios de frecuencia en la oracin.Deduccin de reglas gramaticales.Produccin guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos. Intercambio oral en pares.

(Pgina 42)Reconocimiento de vocabulario referente a comidas y bebidas. Identificacin de la frase have + breakfast / lunch / dinner.Produccin oral y escrita del vocabulario aprendido.

(Pgina 43) Sistematizacin de la forma interrogativa del presente simple

con los pronombres I, you, we, they (preguntas cerradas y respuestas breves).

Reconocimiento y produccin de entonacin ascendente de preguntas cerradas en el presente simple.

Deduccin de reglas gramaticales.Produccin guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos.Participacin en juego de roles.

(Pginas 44-45) Elaboracin de inferencias previas como estrategia de

comprensin lectora. Lectura y comprensin de un artculo de una revista e

identificacin de ideas generales e informacin especfica.Reconocimiento del significado del conector or. Interpretacin de un grfico de barras y elaboracin de uno

propio como tarea de preparacin para la escritura.Redaccin de una descripcin de las actividades de tiempo

libre realizadas por el alumno.

(Pgina 46)Descripcin de una foto y anticipacin como estrategias de

comprensin auditiva. Escucha de una conversacin entre dos amigos acerca de

las actividades que realizan e identificacin de informacin general y especfica.

Escucha y posterior elaboracin de un dilogo breve en que se hace un pedido en un lugar de comidas rpidas.



Lexicales Actividades de tiempo libre.Objetos tpicos de actividades de tiempo

libre.Comida y bebida.Comidas del da. Expresiones: Can I help you?

Can I have ? Here you are.

Gramaticales Presente simple en su forma afirmativa, negativa e interrogativa: I, You, We, They.

Adverbios de frecuencia: always, sometimes, never.

Like + sustantivo. Conectores:

- de adicin: and. - de oposicin: but. - de causa: because. - de opcin: or.

Fonolgicos Entonacin ascendente de preguntas cerradas en el presente simple. (Teachers Book, pg. 51.)


Proyecto final

(Pgina 47)TpicoActividades de tiempo libre.Proyecto Los alumnos realizarn una encuesta sobre actividades

de tiempo libre y a partir de ella elaborarn conclusiones.ContenidosUso del tiempo presente simple.Uso de vocabulario referente a actividades de tiempo

libre.Uso contextualizado de las macro habilidades.Uso de las habilidades del siglo XXI.Tareas de preparacinConstruccin de preguntas de una encuesta para su

posterior edicin. Resultado esperadoOpcin 1: Creacin de una encuesta en la pgina web

www.surveymonkey.com. Opcin 2: Creacin de una encuesta en papel.Repercusin pblicaOpcin 1: Lectura de la encuesta recibida por email y

eleccin de respuestas.Opcin 2: Intercambio oral entre pares. Los alumnos

se turnan para realizar las preguntas de su encuesta y responder la encuesta de su compaero.

Tareas de reflexin finalRedaccin de un informe sobre el resultado de la encuesta.Comparacin de los datos que surgen de la encuesta con

los hbitos propios.

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Planificacin anual

Unidad temtica 5: Everyday lifeTpico: El alumno y su vida cotidiana.


(Pgina 51) Categorizacindeimgenessegnloslugaresque

representan. Descripcinguiadadefotografas.

(Pgina 52)Asociacin de lxico referente a actividades cotidianas con las

imgenes que las representan. Ordenamientodeactividadesenordencronolgico.

(Pgina 53) Sistematizacin de las formas afirmativa y negativa del

presente simple con todos los pronombres. Deduccindereglasgramaticales.Produccin guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos. Intercambio oral en pares.

(Pgina 54)Reconocimiento de vocabulario referente a los meses del ao,

el clima, los das de la semana y la hora.Produccin de las palabras compuestas por ms de una

slaba con la acentuacin correcta.Produccin oral y escrita del vocabulario aprendido.

(Pgina 55) Sistematizacin de la forma interrogativa del presente simple

con todos los pronombres (preguntas cerradas y respuestas breves).

Reconocimiento y produccin de entonacin ascendente de preguntas cerradas en el presente simple.

Deduccindereglasgramaticales.Reconocimiento de las preposiciones de tiempo.Produccin guiada y libre (oral y escrita) de los contenidos


(Pginas 56-57) Elaboracin de inferencias previas como estrategia de

comprensin lectora. Lecturaycomprensindeunartculodeunarevistae

identificacin de ideas generales e informacin especfica.Anlisis del formato de un email. Escritura de oraciones aisladas como tarea de preparacin

para la escritura.Redaccin de un email.

(Pgina 58) Descripcindeunafotoyanticipacincomoestrategiade

comprensin auditiva. Escucha de una conversacin entre dos amigos acerca del

da preferido de la semana de uno de ellos e identificacin de informacin general y especfica.

Escucha y posterior elaboracin de un dilogo breve acerca de la hora.



Lexicales Actividades de la vida diaria de un adolescente.

Mesesdelao. Dasdelasemana. Estaciones del ao. Clima. Lahora.

Gramaticales Presente simple en sus formas afirmativa, negativa e interrogativa con todos los pronombres.

Adverbios de frecuencia: always, sometimes, never.

Preposiciones de tiempo: on, at, in. Otraspreposiciones:for, with, to.

Fonolgicos Lasslabasylaacentuacindepalabras. (Teachers Book, pg. 61.)

Entonacin ascendente de preguntas cerradas en el presente simple. (Teachers Book, pg. 62.)


Proyecto final

(Pgina 59)

Tpico Lasrutinasdiarias.

Proyecto Losalumnoscompararnloshbitoscotidianospropiosy

de su familia con los de sus compaeros y sus familias.

Contenidos Usodelpresentesimple. Usodevocabulariorelacionadoconlasactividades

cotidianas. Usocontextualizadodelasmacrohabilidades. UsodelashabilidadesdelsigloXXI.

Tareas de preparacin Insercin de verbos en oraciones sobre una rutina diaria. Escritura de oraciones descriptivas de la rutina propia y

de los miembros de la familia. Construccindepreguntasacercadelarutinadiariadel

compaero y su familia.

Resultado esperado (con repercusin pblica) Opcin1:RegistroenMSNeintercambiodepreguntasy

respuestas escritas acerca de los hbitos cotidianos. Opcin2:Intercambiooralenparesacercadeloshbitoscotidianos.Losalumnospreguntanyrespondenlaspreguntas que han preparado.

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Unidad temtica 6: FictionTpico: El alumno, la fantasa, las pelculas y sus personajes.


(Pgina 61) Identificacin de actores y personajes de pelculas.Utilizacin de conocimientos previos sobre pelculas vistas.

(Pgina 62)Asociacin de lxico referente a las partes del cuerpo con

las imgenes que las representan.Produccin oral del lxico aprendido atendiendo a la

correcta pronunciacin de diptongos. Intercambio oral en pares.

(Pgina 63)Reconocimiento del caso genitivo.Deduccin de reglas gramaticales.Produccin guiada y libre de los contenidos gramaticales

aprendidos.Participacin en actividades ldicas en pares.

(Pgina 64)Reconocimiento de adjetivos descriptivos.Reconocimiento y produccin de diptongos.Asociacin de lxico referente a habilidades o destrezas y

las imgenes que los representan. Intercambio oral en pares.

(Pgina 65) Sistematizacin de las formas afirmativa, negativa e

interrogativa de can para expresar habilidad (preguntas cerradas y respuestas breves).

Deduccin de reglas gramaticales.Reconocimiento y produccin de la forma fuerte y dbil de

can y de la forma fuerte de cant. Produccin guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos.Participacin en actividades ldicas.

(Pginas 66-67) Lectura y comprensin de relatos breves de pelculas e

identificacin de ideas generales e informacin especfica.Reconocimiento de tema, localizacin en espacio y

personajes en los relatos.Anlisis del uso de la aposicin.Reconocimiento de aposiciones en textos.Produccin de aposiciones. Insercin de informacin en una ficha como tarea de

preparacin para la escritura.Redaccin de una descripcin breve de una pelcula.

(Pgina 68)Descripcin de una foto y anticipacin como estrategia de

comprensin auditiva. Escucha de una conversacin entre dos amigos que se

encuentran en una librera e identificacin de informacin general y especfica.

Escucha y posterior elaboracin de un dilogo breve en una librera en que un cliente compra un libro.



Lexicales Partes del cuerpo.Adjetivos que describen apariencia

personal: ugly / good-looking; short / tall; short / long; weak / strong; young / old.

Verbos que describen destrezas: run, walk, dance, fly, sing, swim, jump, play + (instrument), draw.

Expresiones: Excuse me. Ill take it.

Gramaticales Caso posesivo. s = is, s = has. Sistematizacin de las formas afirmativa,

negativa e interrogativa de can para expresar habilidad.

Aposiciones.

Fonolgicos Diptongos. (Teachers Book, pgs. 68 y 70.)

Pronunciacin de las formas fuerte y dbil de can y de la forma fuerte de cant. (Teachers Book, pg. 71.)


Proyecto final

(Pgina 69)

TpicoPersonajes de la ficcin.

Proyecto Los alumnos elaborarn un juego de adivinanza.

ContenidosUso del presente simple.Uso de can para expresar habilidad.Uso de vocabulario para describir un personaje, su

apariencia fsica, sus habilidades y sus hbitos.Uso contextualizado de las macro habilidades.Uso de las habilidades del siglo XXI.

Tareas de preparacinDescubrimiento de la respuesta de un juego de adivinanza. Eleccin de un personaje para crear un juego de

adivinanza.Redaccin de un borrador para su posterior edicin.

Resultado esperadoOpcin 1: Creacin de un juego de adivinanza para subirlo

a la pgina web www.wallwisher.com o la pgina web de la clase, si la misma cuenta con ella.

Opcin 2: Creacin de un juego de adivinanza en papel.

Repercusin pblicaOpcin 1: Ingreso a la pgina web www.wallwisher.com

para leer los juegos de adivinanza de los compaeros y resolverlos.

Opcin 2: Intercambio de los juegos de adivinanza en papel entre los miembros del grupo.

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Welcome to Whats Up?

Students Book pages 4, 5 and 6

1 Have students look at the picture. Say: Teacher. Students find the label teacher in the picture and repeat chorally after you. Do the same with the other labels in the picture.

For further practice, point to several objects in the classroom and have students name the objects. For example, point to a chair and have the class say: Chair! Do the same with the other objects labelled in the picture.

Read the text in the speech bubbles (Good morning, everyone. Good morning, Miss Kent). Make sure students understand this greeting. Teach the greeting Good afternoon by writing it on the board and explaining when to use it.

2 Read the verbs aloud as students study the pictures that illustrate them. Then ask the class to read the verbs chorally.

For further practice, say: Close your book! and have students follow your instruction. Do the same with the following instructions. Say:

Look at the window.

Open your books.

(Write Whats Up? on the board and point to what youve written.) Read this.

Write school bag.

Circle the word bag.

3 Students use the verbs in Exercise 2 to complete the sentences individually. To check answers, call on students to say the verbs. Write them on the board.

ANSWERS

2. Look3. Listen4. Read5. Write6. Close

4 a) Read the dialogues aloud. Then read each dialogue again, pausing after each item so students can repeat chorally. Clarify any doubts about unknown vocabulary.

Draw students attention to the question in dialogue 3. Point out that we use Can I ? to ask for permission. You may want to write other examples on the board:

Can I read?

Can I ask a question?

b) Read the example aloud. Before students practise in pairs, ask the class: Whats open in Spanish? Whats leer in English? Whats book in Spanish? and have the class answer chorally. As students practise in pairs, walk around to provide help as needed.

5 a) and b) Read the conversation between Carol and her teacher. Explain that Bye and Goodbye have the same meaning.

To revise the greetings students have learnt in this section, write on the board:

Good morning, Carol. Hello, Carol. Goodbye, Carol.

Good morning, Miss / Sir. Hello, Miss / Sir. Bye, Miss / Sir.

Address several students and use one of the greetings on the board. The students should answer with an appropriate reply. For example, address a student and say: Hello, (students name). The student should look at you and say: Hello, Miss / Sir.

6 This exercise will help students become aware of the fact that they already know a lot of words in English. Tell students that some of the words we use every day are English words. Others are not English, but they are very similar to their English equivalent.

Go over the example (Start). Students complete the words with a partner. To check answers, call on several students to say the words. Write the words on the board.

ANSWERS

Music, Cybercafe, Internet, Sandwich, Stop, Shopping centre

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7 a) and b) Go over the examples (robot, telephone). Students classify the words with a partner. To check answers, write the two column heads on the board and list the words on the board as you get feedback from students.

ANSWERS

English Spanish English Spanish

emailchatbarticketdiscoCDair bag

computerguitarcoffeeprogrammeentercinemaphoto

To finish, you may want to ask students to think of other English words we use. Ask students to share them with the class. Write a list on the board.

Linked activities Diagnostic test (version A), Teachers Resource

Bank, pages 2 and 3 Diagnostic test (version B) at

www.pearsonelt.com.ar/wu/

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18

1

Whats up? Starter Teachers Guide

Students Book page 7

ContentsCommunicationSay hello.Give personal information.Spell your name.Describe people and places.Ask and answer about people and places.Write about a person you know.Say how you are.

GrammarSubject pronouns.Verb to be (all forms) affirmative, negative and Wh- questions.Possessive adjectives: my, your, her, his.

VocabularyNumbers 1-20.Personal information.The alphabet.Continents, countries and cities.

Final taskMake a poster about you:

Use Powerpoint or log on to Glogster and create an interactive poster about you.

Design your poster on coloured paper. Make it attractive!

Study the unit goals with the students and clarify any doubts. Then ask students what the final task is (Make a poster about you) and make sure they understand what it is about. You may want to have students go to page 15 to have a look at it. Point out that in this unit they will be learning the language they need to carry it out.

1 Hold up your book, point to the people in the photos and say: These people are saying hello. Mime the word hello by waving your hand to the class. Address different students as you say: Hi / Hello. Im (your name). Elicit the response: Hi / Hello. Im (students name) from several students.

Direct students attention to the example (first dialogue and photo C). In pairs, students match the other three dialogues to three photos. Point out that there is one extra photo.

ANSWERS

Second dialogue: BThird dialogue: EFourth dialogue: D

2 Read the example aloud. Make sure students understand that Hi an Hello have the same meaning. Ask students to match the other sentences individually. A student reads the answers aloud.

ANSWERS

Im Katie. - My name is Katie.Goodbye. - Bye.

Linked activities Vocabulary, Extra Practice Book, page 5

Hello

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1 Students Book page 8

1 a) Read the numbers aloud and ask students to repeat chorally after you. Make sure students pronounce the long /I/ in three and the short /i/ in six correctly. Also make sure students pronounce the initial sound /T/ in three correctly. Tell students that in order to pronounce this sound you need to put your tongue between your teeth and release air. There should be vibration.

b) Pairwork. Model the activity by writing a number on the board and having the whole class say the number. Walk around and provide help as needed as students do the activity in pairs.

2 a) Read the numbers aloud and ask students to repeat chorally after you. Make sure students pronounce the long /I/ in the numbers ending in -teen correctly.

b) Tell students you will say a number and they will circle the number they hear. Say: Number 1, thirteen. Repeat: Thirteen. Allow students time to circle the number and then say each of the following, repeating the numbers as necessary: Number 2, nineteen. Number 3, eleven. Number 4, sixteen. Number 5, fourteen.

c) To check answers, have students say the numbers they circled. As students say the numbers, write them on the board.

ANSWERS

1. 132. 193. 114. 165. 14

3 a) Read the form aloud and clarify any doubts about the new vocabulary. Direct students attention to the

box and make sure students understand how to read an email address (carol thirteen at gomail dot com).

For further practice, say: Phone number and have students read Carols phone number from the form. Do the same with age, email address, school and school year.

b) Students write their personal information individually. To check answers, call on several students to read the information in their form aloud.

4 a) Before students listen, point out that letters in the same colour have the same sound. Play CD Track 2. Pause after each set of letters for students to repeat them. Play the CD again. Students say the whole alphabet as they listen.

b) Have students practise saying the letters in pairs. Walk around and provide help as needed.

c) Have students practise spelling their name in pairs. Then call on several students to spell their name aloud.

Linked activities Workbook section, Students Book, page 76 Vocabulary, Extra Practice Book, page 5

Vocabulary

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Grammar1 Students Book page 9

1 a) Read the pronouns in the box aloud. Then write the pronouns on the board. To illustrate their meaning, point to each pronoun and say relevant sentences: Point to I on the board and say: Im (your name). Point to you on the board, address a student and say: Youre (students name). Do the same with the other pronouns.

Make sure students understand that:

You is both singular and plural. You may want to give the two possible translations of you (vos, ustedes). Explain that the context will make its meaning clear to the listener.

They has no gender. It is the plural form of three different pronouns: he, she and it.

b) Have students classify the pronouns individually. To check answers, draw the Venn diagram on the board and write the pronouns in the sets as you get feedback from students.

ANSWERS

Male: HeFemale: SheNeutral: I, You, It, They

Verb to be affirmativeStudents study the full and contracted forms of the verb to be and fill in the blanks. To check answers, write the gapped sentences on the board and complete the blanks as you get feedback from students.

Direct students attention to the box. Explain that contracted forms are the most commonly used forms in spoken English, especially after pronouns.

To make sure students know how to pronounce the full and contracted forms of the verb to be, read the sentences in the grammar box aloud and have students repeat chorally after you.

Refer students to Grammar Reference 1, Extra Practice Book, p. 2.

2 a) Read the example aloud and clarify any doubts. Students complete the sentences individually. To check answers, call on students to read a sentence each aloud.

ANSWERS

2. are3. is4. are

b) Read the example aloud and clarify any doubts. Students complete the sentences individually. To check answers, call on students to read a sentence each aloud.

ANSWERS

2. s3. m4. re

Possessive adjectivesAllow students time to study the sentences in the grammar box individually and then read the sentences aloud.

Say, placing emphasis on the subject pronouns and possessive adjectives, Im your teacher. My name is (your name). Address a student and say: Youre a student. Your name is (students name). Point to a girl, address the whole class and say: Shes a student. Her name is (students name). Point to a boy and do the same.

To make sure students know how to pronounce possessive adjectives, say the four possessive adjectives in the box aloud and have students repeat chorally after you.


3 Read the example aloud and clarify any doubts. Students complete the sentences individually. To check answers, call on students to read a sentence aloud each.

ANSWERS

2. My3. Her4. Your

4 Read the information in the labels aloud. Direct students attention to the box and point out the use of the prepositions at and in in the example sentences about Katie.

Students write about Mike individually. To check answers, call on a student to come to the board and write about Mike.

ANSWER

Mike is a student at Wells College. Hes in year 7.

Linked activities Workbook section, Students Book, page 77 Grammar Reference and Grammar Practice, Extra

Practice Book, pages 2, 3 and 4

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Vocabulary 1 Students Book page 10

1 a) Have students look at the world map. Say: Europe. Students find Europe in the map and repeat chorally after you. Do the same with the other names of continents and countries on the map.

b) Read the names of the cities aloud and ask students to repeat chorally after you.

c) Read the example sentence aloud. Encourage students to write 6 sentences. To check answers, students read their sentences aloud.

Ask students to find the cities in the map and match them to the countries. You may want to ask them to make a list of countries and their capitals:

Brasilia Brazil

Cape Town South Africa

Washington D.C. The United States

City of Buenos Aires Argentina

Rome Italy

Madrid Spain

Tokyo Japan

Beijing China

London The United Kingdom

Paris France

Note: Washington D. C. stands for Washington District of Columbia, the official name of the capital of the United States.

Read the example sentence aloud. Encourage students to write 6 sentences. To check answers, students read their sentences aloud.

Optional activityStudents work in pairs. They take turns spelling a country and saying the continent it is in. Example:

Student A: I-T-A-L-Y

Student B: Europe!

Linked activities Workbook section, Students Book, page 78 Vocabulary, Extra Practice Book, page 5

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Grammar

Your turn

1 Students Book page 11

Verb to be negativeStudents study the full and contracted negative forms of the verb to be and fill in the blanks.

To check answers, write the gapped sentences on the board and complete the blanks as you get feedback from students.

To make sure students know how to pronounce the contracted negative forms of the verb to be, read the sentences in the grammar box aloud and have students repeat chorally after you.

Direct students attention to the box. Point out the use of the preposition in to indicate location.


1 Read the example aloud and clarify any doubts. Students complete the sentences individually. To check answers, call on students to read a sentence each aloud.

ANSWERS

2. Im not fifteen.3. He isnt at school.4. They arent in year 8.

2 Read the examples aloud and clarify any doubts. Point out that students should write two sentences - a negative sentence and an affirmative one. Remind students to use contractions. Students complete the sentences individually. To check answers, call on students to read a sentence each aloud.

ANSWERS

3. Tokyo isnt in Kenya. Its in Japan.4. City of Buenos Aires and Bariloche arent in Spain.

Theyre in Argentina.5. Nairobi isnt in Brazil. Its in Kenya.6. Miami and New York arent in the UK. Theyre in

the United States.

Verb to be Wh- questionsStudents study the questions and answers in the box and work out the meaning of what and where. To check comprehension, you may want to ask students to say what and where in their own language. Students complete the blanks.

To check answers, write the gapped sentences on the board and complete the blanks as you get feedback from students.

Note: Write the question: Where are you from? on the board. Explain to students that, unlike Spanish, English often uses prepositions at the end of questions.

Direct students attention to the box. Point out that Whats and Wheres are very common in spoken English.


3 Tell students they will work in pairs and ask each other questions about the map using what and where. Read the model with the help of a student.

Pairwork. Walk around as students practise, monitoring their work and helping as needed.

To get students ready for the activity, write on the board:

1) Mara Montes2) 4352-62183) Mexico

Elicit the questions needed to ask each piece of information from the class (Whats your / her name? Whats your / her phone number? Where are you / is she from?).

Tell students they will work in pairs and ask each other questions to find out their partners new identity.

Pairwork. Arrange pairs in Students A and Students B. Each student goes to the relevant page. As students practise, walk around to monitor their work and provide help as needed.

Linked activities Workbook section, Students Book, page 79 Grammar Reference and Grammar Practice, Extra

Practice Book, pages 2, 3 and 4

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Reading and Writing 1 Students Book pages 12 and 13

1 Have students look at the photos and say what places they can see. Encourage them to identify the countries (England, Japan). If necessary, you can ask students to scan the texts to find this information.

2 Read the texts aloud. Then ask students to read the texts on their own and complete the chart with personal information about the people in the photos. To check answers, ask three students to read the answers about a teenager from around the world each.

ANSWERS

Name Age City Country

Fran 12 City of Buenos Aires Argentina

Carol 13 London England

Kazu 12 Tokyo Japan

3 Read the sentence halves aloud. Students match the sentences individually. Check answers as a class.

ANSWERS

2. b, 3. a, 4. c

4 Ask students to look at the chart. Encourage them to scan the texts for the information they need to complete it. To check answers, draw the chart on the board and have the class call out the answers.

ANSWERS

Fran Kazu

School Kingston SchoolOsaki Junior High School

School Year 8 1

Hours at school per day 6 9Number of students in the group 19 40

Number of classrooms for their lessons 12 1

Extra lessons in private school No Yes

Optional activityAsk students to add a third column to the chart in Exercise 4 and complete it with information about themselves. Encourage students to compare their school life with Frans and Kazus. Is their school life more similar to Frans or to Kazus?

Writing ruleRead the examples aloud. Point out that and can be used to join two related sentences. You may want to ask students to say what the equivalent of and is in Spanish.

Write two new sentences on the board: Shes a student at High School. Shes from Australia. As a class, ask students to join the two sentences into one using and.

To finish, ask students to look back at the texts, find examples of and, circle them and identify the four sentences that have been joined.

Note: The texts include examples of but for passive recognition only. Students will be learning the use of but in Unit 2.

5 a) Ask students to choose a person - a friend or someone they know - and complete the form with information about him/her. Walk around as students write, helping as needed.

b) Ask students to write a paragraph about the person in the form. Point out that they can use the sentences in the two texts theyve read as models. Remind them to use and to join some of the ideas in their paragraphs. Students can write their paragraph in class or as a homework assignment.

c) Follow one of these notes:1. Peer correction. Before students hand in their

work to you for correction, have them exchange paragraphs with a partner and correct each others work. Walk around and answer any questions students might have.

OR

2. Editing. Have students hand in their work for correction. Underline the mistakes in their piece of writing. Give it back to students and ask them to correct the mistakes, write a final draft and hand it back to you for final correction.

Linked activities Workbook section, Students Book, pages 79 and 80 Fast Finishers Activities, Extra Practice Book, page II

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Listening and Speaking1 Students Book page 141 Hold up your book, point to the student in the photo

and ask: Where is this student? (in a language school / at Brenton Language School). Then ask students to say the four languages that are taught in this school (English, Spanish, Chinese and Italian).

ANSWERS

The student is at Brenton Language School. The languages are English, Spanish, Chinese and Italian.

2 Ask a student to read the list aloud (name, school, etc.). Tell students they will listen to a conversation between the two people in the photo. Make sure students understand that they are expected to write a tick next to each piece of information the speakers talk about.

First listening: Play CD Track 3. Have students listen to the first part of the conversation. Students tick the necessary boxes.

Second listening: Play the conversation again so students can confirm their answers. If necessary, pause after each relevant piece of information to allow students time to complete the exercise.

Check answers as a class.

ANSWERS

School, Age

3 Third listening: Play CD Track 4 and have students listen to all the conversation. Students complete the form.

Fourth listening: Play the whole conversation again so students can confirm their answers. If necessary, pause after each relevant piece of information to allow students time to complete the exercise.

ANSWERS

Redick, 12, 8, London, England, 7843-6598

AUDIOSCRIPT CD TRACKS 3 AND 4

receptionist: So ... you are interested in a Spanish course.

brad: Yes. Thats right.receptionist: Good. Whats your name, please?brad: Brad Redick.receptionist: Can you spell that, please? brad: Yes, of course. B-R-A-D.receptionist: Hmmm brad: R-E-D-I-C-K.receptionist: How old are you, Brad?brad: Twelve.receptionist: Youre a student, right?brad: Yes, Im a student at Kingston School.

Im in year 8.receptionist: Where are you from?brad: London, England.receptionist: And whats your phone number, please?brad: Its 7843-6598. receptionist: 7843-6598.brad: Right.receptionist: And your email address?brad: My email address is [email protected]: Great. Thanks Brad. You

4 a) Elicit from students the translation of Say how you are to make sure students understand what they will be learning in this section. Note: This is a unit goal students read on page 7.

Play CD Track 5. Then draw students attention to the box. Point out that there are several ways to say

youre OK (fine, OK, very well) and that Im can be said or omitted. Also point out the different ways to say goodbye.

Play CD Track 5 again and have students underline the sentences they hear in the box (Fine, thanks. Im OK, thanks. Goodbye.).

b) Play CD Track 6 and ask students to complete the conversation. Check answers as a class.

ANSWERS

1. Hi2. Fine, thanks3. Goodbye4. Bye

Students Book page 141 Hold up your book, point to the student in the photo


ANSWERS






ANSWERS

School, Age



ANSWERS


AUDIOScRIpt cD tRAcKS 3 AND 4









ANSWERS



Listening and Speaking1 Students Book page 141 Hold up your book, point to the student in the photo


ANSWERS






ANSWERS

School, Age



ANSWERS











ANSWERS


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Listening and Speaking 1 c) Before students practise in pairs, play the CD a

fourth time, pausing after each sentence so students can repeat chorally. Encourage them to imitate pronunciation and intonation. Then role play the conversation with a student.

Paiwork. Walk around helping as needed.


carol: Hi, Fran. How are you?fran: Fine, thanks. And you?carol: Im OK, thanks. Goodbye, Fran.fran: Bye, Carol.

Linked activitiesWorkbook section, Students Book, page 80

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Final task1 Students Book page 15

1 Tell students to look at the poster and find information about Paulo, his country, his school and his friend. To check comprehension ask: How old is Paulo? Wheres he from? Whats the name of his school? What year is he in? Whos Alina? Wheres she from? Whats her telephone number?

2 There are two options for this activity. For Option 1, students will need:

laptopsorcomputers

PowerPointsoftwaretocreateslidesORanInternetconnection in the classroom to log on to Glogster and create an interactive poster

If you dont have all of the items listed above, choose Option 2.

Option 1. Students use PowerPoint to create two or three slides with information about themselves OR log on to Glogster to make an interactive poster about themselves.

Option 2. Students use coloured card to make a poster about themselves.

For either option, remind students to: a) use Paulos poster as a guide, b) use the language they learnt in this unit, c) include information about their city, their country, their school and a friend, and d) use colours and pictures to make their poster attractive. Walk around the room as students create their posters, providing help as needed. You may want to ask students to make a first draft on paper and submit it to you for correction.

3 Students share their posters with the class. Ifstudentscreatedtheirposteronalaptop,they

project it on a screen and present it to the class OR they sit in small groups to share their posters on their laptops. Encourage students to read their poster as they show it to their classmates.

Ifstudentscreatedtheirposteronpaper,theyputitup in the classroom and use it as a guide to make a presentation about themselves to the class.

Linked activities Vocabulary, Extra Practice Book, page 5 Self-assessment, Students Book, page 16 Self-check, Students Book, page 81 Unit check (version A), Teachers Resource Bank,

page 4 Unittest(version A), Teachers Resource Bank,

pages 10 and 11 Unitcheckand Unit test (version B) at

www.pearsonelt.com.ar/wu/

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Pearson Education S.A. Av. Belgrano 615 piso 11C1092AAG Ciudad Autnoma de Buenos Aires, Argentina.

www.pearsonelt.com.ar

Pearson Education S.A. 2008

Pearson Education S.A. 2012

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers.

ISBN: 978-987-615-339-3 Teachers Guide

This edition published by Pearson Ro de la Plata, 2012

Publisher Silvina Ferrante

Editor Guadalupe Herrera

Design Eclipse Grfica Creativa

Production Karina Liste

Cover design Eclipse Grfica Creativa

The Publisher would like to acknowledge Mara Alicia Maldonado for her participation in the writing of the Extra Practice booklet, the Teachers Resource Bank and online tests.

Datos de catalogacin bibliogrfica

Tiberio, Silvia Carolina

Whats up? Starter Teachers Guide / Silvia Carolina Tiberio - 2a ed. - Buenos Aires: Pearson Education S.A., 2012.

E-Book

ISBN 978-987-615-339-3 1. Enseanza de Ingls. I. Ttulo.

CDD 420.7

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Track Contents / Unit Page

1 Credits 4

2 1 - Hello 8 Exercise 4 a)

3 14 Exercise 2

4 14 Exercise 3

5 14 Exercise 4 a)

6 14 Exercise 4 b)

7 2 - Favourite things 24 Exercise 2

8 24 Exercise 3

9 24 Exercise 4 a)

10 3 - Family & home 36 Exercise 2

11 36 Exercise 3

Track Contents / Unit Page CD MP3*

24 2 1 - Hello 80 Exercise 1

25 3 80 Exercise 2

26 4 80 Exercise 3

27 5 2 - Favourite things 86 Exercise 1

28 6 86 Exercise 2

29 7 86 Exercise 3

30 8 3 - Family & home 92 Exercise 1


31 9 3 - Family & home 92 Exercise 2

32 10 92 Exercise 3

33 11 4 - Fun time 98 Exercise 1

34 12 98 Exercise 2

35 13 98 Exercise 3

36 14 5 - Everyday life 104 Exercise 1

37 15 104 Exercise 2


38 16 5 - Everyday life 104 Exercise 3

39 17 6 - Fiction 110 Exercise 1



42 20 The end


12 3 - Family & home 36 Exercise 4

13 36 Exercise 5 a)

14 4 - Fun time 46 Exercise 2

15 46 Exercise 3

16 46 Exercise 4 a)

17 46 Exercise 5 a)

18 5 - Everyday life 58 Exercise 2

19 58 Exercise 3 b)

20 58 Exercise 4 a)

21 6 - Fiction 68 Exercise 2

22 68 Exercise 3


23 6 - Fiction 68 Exercise 5

*For your students, downloadable Workbook audio files at www.pearsonelt.com.ar/wu/workbookaudio

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IntroductionPlanificacin anualTeachers NotesWelcome to Whats up?Unit 1: Hello

Wu Starter E-tb Sample

Documents

students bookthe students

teenage students

direct students

unit of whats

page section

unit theme

vocabulary page

grammar sections