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Teacher’s Guide
Contents

Introduction 4

Planificación anual 8

Student’s Book Contents 14

Teacher’s Notes
Welcome to What’s up? 16

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Unit 1: Hello 18

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Unit 2: Favourite things 27

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Break Time A 36

Unit 3: Family & home 38

Unit 4: Fun time

L E 47

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Break Time B 56

Unit 5: Everyday life 58

Unit 6: Fiction

Break Time C
A M 67

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Workbook: Answer key & Audioscript 77

Extra Practice: Answer key 85

3 What’s up? Starter Teacher’s Guide

 Introduction
What’s Up? is a four-year English course specifically written
for teenage students. The material and design is clear,
relevant, up-to-date and motivating. The main aim of
What’s Up? is to help students learn English in meaningful,
communicative contexts and to provide them with a clear
understanding of the language.
Student’s Book
The Student’s Book contains
six units based on stimulating,
varied topics. They have ten
pages organised into the
following sections:
Lead-in page
This page introduces the unit
theme through colourful photos
and short lists of words that will
help students talk about the
photos. The aim of this section
is to stimulate interest in the topic and help students
express simple ideas about it. The page also lists the
main objectives of the unit, among which is the task that
students will be doing at the end of each unit. It is essential
that students are made aware of their final objective – a
task in which they will use English the way it is used in the
real world.
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Vocabulary
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In every unit of What’s Up? there are two Vocabulary
sections followed by a Grammar section each. Each
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Vocabulary page introduces one or two sets of words
or phrases and includes photos or illustrations to help
students work out the meaning of new words. Varied
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exercises and activities allow students to practise the words
through meaningful spoken and written activities.
Grammar
The two Grammar sections in every unit are preceded by a
Vocabulary section. The grammar points are clearly presented
in boxes which include both complete sentences and gapped
sentences. The purpose of these boxes is to help students
find patterns in the new grammar points they are learning
and to make grammar rules more memorable after having
reflected on them. The grammar boxes are followed by a
sequence of oral and written activities which practise the new
structures in a guided way and recycle language from the
Vocabulary section on the preceding page. These activities
lead to the Your turn section, in which the target structures
are contextualised in short conversations or narratives. This
section always includes pairwork activities, some of which
direct students to the back matter on pages 73-75. It allows
students to use English in meaningful contexts and revise the
language they have learnt.
What’s up? Starter Teacher’s Guide
Reading and Writing
This two-page section includes a reading and a writing
section.
Interesting and updated texts cover a wide range of text
types including a web page, a catalogue, an online ad,
a magazine article, a magazine interview and online film
reviews. Their purpose is to expose students to the new
vocabulary and grammar in a natural context. Pre-reading
activities encourage students to predict the content of a
text. Post-reading comprehension activities, which first
focus on gist and then on more detailed information,
help students obtain a full understanding of the text and
train them in the strategy of scanning by asking them to
look back at the text and find the information they need
to answer the questions successfully. Varied discussion
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activities encourage students to get involved with the topic
dealt with and express their own ideas in a simple way.
The writing section consists of a complete column devoted
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to developing writing skills. It features a Writing rule box that
helps students develop such micro skills as punctuation,
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organisation and linkers, and guided writing exercises
that help students produce their own piece of writing
successfully. Pre-writing activities are always provided.
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Listening and Speaking
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This one-page section features a conversation that is
related to the unit theme and incorporates some of the
vocabulary and grammar that students have previously
learnt. The pre-listening activities are usually related to a
colourful photo that sets the context for the first listening.
These activities will aid students’ comprehension by
making them aware of the kind of conversation they
are going to listen to. The comprehension exercises
that follow are of two types. The first exercise develops
global comprehension as it encourages students to
understand gist. The second exercise develops detailed
comprehension by asking students to understand specific
information. Whenever necessary, there is a third activity
which also focuses on details. These activities develop
the students’ confidence and ability to understand simple
conversations in English.
A speaking activity leads on naturally from the listening
activity. It includes a functional conversation that
teaches some of the language students might need in
simple everyday situations. Students will learn how to
ask someone how he/she is, compliment someone on
something he/she has, introduce a friend, ask the time,
order food, and buy something in a shop. The section
provides a recorded model to encourage students to
imitate pronunciation and intonation.
Final task
At the end of each unit students put together all they have
learnt in an achievable task that serves a twofold purpose.
Each task has been carefully designed to a) get students
to use the language covered in current and previous units
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in a communicative context and b) help students gain
experience using digital tools such as software programs
and the Internet.
Given that digital tools may not always be available to
students, each final task offers two options.
Option 1 is to be carried out using laptops or
computers.
Option 2 is to be carried out using traditional
methods such as speaking and writing.
For Option 1 of the final tasks in What’s Up? Starter,
students will need:
• A word processor, for example, Microsoft Word.
• A presentation programme, for example, Microsoft
PowerPoint.
• Cmap Tools or Microsoft Office Word SmartArt.
• An Internet connection.
• MSN or another instant messenger chat forum.
• An email account.
• A classroom website or blog where students’ work can
be published (optional).
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Whichever option you choose, all tasks share the same
advantages:
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• They are a goal in themselves – at the beginning of
each unit students learn the main goal of the unit so
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they can work towards it.
• They elicit the language taught in each unit and revise
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language from previous units.
• They provide an opportunity for students to use
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English creatively in a meaningful context.
• They include models that students can use as a
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guide.
• They allow students to work at their own level of
linguistic competence.
• They consist of several steps to help students get
ready for their final goal and achieve it successfully.
• They give students the opportunity to finish each unit
with a sense of fulfillment – of having achieved a goal.
Technology in the classroom
Technology has become synonymous with modern life.
The use of computers and the Internet is an integral part
of our daily routine, so students will feel at ease when
using technology in the classroom. It will increase their
motivation and engagement and thus enhance teaching
and learning. In addition, it will help students develop their
ICT (information and communication technology) skills,
which will enable them to succeed in tomorrow’s world.
The final tasks in What’s Up? encourage students to
use technology as a tool to either access and evaluate
information or use information creatively as they
communicate it to others. They provide a chance to
incorporate 21st century skills into the classroom by
5 What’s up? Starter Teacher’s Guide
encouraging students to become critical thinkers, good
communicators and collaborators and creative workers,
thus developing the four Cs (critical thinking and problem
solving, communication, collaboration, and creativity and
innovation).
We suggest creating and maintaining a classroom website
(or blog) because of its many benefits for both teachers
and students. It will improve communication, create new
opportunities to practise English and make learning more fun.
You can set up a free website or blog on www.kidblog.org,
www.sites.google.com, www.blogger.com or any other
available web-building site of your choice. The main
purpose of this website is to create a place where students
can share their work by having their final drafts published.
After being marked up, written assignments are usually
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put away and then forgotten. If students’ work is published
on a website, its authors will feel their work becomes
memorable and its readers will get the chance to view their
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classmates’ work and learn from it.
A website can have many other purposes. Its uses depend
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on how much time teachers and students can devote to it.
The following is a list of additional uses a website might
have.
On a classroom website teachers can:
• Post announcements.
• Post homework assignments.
• List useful links that will allow students to quickly gain
access to relevant resources.
• Post a class calendar.
• Upload games and videos.
• Post the Powerpoint presentations they use in class.
• Upload photos for students to describe.
• Post a weekly question for students to answer.
• Post useful tips to help students remember what was
taught in class.
On a classroom website students can:
• Post comments to express their views.
• Develop critical thinking by reading their classmates’
posts on given topics.
• Contact their teacher outside the classroom.
• Check their homework assignments.
• Find useful links where they can get practice reading
authentic materials.
• Post blog entries to share information.
• View the information their teacher has posted.
• Take part in online discussions.
• Take polls.
Notes:
1 If you set up a website where students can post
comments, make sure to talk to them about the
importance of respecting each other and not posting
comments which might cause offense to others.
 Introduction
2 When working with software such as PowerPoint or
CMap Tools, make sure students are familiar with it. If they
are not, before they get started on a final task, you should
model the steps for using it.
Self-assessment
The last page of each Student’s Book unit offers students
the opportunity to demonstrate what they have learnt and
reflect on their progress. The following are a few general
guidelines as to how to approach it:
• Tell students that this section will help them evaluate
their progress. Go over the six tasks and the examples
with the class. Clarify any doubts and give a few more
examples if necessary.
• Encourage students to write five items for each of the
Pronunciation
Pronunciation notes focusing on sounds, word stress and
intonation have been included wherever appropriate in this
Teacher’s Guide. Please see Planificación Anual on pages
8-13.
Workbook
The Workbook section includes further practice of
vocabulary, grammar, reading, writing and listening. As
with the Student’s Book, the skills and language points
are integrated and personalised. Although the Workbook
activities are suitable for self-study, many of them can be
used as extra material in class. The Workbook units consist
of the following pages:

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tasks and to use different pronouns, verbs, nouns, Pages 1 and 2: Vocabulary and Grammar
etc, to add variety to their answers. Circulate as Pages 3 and 4: Vocabulary, Grammar and Reading
students write to monitor their work. Page 5: Writing and Listening

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• Have students rate their work according to how well Page 6: Self-check
they think they did. Tell them they can write from 1 to
The Workbook section gives students a new opportunity

5 ticks on the scale below each task. Circulate to help
students rate their work.
• Then have students rate their overall work by adding
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to practise their listening skills. The Workbook audio files
can be found in mp3 format at www.pearsonelt.com.ar/
wu/workbookaudio. Teachers can assign these listening

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up the total number of ticks they got and writing them exercises as homework for correction in the classroom as
on the scale at the bottom of the page.

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students will be able to download the audio files to their
• Call on six students to come to the board. Each computers. You will find the audioscript and the answer
key to these exercises at the back of this Guide.

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student writes on the board his/her answers to one of
the tasks. Discuss the answers with the class, make
any necessary corrections and clarify any doubts.
Extra Practice Book

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• Have students reflect on how much they have learnt.
This book helps students understand, reinforce and practise
Students who didn’t do as well as expected reflect

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the grammar and vocabulary taught in each Student’s
on how they can improve. Tell them to decide what
Book unit. It presents grammar in clear charts with simple
they need to revise or practise more. Ask them to

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explanations and examples and useful Remember! and Be
flick through the Student’s Book, Workbook and Extra
careful! notes. It provides numerous practice opportunities in
Practice Book pages to find sections/activities that can
a wide variety of controlled exercises that will help students
help them reinforce the areas they are weaker at. Ask
acquire the new structures.
them to write the relevant pages at the bottom of their
self-assessment sheet. Circulate and have students
show you the pages they have selected. Advise them Quick Check
as necessary.
The Quick Check features clear grammar charts and
examples of the main language covered in the Student’s
Break Time
Book.
There are three Break Time sections, appearing after
units 2, 4 and 6. The purpose of these sections is to allow
students to enjoy English as they play games and listen Teacher’s Resource Bank
to songs. They are an opportunity for further practice and This book is an invaluable tool for teachers. It features
for extension as well. The first two Break Time sections a diagnostic test, unit checks and tests for every unit in
feature a Puzzle Time page and a Song page. The Puzzle What’s Up? It also includes a mid-book revision test and
Time page includes word games that revise language in an end-of-book revision test. The material presented is
preceding units. The Song page contains simple activities photocopiable and ready for classroom use.
based on a song chosen by the students themselves and
whose recording they should bring to class. The Break ! Note:
Time section that appears at the end of the book features
Version B of these checks and tests can be found at
a board game, The Rainbow Game, that revises the main
www.pearsonelt.com.ar/wu.
grammar and vocabulary taught in the book.

What’s up? Starter Teacher’s Guide 6

What’s NEW in What’s Up? Starter
Modern new look
Clear layout and updated Syllabus aligned with
unit objectives curricular demands

Final tasks plus

For our 21st century learners

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

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Online teacher support at

www.pearsonelt.com.ar/wu
To get your password, contact our
Teacher’s Help Desk at 011-4309-6150/51/52
or by email at eltargentina@pearson.com.ar.
 Planificación anual

Unidad temática 1: Hello

Tópico: El alumno en su entorno.
Tareas de comunicación y aprendizaje Contenidos
(Página 7) Lexicales • Saludos formales e informales.
• Asociación de léxico referente al saludo cotidiano con • Información personal: nombre, edad,
situaciones gráficas que lo representan. origen, domicilio, estudios.
• Reconocimiento de expresiones formales e informales. • Números cardinales: 1-20.
(Página 8) • Letras del alfabeto.
• Reconocimiento y producción de números. • Países del mundo, sus capitales y
• Reconocimiento y producción de las vocales / i: / (three), /  / (six). ciudades importantes.
• Identificación de léxico referente a información personal. • Lenguaje de Internet: @ (at), . (dot)
• Producción del alfabeto atendiendo a la pronunciación. Gramaticales • Pronombres personales.
(Página 9) • Presente simple del verbo to be en

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• Reconocimiento de pronombres personales y categorización sus formas afirmativa, negativa e
según su género. interrogativa (preguntas abiertas con
• Sistematización de la forma afirmativa del presente simple del What? y Where?).
verbo to be y reconocimiento de su pronunciación. • Adjetivos posesivos: my, your, his, her.

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• Deducción de reglas gramaticales. • Preposiciones de lugar: at, in.
• Reconocimiento de adjetivos posesivos. • Conector de adición: and.

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• Producción escrita, guiada y libre de los contenidos Fonológicos • Los sonidos de las letras del alfabeto.
gramaticales aprendidos.
• Las vocales / i: / (three), /  / (six).
(Página 10)

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(Teacher’s Book, pág. 19.)
• Identificación de continentes, países y ciudades en un • Pronunciación de las formas afirmativas

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planisferio y producción de sus nombres. y negativas del verbo to be. (Teacher’s
• Intercambio oral sobre ciudades y países. Book, págs. 18 y 20.)

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(Página 11) • Pronunciación de los ítems lexicales.
• Sistematización de la forma negativa del presente simple del Proyecto final
verbo to be y reconocimiento de su pronunciación.

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• Deducción de reglas gramaticales. (Página 15)
• Reconocimiento de preguntas abiertas con What? y Where? Tópico

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• Producción guiada y libre (oral y escrita) de los contenidos • Información personal: el alumno y su entorno.
gramaticales aprendidos.
Proyecto

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• Participación en actividades lúdicas en pares.
(Páginas 12-13)
• Descripción de fotos y anticipación como estrategias de
comprensión lectora.
• Lectura y comprensión de dos textos que brindan información
personal e identificación de ideas generales y específicas.
• Comparación de culturas y comunidades educativas.
• Reconocimiento del significado del conector and.
• Inserción de datos en un formulario como tarea de
preparación para la escritura.
• Redacción de un párrafo descriptivo sobre un amigo.
(Página 14)
• Descripción de una foto y anticipación como estrategias de
comprensión auditiva.
• Escucha de una conversación entre un alumno y una
asistente en una escuela de idiomas e identificación de
información general y específica.
• Escucha y posterior elaboración de un diálogo breve entre dos
amigos que se saludan.
• Participación en juego de roles.
(Página 16)
• Autoevaluación guiada.
• Los alumnos elaborarán un póster para compartir
información personal.
Contenidos
• Uso del tiempo presente simple del verbo to be.
• Uso de adjetivos posesivos y preposiciones de lugar.
• Uso de vocabulario para describir la edad, la ciudad, el
país, la escuela, el horario escolar y los amigos.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Lectura de un póster que servirá de modelo.
• Redacción de un borrador para su posterior edición.
Resultado esperado
• Opción 1: Elaboración de un póster interactivo en
www.glogster.com o de una presentación PowerPoint.
• Opción 2: Elaboración de un póster en papel.
Repercusión pública
• Opción 1: Exhibición del póster interactivo o de la
presentación PowerPoint ante un grupo de alumnos.
• Opción 2: Presentación del póster ante la clase y colocación
de los pósters en las paredes de la clase o la escuela.

What’s up? Starter Teacher’s Guide 8

Unidad temática 2: Favourite things
Tópico: El alumno, sus pertenencias y sus objetos preferidos.
Tareas de comunicación y aprendizaje Contenidos
(Página 17) Lexicales • Objetos cotidianos.
• Asociación de léxico referente a objetos con sus imágenes. • Números cardinales: 20-100.
• Identificación de los objetos que son de uso de los alumnos. • Precios.
(Página 18) • Colores.
• Asociación de léxico referente a objetos con sus imágenes. • Adjetivos descriptivos.
• Uso del diccionario. • Expresión informal: Cool watch!
• Categorización de objetos personales. • Expresión: I like… .
• Lectura y repetición de números para su reconocimiento. Gramaticales • Sustantivos singulares y plurales.
• Descripción oral y escrita de precios. • Artículo indefinido (a/an) y definido (the).
(Página 19) • Presente simple del verbo to be (formas

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• Reconocimiento de sustantivos singulares y plurales. afirmativa y negativa y preguntas
• Reconocimiento del uso del artículo indefinido a/an. cerradas con respuestas breves).
• Sistematización de las formas afirmativa y negativa del presente • Presente simple del verbo to have
(formas afirmativa y negativa y

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simple del verbo have got con los pronombres I, you, they y su
pronunciación. preguntas cerradas con respuestas
• Deducción de reglas gramaticales. breves) con I, you, we.

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• Producción guiada y libre (oral y escrita) de los contenidos • Posición del adjetivo.
gramaticales aprendidos. • Conectores: and, but.
• Participación en actividades lúdicas en pares.

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Fonológicos • Pronunciación de las formas completas
(Página 20) y abreviadas del verbo have got.

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• Identificación de los colores y expresión de preferencias. (Teacher’s Book, pág. 29.)
• Reconocimiento y producción de adjetivos calificativos. • Entonación ascendente de preguntas
cerradas con el verbo have got.

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(Página 21)
(Teacher’s Book, pág. 32.)
• Reconocimiento de la posición del adjetivo.
• Pronunciación de los ítems lexicales.
• Sistematización de la forma interrogativa del presente simple

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de los verbos to be y have got. Proyecto final
• Reconocimiento y producción de entonación ascendente de

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preguntas cerradas con el verbo have got. (Página 25)
• Reconocimiento del uso del artículo indefinido the. Tópico

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• Deducción de reglas gramaticales.
• Producción guiada y libre (oral y escrita) de los contenidos
gramaticales aprendidos.
• Participación en actividades lúdicas en pares.
(Páginas 22-23)
• Identificación del tipo de texto como estrategia de
comprensión lectora.
• Lectura y comprensión de un catálogo e identificación de
ideas generales e información específica.
• Reconocimiento del significado de los conectores and y but.
• Inserción de datos en una ficha como tarea de preparación.
• Redacción de una descripción de un producto tecnológico.
(Página 24)
• Descripción de una foto y anticipación como estrategias de
comprensión auditiva.
• Escucha de una conversación entre dos amigos frente a un
negocio e identificación de información general y específica.
• Escucha y posterior elaboración de un diálogo breve en que
un amigo halaga el objeto del otro.
• Participación en juego de roles.
(Página 28)
• Autoevaluación guiada.
• Los objetos preferidos.
Proyecto
• Los alumnos conversarán sobre sus objetos preferidos.
Contenidos
• Uso del tiempo presente simple de to be y have got.
• Uso de vocabulario para describir objetos.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Lectura e interpretación de un mapa conceptual sobre los
objetos preferidos de una adolescente.
• Elaboración en un mapa conceptual como medio para
generar y organizar ideas:
• Opción 1: Creación del mapa con software (Cmap Tools).
• Opción 2: Creación del mapa en papel.
• Utilización del mapa conceptual como guía para la
elaboración de una descripción de objetos preferidos.
Resultado esperado (con repercusión pública)
• Tarea grupal: Intercambio de preguntas y respuestas
sobre los objetos preferidos de los alumnos del grupo.

9 What’s up? Starter Teacher’s Guide

 Planificación anual

Unidad temática 3: Family & home

Tópico: El alumno, su familia y su hogar.
Tareas de comunicación y aprendizaje Contenidos
(Página 29) Lexicales • Miembros de la familia.
• Asociación de léxico referente a la descripción de personas • Mascotas.
con imágenes que los representan. • Ambientes de una casa.
• Expresión de opinión personal sobre las edades de las • Muebles y objetos del hogar.
personas fotografiadas.
• Expresión: I think … .
(Página 30)
• Identificación de los miembros de una familia en una fotografía. Gramaticales • Presente simple del verbo have got
• Reconocimiento y producción de la vocal /ə/ (mother). en sus formas afirmativa, negativa
• Lectura de un texto e identificación del parentesco entre las e interrogativa (preguntas cerradas
personas descriptas. y respuestas breves) con todos los
• Reconocimiento de vocabulario referente a las mascotas. pronombres.
• Presente simple del verbo to be en su

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(Página 31)
• Sistematización de las formas afirmativa, negativa e forma interrogativa (preguntas abiertas
interrogativa del presente simple del verbo have got con todos con Who? y How old?).
los pronombres. • Adjetivos posesivos: its, their, our.

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• Reconocimiento de la forma interrogativa del verbo to be: • Preposiciones de lugar: in, on, under.
preguntas abiertas con Who? y How old? • Conector de causa o razón: because.

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• Deducción de reglas gramaticales.
• Reconocimiento de adjetivos posesivos. Fonológicos • La vocal /ə/ (mother). (Teacher’s Book,
• Producción guiada y libre (oral y escrita) de los contenidos pág. 39.)
gramaticales aprendidos. • Las sílabas y la acentuación de

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• Participación en actividades lúdicas y juego de roles. palabras. (Teacher’s Book, pág. 42.)

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(Página 32) • Pronunciación de los ítems lexicales
• Identificación de los ambientes y los objetos de una casa. aprendidos.
• Producción de las palabras compuestas por más de una

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Proyecto final
sílaba con la acentuación correcta.
• Ubicación de los objetos en los ambientes en que se encuentran. (Página 37)

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• Producción oral en pares.
Tópico
(Página 33)
• Intercambio de hogares durante las vacaciones.
• Sistematización de las formas afirmativa, negativa e

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interrogativa de there is / there are en un cuadro (preguntas Proyecto
cerradas y respuestas breves). • Los alumnos elaborarán un aviso de un hogar imaginario

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• Deducción de reglas gramaticales.
• Reconocimiento de las preposiciones de lugar.
• Producción guiada y libre (oral y escrita) de los contenidos
gramaticales aprendidos.
• Participación en actividades lúdicas en pares.
(Páginas 34-35)
• Identificación del tipo de texto como estrategia de
comprensión lectora.
• Lectura y comprensión de una página web e identificación de
ideas generales e información específica.
• Clasificación de información en un cuadro.
• Reconocimiento del significado del conector because.
• Listado de notas como tarea de preparación para la escritura.
• Redacción de una descripción de una casa o departamento.
(Página 36)
• Descripción de fotos como estrategia de comprensión auditiva.
• Escucha de una conversación entre dos amigos acerca de la
familia de uno de ellos e identificación de información general
y específica.
• Escucha y posterior elaboración de un diálogo breve en que
un amigo presenta a su hermana.
• Participación en juego de roles.
(Página 38)
• Autoevaluación guiada.
para una página web de intercambio de hogares.
Contenidos
• Uso del tiempo presente simple del verbo have got.
• Uso de preposiciones de lugar.
• Uso de vocabulario relacionado con la descripción de
hogares.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Búsqueda de fotos como medio para generar ideas.
• Dibujo de un plano de una casa o un departamento como
medio para generar ideas.
• Elaboración de un borrador para su posterior edición.
Resultado esperado
• Opción 1: Elaboración de un aviso en un documento de
Word con incorporación de imágenes.
• Opción 2: Elaboración de un aviso en papel con
incorporación de fotos.
Repercusión pública
• Intercambio oral en pares sobre los hogares redactados
en sus avisos.

What’s up? Starter Teacher’s Guide 10

Unidad temática 4: Fun time
Tópico: El alumno y su tiempo libre.
Tareas de comunicación y aprendizaje Contenidos
(Página 39) Lexicales • Actividades de tiempo libre.
• Asociación de léxico referente a lugares de esparcimiento con • Objetos típicos de actividades de tiempo
imágenes que los representan. libre.
• Identificación de objetos en fotografías. • Comida y bebida.
(Página 40) • Comidas del día.
• Asociación de léxico referente a actividades de tiempo libre • Expresiones: Can I help you?
con las imágenes que los representan. Can I have …? Here you are.
• Identificación de frases formadas por verbos seguidos de
Gramaticales • Presente simple en su forma afirmativa,
sustantivos o expresiones de lugar.
negativa e interrogativa: I, You, We,
• Reconocimiento de vocabulario referente a cosas que nos gustan.
They.
(Página 41) • Adverbios de frecuencia: always,

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• Sistematización de las formas afirmativa y negativa del sometimes, never.
presente simple con los pronombres I, you, we, they. • Like + sustantivo.
• Reconocimiento de adverbios de frecuencia. • Conectores:

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• Ubicación de los adverbios de frecuencia en la oración. - de adición: and.
• Deducción de reglas gramaticales. - de oposición: but.

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• Producción guiada y libre (oral y escrita) de los contenidos - de causa: because.
gramaticales aprendidos. - de opción: or.
• Intercambio oral en pares.
Fonológicos • Entonación ascendente de preguntas

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(Página 42)
cerradas en el presente simple.
• Reconocimiento de vocabulario referente a comidas y bebidas. (Teacher’s Book, pág. 51.)

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• Identificación de la frase have + breakfast / lunch / dinner. • Pronunciación de los ítems lexicales
• Producción oral y escrita del vocabulario aprendido. aprendidos.

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(Página 43)
• Sistematización de la forma interrogativa del presente simple Proyecto final
con los pronombres I, you, we, they (preguntas cerradas y (Página 47)

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respuestas breves).
Tópico
• Reconocimiento y producción de entonación ascendente de
• Actividades de tiempo libre.

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preguntas cerradas en el presente simple.
Proyecto
• Deducción de reglas gramaticales.
• Los alumnos realizarán una encuesta sobre actividades

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• Producción guiada y libre (oral y escrita) de los contenidos
gramaticales aprendidos.
• Participación en juego de roles.
(Páginas 44-45)
• Elaboración de inferencias previas como estrategia de
comprensión lectora.
• Lectura y comprensión de un artículo de una revista e
identificación de ideas generales e información específica.
• Reconocimiento del significado del conector or.
• Interpretación de un gráfico de barras y elaboración de uno
propio como tarea de preparación para la escritura.
• Redacción de una descripción de las actividades de tiempo
libre realizadas por el alumno.
(Página 46)
• Descripción de una foto y anticipación como estrategias de
comprensión auditiva.
• Escucha de una conversación entre dos amigos acerca de
las actividades que realizan e identificación de información
general y específica.
• Escucha y posterior elaboración de un diálogo breve en que se
hace un pedido en un lugar de comidas rápidas.
• Participación en juego de roles.
(Página 48)
• Autoevaluación guiada.
de tiempo libre y a partir de ella elaborarán conclusiones.
Contenidos
• Uso del tiempo presente simple.
• Uso de vocabulario referente a actividades de tiempo
libre.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Construcción de preguntas de una encuesta para su
posterior edición.
Resultado esperado
• Opción 1: Creación de una encuesta en la página web
www.surveymonkey.com.
• Opción 2: Creación de una encuesta en papel.
Repercusión pública
• Opción 1: Lectura de la encuesta recibida por email y
elección de respuestas.
• Opción 2: Intercambio oral entre pares. Los alumnos
se turnan para realizar las preguntas de su encuesta y
responder la encuesta de su compañero.
Tareas de reflexión final
• Redacción de un informe sobre el resultado de la encuesta.
• Comparación de los datos que surgen de la encuesta con
los hábitos propios.

11 What’s up? Starter Teacher’s Guide

 Planificación anual

Unidad temática 5: Everyday life

Tópico: El alumno y su vida cotidiana.
Tareas de comunicación y aprendizaje Contenidos
(Página 51) Lexicales • Actividades de la vida diaria de un
• Categorización de imágenes según los lugares que adolescente.
representan. • Meses del año.
• Descripción guiada de fotografías. • Días de la semana.
(Página 52) • Estaciones del año.
• Asociación de léxico referente a actividades cotidianas con las • Clima.
imágenes que las representan. • La hora.
• Ordenamiento de actividades en orden cronológico.
Gramaticales • Presente simple en sus formas
(Página 53) afirmativa, negativa e interrogativa con
• Sistematización de las formas afirmativa y negativa del todos los pronombres.
presente simple con todos los pronombres.

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• Adverbios de frecuencia: always,
• Deducción de reglas gramaticales. sometimes, never.
• Producción guiada y libre (oral y escrita) de los contenidos • Preposiciones de tiempo: on, at, in.
gramaticales aprendidos. • Otras preposiciones: for, with, to.

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• Intercambio oral en pares.
Fonológicos • Las sílabas y la acentuación de
(Página 54)
palabras. (Teacher’s Book, pág. 61.)

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• Reconocimiento de vocabulario referente a los meses del año,
• Entonación ascendente de preguntas
el clima, los días de la semana y la hora.
cerradas en el presente simple.
• Producción de las palabras compuestas por más de una
(Teacher’s Book, pág. 62.)

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sílaba con la acentuación correcta.
• Pronunciación de los ítems lexicales
• Producción oral y escrita del vocabulario aprendido.

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aprendidos.
(Página 55)
• Sistematización de la forma interrogativa del presente simple Proyecto final

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con todos los pronombres (preguntas cerradas y respuestas (Página 59)
breves).
• Reconocimiento y producción de entonación ascendente de Tópico

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preguntas cerradas en el presente simple. • Las rutinas diarias.
• Deducción de reglas gramaticales. Proyecto

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• Reconocimiento de las preposiciones de tiempo. • Los alumnos compararán los hábitos cotidianos propios y
• Producción guiada y libre (oral y escrita) de los contenidos de su familia con los de sus compañeros y sus familias.

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gramaticales aprendidos. Contenidos
• Participación en actividades lúdicas en pares.
• Uso del presente simple.
(Páginas 56-57) • Uso de vocabulario relacionado con las actividades
• Elaboración de inferencias previas como estrategia de cotidianas.
comprensión lectora. • Uso contextualizado de las macro habilidades.
• Lectura y comprensión de un artículo de una revista e • Uso de las habilidades del siglo XXI.
identificación de ideas generales e información específica.
Tareas de preparación
• Análisis del formato de un email.
• Escritura de oraciones aisladas como tarea de preparación • Inserción de verbos en oraciones sobre una rutina diaria.
para la escritura. • Escritura de oraciones descriptivas de la rutina propia y
• Redacción de un email. de los miembros de la familia.
• Construcción de preguntas acerca de la rutina diaria del
(Página 58)
compañero y su familia.
• Descripción de una foto y anticipación como estrategia de
comprensión auditiva. Resultado esperado (con repercusión pública)
• Escucha de una conversación entre dos amigos acerca del • Opción 1: Registro en MSN e intercambio de preguntas y
día preferido de la semana de uno de ellos e identificación de respuestas escritas acerca de los hábitos cotidianos.
información general y específica. • Opción 2: Intercambio oral en pares acerca de los hábitos
• Escucha y posterior elaboración de un diálogo breve acerca de cotidianos. Los alumnos preguntan y responden las
la hora. preguntas que han preparado.
• Participación en juego de roles.
(Página 60)
• Autoevaluación guiada.

What’s up? Starter Teacher’s Guide 12

Unidad temática 6: Fiction
Tópico: El alumno, la fantasía, las películas y sus personajes.
Tareas de comunicación y aprendizaje Contenidos
(Página 61) Lexicales • Partes del cuerpo.
• Identificación de actores y personajes de películas. • Adjetivos que describen apariencia
• Utilización de conocimientos previos sobre películas vistas. personal: ugly / good-looking; short / tall;
(Página 62) short / long; weak / strong; young / old.
• Asociación de léxico referente a las partes del cuerpo con • Verbos que describen destrezas: run,
las imágenes que las representan. walk, dance, fly, sing, swim, jump, play +
• Producción oral del léxico aprendido atendiendo a la (instrument), draw.
correcta pronunciación de diptongos. • Expresiones: Excuse me. I’ll take it.
• Intercambio oral en pares. Gramaticales • Caso posesivo.
(Página 63) • ’s = is, ’s = has.
• Reconocimiento del caso genitivo. • Sistematización de las formas afirmativa,

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• Deducción de reglas gramaticales. negativa e interrogativa de can para
• Producción guiada y libre de los contenidos gramaticales expresar habilidad.
aprendidos. • Aposiciones.

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• Participación en actividades lúdicas en pares.
Fonológicos • Diptongos. (Teacher’s Book, págs. 68 y
(Página 64)
70.)

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• Reconocimiento de adjetivos descriptivos.
• Pronunciación de las formas fuerte y
• Reconocimiento y producción de diptongos.
débil de can y de la forma fuerte de can’t.
• Asociación de léxico referente a habilidades o destrezas y (Teacher’s Book, pág. 71.)

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las imágenes que los representan.
• Pronunciación de los ítems lexicales
• Intercambio oral en pares. aprendidos.

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(Página 65)
• Sistematización de las formas afirmativa, negativa e Proyecto final

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interrogativa de can para expresar habilidad (preguntas
(Página 69)
cerradas y respuestas breves).
• Deducción de reglas gramaticales. Tópico

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• Reconocimiento y producción de la forma fuerte y débil de • Personajes de la ficción.
can y de la forma fuerte de can’t. Proyecto

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• Producción guiada y libre (oral y escrita) de los contenidos • Los alumnos elaborarán un juego de adivinanza.
gramaticales aprendidos.
Contenidos

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• Participación en actividades lúdicas.
(Páginas 66-67)
• Lectura y comprensión de relatos breves de películas e
identificación de ideas generales e información específica.
• Reconocimiento de tema, localización en espacio y
personajes en los relatos.
• Análisis del uso de la aposición.
• Reconocimiento de aposiciones en textos.
• Producción de aposiciones.
• Inserción de información en una ficha como tarea de
preparación para la escritura.
• Redacción de una descripción breve de una película.
(Página 68)
• Descripción de una foto y anticipación como estrategia de
comprensión auditiva.
• Escucha de una conversación entre dos amigos que se
encuentran en una librería e identificación de información
general y específica.
• Escucha y posterior elaboración de un diálogo breve en una
librería en que un cliente compra un libro.
• Participación en juego de roles.
(Página 72)
• Autoevaluación guiada.
• Uso del presente simple.
• Uso de can para expresar habilidad.
• Uso de vocabulario para describir un personaje, su
apariencia física, sus habilidades y sus hábitos.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Descubrimiento de la respuesta de un juego de adivinanza.
• Elección de un personaje para crear un juego de
adivinanza.
• Redacción de un borrador para su posterior edición.
Resultado esperado
• Opción 1: Creación de un juego de adivinanza para subirlo
a la página web www.wallwisher.com o la página web de la
clase, si la misma cuenta con ella.
• Opción 2: Creación de un juego de adivinanza en papel.
Repercusión pública
• Opción 1: Ingreso a la página web www.wallwisher.com
para leer los juegos de adivinanza de los compañeros y
resolverlos.
• Opción 2: Intercambio de los juegos de adivinanza en papel
entre los miembros del grupo.

13 What’s up? Starter Teacher’s Guide

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What’s up? Starter Teacher’s Guide 14

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15 What’s up? Starter Teacher’s Guide

 Welcome to What’s Up?
Student’s Book pages 4, 5 and 6 4 a) Read the dialogues aloud. Then read each
dialogue again, pausing after each item so students
can repeat chorally. Clarify any doubts about unknown
1 Have students look at the picture. Say: Teacher. vocabulary.
Students find the label teacher in the picture and
Draw students’ attention to the question in dialogue 3.
repeat chorally after you. Do the same with the other
Point out that we use Can I …? to ask for permission.
labels in the picture.
You may want to write other examples on the board:
For further practice, point to several objects in the
Can I read?
classroom and have students name the objects. For
example, point to a chair and have the class say: Can I ask a question?
Chair! Do the same with the other objects labelled in

the picture.
Read the text in the speech bubbles (Good morning,
everyone. Good morning, Miss Kent). Make sure
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b) Read the example aloud. Before students practise
in pairs, ask the class: What’s open in Spanish?
What’s leer in English? What’s book in Spanish? and

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students understand this greeting. Teach the greeting have the class answer chorally. As students practise in
Good afternoon by writing it on the board and pairs, walk around to provide help as needed.

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explaining when to use it.

5 a) and b) Read the conversation between Carol

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and her teacher. Explain that Bye and Goodbye have
2 Read the verbs aloud as students study the pictures the same meaning.

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that illustrate them. Then ask the class to read the
To revise the greetings students have learnt in this
verbs chorally.
section, write on the board:

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

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Goodbye, Carol.
Look at the window.
Good morning, Miss / Sir.

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Open your books. Hello, Miss / Sir.
(Write What’s Up? on the board and point to what Bye, Miss / Sir.

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you’ve written.) Read this. Address several students and use one of the greetings
Write “school bag”. on the board. The students should answer with an
appropriate reply. For example, address a student and
Circle the word “bag”.
say: Hello, (student’s name). The student should look
at you and say: Hello, Miss / Sir.

3 Students use the verbs in Exercise 2 to complete the

sentences individually. To check answers, call on
students to say the verbs. Write them on the board. 6 This exercise will help students become aware of the
fact that they already know a lot of words in English.
Tell students that some of the words we use every day
ANSWERS are English words. Others are not English, but they are
2. Look very similar to their English equivalent.
3. Listen Go over the example (Start). Students complete
4. Read the words with a partner. To check answers, call on
5. Write several students to say the words. Write the words on
6. Close the board.

ANSWERS

Music, Cybercafe, Internet, Sandwich, Stop,

Shopping centre

What’s up? Starter Teacher’s Guide 16

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

ANSWERS

English Spanish English Spanish

email computer
chat guitar
bar coffee
ticket programme
disco enter
CD cinema

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air bag photo

To finish, you may want to ask students to think of

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other English words we use. Ask students to share
them with the class. Write a list on the board.

Linked activities
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• Diagnostic test (version A), Teacher’s Resource

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Bank, pages 2 and 3
•D  iagnostic test (version B) at

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www.pearsonelt.com.ar/wu/

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17 What’s up? Starter Teacher’s Guide

1 Hello
Student’s Book page 7 2 Read the example aloud. Make sure students
understand that Hi an Hello have the same
Contents meaning. Ask students to match the other sentences
Communication individually. A student reads the answers aloud.
Say hello.
Give personal information. ANSWERS
Spell your name.
Describe people and places. I’m Katie. - My name is Katie.
Ask and answer about people and places. Goodbye. - Bye.
Write about a person you know.
Say how you are.
Grammar
Linked activities

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Subject pronouns.
Verb to be (all forms) – affirmative, negative and • Vocabulary, Extra Practice Book, page 5
Wh- questions.

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Possessive adjectives: my, your, her, his.
Vocabulary
Numbers 1-20.

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Personal information.
The alphabet.
Continents, countries and cities.

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Final task

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Make a poster about you:

Use Powerpoint or log on to Glogster and create an

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interactive poster about you.

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Design your poster on coloured paper. Make it
attractive!

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Study the unit goals with the students and clarify any

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

1 Hold up your book, point to the people in the photos

and say: These people are saying hello. Mime the
word hello by waving your hand to the class. Address
different students as you say: Hi / Hello. I’m (your
name). Elicit the response: Hi / Hello. I’m (student’s
name) from several students.
Direct students’ attention to the example (first
dialogue and photo C). In pairs, students match the
other three dialogues to three photos. Point out that
there is one extra photo.

ANSWERS

Second dialogue: B
Third dialogue: E
Fourth dialogue: D

What’s up? Starter Teacher’s Guide 18

 Vocabulary 1
Student’s Book page 8
4 a) Before students listen, point out that letters
in the same colour have the same sound. Play CD
1 a) Read the numbers aloud and ask students Track 2. Pause after each set of letters for students
to repeat chorally after you. Make sure students
to repeat them. Play the CD again. Students say the
pronounce the long /…I/ in three and the short /i/ in
whole alphabet as they listen.
six correctly. Also make sure students pronounce the
initial sound /T/ in three correctly. Tell students that in
order to pronounce this sound you need to put your b) Have students practise saying the letters in pairs.
tongue between your teeth and release air. There Walk around and provide help as needed.
should be vibration.

c) Have students practise spelling their name in

b) Pairwork. Model the activity by writing a number pairs. Then call on several students to spell their
on the board and having the whole class say the name aloud.
number. Walk around and provide help as needed as
students do the activity in pairs.
Linked activities

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• Workbook section, Student’s Book, page 76
2 a) Read the numbers aloud and ask students • Vocabulary, Extra Practice Book, page 5
to repeat chorally after you. Make sure students

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pronounce the long /…I/ in the numbers ending in
-teen correctly.

b) Tell students you will say a number and they will

circle the number they hear. Say: Number 1, thirteen.
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Repeat: Thirteen. Allow students time to circle the

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number and then say each of the following, repeating
the numbers as necessary: Number 2, nineteen.

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Number 3, eleven. Number 4, sixteen. Number 5,
fourteen.

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c) To check answers, have students say the numbers

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they circled. As students say the numbers, write them
on the board.

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ANSWERS

1. 13
2. 19
3. 11
4. 16
5. 14

3 a) Read the form aloud and clarify any doubts about

the new vocabulary. Direct students’ attention to the
box and make sure students understand how
to read an email address (carol thirteen at gomail dot
com).
For further practice, say: Phone number and have
students read Carol’s phone number from the form.
Do the same with age, email address, school and
school year.

b) Students write their personal information

individually. To check answers, call on several
students to read the information in their form aloud.

19 What’s up? Starter Teacher’s Guide

1 Grammar
Student’s Book page 9
1 a) Read the pronouns in the box aloud. Then
write the pronouns on the board. To illustrate their
meaning, point to each pronoun and say relevant
sentences: Point to I on the board and say: I’m (your
name). Point to you on the board, address a student
and say: You’re (student’s name). Do the same with
the other pronouns.
Make sure students understand that:
• You is both singular and plural. You may want
to give the two possible translations of you (vos,
ustedes). Explain that the context will make its
meaning clear to the listener.
• They has no gender. It is the plural form of three
different pronouns: he, she and it.
b) Have students classify the pronouns individually.
To check answers, draw the Venn diagram on the
board and write the pronouns in the sets as you get
feedback from students.
ANSWERS
Male: He
Female: She
Neutral: I, You, It, They
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Verb to be – affirmative
Students study the full and contracted forms of the
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verb to be and fill in the blanks. To check answers,
write the gapped sentences on the board and complete
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the blanks as you get feedback from students.
Direct students’ attention to the box. Explain
that contracted forms are the most commonly used
forms in spoken English, especially after pronouns.
To make sure students know how to pronounce the
full and contracted forms of the verb to be, read
the sentences in the grammar box aloud and have
students repeat chorally after you.
Refer students to Grammar Reference 1, Extra
Practice Book, p. 2.
2 a) Read the example aloud and clarify any doubts.
Students complete the sentences individually. To
check answers, call on students to read a sentence
each aloud.
ANSWERS
2. are
3. is
4. are
What’s up? Starter Teacher’s Guide
b) Read the example aloud and clarify any doubts.
Students complete the sentences individually. To check
answers, call on students to read a sentence each aloud.
ANSWERS
2. ’s
3. ’m
4. ’re
Possessive adjectives
Allow students time to study the sentences in
the grammar box individually and then read the
sentences aloud.
Say, placing emphasis on the subject pronouns and
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possessive adjectives, I’m your teacher. My name is
(your name). Address a student and say: You’re a
student. Your name is (student’s name). Point to a
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girl, address the whole class and say: She’s a student.
Her name is (student’s name). Point to a boy and do
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the same.
To make sure students know how to pronounce
possessive adjectives, say the four possessive
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adjectives in the box aloud and have students repeat
chorally after you.
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Refer students to Grammar Reference 1, Extra
Practice Book, p. 2.
Read the example aloud and clarify any doubts.
Students complete the sentences individually. To check
answers, call on students to read a sentence aloud each.
ANSWERS
2. My
3. Her
4. Your
4 Read the information in the labels aloud. Direct
student’s attention to the box and point out
the use of the prepositions at and in in the example
sentences about Katie.
Students write about Mike individually. To check
answers, call on a student to come to the board and
write about Mike.
ANSWER
Mike is a student at Wells College. He’s in year 7.
Linked activities
• Workbook section, Student’s Book, page 77
• Grammar Reference and Grammar Practice, Extra
Practice Book, pages 2, 3 and 4
20
 Vocabulary 1
Student’s Book page 10

1 a) Have students look at the world map. Say: Europe.

Students find Europe in the map and repeat chorally
after you. Do the same with the other names of
continents and countries on the map.

b) Read the names of the cities aloud and ask

students to repeat chorally after you.

c) Read the example sentence aloud. Encourage

students to write 6 sentences. To check answers,
students read their sentences aloud.
Ask students to find the cities in the map and match

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them to the countries. You may want to ask them to
make a list of countries and their capitals:
Brasilia – Brazil

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Cape Town – South Africa
Washington D.C. – The United States

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City of Buenos Aires – Argentina
Rome – Italy

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Madrid – Spain

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Tokyo – Japan
Beijing – China

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London – The United Kingdom
Paris – France

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

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United States.

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

Optional activity
Students work in pairs. They take turns spelling a
country and saying the continent it is in. Example:
Student A: I-T-A-L-Y
Student B: Europe!

Linked activities
• Workbook section, Student’s Book, page 78
• Vocabulary, Extra Practice Book, page 5

21 What’s up? Starter Teacher’s Guide

1 Grammar
Student’s Book page 11
Verb to be – negative
Students study the full and contracted negative
forms of the verb to be and fill in the blanks.
To check answers, write the gapped sentences
on the board and complete the blanks as you get
feedback from students.
To make sure students know how to pronounce the
contracted negative forms of the verb to be, read
the sentences in the grammar box aloud and have
students repeat chorally after you.
Direct students’ attention to the box. Point out
the use of the preposition in to indicate location.
Refer students to Grammar Reference 1, Extra
Practice Book, p. 2.
1 Read the example aloud and clarify any doubts.
Students complete the sentences individually. To check
answers, call on students to read a sentence each aloud.
ANSWERS
2. I’m not fifteen.
3. He isn’t at school.
4. They aren’t in year 8.
2
P Your turn
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Read the examples aloud and clarify any doubts.
Point out that students should write two sentences -
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a negative sentence and an affirmative one. Remind
students to use contractions. Students complete the
sentences individually. To check answers, call on
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students to read a sentence each aloud.
ANSWERS
3. Tokyo isn’t in Kenya. It’s in Japan.
4. City of Buenos Aires and Bariloche aren’t in Spain.
They’re in Argentina.
5. Nairobi isn’t in Brazil. It’s in Kenya.
6. Miami and New York aren’t in the UK. They’re in
the United States.
What’s up? Starter Teacher’s Guide
Verb to be – Wh- questions
Students study the questions and answers in
the box and work out the meaning of what and
where. To check comprehension, you may want to
ask students to say what and where in their own
language. Students complete the blanks.
To check answers, write the gapped sentences
on the board and complete the blanks as you get
feedback from students.
Note: Write the question: Where are you from? on
the board. Explain to students that, unlike Spanish,
English often uses prepositions at the end of
questions.
Direct students’ attention to the box. Point out
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that What’s and Where’s are very common in spoken
English.
Refer students to Grammar Reference 1, Extra
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Practice Book, p. 2.
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3 Tell students they will work in pairs and ask each
other questions about the map using what and where.
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Read the model with the help of a student.
Pairwork. Walk around as students practise,
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monitoring their work and helping as needed.
To get students ready for the activity, write on the
board:
1) María Montes
2) 4352-6218
3) Mexico
Elicit the questions needed to ask each piece of
information from the class (What’s your / her name?
What’s your / her phone number? Where are you / is
she from?).
Tell students they will work in pairs and ask each
other questions to find out their partner’s new
identity.
Pairwork. Arrange pairs in Students A and Students
B. Each student goes to the relevant page. As
students practise, walk around to monitor their work
and provide help as needed.
Linked activities
• Workbook section, Student’s Book, page 79
• Grammar Reference and Grammar Practice, Extra
Practice Book, pages 2, 3 and 4
22
 Reading and Writing
Student’s Book pages 12 and 13
1 Have students look at the photos and say what
places they can see. Encourage them to identify the
countries (England, Japan). If necessary, you can ask
students to scan the texts to find this information.
2 Read the texts aloud. Then ask students to read
the texts on their own and complete the chart with
personal information about the people in the photos.
To check answers, ask three students to read the
answers about a teenager from around the world
each.
ANSWERS
1
Writing rule
Read the examples aloud. Point out that and can be
used to join two related sentences. You may want to
ask students to say what the equivalent of and is in
Spanish.
Write two new sentences on the board: She’s a
student at High School. She’s from Australia. As a
class, ask students to join the two sentences into
one using and.
To finish, ask students to look back at the texts, find
examples of and, circle them and identify the four
sentences that have been joined.
Note: The texts include examples of but for passive
recognition only. Students will be learning the use of

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but in Unit 2.
Name Age City Country
Fran 12 City of Buenos Aires Argentina
5 a) Ask students to choose a person - a friend or

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Carol 13 London England
someone they know - and complete the form with
Kazu 12 Tokyo Japan information about him/her. Walk around as students

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write, helping as needed.

3 Read the sentence halves aloud. Students match the b) Ask students to write a paragraph about the

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sentences individually. Check answers as a class. person in the form. Point out that they can use the

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sentences in the two texts they’ve read as models.
ANSWERS Remind them to use and to join some of the ideas in

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their paragraphs. Students can write their paragraph
2. b, 3. a, 4. c
in class or as a homework assignment.

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4 Ask students to look at the chart. Encourage them
c) Follow one of these notes:
to scan the texts for the information they need to

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complete it. To check answers, draw the chart on the 1. Peer correction. Before students hand in their
board and have the class call out the answers. work to you for correction, have them exchange

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paragraphs with a partner and correct each
ANSWERS other’s work. Walk around and answer any
questions students might have.
Fran Kazu
OR
Kingston Osaki Junior
School
School High School 2. Editing. Have students hand in their work for
School Year 8 1 correction. Underline the mistakes in their piece
Hours at school per day 6 9 of writing. Give it back to students and ask them
Number of students in to correct the mistakes, write a final draft and
19 40
the group hand it back to you for final correction.
Number of classrooms
12 1
for their lessons
Extra lessons in private
school
No Yes Linked activities
• Workbook section, Student’s Book, pages 79 and 80
• Fast Finishers Activities, Extra Practice Book, page II

Optional activity
Ask students to add a third column to the chart in
Exercise 4 and complete it with information about
themselves. Encourage students to compare their
school life with Fran’s and Kazu’s. Is their school life
more similar to Fran’s or to Kazu’s?

23 What’s up? Starter Teacher’s Guide

1 Listening and Speaking
Student’sBook
Student’s Bookpagepage1414 AUDIOscript
AUDIOSCRIPT CDCDTRACKS
TRACKS3 3AND
AND4 4

11 Hold
Holdup upyour
yourbook,
book,point
pointtotothe
thestudent
studentininthe
thephoto
photo
: : 
receptionist
receptionist SoSo......you
youare
areinterested
interestedinina aSpanish
Spanish
and ask: Where is this student? (in a language
and ask: Where is this student? (in a language school school
course.
course.
/ at Brenton Language School). Then ask students toto
/ at Brenton Language School). Then ask students
saythe
thefour
fourlanguages
languagesthat
thatarearetaught
taughtininthis
thisschool
school : :
brad
brad Yes.That’s
Yes. That’sright.
right.
say
(English, Spanish, Chinese and Italian). : : 
receptionist
receptionist Good.What’s
Good. What’syour
yourname,
name,please?
please?
(English, Spanish, Chinese and Italian).
: :
brad
brad BradRedick.
Brad Redick.
: : 
receptionist
receptionist Canyou
Can youspell
spellthat,
that,please?
please?
ANSWERS
ANSWERS
: : 
brad
brad Yes,ofofcourse.
Yes, course.B-R-A-D.
B-R-A-D.
Thestudent
The studentisisatatBrenton
BrentonLanguage
LanguageSchool.
School.The
The receptionist: : Hmmm…
receptionist Hmmm…
languagesare
languages areEnglish,
English,Spanish,
Spanish,Chinese
Chineseand
andItalian.
Italian. brad : :
brad R-E-D-I-C-K.
R-E-D-I-C-K.
: : How
receptionist
receptionist Howold oldare
areyou,
you,Brad?
Brad?
: :
brad
brad Twelve.
Twelve.
: : You’re
receptionist You’rea astudent,
student,right?
right?
22
receptionist
Aska astudent
Ask studenttotoread
readthethelist
listaloud
aloud(name,
(name,
: : 
brad
brad Yes,I’m
Yes, I’ma astudent
studentatatKingston
KingstonSchool.
School.
school,etc.).
school, etc.).Tell
Tellstudents
studentsthey theywill
willlisten
listentotoa a
I’mininyear
I’m year8.8.

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conversationbetween
conversation betweenthe thetwo
twopeople
peopleininthe the
: : Where
receptionist
receptionist Whereare areyou
youfrom?
from?
photo.Make
photo. Makesuresurestudents
studentsunderstand
understandthat thatthey
they
: :
brad
brad London,England.
London, England.
areexpected
are expectedtotowrite
writea atick
ticknext
nexttotoeach
eachpiece
pieceofof
: : 
receptionist
receptionist Andwhat’s
And what’syour
yourphone
phonenumber,
number,please?
please?
informationthe
information thespeakers
speakerstalk talkabout.
about.

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: :
brad
brad It’s7843-6598.
It’s 7843-6598.
Firstlistening:
First listening:Play
PlayCD CDTrack
Track3.3.Have
Havestudents
studentslisten
listen : : 7843-6598.
receptionist
receptionist 7843-6598.
totothe
thefirst
firstpart
partofofthe
theconversation.
conversation.Students
Studentstick
tickthe
the

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: :
brad
brad Right.
Right.
necessaryboxes.
necessary boxes. : : 
receptionist
receptionist Andyour
And youremail
emailaddress?
address?
Secondlistening:
Second listening:Play
Playthe
theconversation
conversationagain
againsoso brad : : 
brad MyMyemail
emailaddress
addressisisbrad1@gonet.com.
brad1@gonet.com.

E
studentscan
students canconfirm
confirmtheir
theiranswers.
answers.IfIfnecessary,
necessary, receptionist: : 
receptionist Great.Thanks
Great. ThanksBrad.
Brad.You
You……
pauseafter
pause aftereach
eachrelevant
relevantpiece
pieceofofinformation
informationtotoallow
allow

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studentstime
students timetotocomplete
completethe theexercise.
exercise.
Checkanswers
Check answersasasa aclass.
class. 44 a)a) Elicitfrom
Elicit fromstudents
studentsthethetranslation
translationofofSay
Say

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howyou
how youarearetotomake
makesure
surestudents
studentsunderstand
understandwhatwhat
theywill
they willbebelearning
learningininthis
thissection. Note:This
section.Note: Thisisisa a
ANSWERS
ANSWERS unitgoal
goalstudents
studentsread readononpage
page7.7.
unit

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School,Age
School, Age PlayCD
Play CDTrack
Track5.5.Then
Thendraw
drawstudents’
students’attention
attentiontotothe
the
box.Point
box. Pointout
outthat
thatthere
thereare
areseveral
severalways
waystotosay
say

A
you’reOK
you’re OK(fine,
(fine,OK,
OK,very
verywell)
well)and
andthat
that‘I’m’
‘I’m’can
canbebe
saidororomitted.
said omitted.Also
Alsopoint
pointout
outthe
thedifferent
differentways
waystoto

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33 Thirdlistening:
Third listening:Play
PlayCD
CDTrack
Track44and
andhave
have saygoodbye.
say goodbye.
students listen to all the conversation. Students
students listen to all the conversation. Students
PlayCD
Play CDTrack
Track55again
againand
andhave
havestudents
studentsunderline
underline
completethe
complete theform.
form.
the sentences they hear in
the sentences they hear in the the box (Fine,
box (Fine,
Fourthlistening:
Fourth listening:Play
Playthe
thewhole
wholeconversation
conversationagain
again thanks.I’m
thanks. I’mOK,
OK,thanks.
thanks.Goodbye.).
Goodbye.).
so students can confirm their answers. If necessary,
so students can confirm their answers. If necessary,
pauseafter
pause aftereach
eachrelevant
relevantpiece
pieceofofinformation
informationtotoallow
allow
students time to complete the exercise.
students time to complete the exercise. b)b) PlayCD
Play CDTrack
Track66and
andask
askstudents
studentstoto
complete the conversation. Check answers asasa aclass.
complete the conversation. Check answers class.
ANSWERS
ANSWERS
Answers
ANSWERS
Redick,12,
Redick, 12,8,8,London,
London,England,
England,7843-6598
7843-6598
1.1.HiHi
2.2.Fine,
Fine,thanks
thanks
3.3.Goodbye
Goodbye
4.4.Bye
Bye

What’s up? Starter Teacher’s Guide 24

 Listening and Speaking 1
c) Before students practise in pairs, play the CD a
fourth time, pausing after each sentence so students
can repeat chorally. Encourage them to imitate
pronunciation and intonation. Then role play the
conversation with a student.
Paiwork. Walk around helping as needed.

AUDIOSCRIPT CD TRACKS 5 AND 6

carol: Hi, Fran. How are you?

fran: Fine, thanks. And you?
carol: I’m OK, thanks. Goodbye, Fran.
fran: Bye, Carol.

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Linked activities
• Workbook section, Student’s Book, page 80

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25 What’s up? Starter Teacher’s Guide

1 Final task
Student’s Book page 15 Linked activities
• Vocabulary, Extra Practice Book, page 5
1 Tell students to look at the poster and find information
• Self-assessment, Student’s Book, page 16
about Paulo, his country, his school and his friend. To
check comprehension ask: How old is Paulo? Where’s • Self-check, Student’s Book, page 81
he from? What’s the name of his school? What year • Unit check (version A), Teacher’s Resource Bank,
is he in? Who’s Alina? Where’s she from? What’s her page 4
telephone number? • Unit test (version A), Teacher’s Resource Bank,
pages 10 and 11
• Unit check and Unit test (version B) at
2 There are two options for this activity. For Option 1,
www.pearsonelt.com.ar/wu/
students will need:
• laptops or computers
• PowerPoint software to create slides OR an Internet
connection in the classroom to log on to Glogster
and create an interactive poster

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If you don’t have all of the items listed above, choose
Option 2.

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Option 1. Students use PowerPoint to create two
or three slides with information about themselves

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OR log on to Glogster to make an interactive poster
about themselves.
Option 2. Students use coloured card to make a

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poster about themselves.
For either option, remind students to: a) use Paulo’s

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poster as a guide, b) use the language they learnt in
this unit, c) include information about their city, their

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country, their school and a friend, and d) use colours
and pictures to make their poster attractive. Walk

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around the room as students create their posters,
providing help as needed. You may want to ask

A
students to make a first draft on paper and submit it
to you for correction.

3

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Students share their posters with the class.
• If students created their poster on a laptop, they
project it on a screen and present it to the class
OR they sit in small groups to share their posters
on their laptops. Encourage students to read their
poster as they show it to their classmates.
• If students created their poster on paper, they put it
up in the classroom and use it as a guide to make a
presentation about themselves to the class.

What’s up? Starter Teacher’s Guide 26

Datos de catalogación bibliográfica

Tiberio, Silvia Carolina

What’s up? Starter Teacher’s Guide / Silvia Carolina Tiberio -
2a ed. - Buenos Aires: Pearson Education S.A., 2012.
E-Book

ISBN 978-987-615-339-3
1. Enseñanza de Inglés. I. Título.
CDD 420.7

Pearson Education S.A. The Publisher would like to acknowledge María Alicia
Av. Belgrano 615 piso 11º Maldonado for her participation in the writing of the Extra
C1092AAG Ciudad Autónoma de Buenos Aires, Argentina. Practice booklet, the Teacher’s Resource Bank and online tests.

www.pearsonelt.com.ar

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© Pearson Education S.A. 2008

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© Pearson Education S.A. 2012

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All rights reserved. No part of this book may be reproduced, stored
in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise,

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without the prior written permission of the Publishers.

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ISBN: 978-987-615-339-3 Teacher’s Guide

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This edition published by
Pearson Río de la Plata, 2012

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Publisher Silvina Ferrante

Editor Guadalupe Herrera

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Design Eclipse Gráfica Creativa

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Production Karina Liste

Cover design Eclipse Gráfica Creativa

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Track Contents / Unit Page

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Class Audio

1 Credits 4 12 3 - Family & home 36 Exercise 4

2 1 - Hello 8 Exercise 4 a) 13 36 Exercise 5 a)

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3 14 Exercise 2
4 14 Exercise 3
5 14 Exercise 4 a)
6 14 Exercise 4 b)
7 2 - Favourite things 24 Exercise 2
8 24 Exercise 3
9 24 Exercise 4 a)
10 3 - Family & home 36 Exercise 2
11 36 Exercise 3
14 4 - Fun time 46 Exercise 2
15 46 Exercise 3
16 46 Exercise 4 a)
17 46 Exercise 5 a)
18 5 - Everyday life 58 Exercise 2
19 58 Exercise 3 b)
20 58 Exercise 4 a)
21 6 - Fiction 68 Exercise 2 Track Contents / Unit Page
22 68 Exercise 3 23 6 - Fiction 68 Exercise 5

Track Track Contents / Unit Page Track Contents / Unit Page

Workbook Audio

CD MP3* Contents / Unit Page CD MP3* CD MP3*

24 2 1 - Hello 80 Exercise 1
25 3 80 Exercise 2
26 4 80 Exercise 3
27 5 2 - Favourite things 86 Exercise 1
28 6 86 Exercise 2
29 7 86 Exercise 3
30 8 3 - Family & home 92 Exercise 1
31 9 3 - Family & home 92 Exercise 2
32 10 92 Exercise 3
33 11 4 - Fun time 98 Exercise 1
34 12 98 Exercise 2
35 13 98 Exercise 3
36 14 5 - Everyday life 104 Exercise 1
37 15 104 Exercise 2
38 16 5 - Everyday life 104 Exercise 3
39 17 6 - Fiction 110 Exercise 1
40 18 110 Exercise 2
41 19 110 Exercise 3
42 20 The end

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

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