Beruflich Dokumente
Kultur Dokumente
Fiona Dalziel
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NDICE
Planificacin anual pages 2 & 3
The classroom pages 4 & 5
Unit 1
Hello,
Im Charlie!
Functions
Vocabulary
Project
Greetings
Asking and telling name and age
Introducing someone
Numbers (1-20)
The English alphabet
Set up a social
network profile
Asking about and saying an origin
Asking about and saying a nationality
Countries and nationalities
Cardinal points
Choose a team with
people from different
countries
page 7
Unit 2
Where are
you from?
page 19
CLIL page 31
Unit 3
PROGRESS TEST
page 32
CLIL
Asking someones identity
Speaking about your family
Family members
Numbers (21-100)
Make a family tree
Talking about what you own
Describing someone
Colours
Physical appearance
Pets
Make an ad to find
a lost pet
My family
page 33
Unit 4
Pets are fun
page 45
CLIL
Unit 5
page 57
Asking and saying what there is and
what there is not
Saying where objects are placed
Create a list of
instructions
Dont panic!
page 59
Unit 6
Its half
past five
Expressing preferences and opinions
Days of the week
Asking and telling the time
School subjects
Asking and telling when things happen
page 71
Plan a day of your
holiday
PROGRESS
TEST
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THATS IT! 1
Pronunciation
English alphabet
The sound //
Difference between
the sound // and
the sound //
Subject pronouns
(singular)
Present simple of to be: affirmative form
(singular)
Articolo determinativo the
Listening: the English alphabet; spelling
Reading: understand and use information about
someone
Writing: write a brief description of yourself
Spoken interaction: introduce yourself
Word stress
Subject pronouns
(plural)
Present simple of to be: affirmative form
(plural); negative and interrogative forms;
short answers
Articles a / an
Position of adjectives
Plural noun forms
Reading: One nation, four countries
Spoken interaction: ask and tell where some British
cities are located
Listening: listen to the introductions of three people
and indicate the correct information
Writing: write a brief introduction of a character and
of yourself
Difference between
the sound // and
the sound /i:/
Possessive adjectives
Possessive s
Irregular plural noun forms
Demonstrative adjectives / pronouns
Question words: Who? / What? / How? /
How old? / Where?
Reading: The Royal family tree
Spoken interaction: ask and give information about
the Royal Family
Writing: write a paragraph about your own family
Listening: understand the numbers when playing
bingo
Difference between
the sound // and
the sound /:/
Present simple of to have + got:
affirmative, negative and interrogative forms;
short answers
Vocabulary: match names with pets
Reading / Listening: understand and use information
about pets
Reading: Crazy about dogs
Spoken interaction: ask and answer questions about
pets
Writing: describe someone and his or her pet
Difference between
the sound // and
the sound /t/
Imperative
There is / There are: affirmative, negative
and interrogative forms; short answers
Prepositions of place: in, on, under, above,
in front of, between, behind
Reading: understand the description of a house
Spoken interaction: understand and give information
about the features of a house
Writing: write a description of a house
Listening: understand information about the features
of a house
Difference between the
sound //
and the sound /:/
Songs: Rock Around The
Clock, Sunday is
a Fun Day
Present simple of to like, to hate, to think:
affirmative form
Prepositions of time: on, in, at
Object pronouns
Reading: School life for a 13-year-old British boy,
School life for a 12-year-old African girl
Writing: write a paragraph about your routine at school
Listening: understand days and times of routines
outside of school and complete a chart
CLIL
PROGRESS
TEST
Grammar
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Planificacin anual
introduction
unit
The classroom
page 4
unit 1
Hello,
Im Charlie!
page 7
unit 2
Where are you
from?
funciones
Vocabulario
Decir frases de uso cotidiano en la clase: I dont understand. /
Objetos del aula: pencil, ruler,
Saludar y despedirse: Hi!/Hello! / Good morning/afternoon/
Los nmeros (1-20)
evening!
El alfabeto
Preguntar el nombre de alguien: Whats your name?
My names Yasmin.
Preguntar la edad de alguien: How old are you? Im thirteen.
Presentarse y presentar a otros: This is my friend, Thomas. Hes
Deletrear y preguntar cmo se deletrea una palabra:
How do you spell your name? T-H-O-M-A-S.
Preguntar y decir el origen de alguien o algo: Where are you
page 19
Proyecto
Disear un perfil
para una red
social
Pases y ciudades: Spain (Madrid),
Organizar un
Italy (Rome), Britain (London),
Japan, France, The USA, Brazil,
Germany, Holland, etc.
Nacionalidades: Spanish, Italian,
British, Japanese, French,
American, Brazilian, German,
Dutch, etc.
equipo soado
(a dream team)
con celebridades
de diferentes
nacionalidades
unit 3
My family
page 33
unit 4
Pets are fun
page 45
CLIL
(page 32)
Preguntar quin es alguien: Whos that? He/Shes my
Integrantes de la familia:
Describir personas y animales: Shes black and shes got
Los colores: red, blue, green, yellow,
Crear un anuncio
father/mother.
Whats his/her name?
Hablar de la familia: This is Anne.
Shes Elizabeths daughter.
yellow eyes.
Hes tall. Hes got short curly hair.
Hablar de lo que tengo: Have you got a dog?
Yes, I have. / No, I havent.
Escribir y leer descripciones breves: Robbie has got a tennis
racket but he hasnt got a mobile phone.
grandparents, grandfather,
grandmother, parents, father,
mother, sister, brother, daughter,
son, cousin, uncle, etc.
Los nmeros (21-100)
Caractersticas fsicas: big, small,
Confeccionar
un rbol
genealgico
para la bsqueda
de una mascota
perdida
CLIL: Natural Sciences-Food hygiene / Art-The music staff + Progress Test Integracin y consolidacin
(page 57)
unit 5
Dont panic!
page 59
unit 6
Its half past
five
page 71
(page 58)
Preguntar y decir lo que hay y lo que no hay: Is there a front
Las partes de la casa:
Expresar preferencia y opinin: I like English. I think its fun.
Los das de la semana
Planificar y
describir un da
Asignaturas escolares: Geography,
Crear una lista
de instrucciones
(o instructivo)
de vacaciones
perfecto
PROGRESS TES
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THATS IT! 1
Pronunciacin
Gramtica
Habilidades y Cultura
Listening: escuchar frases de uso cotidiano en la clase y repetir imitando el modelo,
escuchar el nombre de objetos del aula, reconocerlos en una imagen y repetir imitando
el modelo
Spoken interaction: interactuar a travs de juegos para incorporar el vocabulario
presentado
La diferencia entre el
sonido // y el sonido
//
Identificacin de las
slabas acentuadas
Pronombres personales
Pronombres personales
Culture: El alfabeto ingls
Listening: escuchar presentaciones e identificar nombre y edad, escuchar los nmeros del 1
al 20 y repetir, escuchar dilogos y extraer informacin especfica, escuchar un rap y modelar
los sonidos del alfabeto, escuchar y distinguir sonidos
Spoken interaction: intercambiar informacin personal (nombre, edad, etc.), deletrear el
nombre propio y el de otros
Reading: leer una breve presentacin y extraer informacin especfica
Writing: completar un perfil con informacin personal
Culture: Una nacin, cuatro pases (El Reino Unido)
Listening: escuchar dilogos y extraer informacin especfica, escuchar presentaciones sobre
adolescentes de diferentes nacionalidades
Spoken interaction: intercambiar informacin ficticia sobre el lugar de origen y la
nacionalidad, intercambiar informacin sobre la ubicacin de ciudades
Reading: leer un artculo y extraer informacin para completar un cuadro
Writing: completar una ficha personal sobre alguien y escribir una breve presentacin
CLIL
La diferencia entre el
sonido // y el sonido
/i:/
Adjetivos posesivos (my, your,
Culture: El rbol genealgico de la familia real inglesa
his, her, its, our, your, their)
Listening: escuchar un dilogo e identificar los integrantes de una familia, escuchar y
El caso posesivo s
reproducir los nmeros del 21 al 100 imitando el modelo, escuchar y modelar intercambios
cortos, escuchar e identificar nmeros en las tarjetas de un bingo
Sustantivos plurales (irregular:
men, women, children,
Spoken interaction: intercambiar informacin sobre la identidad de los integrantes de una
people, etc.)
Pronombres demostrativos
(this, these; that, those)
Adverbios interrogativos (Who?
Reading: leer cmo est compuesta la familia real inglesa y completar su rbol genealgico
Writing: completar fichas personales con informacin de los integrantes de una familia
La diferencia entre el
sonido // y el sonido
/:/
Presente simple: to have +
got - Afirmacin, negacin
e interrogacin; respuestas
cortas
Culture: Mascotas para compaa, ayuda y diversin
Listening: escuchar descripciones e identificar personajes, escuchar y reproducir los colores
imitando el modelo, escuchar e identificar informacin especfica
Spoken interaction: formular preguntas sobre la posesin de objetos, intercambiar
informacin sobre mascotas
Reading: leer un artculo acerca de las diferentes razas de perros y de su rol como mascotas
Writing: escribir una breve descripcin fsica de una persona
La diferencia entre el
sonido // y el sonido
/t/
La diferencia entre el
sonido // y el sonido
/:/
PROGRESS TEST
El imperativo
There is / There are -
Culture: Donde viven los ingleses
Listening: escuchar, identificar y reproducir las partes de la casa y el mobiliario, escuchar la
Presente simple: like, hate,
Culture: La vida escolar
Listening: escuchar y ordenar los das de la semana, escuchar e identificar las asignaturas
Afirmacin, negacin e
descripcin de una casa y discernir informacin
interrogacin; respuestas
Spoken interaction: intercambiar informacin acerca de la existencia de objetos,
cortas
intercambiar informacin acerca de la ubicacin de objetos en una habitacin, formular
Preposiciones de lugar (in, on,
preguntas y responder acerca de las caractersticas de la propia casa
under, behind, in front of, etc.)
Reading: leer un artculo sobre los tpicos estilos de casas de Gran Bretaa
Writing: escribir una breve descripcin de la casa de un compaero
think - Afirmacin
Preposiciones de tiempo (in,
on, at)
Pronombres objetivos (me,
you, him, her, it, us, you,
them)
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the Classroom
the classroom
Tip
Toda revisin consiste en retomar un tema
con diferentes objetivos:
The student
Classroom language
1b
I dont understand.
Can you repeat, please?
How do you spell pencil?
I dont know.
Can I go out, please?
glo
de
2a These sentences are very useful! Can you find out what they mean? Work with a classmate.
FPO
Classroom language
The teacher
2b
4
four
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Tip
Es importante tener en cuenta, especialmente durante
las primeras clases, que la repeticin en forma grupal
ayuda a reducir el nivel de exposicin de los alumnos
permitindoles mejorar su pronunciacin sin sentirse
abiertamente expuestos a sus pares, y evitando burlas
o comentarios innecesarios.
sc
1b
12/11/15 9:21 AM
1.02
2a
2b
1.03
Reproduzca el audio y pida a los alumnos que
escuchen atentamente. Luego, reprodzcalo por segunda vez
para que los alumnos repitan cada frase en forma grupal.
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THATS IT_SB
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Classroom objects
map
chalk
blackboard
board rubber
FPO
set square
correction
fluid
Opcional
paper
pencil
diary
rubber
globe
desk
ring binder
pencil
case
stapler
book
Opcional
pencil
sharpener
highlighter
ruler
sellotape
colour pencils
compass
pen
exercise book
Tip
school bag
five
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Classroom objects
Explique a los alumnos que trabajarn, a continuacin, en una
seccin dedicada exclusivamente al vocabulario.
Tip
12/11/15 9:21 AM
Para anotar
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Project
Vocabulary
Grammar
Subject pronouns (singular: I, you, he, she, it)
Present simple: to be (singular) - Affirmative form
Pronunciation
CLIL
Culture
El alfabeto ingls
Detailed skills
Listening
Spoken interaction
Reading
Writing
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1
Para prepararse
Hello, Im Charlie!
Voy a aprender a:
saludar y despedirme
Tip
Yasmin
Charlie
Yasmin
Emma
Charlie
Sam
Charlie
Yasmin
Charlie
Sam
Charlie
Comprehension
1. This is
Shes 13.
2. This is
Shes
.
.
3. This
Hes
.
.
4.
4. II am
am
..
am
II am
..
six
Where are the boys and the girls? (At Blackheath.) Whats the
weather like? (Its sunny.).
Opcional
Con el objetivo de generar curiosidad y atencin durante el
momento de la escucha, invite a los alumnos a que cierren sus
libros. Pida que escuchen el audio y traten de responder quin
aparece sorpresivamente sobre el final de la conversacin (la
mam de Sam).
11/25/15 7:20 PM
Tip
La restriccin de tiempo acta como motivador para
que los alumnos se concentren y focalicen su atencin
en la actividad sin convertirla en una prctica tediosa y
aburrida.
Comprehension
2 Conceda aproximadamente cinco a diez minutos para que
los alumnos lean el dilogo en silencio y completen luego las
8
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THATS IT_SB
Focus on VOCABULARY
Focus on VOCABULARY
Project Time
Numbers (1-20)
1.06
1 one
6 six
11 eleven
16
2 two
7 seven
12 twelve
17 seventeen
3 three
8 eight
13 thirteen
18 eighteen
9 nine
14 fourteen
19 nineteen
15 fifteen
20 twenty
4 four
5 five
10
ten
sixteen
4 Today is your friends birthday. Match the picture with the correct friend and write his or her age in letters.
16
12
2. Hes
.
17
13
1. Shes
Tip
3. Shes
.
4. Hes
.
5. Blossoms
.
6. Barnabys
.
..
25/15 7:20 PM
seven
Project Time
(Presentacin)
En esta seccin, es importante destacar el uso de la
lengua extranjera como medio de comunicacin y
entretenimiento. A su vez, es una seccin que generar
espacios propicios para trabajar valores y/o conductas
socio-culturales que necesiten ser discutidas,
elaboradas o afianzadas.
Aborde el tema invitando a sus alumnos a que
mencionen las diferentes redes sociales que
conozcan (Facebook, Snapchat, Twitter, Tumblr, etc.)
y que describan sus utilidades (subir fotos y videos,
intercambiar opiniones, compartir informacin de
inters, etc.). Discutan sobre las precauciones y
cuidados a tener en cuenta cuando se abre un perfil en
una red social. Confirme si conocen los lmites de edad
para abrir una cuenta.
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1
Focus on FUNCTIONS
Focus on FUNCTIONS
FUNCTION A
FUNCTION A
Greeting
Greeting
Formal
Good morning!
Good afternoon!
Good evening!
b. Good night!
c. Hello!
WHEN LEAVING
Casual
Formal
Goodbye!
Good night!
b. Good morning!
c. Bye!
answers.
FUNCTION B
1. Liza and Katie:
a. Good morning!
b. Hello!
c. Bye!
Emma
Whats your
name?
Sam
Emma
Sam
1.08
1.10
My names
Sam.
Im 13.
Charlie
your name?
Yasmin
Yasmin.
Charlie How
you?
Yasmin
Charlie
Charlie and
name?
14.
FUNCTION B
b. Good night!
c. Bye bye!
eight
1.09
12/4/15 9:24 AM
10a
10
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2/4/15 9:24 AM
Hello, Im Charlie!
1
Need help with
grammar?
FUNCTION C
Introducing someone
Charlie
Yasmin
Charlie
Charlie
Yasmin
Charlie, this
Lisa, 11
Introducing someone
Hi , Sam!
is Yasmin. Shes
Sam
FUNCTION C
is my friend, Emma.
Hello , Emma!
1. Emma Sam,
Emma
Laura, 12
Hello,
Yasmin!
2. Sam
John, 20
Hi, Charlie!
Yasmin
Example:
David, 17
Charlie, this is Yasmin.
Shes my friend.
Emma
, Yasmin.
Emma,
Charlie.
my friend.
, Charlie.
Julia, 15
This is .
Sandra, 19
Shes / Hes my .
Tom, 12
11
Project Time
Steve, 14
nine
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12
Project Time
(Notas)
Recuerde a los alumnos sobre el proyecto en el que
trabajarn al cierre de la unidad: Disear su propio perfil
para una red social como, por ejemplo, Facebook.
Pdales que, a modo de notas, respondan las preguntas
y las reserven para la produccin final. De ser necesario,
apele a la traduccin de las preguntas o dirija su atencin
hacia las palabras principales como, por ejemplo: free
time, best friends, favourite actress / actor, etc.
11
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LISTENING
13
1.11 Listen to the song and the sounds of the letters. Then repeat.
Can you find letters with similar sounds? For example, J and K have sounds that rhyme.
13
The alphabet
He y , He y , He y , He y
A, H, J, K
My, My, My, My
I, Y, I, Y
Two , Two , Two , Two
Q, U, W
Go , Go , Go , Go
O, O, O, O
Star , Star , Star , Star
R, R, R, R
Eh , Eh , Eh , Eh
B, C, D, E
Eh , Eh , Eh , Eh
G, P, T, V
Eh , Eh , Eh , Eh
F, L, M, N
Eh , Eh , Eh , Eh
S, X, Z
Opcional
Escriba las siguientes siglas en el pizarrn y confirme si
los alumnos conocen su significado:
USA (United States of America)
UK (United Kingdom)
14
A
B
A
B
What does spelling mean? Discuss it with your teacher. Then listen to the dialogue and repeat.
15 Work in pairs. In turn, choose the name of a famous person and spell it to your partner. Use the dialogue in
exercise 14 as a model.
10
ten
14
15
1.12
11/25/15 7:21 PM
Opcional
Hangman: Para continuar con la prctica de deletrear y
conseguir entretenimiento asegurado, invite a los alumnos a
jugar Hangman (El ahorcado). Elija personajes famosos dentro
del mundo adolescente (deportistas, msicos, bloggers, etc.).
Dedique los ltimos minutos de la clase para distender la
atmsfera y despedirse con entusiasmo hasta la prxima clase.
12
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16
1.13
Tip
Hello, Im Charlie!
Listen to these people introduce themselves. Write their names and ages.
Edward,
Andrew,
Matthew,
Angela,
Pamela,
Amelia,
READING
Name
Age
Friend
Friends age
Pop star
Opcional
Actor / actress
Emma
eleven
11
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READING
CLIL
Social Sciences
Aliente a los alumnos a que realicen un trabajo de
investigacin sobre los pases de habla inglesa y el
nmero de habitantes que habla el idioma en todo el
mundo. Asigne la tarea con suficiente anticipacin para
darles la oportunidad de consultar distintas fuentes y de
chequear la informacin con su profesor/a de Ciencias
Sociales.
13
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1
Focus on GRAMMAR
Focus on GRAMMAR
GRAmmAR POINT 1
SUBJECT PRONOUNS (singular)
I
you
he
she
PRESENT SIMPLE: TO BE
(singular)
Long form
Contracted form
I am
Im
you are
youre
he is
hes
she is
shes
it is
its
it
s a bus.
2.
s Harry.
3.
s Nicole.
4.
s a teacher.
5.
m Rosa.
6.
GRAmmAR POINT 2
Affirmative form
Im Emma.
Youre Italian.
Youre Mrs Lloyd.
1.
Hes my friend.
s a cat.
Shes Buttons.
Shes a teacher.
Its a ball.
Workbook p. 71
12
eleven.
2. Yasmin
my friend.
1.
s a CD.
3. You
2.
m William.
4. I
3.
s Laura.
5. He
4.
re Sam.
6. It
5.
s Brad.
7. You
a student.
6.
s a dog.
8. She
twenty.
fifteen.
Sam.
a footballer.
a ball.
twelve
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14
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Name:
Age:
E-mail:
PRONUNCIATION
the verb.
23
1. It is an Mp3 player.
24
1.15
difference?
6. My surname is Clark.
25a
//.
my friend.
2. My names James.
3. Harrys my friend.
4. This is my computer.
5. My names Alice.
a student.
fifteen.
fantastic.
in Year 8.
PRONUNCIATION
1. This is Sara.
1.16
//
1. the student
2. the new student
3. the teacher
4. the Art teacher
an actor.
7. This is Blossom.
my cat.
8. This is Barnaby.
my dog.
7. the actor
5. the flag
25b
1.17
I can
say hello and goodbye to others
23
Project Time
Now you are ready to complete the project! Use your list to create your social network profile.
Then, make a poster of your profile with the following information about yourself:
Music
Favourite films
Favourite actor/actress
Friends names
Friends ages
24
thirteen
Project Time
(Produccin final)
Explique a los alumnos que, para cerrar esta unidad de
trabajo, llevarn a cabo el proyecto sobre el cual han
estado trabajando en diferentes etapas: Disear su
propio perfil (ficticio, ya que lo volcarn en una lmina)
para una red social.
Invtelos a que busquen las notas que hayan tomado en
las etapas anteriores. Recorran los tems que debern
incluir en el perfil (foto o avatar, su nombre, edad, correo
electrnico, etc.). Pdales que comiencen a disear su
perfil sobre una lmina de papel afiche y que decidan
dnde volcarn cada informacin y de qu modo lo
harn. Muchos podrn elegir volcar la informacin
de manera directa mientras que otros podrn elegir
volcarla a modo de ficha personal, por ejemplo:
13
12/4/15 9:25 AM
25a
1.16
y 25b
Los alumnos debern
escuchar con especial atencin para distinguir y
reconocer cul de los dos sonidos presentados se
articula en cada expresin. Reproduzca el audio
las veces que sea necesario.
I can
Conceda a los alumnos los ltimos minutos de la clase
para que reflexionen sobre su propio aprendizaje. Pdales
que, en forma individual, marquen los objetivos de la
unidad que consideran haber alcanzado.
Esta instancia de auto-evaluacin resultar muy
enriquecedora si los alumnos logran comprender
la importancia de reflexionar sobre lo aprendido a
conciencia.
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AUDIOSCRIPT
Focus on VOCABULARY
Actividad 5
Actividad 16
1.07
1.13
Audioscript
Audioscript
1. Shes sixteen.
2. Hes fourteen.
3. Shes nineteen.
4. Hes eleven.
5. Shes twenty.
6. Hes fifteen.
Focus on FUNCTIONS
Actividad 7
1.08
Audioscript
1
Katie: Here you are, Liza!
Liza: Oh hello, Katie!
2
Matt: Its time to go home.
Joe: Oh yes. Its late. See you tomorrow.
Matt: Bye bye, Joe.
3
Mrs Cooper: Hello, Jimmy.
Jimmy:
Good morning, Mrs Cooper. How are you?
Mrs Cooper: Fine, thanks.
4
Andy: Good night, Mum.
Mum: Good night, Andy. Sleep well!
5
Mrs Cook: Hi, Sean.
Sean:
Good afternoon, Mrs Cook.
Actividad 9
1.10
Audioscript
Charlie:
Yasmin:
Charlie:
Yasmin:
Charlie:
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Focus on GRAMMAR
Actividad 2
Actividad 18
Focus on VOCABULARY
Actividad 4
Focus on FUNCTIONS
Actividad 6
1. b; 2. c; 3. a; 4. b; 5. a.
Actividad 11
1 Emma:
Sam:
2 Sam:
Emma:
Actividad 19
1. s; 2. s; 3. re; 4. m; 5. s; 6. s; 7. re; 8. s.
Actividad 21
1.11
A, H, J and K.
B, C, D, E, G, P, T and V.
I and Y.
Q, U and W.
F, L, M, N, S and X.
Actividad 16
1.13
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06/01/16 14:06
Actividad 8 pgina 74
Actividad 2 pgina 71
2. This is Nicole. Shes 12; 3. This is Jean Paul. Hes 14; 4. This
is Myriam. Shes 11.
Actividad 6 pgina 73
Actividad 9 pgina 74
You:
Hello. My names .................. . Whats your name?
William: Im William Boyle.
You:
How do you spell your surname?
William: B-O-Y-L-E. How old are you?
You:
Im ........................ . How old are you?
William: Im 12. This is my friend Paul. Hes 12, too.
You:
Hello, Paul.
William: My favourite sport is tennis. Im a good tennis player.
You:
My favourite sport is ................. .
William: This is my mum.
You:
Good afternoon, Mrs Boyle.
Actividad 7 pgina 73
18
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1/4/16 3:41 PM
Project
Organizar un equipo soado (a dream team) con
celebridades de diferentes nacionalidades
Grammar
Subject pronouns (plural: we, you, they)
Present simple: to be (plural) - Affirmative, negative and
interrogative forms; short answers
The indefinite article: a / an
Plural nouns (regular)
Pronunciation
Vocabulary
Pases y ciudades
Nacionalidades
CLIL
Culture
Una nacin, cuatro pases (El Reino Unido)
Detailed skills
Listening
Spoken interaction
Reading
Writing
completar una ficha personal sobre alguien y escribir una breve presentacin
19
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2
Para prepararse
2
1
Hello, Im
Where
are Charlie!
you from?
Voy a aprender a:
Were from
from So
So Paulo
Paulo
Were
Before you
you listen
listen
Before
Do you
you know
know someone
someone from
from another
another country?
country? Which
Which
Do
country? Do
Do they
they live
live in
in your
your town?
town? Share
Share something
something
country?
about them
them with
with the
the class.
class.
about
Look at
at the
the picture.
picture.
Look
How many
many people
people can
can you
you see?
see?
How
Who are
are they?
they?
Who
Where
are
they?
Where are they?
Tip
Recuerde que siempre es til saber si los
alumnos poseen conocimientos previos y de
ser as, es importante generar el espacio para
que puedan compartirlos con sus pares.
Sam and
and Charlie
Charlie are
are walking
walking around
around
11 2.01 Sam
downtown. Listen
Listen to
to the
the dialogue.
dialogue.
downtown.
2.01
Gabriel
Gabriel
Sam
Sam
Gabriel
Gabriel
Alina
Alina
Sam
Sam
Alina
Alina
Charlie
Charlie
Sam
Sam
Charlie
Charlie
Excuse me!
me! IsIs this
this the
the right
right way
way
Excuse
to the
the bookshop?
bookshop?
to
Yes, itit is.
is. ItIt isnt
isnt very
very far.
far.
Yes,
Are you
you tourists?
tourists?
Are
Yes,
we
are.
Oh,
Im
Gabriel
Yes, we are. Oh, Im Gabriel
and this
this isis my
my friend
friend Alina.
Alina.
and
Hello!
Hello!
Hello! Im
Im Sam
Sam and
and this
this isis Charlie.
Charlie.
Hello!
Where are
are you
you from?
from?
Where
Were
from
So
Paulo.
Were from So Paulo.
Wheres So
So Paulo?
Paulo?
Wheres
Oh, Charlie!
Charlie! Its
Its aa city
city in
in Brazil,
Brazil, silly.
silly. Theyre
Theyre
Oh,
Brazilian.
Brazilian.
Sorry,Im
Imnot
notvery
verygood
goodat
atGeography...
Geography...
Sorry,
Comprehension
Gabriel is a
Alina is a
14
(1). Hes B
(6) and
(4).
(8), too.
fourteen
Opcional
Con el objetivo de generar curiosidad y atencin durante el
momento de la escucha, invite a los alumnos a que cierren sus
libros. Pida que escuchen el audio y traten de responder en qu
materia escolar dice Charlie que no es muy bueno (Geography).
11/25/15 7:22 PM
Tip
Es importante tener en cuenta que, en esta ocasin, los
alumnos necesitarn concentrarse en el contenido del
texto. Por este motivo, se sugiere la lectura individual
y en silencio para que puedan despreocuparse por la
pronunciacin y focalicen su atencin exclusivamente
en la informacin que necesitan obtener.
Comprehension
2 Conceda aproximadamente cinco a diez minutos para que
los alumnos lean el dilogo en silencio y completen luego las
oraciones con la informacin requerida. Como paso previo, puede
20
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THATS IT_SB
Theyre
heyre
.....
).
25/15 7:22 PM
Focus on VOCABULARY
Project Time
Tip
Juliette Binoche
Which
Which
ething
ething
Michael Schumacher
4
Marija Sarapova
Antonio Banderas
Laura Pausini
France / French
Focus on VOCABULARY
6
Giorgios Karagounis
Keira Knightley
10
9
Kristen Stewart
Miyazaki Hayao
Ronaldio
2.02 Listen to the dialogue. In turn, ask your classmate where the people in exercise 3 are from.
2.03 Write the nationality next to the corresponding country. Then listen and check.
Italian
1.
Italy
2.
Britain
3.
France
4.
Germany
5.
Spain
6.
7.
Brazil
8.
Russia
9.
Japan
10. Holland
fifteen
Project Time
(Presentacin)
Le recordamos que esta seccin se focaliza en el uso
de la lengua extranjera como medio de comunicacin y
entretenimiento. Es una instancia propicia para trabajar
valores y/o conductas socio-culturales que necesiten
ser discutidas, elaboradas o afianzadas.
Por el momento, simplemente explique a los
alumnos de qu se tratar el proyecto para que
puedan ir pensando qu tipo de equipo querrn
armar, relacionado con el mundo deportivo, artstico,
cientfico, tecnolgico, etc.
Opcional
Despliegue un planisferio sobre el pizarrn y escriba una lista
con los siguientes pases: Italy, Japan, Russia, Greece, Britain,
15
11/25/15 7:22 PM
21
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2
Focus on FUNCTIONS
Focus on FUNCTIONS
FUNCTION A
FUNCTION A
Asking about and saying an origin
Sam
Gabriel
Cecilia Marceaux
Amiens, North
of France
Joseph Schwarz
Linz, North
of Austria
country.
1.
Paris
2.
London
3.
Lisbon
4.
Madrid
5.
Oslo
6.
Moscow
7.
Dublin
8.
Berlin
8a
6
Halil Kemal
Adalia, South-West of
Turkey
Fernanda Perez
Madrid, Central
Spain
FUNCTION B
Asking about and saying a nationality
10
Sam
No, we arent.
him or her.
8b
Im from
So Paulo.
James Wyler.
How do you spell it?
J-A-M-E-S W-Y-L-E-R.
Wheres he from?
Hes from Cork, in the South of Ireland.
Gabriel
Theyre Brazilian.
Charlie
2
Giovanna Conti
Florence, Central
Italy
James Wyler
Cork, South
of Ireland
16
sixteen
Tip
Destaque la importancia de la correcta articulacin de
los sonidos para diferenciar palabras. E insista en que
modelen la entonacin imitando la reproduccin del
audio. Para ayudar a los alumnos a que se concentren
en estos aspectos, pdales que mantengan sus libros
cerrados durante la escucha y que traten de escuchar
y repetir como cuando cantan una cancin sin saber
exactamente qu dice.
FUNCTION B
11/25/15 7:22 PM
11
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THATS IT_SB
25/15 7:22 PM
12
PRONUNCIATION
13
Go to pages 20-21.
SPEAKING CARD
STUDENT A
12 Use the pictures below to ask the nationalities of
1.
I ta li an
6.
2.
Bra zil i an
7.
I ta ly
3.
Ja pan
8.
Ru ssian
4.
Ger ma ny
9.
Spa nish
5.
Bri tain
Ja pa nese
Example:
A Is Rupak French?
B No, he isnt.
A Is he Indian?
Project Time
B Yes, he is.
Rupak
Morrin
Boris
My friends
Chan and Xiao: Chinese
Fanny: French
Franz: German
Farouk: Egyptian
PRONUNCIATION
Explique a los alumnos que si bien
no se utilizan los acentos ortogrficos
(o tildes) en el idioma ingls, todas las palabras
tienen una slaba tnica, al igual que en el espaol,
que al pronunciarla suena ms fuerte.
seventeen
Project Time
(Notas)
Recorra los tems descriptos en la seccin junto con toda
la clase. Despeje dudas y escuche sugerencias de parte
de los alumnos e invtelos a que intercambien opiniones
entre sus compaeros. Pida que tomen notas de sus ideas
y que las reserven, a modo de borrador (draft notes), para
el final de la unidad. Invtelos tambin a que busquen
imgenes para ilustrar sus lminas.
SPEAKING CARD
17
12/4/15 9:26 AM
Tip
Es probable que muchos alumnos presenten dificultades
para distinguir la slaba acentuada. No permita que se
desanimen. Explqueles que el desarrollo de la habilidad
auditiva requiere de mucha prctica. Escriba las palabras
en el pizarrn y subraye las slabas acentuadas a modo
de respuesta. Reproduzca nuevamente el audio para que
puedan, de este modo, identificar la slaba con facilidad.
23
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12/14/15 7:42 PM
READING
Look at the title: One nation, four countries. What do you think is the
name of the nation? What are the names of the countries? What do you
call the people who live in these countries? Discuss this in class and
write down your ideas. Then, scan the text and check.
b Cardiff Castle,
Wales
Tip
COUNTRIES OF THE UK
CAPITAL CITY
THE PEOPLE
5.
9.
2. Wales
6.
10.
14.
11.
15.
12. Belfast
16.
3.
Britain
4.
18
WHERE IN THE UK
1.
8.
eighteen
11/25/15 7:22 PM
Tip
Aliente a los alumnos a que infieran el significado
de palabras desconocidas a partir del contexto. Esta
estrategia les resultar de sumo valor, no slo cuando
lean en la lengua extranjera sino tambin, cuando lo
hagan en espaol.
Nota: Pida a los alumnos que busquen, como tarea, tres
imgenes de diferentes ciudades del Reino Unido. Indqueles
que las traigan para la clase en que aborden la actividad de la
seccin Spoken Interaction (actividad 16).
24
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THATS IT_SB
25/15 7:22 PM
SPOKEN INTERACTION
Example:
A
B
A
B
A
14b
This is Glasgow.
Wheres Glasgow?
Its in Scotland.
Where exactly?
In the South.
LISTENING
LISTENING
15
1. Julia is 13 / 14.
She is from Liverpool / Blackpool.
The city is in Wales / England.
Its in the West / East of the country.
SPOKEN INTERACTION
2. Richard is 16 / 17.
He is from Aberdeen / Dundee.
The city is in Ireland / Scotland.
Its in the East / North of the country.
WRITING
3. Tom is 13 / 15.
He is a Welsh / Irish boy.
name
city
age
part of the UK
nationality
nineteen
19
12/4/15 9:26 AM
CLIL
Social Sciences
Los alumnos debern realizar un trabajo de investigacin
sobre el Mercosur y la Unin Europea como rganos de
integracin regional.
En primer lugar, pregunte si han escuchado hablar del
Mercosur, y en tal caso, pdales que mencionen los pases
que lo integran (Argentina, Brasil, Paraguay, Uruguay,
Venezuela y Bolivia, esta ltima an en proceso de
adhesin). Aydelos a que piensen en el/los objetivo/s
de un rgano de este tipo. Para mayor informacin,
pdales que visiten el siguiente sitio web oficial con
informacin adaptada para los alumnos.
A continuacin, proponga a los alumnos que repitan el
mismo procedimiento para investigar sobre la Unin
Europea.
WRITING
17
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2
Focus on GRAMMAR
Focus on GRAMMAR
Para recordar
GRAMMAR POINT 1
Is it?
Are we?
Are you?
Are they?
Am I?
Are you?
Is he?
Is she?
Is he an actor?
Short answer
GRAMMAR POINT 2
Affirmative
Yes,
I am.
you are.
he is.
she is.
it is.
we are.
you are.
they are.
Long form
we are
you are
they are
Contracted form
were
youre
theyre
GRAMMAR POINT 3
Negative
No,
Im not.
you arent.
he isnt.
she isnt.
it isnt.
we arent.
you arent.
they arent.
Workbook p. 76
an actor
an hour
GRAMMAR POINT 4
PLURAL NOUNS
Singular
name
footballer
actor
aeroplane
bus
dish
watch
box
quiz
potato
Interrogative form
Plural
names
footballers
actors
aeroplanes
buses
dishes
watches
boxes
quizzes
potatoes
Singular
video
photo
radio
baby
country
dictionary
party
boy
day
Plural
videos
photos
radios
babies
countries
dictionaries
parties
boys
days
PRESENT SIMPLE: TO BE
Negative form
20
re from Berlin.
re my friends.
re American.
re Italian.
re British.
in the same
class.
GRAMMAR POINT 5
Long form
I am not
you are not
he is not
she is not
it is not
we are not
you are not
they are not
re from Naples.
Contracted form
Im not
you arent
he isnt
she isnt
it isnt
we arent
you arent
they arent
2.
3.
my favourite actor.
4. My names Francesco.
5.
a student.
from
Florence.
1.
Greek.
2.
3.
French.
4.
5.
Spanish.
twenty
Tip
Si bien el siguiente juego ya ha sido propuesto en la
unidad 1, en esta ocasin, se ampla hacia el uso de
todos los pronombres personales.
Por otro lado, es importante tener en cuenta que la
repeticin de un juego genera confianza y distensin de
parte de los alumnos, ya que no debern concentrarse
en las instrucciones porque ya las conocen y podrn,
de este modo, focalizar la atencin en el objetivo
lingstico.
Memory game: El objetivo de este juego es repasar los
pronombres personales y utilizarlos en oraciones simples con el
verbo to be.
Pida a los alumnos que se agrupen de a pares y explqueles que,
a continuacin, debern preparar un set de tarjetas para jugar un
juego de memoria siguiendo las instrucciones:
11/25/15 7:22 PM
26
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THATS IT_SB
76
25/15 7:22 PM
from Palermo.
a Harley Davidson.
3. Rossana,
4.
my best friend!
from Albania. My names Regi.
from Australia.
my
favourite classmates.
8. Heres Mr Porter.
10
I can
Conceda a los alumnos los ltimos minutos de
la clase para que reflexionen sobre su propio
aprendizaje. Pdales que, en forma individual,
marquen los objetivos de la unidad que
consideran haber alcanzado.
I can
Project Time
Para anotar
Now you are ready to complete the project. Add the information below to your list about the
team members. Then, make a poster with pictures of each team member and the information
from your list.
Name
Nationality
City of origin
21
11/25/15 7:22 PM
Project Time
(Produccin final)
Explique a los alumnos que, para cerrar esta unidad de
trabajo, llevarn a cabo el proyecto sobre el cual han
estado trabajando en diferentes etapas: Organizar un
equipo soado (a dream team) con celebridades de
diferentes nacionalidades.
Invtelos a que busquen las notas que hayan tomado
en las etapas anteriores y comiencen a organizar la
informacin de cada uno de los miembros que hayan
elegido.
Mientras tanto, recorra el aula y formule preguntas para
ayudarlos con la organizacin del material. Por ejemplo:
What type of team are you creating? A sports team,
an artistic team, a scientific team, ? Who are the
27
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AUDIOSCRIPT
SKILLS and CULTURE
Actividad 15
2.07
Audioscript
1. Hello. My names Julia Brown. Im 14 and Im from
Liverpool, in the West of England. Liverpool is famous for
the Beatles.
2. Hello, everybody. Im Richard Butler. Im from the North
of Scotland, from Aberdeen, actually. Im 16 and my
favourite sport is rugby.
3. Hello, friends. Im a Welsh boy. My names Tom March
and Im 15 years old. Im from Swansea, a lovely town on
the coast in the South of the country.
28
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12/28/15 3:20 PM
Focus on GRAMMAR
Actividad 2
Actividad 18
Focus on VOCABULARY
Actividad 3
Actividad 20
1. i; 2. f; 3. c; 4. h; 5. a; 6. e; 7. d; 8. g; 9. b; 10. j.
Actividad 5
Actividad 21
2.03
Focus on FUNCTIONS
1. e; 2. d; 3. g; 4. a; 5. b; 6. c; 7. h; 8. f.
Actividad 24
Actividad 8a
2.06
2.07
29
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1/5/16 12:09 PM
Countries
2. Greece
3. Sweden
4. Morocco
5. Turkey
6. Australia
7. South Africa
8. India
9. China
10. Portugal
Nationalities
Greek
Swedish
Moroccan
Turkish
Australian
South African
Indian
Chinese
Portuguese
Languages
Greek
Swedish
Arabic/French
Turkish
English
English/Afrikaans
Hindi/English
Mandarin Chinese
Portuguese
The people
The Greeks
The Swedish
The Moroccans
The Turkish
The Australians
The South Africans
The Indians
The Chinese
The Portuguese
Actividad 7 pgina 78
Actividad 3 pgina 77
Actividad 8 pgina 79
Actividad 5 pgina 77
Actividad 9b pgina 79
Actividad 4 pgina 77
Actividad 6 pgina 78
1. Are Chicago and Boston English cities? No, they arent; 2. Are
you and your friend 12? Yes, we are; 3. Is the British flag green and
red? No, it isnt; 4. Is your watch Swiss? Yes, it is; 5. Are Angelina
Jolie and Nicole Kidman famous actresses? Yes, they are; 6. Is
Bernard a good student? No, he isnt.
30
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1/5/16 12:09 PM
CLIL
CLIL
The UsA
Technology
What do you know about the United States of America? Would you like to travel there? There are many fascinating things there,
from Disneyland to the Colorado Canyon or the Statue of Liberty. Which places would you visit? What would you do there?
mobile phones
There are many things you can do with a mobile phone but you can do even more with a smartphone: from using it as a
flashlight to looking up a word in the dictionary. How many uses for a smartphone can you list?
capital cities computer east famous flag language president republic states
earpiece
battery charger
keypad
screen
hash key
on/off button
New York, Los Angeles, San Francisco and New Orleans are
York is north of Washington, on the Atlantic Ocean. Los Angeles and San Francisco are on the
west coast, on the Pacific Ocean. Los Angeles is on the southwest coast, near San Diego. New
handsfree kit
microphone
2 Reread the text in exercise 1 and complete the map with the missing information (A-F) Use the list of places below
(1 to 9) to help you.
d
ra
ron
lo
Hu
Augusta
VIRGINIA
Nashville
Raleigh
TENNESSE
IP P
LOUISIANA
NORTH CAROLINA
GE
Atlanta Columbia
OR
Montgomery
Houston Baton
Rouge
SI SS
or
n ia
Pa c ific
Oc e a n
AN
IG
SOUTH CAROLINA
GI
Tallahassee
FLORIDA
...............................
li f
22
Gu lf of
M e xic o
(E)
...............................
Oc e a n
Miami
Everglades
C U B A
Pa c ific
Oc e a n
Honolulu
HAWAII
C a r ib b e a n
Se a
JAMAICA
DOMINICAN
H A I T I REPUBLIC
twenty-three
twenty-two
SA
M IS
Ca
M E X I C O
Juneau
.
is close to your ear.
AN
Dallas Jackson
(F)
Anchorage
RK
of
McKinley
6194
Montpelier
L. Ontario
O H I O P E N N S Y LV A N I A
Harrisburg 4
Colombus
A
Little Rock MemphisA L A B A M A
T E X A S
Austin
ALASKA
When you speak make sure that your mouth is close to the
OKLAHOMA
Oklahoma
City
u lf
Oc e a n
Santa Fe
Albuquerque
NEW
MEXICO
.........................
(C)
has twelve keys. Nine keys (from zero to nine) are to dial telephone
numbers. Two keys are special. Use them for special functions. For example, press the hash
to change from CAPITAL to small letters. Press the
Phoenix
San Diego
ARIZONA
.........................
Lincoln
(B)
L.
Co
Albany 9
Lansing Detroit Erie N E W Y O R K
L.
Cleveland
Hartford
the various functions of your mobile phone. The screen is wide so you can
COLORADO
U TA H
Las Vegas
I O W A
D
VA E A
LL TH
EY
.........................
Milwaukee
Madison
Chicago
DISTRICT OF COLUMBIA
MARYLAND
DELAWARE
NEW JERSEY
CONNECTICUT
RHODE ISLAND
MASSACHUSETTS
NEW HAMPSHIRE
MAINE
VERMONT
Concord
7 Boston
5 6 Providence
Des Moines ILLINOIS
(D) ..............................
Springfield
Baltimore
Trenton
WEST
Kansas City Indianapolis
2
Dover Philadelphia
K A N S A S
V
I
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G
I
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I
A
3
Jefferson
1
Topeka
Annapolis
City
Frankfort Charleston
Wichita
Richmond
MISSOURI
WASHINGTON, DC
KENTUCKY
N E B R A S K A
Denver
St-Paul
(A)
Cheyenne
I N S
T A
U N
Carson City
Sacramento
Salt Lake
City
Minneapolis W I S C O N S I N
Pierre
Sioux Falls
NEVADA
phone.
Read the instructions carefully before you start using your mobile
Fargo
Bismarck
WYOMING
IDAHO
p er
L. Su ior
M
I
Boise
M I N N E S O TA
SOUTH
D A K O TA
Salem
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
NORTH
D A K O TA
Portland
O R E G O N
Press the
Helena
L. Michig
M O N TA N A
NA
Seattle
Olympia
D IA
C
WASHINGTON
IN
star key
11/26/15 9:11 AM
23
11/26/15 9:11 AM
CA009444_LANG
PRESENTACIN
Esta seccin est especialmente incluida para ofrecer a los alumnos material de lectura relacionado con diferentes reas del
aprendizaje como Ciencias Sociales, Ciencias Naturales, Educacin Fsica, Tecnologa, Educacin Artstica, etc.
Su objetivo principal es integrar el contenido con la lengua extranjera para, de este modo, transformar al ingls en un medio para
ampliar, enriquecer y/o suplementar los conocimientos generales.
Technology
mobile phones
The UsA
Answer Key
Answer Key
31
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12/28/15 3:20 PM
Progress Test
progress TesT
VOCABULARY
3. Charlie
GRAMMAR
5. You
5. Youre a student.
English.
4. My Mp3 player
Plural nouns
new.
my best friend.
pencil
fluid
1.
tourist
7. I
correction
bag
2.
bookshop
8. They
exercise
square
3.
toy
school
case
4.
tomato
set
book
5.
bus
6.
doctors.
my classmates.
party
1.
1.
7.
sandwich
2.
2.
8.
photo
3.
3.
9.
country
4.
4.
10. watch
5.
5.
6.
Articles
1. One, four,
1.
classmate
2. Four, six,
2.
apple
3. Five, ten,
3.
European country
4.
actor
5.
hour
6.
important occasion
7. Seventeen, eighteen,
7.
famous footballer
8.
Indian girl
1. Italy
Subject pronouns
2. Japan
3. The USA
1. My name is Claudia.
4. France
5. Germany
6. Greece
7. Russia
4. Ten,
, fourteen
5. Nine, ten,
6. Four,
, two
am from Rome.
are from Rome.
A Hello!
is English.
is from France.
B My names Hans.
A
B Fischer.
A
B F I S C H E R.
Present simple: TO BE
4. Canadian
1. Rome
FUNCTIONS
6. my / is / book / this / ?
are in Year 9.
3. Spanish
7. Dutch
is ten.
is from Oxford.
6. Irish
Depp / ?
is Indian.
5. Brazilian
2. Chinese
8.
1. British
.
.
Adjectives
7.
B Im from Germany.
A
3. Theyre footballers.
in Italy.
B Im 10.
13.
4. Were Moroccan.
24
twenty-four
twenty-five
11/26/15 9:11 AM
25
11/26/15 9:11 AM
Cada dos unidades, los alumnos podrn resolver un Progress Test con actividades cortas y simples que integran los contenidos
presentados en ambas unidades. Las actividades propuestas son similares a las trabajadas en el libro del alumno y en el libro de
actividades integrado (Workbook), lo cual ayudar a los alumnos a sentirse familiarizados con las estrategias de resolucin.
Answer Key
3. exercise book
10
4. twelve
5. eleven
6. three
1. Italian 2. Japanese
6. Greek 7. Russian
3. American
4. French
5. German
4. Canada
5. Brazil
1. am
2. isnt
3. is
4. arent
5. is
6. are 7. isnt
8. are
13
1. wrong
14
1. a
2. an
3. a
4. an
5. an
6. an
7. a
8. an
2. He
3. They 4. It
5. We
6. He 7. She
8. he
1. is
3. right
4. right
5. wrong
15
1. I
2. wrong
2. are
3. is 4. is
5. are 6. are
7. am
8. are
A
A
A
A
A
A
B
B
B
B
B
B
My names Hans.
Fischer.
F I S C H E R.
Im from Germany.
Im 10.
Hello, Alfie.
32
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12/22/15 6:26 PM
UNIT 3 My family
Functions
Whos that? He / Shes my father / mother.
Whats his / her name?
This is Anne. Shes Elizabeths daughter.
Project
Vocabulary
Integrantes de la familia
Los nmeros (21-100)
Grammar
Possessive adjectives (my, your, his, her, its, our, your, their)
The possessive s
Plural nouns (irregular: men, women, children, people, etc.)
Demonstratives (this, these; that, those)
Question words (Who? What? How old? Where?)
Pronunciation
La diferencia entre el sonido // y el sonido /i:/
CLIL
Culture
El rbol genealgico de la familia real
inglesa
Detailed skills
Listening
Spoken interaction
Reading
Writing
33
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12/23/15 12:46 PM
3
Para prepararse
My family
An only child
Before you listen
Do you take a lot of photos? What kind of photos: with
friends, with family, or selfies? Do you only look at
photos if you are in them? Or do you like looking at
other peoples photos, for example, on in Facebook?
What do you ask when you look at other peoples
photos?
Voy a aprender a:
hablar de mi familia
Opcional
Yasmin
Emma
Yasmin
Emma
Yasmin
Emma
An only child
Yasmin
Emma
Comprehension
26
twenty-six
Comprehension
2 Lea las oraciones en voz alta junto con toda la clase. A
modo de ejemplo, pregunte si la primera oracin es verdadera
o falsa y pida a los alumnos que justifiquen su respuesta con la
informacin del texto (La respuesta es verdadera. Emma dice:
11/25/15 7:23 PM
Opcional
Prepare tarjetas con las siguientes palabras: parents, mother,
father, sister, brothers, uncle y cousins. Luego, divida el pizarrn
en tres columnas y escriba los siguientes pronombres personales
como encabezados: he, she y they.
Invite a varios voluntarios a pasar al frente por turnos y tomar una
tarjeta al azar. Indqueles que lean la palabra en voz alta y peguen
la tarjeta en la columna correspondiente de acuerdo al gnero y
nmero de la palabra escrita.
34
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THATS IT_SB
25/15 7:23 PM
Unit 3 - My family
Focus on VOCABULARY
Project Time
Family members
Focus on VOCABULARY
James Burton, 68
Hilary Burton, 64
Theresa Burton, 37
Michael Burton, 38
Emma Burton, 13
3b
Margaret Shaw, 40
Chris Shaw, 19
George Shaw, 48
Bernard Shaw, 17
Lucy Shaw, 15
3.02 Find out who is each member of the family. Listen and repeat.
3b
Numbers (21-100)
21 twenty-one
26 twenty-six
31 thirty-one
80
eighty
22 twenty-two
27 twenty-seven
40 forty
90
ninety
23 twenty-three
28 twenty-eight
50 fifty
100
one hundred
24 twenty-four
29 twenty-nine
60 sixty
101
25 twenty-five
30 thirty
70 seventy
102
5a
13 30
5b
14 40
15 50
16 60
17
70
18 80
19 90
Opcional
3.05 Listen and circle only the numbers you hear from exercise 5a.
twenty-seven
Project Time
(Presentacin)
Le recordamos que, durante el proceso de aprendizaje
de la lengua extranjera, es fundamental que los
alumnos comprendan que la adquisicin de la nueva
lengua no es tan solo el fin y el objetivo final, sino que
tambin es otro medio por el cual podrn comunicar
sus ideas y opiniones, y compartir sus conocimientos.
La seccin Project Time est incluida y diseada con
ese propsito.
A modo de presentacin para este proyecto,
simplemente explique a los alumnos que, al finalizar
la unidad, debern confeccionar su propio rbol
genealgico. Pdales que busquen en internet los
rboles genealgicos de celebridades del mundo
27
11/25/15 7:23 PM
5b
35
THATS IT_TE_01ARG_9789876154161_033_044.indd 35
12/15/15 9:23 AM
3
Focus on FUNCTIONS
Focus on FUNCTIONS
FUNCTION A
FUNCTION A
Asking someones identity
STUDENT A
A Whos that?
B My mum.
PRONUNCIATION
7a
7b
column.
Reproduzca el audio
3.07
y presione la pausa luego de cada
palabra. Pida a los alumnos que traten de reproducirla
imitando el modelo del audio.
// it
7c
7b
DAVIDS FAMILY
// it, six
/i:/ Tina, fourteen
7a
3.09
HELENS FAMILY
Theresa.
7c
Whos that?
PRONUNCIATION
Example:
SPEAKING CARD
28
Father
Mother
Grandfather
Brother
Aunt
Cousin
/i:/ Tina
twenty-eight
Tip
Es probable que muchos alumnos presenten dificultades
para distinguir la diferencia entre ambos sonidos. No
permita que se desanimen. Explqueles nuevamente
que el desarrollo de la habilidad auditiva requiere de
mucha prctica. Escriba las palabras en dos columnas
(clasificadas segn su sonido vocal) en el pizarrn a
modo de respuesta. Reproduzca nuevamente el audio
para que puedan, de este modo, identificar los sonidos
con mayor facilidad.
11/25/15 7:23 PM
SPEAKING CARD
36
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THATS IT_SB
25/15 7:23 PM
Unit 3 - My family
My family
Name:
Surname:
FUNCTION B
Speaking about my family
Age:
City:
Country:
Name:
Surname:
Age:
City:
Country:
Project Time
Do you know what a family tree is? Discuss it in class.
You are going to make a family tree. You can describe your own family, or you can describe
someone elses family, if you prefer.
FUNCTION B
Start with the grandparents and include parents, children, aunts, uncles and cousins to make a first
draft of the tree. Find a place for each family member and make sure the relationships are correct.
Dont forget anyone!
Then, think about personal information for each member of the family. When were they born?
Where are they from? Who died? Who is married?
At home, ask other members of the family about what you dont know. Also, look for photos.
Save your rough draft, information and photos for the next part of the project.
twenty-nine
Project Time
(Notas)
Pregunte si alguien trajo informacin para compartir sobre
la genealoga de alguna celebridad (ver Project Time
(Presentacin), pg. 35). De ser as, invtelos a compartir
el material recopilado con toda la clase.
En esta etapa, deberan decidir si confeccionarn su
propio rbol genealgico o el de alguien de su inters.
Recorra los tems descriptos en la seccin junto con toda
la clase. Despeje dudas y escuche sugerencias de parte
de los alumnos, e invtelos a que intercambien opiniones
entre sus compaeros. Pida que tomen notas de sus ideas
y que las reserven, a modo de borrador (draft notes), para
el final de la unidad. Cuando hayan decidido qu tipo
de rbol genealgico confeccionarn, aydelos para que
comiencen a armar el esqueleto. Pueden comenzar por
29
11/25/15 7:23 PM
37
THATS IT_TE_01ARG_9789876154161_033_044.indd 37
12/15/15 9:23 AM
READING
Do you know who the Dutch queen is? Do you know where she comes from? Can you
imagine how she lives? Why do you think there are still kings and queens today?
Discuss this in class.
Tip
has got a boy, Peter, and a girl, Zara. William is Charless son and his brothers name is
Harry. Beatrice and Eugenie are sisters. Theyre Andrews daughters. Edward has got two
children: Louise and James. I love my grandchildren.
II
W Elizabeth
.......................
(1926)
M .......................
(1921)
M .......................
(1960)
M = man / boy
W = woman / girl
M .......................
(1948)
W .......................
(1950)
M .......................
(1964)
M .......................
(1982)
M .......................
(1977)
W .......................
(1988)
W .......................
(2003)
M .......................
(1984)
W .......................
(1981)
W .......................
(1990)
M .......................
(2007)
Tip
Como se ha mencionado con anterioridad, los
alumnos que estudian una lengua extranjera,
principalmente aquellos que estn en un
nivel principiante, suelen sentirse avasallados
y/o desanimados ante la ardua tarea de leer y
comprender un texto. Alintelos y explqueles
cul es el valor de abordar un texto en varias
lecturas y qu valioso es el uso de diferentes
estrategias para explorarlo desde diferentes
miradas.
30
thirty
11/25/15 7:23 PM
Tip
Aliente a los alumnos a que infieran el significado
de palabras desconocidas a partir del contexto. Esta
estrategia les resultar de sumo valor, no solo cuando
lean en la lengua extranjera sino tambin, cuando lo
hagan en espaol.
38
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12/23/15 12:47 PM
THATS IT_SB
25/15 7:23 PM
Unit 3 - My family
My family
10b Are the sentences True (T) or False (F)?
SPOKEN INTERACTION
B Shes sixty.
LISTENING
11
3.10 Choose one of the three cards. Listen, mark the numbers you hear.
10b
thirty-one
CLIL
Social Sciences
Indague si a los alumnos les resulta llamativo que en la
actualidad an existan reyes y reinas y explqueles que
no son autoridades elegidas por el pueblo. Aydelos a
pensar a qu poca se remonta esta organizacin de
poder. Explique que el Reino Unido est regido por una
monarqua constitucional compuesta bsicamente por
un monarca (Queen Elizabeth II), un Primer Ministro y un
parlamento legislativo, entre otras partes polticas. Invite
a los alumnos a realizar un trabajo de investigacin sobre
esta forma de gobierno. Describa algunos puntos para que
tengan en cuenta: cul es la funcin del monarca, cul es
la funcin del primer ministro y quin lo designa, quin
31
LISTENING
12/4/15 9:26 AM
SPOKEN INTERACTION
12
39
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12/23/15 12:47 PM
3
Focus on GRAMMAR
Focus on GRAMMAR
Para recordar
Personal pronouns
I
you
he
she
it
we
you
they
Whats your name?
Whats his name?
Whats her name?
Bernard and his cat.
Emma and her cat.
Who?
What?
Possessive adjectives
my
your
his
her
its
our
your
their
My names Michael.
His names James.
Her names Emma.
How?
How old?
Where?
Workbook p. 81
GRAMMAR POINT 2
1
GRAMMAR POINT 3
POSSESSIVE ADJECTIVES
QUESTION WORDS
THE POSSESSIVE S
GRAMMAR POINT 5
GRAMMAR POINT 1
Plural
men
women
children
people
GRAMMAR POINT 4
DEMONSTRATIVES
Adjectives:
This book is fantastic.
These books are interesting.
That girl is Chinese.
Those girls are tourists.
Pronouns:
Emma, this is Sam.
These are my CDs.
Thats my cousin, Chris.
Those are my friends.
32
2.
3.
4.
5.
6.
2. What are
names? Im Adam
3.
4. Whats
museum.
names Gennaro.
nationality? Im Belgian.
thirty-two
11/25/15 7:23 PM
40
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THATS IT_SB
81
25/15 7:23 PM
Unit 3 - My family
My family
15 Answer the questions with the information from
exercise 3a on page 27.
2. The
3. The
(person)
in this photo are my mother and
my aunt. (woman)
1. Whos Michael?
2. Whos George?
3. Whos James?
4. Who are Chris, Bernard and Lucy?
4. The
5. The
6. The
19
5. Whos Hilary?
1.
2.
3.
4.
5.
6.
7.
8.
2. Look at
3. Look at
4. Look at
I can
17
1. Look at
1.
2.
3.
4.
5.
Tenga en cuenta que esta instancia de autoevaluacin resultar muy enriquecedora si los
alumnos logran comprender la importancia de
reflexionar sobre lo aprendido a conciencia.
I can
ask someones identity
. (child)
Para anotar
Project Time
Now you are ready to complete the project. Use the information you have, the first draft of your
family tree, and the photos you have. Then, make a poster of your family tree using your photos
and the following information:
Name
Year of birth
Age
Place of birth
Present your poster to the class!
thirty-three
33
11/25/15 7:23 PM
Project Time
(Produccin final)
Explique a los alumnos que, para cerrar esta unidad de
trabajo, llevarn a cabo el proyecto sobre el cual han
estado trabajando en diferentes etapas: confeccionar
un rbol genealgico.
Invtelos a que busquen las notas que hayan tomado
en las etapas anteriores y comiencen a organizar la
informacin. Primero debern asignar a cada miembro
de la familia su lugar en el diagrama o esqueleto del
rbol. Luego, debern ver de qu modo desplegar las
fotos o imgenes. Y finalmente, debern pensar cmo
etiquetar a cada uno de los integrantes. Durante este
proceso de organizacin, recorra el aula y formule
preguntas para ayudarlos con su produccin. Por
41
THATS IT_TE_01ARG_9789876154161_033_044.indd 41
12/15/15 9:23 AM
AUDIOSCRIPT
Focus on VOCABULARY
Focus on GRAMMAR
Actividad 5b
Actividad 19
3.05
3.12
Audioscript
Audioscript
3.10
Audioscript
Are you ready? OK, lets start and good luck!
The first number is 51, five-one, and the second number is
86, eight-six.
All right? Well, lets go on.
The next number is 37, and then 72, seven-two.
And now Im going to take out number 8. OK!
And after 8 the number is 21.
Ready for the next number? Good!
The number is 63, six-three.
We are coming to the end.
The number is 13, and finally 45, four-five!!!!
42
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12/28/15 3:20 PM
Actividad 14
Actividad 2
Actividad 15
1. T; 2. F; 3. F; 4. T; 5. F; 6. T.
Focus on FUNCTIONS
Actividad 6 Las respuestas variarn.
Actividad 7b
3.08
// it: this is English
/i/ Tina: three nineteen teacher
Actividad 16
Focus on GRAMMAR
Actividad 18
Actividad 13a
Actividad 19
Actividad 13b
Actividad 20
Actividad 10a
3.12
W Elizabeth II
(1926)
M Philip
(1921)
M Charles
(1948)
W Anne
(1950)
M Andrew
(1960)
M William
(1982)
M Peter
(1977)
W Beatrice
(1988)
W Louise
(2003)
M Harry
(1984)
W Zara
(1981)
W Eugenie
(1990)
M James
(2007)
M Edward
(1964)
Actividad 10b
43
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12/30/15 5:34 PM
Actividad 12 pgina 83
1. d; 2. b; 3. a; 4. c.
Actividad 2 pgina 81
Actividad 13 pgina 83
Actividad 5 pgina 82
Actividad 14 pgina 83
Adjectives: 2 3 4
Pronouns: 1 5 6
Actividad 15 pgina 84
Actividad 7 pgina 82
Ron
Pam
Larry
Luke
Virginia
Liza
Joe
Franois
Steve
Actividad 10 pgina 83
Actividad 18 pgina 85
Actividad 11 pgina 83
44
THATS IT_TB_01ARG_9789876154161_033_044.indd 44
21/01/16 18:34
Project
Vocabulary
Los colores
Caractersticas fsicas
Mascotas
Grammar
Present simple: to have + got Affirmative, negative and
interrogative forms; short answers
Pronunciation
CLIL
Culture
Mascotas para compaa, ayuda y diversin
Detailed skills
Listening
Spoken interaction
Reading
Writing
45
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12/23/15 12:47 PM
4
Para prepararse
Recorra la unidad junto con los alumnos
rpidamente y dirija su atencin hacia
el ttulo de la unidad y los objetivos
enumerados en la seccin Voy a aprender
a. Pregunte si saben o recuerdan algo de
su paso por la escuela primaria en conexin
con esos objetivos.
describir personas
personas yy animales
animales
describir
hablar de
de lo
lo que
que tengo
tengo
hablar
escribir yy leer
leer descripciones
descripciones breves
breves
escribir
1 4.01 Charlie joins Emma and Yasmin at the school cafeteria for
lunch. Listen to the dialogue.
Charlie
Emma
Yasmin
Charlie
Emma
Charlie
Emma
Charlie
Yasmin
Charlie
Yasmin
Charlie
Emma
Yasmin
Charlie
Yasmin
Charlie
Comprehension
a.
b.
a.
b.
a.
b.
4. Is she plump?
a.
b.
a.
Yes, it is.
b.
No, it isnt.
4.01
Comprehension
Opcional
Antes de abordar la actividad, dibuje dos columnas en el pizarrn
y escriba el nombre del gato (Top) como encabezado en una
columna y el nombre de la amiga de Yasmin (Nicole) en la otra.
11/25/15 7:24 PM
2 Lea las oraciones en voz alta junto con toda la clase. A modo
de ejemplo, resuelvan el primer tem en forma grupal. Pida a
los alumnos que justifiquen su respuesta con la informacin del
texto (No, she isnt. Charlie dice: Shes black.).
A continuacin, conceda de cinco a diez minutos para que los
alumnos lean el dilogo con atencin y en silencio y resuelvan la
actividad en forma individual.
46
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12/21/15 11:59 AM
THATS IT_SB
Focus on VOCABULARY
Project Time
Colours
3a
Focus on VOCABULARY
ves
es
25/15 7:24 PM
black
grey
orange
red
pink
brown
green
blue
yellow
white
violet
red eyes
green hair
eyes
hair
eyes
hair
5
eyes
hair
6
eyes
hair
eyes
hair
3b
Physical appearance
Shes small
and a little
plump.
Hes big.
5
5b
Its fat.
7
Its tall.
5a
Its short.
Shes thin.
8
Shes
young.
Opcional
Hes old.
straight
curly
wavy
freckles
glasses
4.05 Listen to the descriptions. Look at the characters above. Find a character to match each description.
thirty-five
Project Time
(Presentacin)
Le recordamos que la seccin Project Time est incluida
y diseada con el propsito de utilizar la lengua
extranjera para comunicar ideas y opiniones, expresar
sentimientos y/o compartir conocimientos.
A modo de presentacin para este proyecto,
simplemente explique a los alumnos que, al finalizar
la unidad, debern crear un anuncio para encontrar
a una mascota perdida. Alintelos a pensar dnde
desplegaran los anuncios. Seguramente sugieran,
como primera medida, la reparticin de anuncios en
los comercios del barrio, aunque en la actualidad es
muy comn ver anuncios digitales que se viralizan
rpidamente a travs de las redes sociales.
Pregunte a los alumnos si alguno perdi a su mascota
en alguna oportunidad, y en tal caso, invtelos a contar
11/25/15 7:25 PM
5a
5b
Opcional
Who is it?: Presente un juego para finalizar la clase de manera
distendida. Escriba el nombre de tres alumnos al azar de manera
secreta en una hoja de papel. Descrbalos e invite a la clase a
adivinar de quin se trata. Por ejemplo: Shes thirteen. Shes tall.
Shes got brown eyes and curly hair.
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4
Focus on FUNCTIONS
Focus on FUNCTIONS
FUNCTION A
FUNCTION A
6a Work in groups of four. Each student chooses a character. In turn, the classmates in your group will ask questions to
find out who you are. When they guess the correct character, its the next students turn.
Tip
Example:
B Yes,... / No,...
ROBBIE
pen
dog
tennis racket
brother
mobile phone
FRED
book
cat
skateboard
sister
playstation
LUCY
pencil
fish
bike
book
cat
cousin
Mp3 player
ERIC
playstation
Opcional
pencil
dog
tennis racket
pen
fish
bike
sister
mobile phone
BETTY
cousin
skateboard
6b Work in groups of four. Look at the table. Can you memorize what the characters have got? Can you memorize what
they havent got?
Example:
A Right.
FUNCTION B
6a
brother
TOM
skateboard
36
LUCY
ANDREW
Describing someone
pretty
pretty
7a
tall
tall
short
short
slim
slim
quite plump
quite plump
Example:
A Karen is pretty.
blond
blond
dark
dark
thirty-six
6b
12/4/15 9:27 AM
FUNCTION B
Describing someone
7a
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THATS IT_SB
2/4/15 9:27 AM
SPEAKING CARD
STUDENT A
Go to pages 40-41.
1. She has got long, wavy blond hair. Shes got green eyes
and freckles. Shes very tall and thin. She hasnt got
glasses. Who is she? Shes letter
2. Shes thin and shes not very tall. Shes got short curly
brown hair and dark eyes. Shes got glasses. Who is she?
Shes letter
3. She has got long curly blond hair and brown eyes. She
isnt tall and shes a little plump. She hasnt got glasses.
Who is she? Shes letter
Project Time
Think about your pets most important qualities. Think of words to describe him or her. For
example:
37
11/25/15 7:25 PM
SPEAKING CARD
Project Time
(Notas)
Afortunadamente, las nuevas generaciones estn muy
informadas sobre los peligros que enfrentan muchas
especies animales, en especial los individuos de aquellas
que son sustradas de sus ambientes naturales y vendidas
en forma clandestina como mascotas. Confirme que los
alumnos conozcan cules son las especies que pueden
domesticarse, cules no, y por qu.
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11
4.07 Match pets in the pool to the pictures. Then listen and check.
VOCABULARY
11
4.07
6
5
Opcional
3.
5.
7.
2.
4.
6.
8.
a It has got four legs. They are short. It hasnt got hair.
What is it? (turtle)
12
4.08 Alice works at a pet-therapy center. Read what she says about pets and listen to her comments about Cindy,
Daniel and Lucy. Then complete the table.
1.
Animals
Names
Characteristics
Cindy
Daniel
Lucy
38
thirty-eight
12
11/25/15 7:25 PM
Opcional
Para finalizar la clase, invite a algunos voluntarios a que lean el
texto de la actividad 12 en voz alta. Felicite y aliente a aquellos
que se hayan ofrecido. La lectura en voz alta requiere de
varias habilidades y, en muchos casos, de mucho esfuerzo y
concentracin.
Para ayudar a los alumnos que an no se sienten seguros al
leer, reproduzca el audio e invtelos a seguir la lectura en voz alta
tratando de imitar el modelo.
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THATS IT_SB
25/15 7:25 PM
READING
13a What is your favourite breed of dog? Is there any in particular that you find beautiful or cute? Is there any breed you
are afraid of? Do you think some breeds may be dangerous? Now read Crazy about Dogs. Are the statements true (T) or
false (F)?
British dogs
The Corgi
The name corgi is Welsh for small,
little. The British Queen is a big fan of
corgis. She has got five: Emma, Linnet,
Monty, Holly and Willow.
13b Read British dogs. Write the dog breed that matches each
sentence.
SPOKEN INTERACTION
14 Work in groups of 4. In turn, ask and answer questions about your pets. Use the prompts below.
How old?
Is he / she?
Have / pet?
What / name?
CLIL
Natural Sciences
What colour?
CLIL
Natural Sciences
Converse con toda la clase sobre las terapias asistidas
con animales. Pregunte a los alumnos si conocen algo
al respecto, y en tal caso, genere un espacio para que
compartan lo que saben con el resto. Invtelos a pensar por
qu los animales pueden ser excelentes acompaantes
teraputicos (principalmente porque los animales aceptan
a las personas sin ningn tipo de juicio o prejuicio). En
forma grupal, realicen una lista de los posibles beneficios
de este tipo de terapia como, por ejemplo:
La disminucin de la ansiedad y el estrs
El desarrollo de los sentidos
La estimulacin del lenguaje verbal y no verbal
READING
12/4/15 9:27 AM
13b
SPOKEN INTERACTION
14
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4
Focus on GRAMMAR
Focus on GRAMMAR
Para recordar
GRAMMAR POINT 1
Ive got
youve got
he has got
hes got
shes got
it has got
its got
we have got
weve got
youve got
theyve got
green eyes.
2. Sam
a new bike.
3. My sister and I
a computer.
4. Mrs Walker
GRAMMAR POINT 2
Contracted form
I have got
a new car.
5. My friend Mark
a fantastic videogame.
6. Emma Watson
brown eyes.
Negative form
7. I
Long form
Contracted form
I havent got
he hasnt got
it hasnt got
we havent got
8. Florencia Bertotti
green eyes.
GRAMMAR POINT 3
PRESENT SIMPLE: TO HAVE + GOT
Interrogative form
green eyes?
Has it got
Have we got
forty
Has he got
40
Example:
Have I got
Variantes:
11/25/15 7:25 PM
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THATS IT_SB
25/15 7:25 PM
Tip
Destaque la importancia de la correcta
articulacin de los sonidos para diferenciar
palabras. E insista en que acenten las
slabas correctas imitando la reproduccin
del audio. Para ayudar a los alumnos a que
se concentren en estos aspectos, pdales
que mantengan sus libros cerrados durante
la escucha y que traten de escuchar y repetir
como cuando cantan una cancin sin saber
exactamente qu dice.
2. My cousin Martha
got
a new computer.
3. We
4. Yasmins brother
5. Emma
PRONUNCIATION
got a dog.
20a
got a pet.
got a bike.
8. My sister
//
got a mobile phone.
20b
2.
3.
4.
5.
6.
7.
8.
9.
10.
//
car, calm
column.
PRONUNCIATION
20c
cup, come
// car
20a
Reproduzca el audio
4.09
y presione la pausa luego de cada
palabra. Pida a los alumnos que traten de reproducirla
imitando el modelo del audio.
20b
I can
Project Time
Now youre ready to complete the project Use your list of your pets description. Then, make a
poster to find your lost pet. Include the following information:
Tip
forty-one
41
12/4/15 9:30 AM
Project Time
(Produccin final)
Explique a los alumnos que, para cerrar esta unidad
de trabajo, llevarn a cabo el proyecto sobre el cual
han estado trabajando en diferentes etapas: crear un
anuncio para la bsqueda de una mascota perdida.
Invtelos a que busquen las notas que hayan tomado
en las etapas anteriores. Pdales que escriban una
breve descripcin de su mascota que incluya todas sus
caractersticas fsicas ms predominantes. Recurdeles
que incluyan tambin, el nombre de su mascota y la
fecha y el lugar donde se la vio por ltima vez. Aydelos a
organizar la informacin sobre un papel afiche o lmina,
y que evalen dnde y cmo desplegar la/s foto/s de
su mascota para captar la atencin de los transentes.
Despliegue los anuncios en algn sitio de la escuela
donde puedan ser vistos por toda la comunidad escolar.
I can
Conceda a los alumnos los ltimos minutos de la clase
para que reflexionen sobre su propio aprendizaje. Pdales
que, en forma individual, marquen los objetivos de la
unidad que consideran haber alcanzado.
Tenga en cuenta que esta instancia de auto-evaluacin
resultar muy enriquecedora si los alumnos logran
comprender la importancia de reflexionar sobre lo
aprendido a conciencia.
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12/21/15 12:01 PM
AUDIOSCRIPT
Focus on VOCABULARY
Actividad 5b
Actividad 12
4.05
Audioscript
He has got curly hair.
She has got straight hair.
He has got glasses.
She has got freckles on her face.
She has got wavy hair.
2
1
5
4
3
Focus on FUNCTIONS
Actividad 7a
4.08
Audioscript
4.06
Audioscript
Andrew:
Lucy:
Andrew:
Lucy:
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Focus on GRAMMAR
Actividad 2
Actividad 15
1. b; 2. b; 3. b; 4. a; 5. b; 6. b.
1. have got; 2. has got; 3. have got; 4. has got; 5. has got;
6. has got; 7. have got has got; 8. has got.
Focus on VOCABULARY
Actividad 16
Actividad 3b
Actividad 17
Focus on FUNCTIONS
Actividades 6a y 6b Las respuestas variarn.
Actividad 7a
4.06
Key:
Lucy: not very pretty short quite plump dark
Andrew: pretty tall slim blond
Actividad 9
Key: 1. b; 2. a; 3. c.
4.07
4.08
Key:
Cindy
Animals
Names
horse
Blackie
Tip
Top
white
grey, brothers
Rocky
Daniel rabbits
Lucy
dog
Characteristics
Actividad 13a
Key: 1. T; 2. F; 3. F; 4. F; 5. T.
Actividad 13b
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Actividad 9 pgina 88
1. Yes, she has; 2. No, she hasnt; 3. No, he hasnt; 4. No, she
hasnt; 5. No, they havent; 6. No, I havent; 7. Yes, they have;
8. Yes, I have; 9. No, she hasnt; 10. Yes, she has.
Actividad 10 pgina 88
Actividad 1b pgina 86
3. violet
Daniels got his pens, his diary and his exercise books. He hasnt
got his French dictionary or his Science book.
Sonias got her French dictionary, her diary and her Science
book. She hasnt got her pens or her exercise books.
Claire and David have got their French dictionary, their Science
book and their exercise books. They havent got their pens or
their diary.
Actividad 11 pgina 88
Actividad 4 pgina 87
1. Ive got; 2. I havent got; 3. Have you got?; 4. tall, thin, brown,
curly, blonde, short, plump.
a. 3; b. 5; c. 2; d. 4; e. 1.
Actividad 12b pgina 89
Actividad 5 pgina 87
Key: 2.
1. have got; 2. has got; 3. has got; 4. have got; 5. have got;
6. have got; 7. has got; 8. has got; 9. have got.
Actividad 13 pgina 89
Actividad 6 pgina 87
CheCk out
1 Vocabulary
Actividad 8 pgina 87
2 Grammar
1. d; 2. c; 3. b; 4. a; 5. d; 6. b; 7. c; 8. d; 9. d; 10. c.
3 Functions
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1/5/16 12:10 PM
CLIL
CLIL
Natural Sciences
Art
THe music sTaff
Food hygiene
1 Find out what these words and expressions mean. Then use them in a sentence. Look at the example.
7. meat
8. uncooked
2 Read the information about how to prepare and cook food. Then look at the picture and tell what has been done
right () and what has been done wrong ().
5.
2.
6.
3.
7.
4.
1.
bottom
ABCDEFGHI
ABCABCABC
AABBCCDD
ABCDEFG
or at the bottom?
bottom
2 What are the Spanish equivalents of the letters in the English music alphabet?
3 Write the names of the instruments in the right column.
bass bassoon cello clarinet cymbals mandolin saxophone triangle
trombone tuba trumpet xylophone
Strings
42
Woodwinds
forty-two
Brass
Percussion
forty-three
11/26/15 9:10 AM
43
11/26/15 9:10 AM
PRESENTACIN
Esta seccin est especialmente incluida para ofrecer a los alumnos material de lectura relacionado con diferentes reas del
aprendizaje como Ciencias Sociales, Ciencias Naturales, Educacin Fsica, Tecnologa, Educacin Artstica, etc.
Su objetivo principal es integrar el contenido con la lengua extranjera para, de este modo, transformar al ingls en un medio para
ampliar, enriquecer y/o suplementar los conocimientos generales.
Natural Sciences
Art
Food hygiene
Answer Key
Answer Key
Respuestas posibles:
2. See the instructions below.
3. Put the oranges in the bottom of the fridge.
4. Be careful when you cook food on the fire.
5. Dont eat frozen vegetables.
6. Keep away your dog! The hamburger is on the table.
7. Cook meat well.
8. Keep uncooked meat in the fridge.
1. 5
2. 4
3. bottom
4. bottom
5. A B C D E F G
do, re, mi, fa, sol, la, si
3
1.
2.
3. 4. 5. 6.
7.
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Progress Test
progress TesT
VOCABULARY
1 She
Colours
Family members
Pets
freckles.
3. You and I
4. He
glasses.
a big car collection.
5. My friend
name?
1. You / playstation
1. fat
2. Jane / umbrella
2. short
3. they / pet
teacher Mr Brown.
3. curly
4. I / big family
red buses.
4. young
5. we / sandwiches
5. big
GRAMMAR
1.
man
2.
potato
Question words
names Mrs
Plural
class.
Possessive s
boyfriend Martin.
cat.
Roberts.
Possessive adjetives
1.
a computer.
1.
2.
3.
4.
5.
6.
4. We / a big house
5. She / pretty
3.
actresses
4.
buses
5.
children
6.
person
7.
woman
9.
tomatoes
8.
10. photo
44
dark eyes.
2. I
.
.
.
.
forty-four
forty-five
11/26/15 9:10 AM
45
12/16/15 2:34 PM
Cada dos unidades, los alumnos podrn resolver un Progress Test con actividades cortas y simples que integran los contenidos
presentados en ambas unidades. Las actividades propuestas son similares a las trabajadas en el libro del alumno y en el libro de
actividades integrado (Workbook), lo cual ayudar a los alumnos a sentirse familiarizados con las estrategias de resolucin.
Answer Key
Respuestas posibles:
Colours: red, blue, green, orange, yellow
Family members: father, mother, grandparents, sister, brother
Pets: dog, cat, fish, hamster, rabbit
2
1. thin
2. tall / long
3. straight 4. old
6. people
1. it is 2. I havent 3. he has 4. he is
6. she isnt 7. they have 8. Im not
5. we havent
5. small
5. has got
6. his 7. its
8. Her
1. is
2. is
3. P
4. has
5. P
6. has 7. P
8. is
11
1. Who
2. How old
3. Where
4. What
5. How
6. What
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12/28/15 3:22 PM
Project
Vocabulary
Grammar
Imperative sentences
There is / There are Affirmative, negative and interrogative
forms
Prepositions of place (in, on, under, behind, in front of, etc.)
Pronunciation
CLIL
Culture
Donde viven los ingleses
Detailed skills
Listening
Spoken interaction
Reading
Writing
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12/23/15 12:48 PM
5
Para prepararse
Dont panic!
In the living room
Before you listen
What are the most important things you take with you
when you leave home? List the four most important
things. Then compare with a classmate.
prohibir algo
Voy a aprender a:
Comprehension
DO
a.
Yes, he has.
b.
No, he hasnt.
a.
b.
a.
b.
a.
b.
a.
Yes, he has.
b.
No, he hasnt.
3 Work in pairs. Make a list of the items you put in your backpack. Then create a conversation
similar to the one below. Replace the highlighted words with objects from the list.
46
No, I havent.
Where is it?
Is it in your school bag?
No, it isnt. Theres only my diary and my school books.
forty-six
Comprehension
11/25/15 7:24 PM
2 Lea las oraciones en voz alta junto con toda la clase. A modo
de ejemplo, resuelvan el primer tem en forma grupal. Pida a
los alumnos que justifiquen su respuesta con la informacin del
texto (No, he hasnt. Charlie dice: Sam, theres a problem. The
tickets arent here.).
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5.01
Opcional
12/21/15 12:06 PM
THATS IT_SB
Focus on VOCABULARY
Project Time
Focus on VOCABULARY
Nota: Con anticipacin, prepare tarjetas (a modo
de flashcards) de los muebles y electrodomsticos
presentados en la actividad 4b. Ilustre, de manera
sencilla, cada palabra. Tenga en cuenta que puede
recortar fotos e ilustraciones de revistas en desuso.
ey
roof
bedroom
bedroom
landing
c.
f.
d.
b.
m.
i.
j.
dining room
o.
g.
garage
stairs
k.
l.
h.
e.
kitchen
living room
DOWNSTAIRS
toilet
back garden
a.
25/15 7:24 PM
bathroom
UPSTAIRS
p.
n.
hall
bathroom
front garden
4b
Opcional
Para ayudar a los alumnos a que practiquen el nuevo
vocabulario, pida a varios voluntarios que describan sus
casas. Simplemente debern enumerar sus partes, por
ejemplo: a living room, two bedrooms, one bathroom,
a kitchen, a front garden, etc.
5.03 Identify the furniture and household appliances in the house. Write the letters. Then, listen and check.
1.
bed
5.
toilet
9.
wardrobe
13.
table
2.
cooker
6.
cupboard
10.
sink
14.
fridge
3.
bath
7.
sofa
11.
shower
15.
armchair
4.
shelf
8.
wash-basin
12.
clock
16.
bedside table
forty-seven
Project Time
(Presentacin)
Le recordamos que la seccin Project Time est
incluida y diseada con el propsito de utilizar la
lengua extranjera para comunicar ideas y opiniones,
expresar sentimientos y/o compartir conocimientos.
A modo de presentacin para este proyecto,
simplemente explique a los alumnos que, al finalizar
la unidad, debern crear una lista de instrucciones (o
instructivo).
Pregunte en qu situaciones necesitan generalmente
leer instrucciones. Por ejemplo, cuando se preparan
para jugar a un nuevo juego de mesa, o cuando
adquieren un nuevo aparato electrodomstico.
12/4/15 9:31 AM
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5
Focus on FUNCTIONS
Focus on FUNCTIONS
FUNCTION A
PRONUNCIATION
FUNCTION A
shower, shelves
chair, church
column.
// shower
6c
/t/ chair
SPEAKING CARD
STUDENT A
T: Is there a fridge?
A: Yes, there is.
SPEAKING CARD
6b
6a
//
/t/
Example:
48
forty-eight
PRONUNCIATION
6a
11/25/15 7:25 PM
Tip
Si los alumnos an presentan dificultad para distinguir la
diferencia entre sonidos. No permita que se desalienten.
Recurdeles que el desarrollo de la habilidad auditiva
requiere de mucha prctica.
Escriba entonces las palabras en dos columnas
(clasificadas segn su sonido) en el pizarrn a modo de
respuesta. Reproduzca nuevamente el audio para que
puedan, de este modo, identificar los sonidos con mayor
facilidad.
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THATS IT_SB
25/15 7:25 PM
Dont panic!
FUNCTION B
A
B
A
B
FUNCTION B
Project Time
You are going to create a list of how to instructions. But first of all, what activity do you want
to describe? For example: using an ATM to withdraw money, using a special card to travel by
bus, using a credit card for online shopping, etc.
Look for vocabulary and usual expressions related to the activity. For example, insert the card,
enter your PIN...
Save your list for the next part of the project!
forty-nine
Project Time
(Notas)
Recuerde a los alumnos cul es la propuesta para el
proyecto de esta unidad: crear una lista de instrucciones
(o instructivo). En primer lugar, explqueles que debern
definir qu instructivo escribirn. A travs de la tcnica de
torbellino de ideas permita que los alumnos sugieran
ideas y realice una lista en el pizarrn, por ejemplo:
Instrucciones para jugar un juego de mesa, instalar una
playStation, cargar una tarjeta de boleto electrnico en
lnea, cocinar una torta, etc.
11/25/15 7:25 PM
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READING
Do you live in a house or a flat? What are the advantages of living in a house?
Do you have your own room or do you share one? Imagine your dream house? What would it be like? Share with the class.
READING
8a Read the text. Write the name of the house under the correct picture.
About 70% of British people have their own homes and the majority live in houses. There are different types of houses.
Terraced houses are very common in the central areas of cities. The houses are joined together in long lines. They have two
floors: there are two rooms downstairs and two rooms upstairs.
In the centre of big cities, next to terraced houses, there are blocks of flats of four or five floors. Not many people live in flats
because they are in areas with a lot of traffic and noise.
Residential areas in the suburbs outside the city centre are places where British people like living. The houses are detached,
with gardens all around. There are also semi-detached houses. These are two houses, one joined to the other on one
side. Detached and semi-detached houses are the typical British houses. A curiosity: inside there are carpets on the floor
everywhere (even in the bathroom!) and there are curtains on the windows, but not shutters. However the ideal home is a
cottage outside the city, where there is peace and quiet.
8a
Tip
Aliente a los alumnos a que infieran el
significado de palabras desconocidas a partir
del contexto. Esta estrategia les resultar
de sumo valor, no slo cuando lean en la
lengua extranjera sino tambin, cuando lo
hagan en espaol.
50
fifty
Opcional
12/4/15 9:31 AM
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THATS IT_SB
2/4/15 9:31 AM
Dont panic!
SPOKEN INTERACTION
WRITING
Filippos home
2. Is it in the city / town centre, in the
4. Is there a garage?
SPOKEN INTERACTION
3. Is there a garden?
LISTENING
11a
5.07 Listen to the description of Jessicas house. Choose the correct house.
Detached house
In the city centre
Small house
Noisy place with traffic
Garden in the front
11b
WRITING
Detached house
In the suburbs
Big house
Quiet place with parks
Garden at the back
Detached house
In the city centre
Big house
Quiet place with a little traffic
No garden
Tip
Antes de encaminar a los alumnos en la
intensa tarea de escribir, y en especial por
tener que hacerlo en una lengua extranjera,
designe un espacio del pizarrn para que
funcione como Word bank. All podr
escribir todo el vocabulario que los alumnos
desconozcan y necesiten durante el proceso
de escritura.
1. Jessica is 13 / 15.
3. Jessica has got her own room / a room with her brothers.
fifty-one
10
11/25/15 7:25 PM
CLIL
Social Sciences
Pregunte a los alumnos si conocen lugares en los
que el clima sea extremo, es decir, reas que se vean
afectadas por altas o bajas temperaturas o zonas que
sean frecuentemente azotadas por tornados o huracanes.
Realice una lista de estos lugares en el pizarrn. Ayude
a los alumnos a localizar las reas mencionadas en un
mapa planisferio.
A continuacin, pida a los alumnos que formen
grupos de tres o cuatro integrantes y que cada grupo
elija una de las reas mencionadas para focalizar su
investigacin. Explqueles que debern investigar acerca
de las caractersticas especiales que deben tener las
casas, o edificaciones, en estos lugares para afrontar las
LISTENING
11a
11b
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5
Focus on GRAMMAR
Focus on GRAMMAR
Para recordar
Esta seccin, que encontrar al final de cada
unidad, tiene como objetivo sistematizar conceptos
gramaticales que han sido previamente presentados
en contexto y trabajados en diferentes actividades
comunicativas.
ImPERATIVE SENTENCES
Open your books!
Example:
GRAmmAR POINT 2
GRAmmAR POINT 3
1.
that
2.
Negative form
There isnt a wardrobe in my bedroom.
GRAmmAR POINT 4
3.
GRAmmAR POINT 1
4.
the window, please.
busy.
GRAmmAR POINT 5
5.
PREPOSITIONS OF PLACE
6.
me the water, please.
13
in front of
in
1.
on
above
under
2.
3.
4.
5. Please
behind
Workbook p. 91
52
6.
7.
fifty-two
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25/15 7:25 PM
Dont panic!
14 Complete the sentences with there is or there are.
1.
17a
2.
3.
4.
5.
6.
Theres a shelf
Theres a guitar
the bed.
the door.
Theres a dog
table.
the
Theres a shower
the window.
Tenga en cuenta que esta instancia de autoevaluacin resultar muy enriquecedora si los
alumnos logran comprender la importancia de
reflexionar sobre lo aprendido a conciencia.
Theres a garden
1.
2.
3.
4.
5.
6.
7.
8.
17b
the
Theres a sofa
living room.
I can
the house.
Para anotar
I can
Project Time
Now you are ready to complete the project. Use your notes with the vocabulary you searched to
write your how to instructions. Write them in five to seven steps. Try to be short and clear, so
that your classmates can understand your instructions.
Make a poster with drawings or pictures. Present your poster to the class!
fifty-three
53
12/4/15 9:31 AM
Project Time
(Produccin final)
Explique a los alumnos que, una vez ms y para cerrar
la unidad de trabajo, llevarn a cabo el proyecto sobre
el cual han estado trabajando en diferentes etapas:
crear una lista de instrucciones (o instructivo).
Invtelos a que busquen las notas que hayan tomado en
las etapas anteriores. Recorra el aula e indague sobre
qu tipo de instructivos han elegido escribir. Asegrese
de que cuenten con el vocabulario que necesitan o
faciltelo durante el proceso y a medida que lo soliciten.
Destaque la importancia de que las oraciones deben ser
simples y cortas y recurdeles que debern escribirlas
utilizando la forma imperativa.
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AUDIOSCRIPT
Focus on VOCABULARY
Focus on GRAMMAR
Actividad 4a
Actividad 17a
5.02
5.08
Audioscript
Audioscript
Actividad 4b
5.03
Audioscript
1. e (bed); 2. n (cooker); 3. b (bath); 4. c (shelf); 5. g
(toilet); 6. l (cupboard); 7. h (sofa); 8. f (wash-basin); 9. a
(wardrobe); 10. o (sink); 11. p (shower); 12. k (clock); 13. j
(table); 14. m (fridge); 15. i (armchair); 16. d (bedside
table).
5.07
Audioscript
Jessica: Hello, my names Jessica and Im 13.
I live in a detached house in a very nice residential area,
outside Dublin.
My house is a typical suburban house with a living
room, a dining room and a kitchen downstairs; upstairs
there are three bedrooms (one just for me) and two
bathrooms.
My family is big and my house is ideal for us. Its very
comfortable and well furnished.
I like my house because its in a quiet location. There
isnt traffic and my brothers and I play and meet friends
in the parks.
Unfortunately there arent shops in my area and I take a
bus to school.
Anyway, when I am on my favourite sofa under the
large window on the back garden, I feel very happy!
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Focus on GRAMMAR
Actividad 2
Actividad 12
1. b; 2. b; 3. b; 4. a; 5. b.
Actividad 13
Focus on FUNCTIONS
Actividad 4b
Actividad 14
Actividad 6b
5.05
// shower: fish British short
/t/ chair: teacher kitchen children
Actividad 16
Actividad 17a
1. There are; 2. There is; 3. There are; 4. There is; 5. There are;
6. There is.
Actividad 15
Key: 1. F; 2. F; 3. F; 4. T; 5. T; 6. T.
Actividad 9 Las respuestas variarn.
Actividad 10 Las respuestas variarn.
Actividad 11a
5.07
5.07
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Actividad 7 pgina 93
1. There is; 2. There are; 3. There is; 4. There are; 5. There are;
6. There is.
Actividad 2 pgina 91
Actividad 8 pgina 93
Actividad 9 pgina 93
1. No, there isnt; 2. Yes, there is; 3. No, there isnt; 4. No, there
isnt; 5. Yes, there are; 6. No, there arent; 7. No, there arent;
8. Yes, there are.
Actividad 10 pgina 94
Actividad 6 pgina 93
Actividad 12 pgina 95
1. L; 2. R; 3. L; 4. R; 5. R; 6. L; 7. R; 8. L.
Actividad 5 pgina 92
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Project
Vocabulary
Grammar
Present simple: like, hate, think Affirmative form
Prepositions of time (in, on, at)
Object pronouns
Pronunciation
CLIL
Culture
La vida escolar
Detailed skills
Listening
Spoken interaction
Reading
Writing
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6
Para prepararse
Hello, girls!
Hi, Charlie! Hi, Sam!
Hi!
Are those your school books,
Yasmin?
Yes, theyre my History books.
But todays Sunday!
Yes, but Yasmin and I have got
two tests next week.
Poor you! When are they?
Theres a History test tomorrow
morning at nine oclock...
...and theres a Maths test on Tuesday.
Ugh! I hate Maths. I think its really difficult!
Yasmin
Charlie
Sam
Emma
Charlie
Comprehension
(4) test on
(5).
3 Read the time. Draw the hands on the clock. Follow the example.
1. two oclock
54
2. ten oclock
3. five oclock
fifty-four
Comprehension
2
Voy a aprender a:
Opcional
Pregunte a los alumnos si alguna vez optaron por ir
al cine, jugar un partido de ftbol o salir con amigos
en lugar de estudiar para un examen. Invtelos a que
expliquen si son decisiones que ellos pueden tomar o
si es algo que sus padres o tutores an controlan.
12/4/15 9:33 AM
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THATS IT_SB
2/4/15 9:33 AM
Focus on VOCABULARY
Project Time
4 6.02 Listen to the days of the week. Write them down in the
correct order.
5.
2.
6.
3.
7.
Focus on VOCABULARY
4.
School subjects
6.03 Look at the pictures below. Match the items with the school subjects from the pool. Then listen and check.
5
7
10
11
12
6a What are your three favourite subjects? Write them down in the first column of the table.
I
Student B
Student C
Student D
1.
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
Opcional
6b Work in groups of four. In turn, ask two classmates about their three favourite subjects. Write them down in the
Student 1 1.
2.
3.
Student 2 1.
2.
3.
fifty-five
55
12/4/15 9:33 AM
Tip
Project Time
(Presentacin)
6a
6b
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6
Focus on FUNCTIONS
Focus on FUNCTIONS
FUNCTION A
7a
7a
I like Spanish.
I think its fun.
I hate Geography.
I think its boring.
Whats
the time?
A
B
She likes
Spanish.
He hates
Geography.
1
10
11
12
7b
9 Work in pairs. In turn, ask the time using the clocks below. To answer, choose the correct clock. Follow the example.
Example: A Whats the time?
B Its ten past five.
A Is it number 1?
B Yes, thats right. / Sorry, its number...
FUNCTION B
FUNCTION B
FUNCTION A
56
10
11
12
fifty-six
Opcional
Whats the missing time?: Antes de abordar la actividad 9,
ofrezca algo de prctica con la hora. Dibuje un reloj en el pizarrn,
pida a un alumno que le indique una hora y dibuje las agujas del
reloj de manera tal que muestren la hora indicada por el alumno.
Dibuje algunos relojes ms y repita el procedimiento. Luego,
conceda un minuto para que los alumnos traten de memorizar
la hora en los relojes. Invite a un voluntario a que salga del aula
por unos instantes y pida a otro voluntario que borre uno de
12/4/15 9:34 AM
los relojes al azar. Inviten al alumno que est fuera del aula a
entrar y pregntenle en forma grupal: Whats the missing time?
El alumno deber identificar el reloj que ha sido removido y
mencionar la hora. Repita el procedimiento con varios alumnos.
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THATS IT_SB
2/4/15 9:34 AM
Go to pages 60-61.
10
FUNCTION C
(Chorus)
11 Work in groups of three. What is your ideal school day? Complete the timetable with your favourite subjects. Describe
it to your classmates.
I love Maths. I have 6 periods of Maths. On Monday at 10.45, on Tuesday at 8.15 and on Friday at 10.45
I think Art is boring. I have one period of Art on Friday at 11.30.
TIME
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
Tip
FRIDAY
8.15 9.00
9.00 9.45
9.45 10.30
BREAK 10.30 10.45
10.45 11.30
11.30 12.15
12.15 13.00
Project Time
You are going to plan a perfect holiday day. Think of where would you like to go (the beach, the
mountains, London...). Then, think of things to do. For example:
wake up late
go out with friends
go scuba diving
go to the cinema
have lunch at the beach
have dinner
go climbing
go sightseeing
Save your list for the next part of the project.
fifty-seven
Project Time
(Notas)
Recuerde a los alumnos cul es la propuesta para el
proyecto de esta unidad: planificar y describir un da de
vacaciones perfecto. En primer lugar, explqueles que
debern definir el lugar perfecto para sus vacaciones,
ya que las actividades que luego describan estarn
seguramente relacionadas con ese lugar. A travs de la
tcnica de torbellino de ideas permita que los alumnos
compartan sus ideas y realice una lista con los lugares
sugeridos en el pizarrn, por ejemplo: las montaas,
la playa, el campo, la casa de un amigo o familiar, el
bosque, etc. De ser necesario, provea el vocabulario en
ingls y resrvelo para la prxima etapa del proyecto.
Repita el procedimiento con las actividades. Recurra a
la lista confeccionada en la etapa anterior del proyecto
57
12/4/15 9:34 AM
FUNCTION C
11
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School Life
READING
READING
School Life
12 Look at the pictures and the titles of the two texts. What do you think are the differences between the lives of the
British boy and the African girl? What do you think they have in common?
Now read the texts. Complete the table with the missing information.
12
and Maths. I leave home at eight oclock and take the bus to
four women and he has got thirty children. Our house has got
ten rooms: one for my father, four for our mothers and five for
the children. I leave home at half past six. I walk to school every
three. After school there are clubs for Choir, Theatre, Dance
Clubs.
DANIEL
Age
School year
Tip
Aliente a los alumnos a que infieran el
significado de palabras desconocidas a partir
del contexto. Esta estrategia les resultar de
sumo valor, no solo cuando lean en la lengua
extranjera sino tambin, cuando lo hagan en
espaol.
58
MARGUERITE
Look at the
information you
wrote for Daniel
and Marguerite.
Now work with
a classmate and
compare this
information with
your own school
life. Create a
table like the one
for Daniel and
Marguerite.
fifty-eight
Opcional
Para finalizar la clase, invite a varios voluntarios a que lean los
textos en voz alta. Esta vez debern concentrarse en la correcta
pronunciacin y en la entonacin ms que en la comprensin.
Elogie la participacin de aquellos que se ofrezcan a hacerlo. El
exponerse frente a sus pares, para muchos, requiere de gran
valor.
12/4/15 9:35 AM
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THATS IT_SB
WRITING
14
WEEK DAYS
CLUBS
15a
Dance
Monday is a
day.
English
Tuesday is a
day.
Choir
Wednesday is a
Dance
Dance
Friday is a
Theatre
But Saturday is
TUESDAY
WEDNESDAY
English
THURSDAY
.
day.
.
Choir
15b
English
classmates.
Theatre
2/4/15 9:35 AM
Choir
Theatre
MONDAY
Tip
TIME
LISTENING
Dance
FRIDAY
WRITING
Choir
Theatre
13
LISTENING
fifty-nine
CLIL
Social Sciences
Dibuje o consiga una imagen de la bandera de Camern
(tres bandas verticales: una banda verde a la izquierda,
una amarilla a la derecha y la banda central roja con una
estrella amarilla en el centro). Presntela en el pizarrn
y pregunte a los alumnos si saben a qu pas pertenece
(en la actualidad, los alumnos suelen acceder a este tipo
de informacin con mayor frecuencia que en el pasado,
especialmente a travs de actividades deportivas como
los mundiales de ftbol, los campeonatos internacionales,
las olimpadas, etc.).
Invtelos a que investiguen todo lo que puedan sobre este
pas: dnde est ubicado, cul es su organizacin poltica,
cules son sus costumbres culturales y religiosas, si
11/25/15 7:26 PM
15a
15b
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6
Focus on GRAMMAR
Focus on GRAMMAR
Para recordar
16
GRAMMAR POINT 1
I
you
like
like
I
you
hate
hate
I
you
think
think
he
she
it
likes
likes
likes
he
she
it
hates
hates
hates
he
she
it
thinks
thinks
thinks
we like
you like
they like
we hate
you hate
they hate
we think
you think
they think
GRAMMAR POINT 2
1.
They
2.
Miriam
3.
(like) Science.
(hate) PE.
(think) Geography is
fantastic.
4.
We
5.
She
6.
He
7.
Liams sister
8.
9.
Angela
10. I
(hate) History.
(think) English is interesting.
(like) ICT.
(think) football is boring.
(hate) snakes.
(like) cats.
(think) Chinese is difficult.
PREPOSITIONS OF TIME
On
on Friday
on Monday morning
1.
2.
in the afternoon
3.
in the evening
4.
5.
6.
In
At
at night
at Christmas
Monday.
6.00 p.m.
at lunch
7.
at lunchtime
8.
9.
at dinner
Tuesday morning.
Christmas.
Wednesday?
GRAMMAR POINT 3
night.
OBJECT PRONOUNS
Subject Pronouns
I
you
he
she
it
we
you
they
8.30 p.m.
Saturdays.
Friday afternoon.
at the weekend
Thursday morning.
the afternoon.
in the morning
verb.
Object Pronouns
me
you
him
her
it
us
you
them
Workbook p. 96
60
sixty
11/25/15 7:26 PM
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THATS IT_SB
25/15 7:26 PM
Tip
Insista en que la correcta articulacin de
los sonidos es, en general, importante para
la diferenciacin de las palabras en ingls.
Recurdeles tambin que presten especial
atencin a las slabas acentuadas, ya que
estas son las que pondrn ritmo a sus
locuciones.
lesson.
PRONUNCIATION
21a
// clock, pop
21b
// four, floor
PRONUNCIATION
column.
// clock, pop
21a
Reproduzca el audio
6.09
y presione la pausa luego de cada
palabra. Pida a los alumnos que traten de reproducirla
imitando el modelo del audio. Aydelos a pensar si
existen estos sonidos o alguno similar en espaol.
// four, floor
21b
pronoun.
21c
Yes, I like
3. I like
5. My mother helps
I can
in my room.
Tip
Project Time
Now we will complete and present the project. Use your list to make a poster about a perfect
day on your holiday. Add drawings or photos of your perfect day.
Present your poster to the class!
sixty-one
Project Time
(Produccin final)
Explique a los alumnos que llevarn a cabo el ltimo
proyecto del ao. Pdales que busquen las notas
que hayan tomado en las etapas anteriores y que
desplieguen las imgenes que hayan seleccionado para
ilustrar sus lminas. Indqueles que, en primer lugar,
escriban el ttulo del proyecto sobre la lmina: A perfect
day on my holiday in! Luego, que escriban una lista
con las actividades que hayan elegido y, finalmente,
que ilustren su lmina a gusto.
Recorra el aula y asegrese de que cuenten con el
vocabulario que necesitan o bien faciltelo durante el
proceso y a medida que lo soliciten.
Una vez que todos los alumnos hayan finalizado,
invtelos a compartir su trabajo con el resto de sus
compaeros.
61
11/25/15 7:26 PM
I can
Conceda a los alumnos los ltimos minutos de la clase
para que reflexionen sobre su propio aprendizaje. Pdales
que, en forma individual, marquen los objetivos de la
unidad que consideran haber alcanzado.
Luego, repita el procedimiento con todos los objetivos
de cada una de las unidades. Muchos alumnos,
seguramente, sentirn que algunos de los objetivos no
cumplidos en su momento, hoy pueden auto-evaluarlos
como alcanzados.
Para anotar
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AUDIOSCRIPT
Focus on VOCABULARY
Actividad 5
Actividad 14
6.03
6.07
Audioscript
Audioscript
Actividad 8
6.05
Audioscript
1. Its eight oclock.
2. Its five past eight.
3. Its ten past eight.
4. Its a quarter past eight.
5. Its twenty past eight.
6. Its twenty-five past eight.
7. Its half past eight.
8. Its twenty-five to nine.
9. Its twenty to nine.
10. Its a quarter to nine.
11. Its ten to nine.
12. Its five to nine.
Actividad 15a
6.08
Audioscript
Sunday is a fun day.
Monday is a glum day.
Tuesday is a blue day.
Wednesday is a frenzy.
Thursday is a bad day.
Friday is a fine day.
But Saturday is cool.
Because there is no school!!
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2.
3.
Drama, Judo
Number
of students
per class
20
40
Number
of teachers
10
The teacher
they like
English teacher
Maths, Science,
Geography teacher
Why
not strict
Focus on VOCABULARY
Actividad 4
After school
clubs
Actividad 14
6.02
Focus on FUNCTIONS
6.07
Key:
Monday: Choir at 4.30
Tuesday: no clubs
Wednesday: Dance at 2.20 Theatre at 3.10
Thursday: English at 3.30
Friday: Choir at 3.45
Focus on GRAMMAR
Actividad 16
Actividad 17
Actividad 12
DANIEL
MARGUERITE
Age
13
12
School year
6.30
3.30
English, Maths,
French, Science,
ICT, History,
Geography, Art,
Music, Religion,
Physical Education
English, French,
German, Maths,
Science, History,
Geography,
Citizenship, PE, Art
and Crafts, Manual
work
Lunch
at school
in the canteen
packed lunch
What they
use for their
lessons
computers, books
exercise books,
blackboard, chalk
Subjects
they study
Actividad 18
Pronunciation
Actividad 21b
6.10
// clock, pop: rock hot shop
// four, floor: door horse wall
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What time?
Its at a quarter past three in the afternoon.
When is the ICT lesson?
Its on Wednesday.
What time?
Its at two oclock in the afternoon.
When is the visit to the Art Gallery?
Its on Thursday.
What time?
Its at ten oclock in the morning.
When is the good nature programme on TV?
Its on Friday.
What time?
Its at five past nine in the evening.
When is the free rock concert on the Heath?
Its on Saturday.
What time?
Its at half past two in the afternoon.
Actividad 10 pgina 98
Actividad 4 pgina 97
1. c; 2. b; 3. d; 4. e; 5. a.
Actividad 13 pgina 99
Actividad 14 pgina 99
Actividad 7 pgina 98
Actividad 15 pgina 99
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Progress Test
progress TesT
VOCABULARY
1 Write the names of the objects you can find in each room.
Prepositions of time
3. No school
1.
1. Kitchen
6. We have a test
4.
4. Bathroom
6.
missing vowels.
2. 1.15
3. 2.30
4. 18.45
5. 14.20
FUNCTIONS
5. MSC
Imperative
3. We
French. (like)
our Italian teacher is very good.
(think).
4. He
5. They
6. She
2. My brother
6. NGLSH
Present simple
the sofa.
Object pronouns
3. SCNC
GRAMMAR
the cat.
6. The table is
Prepositions of place
4. TCHNLGY
the table.
5. The canary is
2. HSTRY
the cage.
4. The dog is
1. 10.00 Its
1. MTHS
the table.
3. The canary is
night.
the bowl.
2. The bowl is
Monday morning.
The time
1. The goldfish is
nine.
5.
the afternoon.
3.
3. Living room
lunchtime.
Sunday!!!
4. They have PE
2.
2. Bedroom
1. Sunday, Monday ,
the evening.
2. I have sandwiches
FUNCTIONS
Rispondi. Chiedile se
ha un fratello o una
Risponde di avere
un fratello di nove
13
Match the questions and the answers.
sorella.
1.
2.
in the corridor!
3.
4. Please,
5.
62
sixty-two
/11
sixty-three
11/26/15 9:11 AM
63
11/26/15 9:11 AM
Cada dos unidades, los alumnos podrn resolver un Progress Test con actividades cortas y simples que integran los contenidos
presentados en ambas unidades. Las actividades propuestas son similares a las trabajadas en el libro del alumno y en el libro de
actividades integrado (Workbook), lo cual ayudar a los alumnos a sentirse familiarizados con las estrategias de resolucin.
Answer Key
1. Dont worry.
1. in
3. Science 4. Technology
4. in
5. at
4. open
5. Remember
6. on 7. at
10
1. in
2. on
3. in
4. under
5. above
6. in front of
11
1. hate
3. on
3. Do
1. ten oclock. 2. Its a quarter past one. 3. Its half past two.
4. Its a quarter to seven. 5. Its twenty past two.
2. at
2. Dont run
2. likes
3. think
4. lives 5. get up
6. brushes
1. it
3. her
4. us
5. you
6. them
12
1. my
13
2. them
1. d
2. your
2. a
3. e
3. us
4. b
4. their
5. me
6. him
5. c
83
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WORD BANK
WORD BANK
Physical appearance
Physical appearance
HEIGHT
age
WEIGHT
medium/
average weight
5. My grandmother has
6. Mrs. Thompson
hair. (colour)
but only when
young
tall
middle-aged
old/elderly
plump
short
looks
thin
medium/
average height
HaIr
Tims got
pretty/beautiful
short
medium length
long
straight
wavy
curly
bald
blond
brown
red
dark
grey
handsome/
good-looking
other
Julias got
Anns got
wear glasses
EyEs
wear sunglasses
66
green
brown
grey
dark
have a beard
sixty-six
have a moustache
height
hair
eyes
looks
sixty-seven
12/11/15 9:22 AM
67
12/11/15 9:22 AM
Answer Key
Actividad 1: 1 old, 2 handsome, 3 plump, 4 long, 5 grey, 6 wear
glasses.
Actividad 2: Louisa's got blond straight hair and blue colour
eyes. Tim's got... grey short hair and dark colour eyes. Julia's
got Brown curly hair and brown colour eyes. Anns got
brown medium length hair and green colour eyes.
Actividad 3: Las respuestas variarn. Los estudiantes debern
84
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WORD BANK
3
5
4
6
11
1
4
10
1
8
bathroom
hall
1. bath
2. wash-basin
3. mirror
4. towel rail
kitchen
1. stairs
2. door
3. umbrella stand
4. hat stand
5. shelf
1. fridge
2. cooker
3. oven
4. kettle
5. microwave
6. cupboard
7. sink
8. tap
9. dishwasher
10. window
11. curtain
parents bedroom
5. shower
6. toilet
7. bidet
1. chest of drawers
2. wardrobe
2
3
3
1
5. which takes you from one level in the house to another level.
4
7
dining room
1. dining table
2. chair
3. sideboard
4. radiator
5. floor
6. picture
68
3. double bed
4. bedside table
childrens bedroom
1. bunk beds
2. bookcase
3. desk
4. poster
5. wall
living room
1. lamp
2. sofa
3. hi-fi system
4. TV set
5. fireplace
6. plant
7. armchair
8. coffee table
9. rug
sixty-eight
R
A
O
A
S
E
M
S
D
G
H
X
C
I
I
O
E
C
O
N
S
V
L
U
O
K
H
E
B
P
K
O
W
N
F
B
E
F
A
T
R
O
R
E
S
B
I
A
L
T
H
T
D
R
E
U
E
A
G
D
R
M
R
P
E
T
T
I
Y
C
B
E
sixty-nine
12/11/15 9:22 AM
69
12/11/15 9:23 AM
Answer Key
Actividad 1: 1 bathroom, 2 dining room, 3 hall, 4 parents'
85
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www.pearsonelt.com.ar
Paul Kelly is the author of the following parts of the Students Book: opening page
of each unit, Focus on Vocabulary and Focus on Grammar. He is also the author of
the following parts of the Workbook: Vocabulary Stop, Grammar Stop and Stretch
your Grammar.
Giampiero Chiodini is the author of the following parts of the Students Book:
Focus on Functions and Skills and Culture. He is also the author of the following
parts of the Workbook: Now, its up to you! and the Check out pages.
Donata Banzato and Fiona Dalziel are the authors of the Progress Tests and
Exit Tests.
Barbara Bettinelli Backhouse is the author of the following parts of the Students
Book: CLIL pages.
ISBN: 978-987-615-416-1
Clara Andrade
Anne-Sophie Vignolles
Paula Czajka
LIMONERO TEXTOS S.R.L.
Liliana Cincotta
Workbook acknowledgements
Illustrated by: Ermanno Leso
We are grateful to the following for permission to reproduce photographs:
Getty Images: p. 74 Bob Martin/Sport Illustrated; ICP: p. 73; p. 74; p. 76; p. 79;
p. 85; p. 98; p. 99; Shutterstock: p. 86, p. 100 & cover photograph.
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