Peru Secondary ELT Catalogue 2027

Secondary Catalog 2027

Empowering your students to shape their futures and advance in life

In today’s ever-changing world of education, one thing remains constant: the need to help every learner thrive. At Macmillan Education, we’re here to support you with the tools and resources needed to spark curiosity, build confidence, and create meaningful learning experiences that go far beyond the classroom. We’re driven by a deep understanding of how learning really happens. That’s why we’re always looking for new ways to support teachers—combining the latest research with real classroom insights to design flexible, inclusive language teaching materials that meet students where they are. Because we know that reaching every learner isn’t easy, but it’s essential. Our approach is all about giving teachers options– different ways to connect with students of all backgrounds , abilities , and interests . Whether it’s through engaging content , smart digital tools , or reliable assessment resources , everything we offer is built to help educators make a real impact. We also believe in the power of collaboration. That’s why we work closely with leading institutions and global partners to bring the best ideas and practices into our materials—ensuring they meet the highest standards and truly support academic success. Inside this catalog, you’ll find resources created with one clear purpose: to be your partner in teaching and learning . Together with educators, families, and institutions, we’re proud to share a simple but powerful belief—this is more than just English.

It’s about shaping who students are becoming and preparing them for life.

Secondary Contents

ICONS KEY

PAGE

American English Available in American English.

Teen Campers

Friends Connected InstaEnglish 2nd Edition

British English Available in British English.

Get Involved! American Edition

Advancing Futures This course supports Education for Sustainable Development and Citizenship.

Get Involved! British Edition

Ready For Fourth Edition Gateway to the World Optimise Stars Global innovators

Macmillan Education Everywhere The platform that offers a greater level of convenience,

NEW

functionality, and delight.

Macmillan Education 360 Access to our professional development hub.

CEFR Common European Framework of Reference

A1 A1+ A2 A2+ B1 B1+ B2 B2+ C1

C1 Advanced

C2 Proficiency

A2 Key

B1 Preliminary

B2 First

Mee Air An elevated learning and teaching experience with gamified adaptive practice and smart tools.

Universal Design for Learning (UDL) Provides the solution by helping you create lessons that work for every learner.

Scope & Sequence

Teen Campers

A1+ A2+

Starter

Level 1

Level 2

Level 3

Level 4

Level 5

• This, These, That, and Those • Verbs for possibility and obligation: can, can’t, must, mustn’t, and have to • Present progressive: affirmative, negative, and interrogative forms • Intensifiers: very, so, really, and extremely • Simple present vs present progressive • Simple future • Simple past

• Imperative • There is / There are : affirmative, negative, and interrogative form • Simple present: affirmative, negative, and interrogative forms; short answers • Adverbs of manner • Prepositions of movement • Adverbs of frequency

• Adverbs of place • Simple past vs Past progressive • Expressions for cause and effect and contrast • Enough and too • Much and many • Should / shouldn’t • Infinitive of purpose:

• Articles: a, an, the, and no article • Noun formation (jobs) • Going to • Zero conditional • First conditional • Adverbs of manner (review) • Adjectives ending with –ed and –ing • Prepositions after feelings ( at, by, about, of, etc.) • Comparative and superlative adjectives

• Simple present (review) • Simple past (review) • Present perfect (review), ever, never, just, already, and yet • Narrative tenses: simple past and past progressive • Passive voice • Expressions for cause and consequence (review)

• There is / There are (review), countable and uncountable nouns • There was / There were: affirmative, negative, and interrogative forms • Simple past: affirmative, negative (review), and interrogative forms • Time expressions for simple past • Used to / Didn’t use to • Could / Couldn’t • Past progressive

affirmative and negative forms • Common phrasal verbs • Present perfect, for and since

Friends Connected

Level 1

Level 2

Level 3

Level 4

• Simple present: affirmative and negative • Simple Present: yes / no questions and short answers • Object pronouns • Adverbs of frequency • Likes and dislikes • Simple present: Wh– questions • Present progressive • Simple present and present progressive • Comparative and superlative adjectives can / can’t, must / mustn’t • Countable and uncountable nouns There is / There are. Is there…? / Are there…? How much / many…? • Simple past: be • There was / were • Simple past of regular verbs: affirmative and negative • Past time expressions • Simple past of irregular verbs: affirmative and negative • Simple past: question forms and ago • Will / won’t and going to

• Present simple • Adverbs and expressions of frequency • Present simple and present continuous • There was / were • Could • Past time expressions • Past simple and used to • Past simple and past continuous • Quantifiers: a lot of (lots of), some, any, not much / many, too much / many, (not) enough • Comparative and superlative adjectives (not) as + adjective + as • Will and might • Introduction to conditionals • Present perfect: affirmative and negative • Present perfect: yes / no questions ever and never • Present perfect with for and since Present perfect and simple past • Past time expressions • Have to • Will and going to

• Past simple, past continuous and used to • While and when • Subject and object questions • Present perfect with for, since and How long…? just, yet and already • Present perfect and past simple • Modal verbs • Gerund and infinitive • Past perfect • Relative pronouns • Defining relative clauses • The passive: questions and answers • Future tenses: review Future continuous • First, second conditional, and third conditional • Reported speech • Reported offers, suggestions and commands

• Present perfect simple and present perfect continuous • Question tags • Questions with prepositions • Defining and non-defining relative clauses • Reflexive pronouns • Modal verbs of speculation and deduction • Past perfect • Future continuous and future perfect • Time expressions • Future modals • Future time clauses • The passive be allowed to, let, make • Impersonal phrases • Conditionals • Conditionals with unless I wish and If only • Reported speech • Reported questions • Gerunds and infinitives • Quantifiers

This scope & sequence is illustrative, and is designed to give an overview of the main grammar and vocabulary presented in each series. For a full scope & sequence of a specific series, please contact your sales representative.

Scope & Sequence

InstaEnglish Second Edition A1

Starter

Level 1

Level 2

Level 3

Level 4

• My World: Countries and Nationalities, Family • Looks: Parts of the Body, Adjectives of Physical Description • Healthy Living: Food, Free-time Activities • Out and About: Places in Town, Landscape Features • School Life: Daily Routines, School Subjects • Sport for All: Sports, Adjectives of Opinion • Movies and TV: Movie Types, TV Shows • Adventure: Survival Skills, Feelings

• Free Time: Free-time Activities, Character Adjectives • House and Home: Rooms and Furniture, Gadgets • Travel: Transportation, Travel • History: Verbs of Discovery, Natural Disasters

• Technology: Contemporary Technologies, Jobs • Unexpected but True: Prepositions -ed / -ing, Adjectives • Celebrate!: Clothes and Accessories, Weather and Seasons • Make a Difference: Jobs, Health Problems • Ambitions: Life Events, Musical Instruments • On Screen: Movies, Suffixes -ion and -ment • The World We Live In: Materials and Containers, Endangered Animals • Altruism: Fundraising Ideas, make and do

• Changing Lives: Life- changing Events, Verb + Preposition • Incredible Journeys: Travel, Extreme Adjectives • The World Around Us: Saving Environmental Resources, Prefixes • Good Friends: Making Friends, Verb and Noun Collocations • Followers of Fashion: Style Adjectives, Phrasal Verbs: Clothes • Work and Money: The World of Work, Work Verbs • Crime Doesn’t Pay: Crime Verbs, Crimes and Criminals • Communicate: The Written Word, Adjectives with -able and -ible

• Literature: Literary Genres, Compound Nouns • Sporting Greats: Sporting Verbs, Confusing Verbs • Healthy Planet: Environmental Issues, Nature Idioms • Career Paths: Careers, Adjective + Noun Collocations • Money Matters: Personal Finances, Banking • Mind and Body: Mental Health, Healthy Habits • Virtual World: Developing Products, Reporting Verbs • World of Music: Music, Negative Prefixes

• Myths and Legends: Character Adjectives, Movement Verbs • Wise Spending: Money, Technology Devices

• Amazing Places: Places to Visit 1, Formation of Adverbs • Fun and Games: Playing Games, Places to Visit 2

Get Involved! American Edition | British Edition

A1+

Intro

Level 1

Level 2

Level 3

Level 4

Level 5

• Be: affirmative, negative; questions and short answers • Have got: affirmative, negative; questions and short answers • Possessive ’s / s’ • Countable and uncountable nouns: some, any, a lot of • There is / are • Simple present • Love / like / don’t like / hate + noun • Object pronouns • Can and can’t • Can: questions and short answers • Comparative adjectives • Possessive pronouns • Present progressive

• Simple present: affirmative, negative; yes / no questions • Object pronouns • Adverbs of frequency • Likes / dislikes • Simple present: Wh- questions • Present progressive • Time expressions • Comparative and superlative adjectives • Modal verbs of obligation, permission, and prohibition • Countable and uncountable nouns • There is / are • Is / Are there…? • How much / many…? • Simple past: be • Simple past of regular and irregular verbs

• Simple present • Adverbs and expressions of frequency

• Simple past, past progressive, and used to • When and while • Subject and object questions • Present perfect with for, since, and How long…? • Just, yet, already • Modal verbs • Gerund and infinitive • Past perfect • Relative pronouns / clauses • The passive • Active and passive • Present tenses with future meaning • Future progressive • Conditionals • Reported speech

• Present perfect simple and progressive • Question tags • Questions with prepositions • Defining and nondefining relative clauses • Reflexive pronouns • Modal verbs of deduction and speculation • Past perfect • Future progressive and future perfect • Future modals • Future time clauses • The passive • Impersonal phrases • Conditionals: zero, first, second, and third • I wish / If only • Reported speech • Gerunds and infinitives • Quantifiers

• Past tenses • Present perfect and present perfect progressive • Past perfect and simple past • Past perfect and past perfect progressive • Future tenses • Future progressive and future perfect • Future time expressions • Adjective clauses • Comparing • Modal verbs • Perfect modals • Reported speech • Conditionals • I wish + would / wouldn’t • The passive voice • Verb patterns • Used to, be / get used to

• Simple present and present progressive • There was / were • Could • Past time expressions • Simple past • Used to • Past progressive • When and while • Quantifiers • Comparative and superlative adjectives • (Not) as + adjective + as • Might • Will for predictions • First and zero conditional • Present perfect

Scope & Sequence

Optimise Stars A1 B2

Level A2

Level B1

Level B1+

Level B2

• Simple present and present progressive, present progressive for future use • Past Simple: regular and irregular verbs, Wh -words, • Past Progressive, linking words, simple past and Past progressive • Quantifiers with countable and uncountable nouns, comparatives and superlatives • Present Perfect Simple with ever and never , present perfect simple and past • Going to and will • Modals: ability, obligation, necessity, possibility, advice, permission, polite requests, prohibition • Zero, First, and Second Conditional • Present Perfect Simple: for, since, already, yet, and just, verb. Patterns: to / -ing • Simple present passive, simple past passive with by

• Simple past and past progressive, used to and would • Present Perfect Simple and continuous, countable and uncountable nouns • Will and going to, simple present, and present progressive for future • Modals: ability, obligation, advice, permission • Modals: possibility, probability, certainty • Relative Clauses, articles • Past Perfect simple and continuous, comparatives and superlatives • The passive, question tags • Conditionals: zero, first and second conditionals, time clauses • Conditionals: third conditionals, the causative • Reported Speech, Reported questions

• Tense review: simple past and past progressive, would, used to, be used to • Modals: review • Modals: deductions about present • Tense review: present perfect simple and continuous • Question review: question tags and question forms • The future: will, going to , simple present and present progressive • Comparatives and superlatives adjectives • Conditional: zero, first and second conditionals • Relative clauses • Tense review: past perfect simple and continuous • Connectors and contrast • The passive: review • Countable and uncountable nouns, articles, quantifiers • Reported speech, indirect questions • Result clauses: so, such, too, enough • Conditionals: third conditional • Modals: modal perfect, the causative

• Tenses: simple present, simple past, used to, would, be/get used to, present perfect simple, past perfect simple, present progressive, past progressive, future • Comparatives and superlatives adjectives • Conditionals: zero and first conditional • Modals: ability, permission, advice / criticism, obligation, degrees, and certainty • Verb patterns: verb + infinitive / -ing. • Verb patterns: infinitives of purpose

• Pronouns, result clauses • Connectors of contrast • Conditionals: second, third, and mixed conditionals • The Passive, the causative • Direct and indirect objects

• Relative clauses • Participle clauses • Reported Speech • Indirect questions

Gateway to the World

A1+ C1

Level A1+

Level A2

Level B1

Level B1+

Level B2

Level B2+

Level C1

• Verb: to be • Have got • Possessive adjectives and pronouns • Regular / irregular plural nouns • This, that, these, those • Articles • Present simple • Yes / no questions and short answers • Wh– questions • Adverbs of frequency • There is / There are • Prepositions of place and time • Countable and uncountable nouns • Some, any, a / an • Present continuous • Present simple and present continuous • Past simple • There was / were • Comparative and superlative adjectives • Present perfect with eve r and never • Be going to • Should / shouldn’t • Must, have to

• Adverbs of manner • Have to / don’t have to, must / mustn’t • Past simple of can • Past continuous • A lot of / much / many • Will / won’t • Present continuous for future • Present

• Articles • Some, any,

• State and action verbs • Past simple, past continuous and past perfect • Used to • Would • Present perfect continuous • Will, be going to, present continuous and present simple for future • Future continuous and future perfect • Modal verbs of obligation, prohibition, advice and permission • Defining and non- defining relative clauses • Reported speech commands • Modal verbs of speculation and deduction • Third conditional Indeterminate pronouns: some–, any–, no–, every– • So and such • I wish and If only.

• Present simple, present continuous, and present habits • Past habits • Future forms • Comparative and superlative adjectives and adverbs • Other ways of making comparisons • So, such, too, enough • Modal verbs of obligation, prohibition and advice in past, present, and future • Unless, as long as, provided / providing (that), in case • The passive with say, know, believe • Relative clauses • Future activities in the past • Mixed conditionals • Indirect questions • Question tags

• Modal verbs of obligation • Verbs + object

• Modifying comparative and superlative forms • Synonyms: achievement and difficulty • Phrasal verbs • Narrative tenses • Order of adjectives • Academic collocations • Advanced future forms • Collocations • Advanced conditional forms • Past regrets • Passives and causatives • Adding emphasis • Expressions and phrases with self • Inversion • Different uses of can, could, may, and might • Ellipsis and substitution • Prepositional phrases

much, many, a lot (of), a few, a little

+ –ing forms and infinitive

• Relative

• Advanced

pronouns

future forms

• Present

• Reporting structures • Passives with verbs with two objects • Causatives • Determiners and quantifiers • Participle clauses • Making and modifying comparisons • Prepositions in relative clauses

perfect with for and since

• Present

perfect and past simple • Less … than, (not) as … as • Too and ( not) enough • Be going to and will • Will, may, might • Second conditional • Used to • Gerunds and infinitives • Reported speech statements and questions • The passive

perfect with just, already, and yet

• The passive • The passive with by • Zero conditional • First conditional

Scope & Sequence

Global Innovators

A1+

Level A1+

Level A2

Level B1

Level B1+

Level B2

Level B2+

Level C1

• to be • Possessive adjectives • have got • this, that, these, those • Articles: a/an, the • Imperative • Present simple: affirmative and negative • Present simple: yes/ no questions and short answers • Possessive ’s • Possessive pronouns • like, love, hate + gerund • Adverbs of frequency • Wh- question words • there is/there are • Prepositions of place • Countable and uncountable nouns, some/any, a/an • Present continuous: affirmative and negative • Present continuous: questions and short answers • Present simple and present continuous • can/can’t • Adverbs of manner • was/were • there was/were • Past simple: affirmative and negative • Past simple:

• to be • this, these, that, those have got • can/ can’t • Possessive adjectives • Possessive ’s • Question words • Present simple • Prepositions of time: in, on and at • Adverbs of frequency • there is/there are • Prepositions of place • Present continuous • Present simple and present continuous • was/were there was/were could • Past simple: affirmative • Past simple: negative and questions • Countable and uncountable nouns • some, any, a/an, a lot of, much and many • Comparatives and superlatives • Past continuous • Past simple and past continuous • Subject and object questions • be going to and will • Present continuous for the future • have to/don’t have to, must/mustn’t, should/shouldn’t • Present perfect • Present perfect with ever and never • Present perfect with just, already and yet • The passive: present and past simple

• Present simple • Present continuous • Articles • Present perfect

• Present simple and present continuous • Gerunds and

• Present and past habits • Present perfect simple and present perfect continuous • Past perfect simple and past perfect continuous • Future forms • Advanced future forms • Modal verbs of ability: present, past and future • Modals of obligation, prohibition, permission and advice: present and past

• Present and past habits • Past tenses • Modals of obligation, permission/ prohibition, criticism and advice: present and past • Modals of ability: past, present and future • Modal verbs of speculation and deduction: present, past and future • Future forms • Advanced future forms • Other conditional structures • Mixed conditionals • Wishes, preferences and regrets • Reporting verbs and structures • Reported questions • Indirect questions • Question tags • Reply questions • Passives, passive infinitives and passive gerunds • Passives with verbs with two objects • Causative • Passive reporting structures with say, know and believe • Gerunds and infinitives • Negative infinitives, gerunds and questions • Cleft sentences • Inversion • Inversion after adverbials with time expressions • Participle clauses • Advanced articles • Cumulative grammar review

• Continuous and perfect tenses: revision • Narrative tenses • Future forms: revision • Future time clauses • Passives review • Causatives • Advanced passives • Conditional and mixed conditional forms: revision • Advanced conditional forms • Inversion • Subjunctive • Adding emphasis: cleft sentences • Inversion with negative adverbial phrases • Participle clauses • Modals: revision • Modals in the past • Dramatic present vs past simple • Future continuous • Uses of will and would • Ellipsis and substitution • Relative clauses: revision • Nominal relative clauses • Reported speech: revision • Advanced reporting verbs • Question forms: revision • Echo questions • Gerunds and infinitives • Clauses of contrast, reason, manner, purpose • Cumulative grammar review

infinitives • Past simple and used to • Comparatives and superlatives

with ever and never • some/ any/much/many/a lot of

• Past simple • used to

• Modal verbs of obligation, prohibition, permission and advice • Past simple, past continuous and past perfect • used to, would and be/get used to • Present perfect with already, just, never, ever, yet, since, for and how long • Present perfect and past simple • Present perfect simple and present perfect continuous • Quantifiers • Modifying quantifiers • Defining and non- defining relative clauses • Future forms • Future continuous • Future perfect • Modal verbs of speculation and

• Past continuous • when and while • Present perfect with just, already and yet • Present perfect and past simple Present perfect with for and since • Comparatives and superlatives • less ... than, (not) as ... as • Gerunds and infinitives • Modal verbs of obligation, prohibition, permission and advice • Future Forms • will, may and might • Zero conditional • First conditional • unless • Relative pronouns • Defining and non- defining relative clauses • Past perfect • Reported speech: statements • Reported speech: time references • Reported speech: questions • The passive: present simple and past simple • The passive: other tenses • Cumulative grammar review

• Making and modifying

comparisons

• Other ways of making

comparisons • Quantifiers and determiners • so, such, too, (not) enough • Reported speech: statements • Reported speech: questions • Other reporting

verbs and structures • Zero, first,

second and third conditionals • Alternatives to if • Mixed conditionals • I wish/if only • The passive • Advanced passive structures: verbs with two objects • Passives with say, know, believe , etc. • Causatives • Relative clauses • Advanced relative clauses • Gerunds and infinitives • Cumulative grammar review

deduction: present

• Modal verbs of speculation and deduction: past • The passive • have/get something done • Zero, first

questions and short answers

• Comparative adjectives • Superlative adjectives • Present perfect • Present perfect with ever and never • be going to • Prepositions of time: at, in and on • should/shouldn’t • must/mustn’t, have to/don’t have to • Cumulative grammar review

and second conditional

• Zero conditional • First conditional • Cumulative grammar review

• Third conditional • Wishes about the present and past • Reported speech: statements • Reported speech: questions,

commands, offers and suggestions

• Cumulative

grammar review

Do you want your lessons to reach every learner?

Universal Design for Learning (UDL) provides the solution by helping you create lessons that work for every learner. UDL is a research-based framework developed byCAST * framework that empowers teachers to plan smarter, design inclusive lessons, and ensure every learner succeeds. Through our Designed to Shine resources we celebrate the idea that variability is the norm, inclusion begins with intentional design, and learning should adapt to everyone, grounded in the core principles of UDL.

Unlock the full potential of your classroom with UDL-based teaching resources that make learning inclusive, engaging, and effective for every student.

* transforming education through inclusive design and accessibility. Visit: udlguidelines.cast.org

Explore more and access free resources here

Teen Campers

A six-level course, linked to the Happy Campers Second Edition syllabus to support the transition from primary to secondary education. It develops receptive and productive skills within a variety of real-life and academic contexts, and provides extra practice and digital material to build up confidence in newly acquired knowledge.

A1+ > A2+ 3-5 hours

Authors: Angela Llanas, Libby Williams, Annette Flavel

Key features

1 Supports communication through a guided approach based on a carefully-paced grammar syllabus, and vocabulary is presented through visual support. 2 Provides constant practice to use language in a natural and confident way during class or with additional materials to revisit language at home.

3 Presents and consolidates language in familiar and social contexts for teenagers where they can find academic language, literature, art, and real-life situations. 4 Introduces topics that encourage reflection and goal-setting through short and achievable projects related to the world today.

For Students

Student’s Book Units close with a Wrap-up section to consolidate skills and the Campers in Action project to encourage action and reflection related to cultural diversity, equity, socio-emotional education, sustainable development, and health and well-being. A Review page is also available.

Fiction and informative texts with appealing topics and guided writing practice to integrate grammar and vocabulary

Vocabulary and grammar presentation with scaffolded controlled practice and spoken interaction

Workbook The Workbook provides additional vocabulary and grammar practice in addition to more activities to develop reading, writing, and speaking skills. Students can find a self-assessment section in the end to become aware of their progress.

Student’s App The Student’s App includes access to: • Student’s eBook with built-in audio and interactive Extra Practice. • Review activities that generate an automatic report for the teacher.

For Teachers

Teacher’s Guide Provides notes to help teachers manage the classroom successfully and to create a positive environment, as well as different ways to approach the contents in the lessons. Includes interleaved Student’s Book pages with answers, answers to the Workbook, and suggestions to use the digital material.

Teacher’s App Provides access to: Student’s eBook with built-in audio and interactive Extra Practice activities. The Resource Center offers: • Digital and downloadable Teacher’s Guide. • Downloadable Teacher’s Guide in Spanish. • Printable exams. • Printable and customizable lesson plans. • Printable audio script. • Printable Language, Writing, and Speaking activity worksheets.

ISBN chart

Starter

Level 1

Level 2

Level 3

Level 4

Level 5

Student’s Book + Workbook + Student’s App

9786072601017

9786072601031

9786076981993

9786072601055

9786076981979

9786072601079

Teacher’s Guide + Teacher’s App

9786072601000 9786072601048

9786076981986

9786072601062

9786076981962

9786072601024

Friends Connected

Friends Connected is a four-level Secondary course that transforms English learning into a dynamic, connected experience that nurtures personal growth and academic achievement. It helps students build genuine connections at the same time as helping teachers comply with the curriculum.

A1 > B2 4-7 hours

Authors: Alison Blair, Elaine Boyuse Cadwallader, Lulu Campbell, Araminta Crace, Paul Mason,

Kathryn O’Dell, Lorena Peimbert, Lina Acosta Sandaa Alison Blair, Elaine

Key features

1 Allows every student to make progress, create and learn. 2 Fosters an inclusive mindset grounded in values, while connecting students with a purpose.

3 Promotes reflection as a success guideline. 4 Supports teachers not only with additional resources but with much more!

For Students

Vocabulary

Describe animals

Describing Animals 1 Complete the table with the words in the box. Which animal can’t you add? Why not?

Student’s Book Clear structure. Easy-to-follow methodology with a carefully graded approach.

ant bee crocodile dolphin goat parrot peacock penguin rhinoceros shark snake turtle

Class

Animal

Class

Animal

ant, bee

parrot, peacock, penguin

bird

insect

mammal

reptile

dolphin, goat, rhinoceros

crocodile, snake

2 Listen and repeat the words. How do you say them in your language?

beak feathers fin fur horn shell tail tooth (plural teeth) wings

3 Label the body parts of the animals below with the words in Exercise 2.

Save the Animals! 6

Project directly connected to a specific SDG that provides meaning and purpose to teens as they learn Strong focus in values linked to age- appropriate appealing themes allowing students to express themselves confidently and meaningfully

a tail

c fin

e feathers

g fur

i wings

b shell

d teeth

f beak

h horn

4 Listen and repeat the adjectives. Then label the pictures below.

Wide range of activities packed

colorful dangerous marine poisonous spotted striped

Vocabulary p. 73 and p. 76

with plenty of learning opportunities

Reading p. 74

colorful

striped

poisonous

marine

dangerous

spotted

5 Listen to the descriptions and choose the correct animal. a penguin / turtle b snake / crocodile c ant / bee

Listening p. 77

d shark / dolphin

6 Choose the correct answer to complete the text. The parrot is a very 1 colorful / dangerous bird with yellow 2 horns / feathers on its body. It has blue 3 wings / fur and a long blue tail. The rhino has two 4 teeth / horns and a short 5 tail / wing . It’s a big animal.

Grammar p. 75 and p. 78

Skill / subskill and language focus

Speaking p. 79

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Writing pp. 80–81

Project

pp. 82–83

a friend! Be a How can we show respect to nature? b What can we do to promote respect to different kinds of animals in their habitats?

Vocabulary

Ask and answer questions about different activities

Taking Action 1 Listen and repeat the words. How do you say them in your language?

Games box that links to MEE platform for a gamified consolidation fun activity

Access your Digital Student’s Book and have fun with Vocabulary. Games

donate: money old clothes your time join: a club a group an organization organize: a party a special day a sports event protect: birds endangered animals wildlife raise: awareness money

Glossary

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donate (money) (v) – to give for a good cause raise (money) (v) – to collect for a particular purpose

solve: a mystery a problem a puzzle start: a blog a business a school club visit: a museum a wildlife park a zoo

2 Choose the correct option.

Reading

Understand an article about endangered animals

An Article 1 Look at the pictures in the article. What do you think these two animals have in common?

Glossary box useful to enhance comprehension and useful for clarification of new words

Critical Thinking box

that enhances comprehension and promotes communication

Language Alive

Work in pairs. Ask and answer the questions. • How often do you visit museums? • What’s your favorite wild animal? How can you help to protect it? • Do you like solving problems?

3 Match a–e with 1–5 to make full sentences. a I want to join b My mom wants to start

Language Alive box with a more challenging production activity with guiding questions to provide to differenciated proficiency level students

1 their free time to charity. 2 a baseball club. 3 awareness of the problem. 4 her own business. 5 birthday party for him.

How often do you visit museums?

c We’re organizing a surprise d Older people often donate e Governments need to raise

I sometimes visit museums with my family.

2 Read and listen to the article. Check your answer in Exercise 1.

3 Read the article again. Choose G (Gorilla) or S (Saiga). a In the 1990s, the population was G S over a million. b There were 500 in 1960. G S

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c There were less than 50,000

in the year 2000. d There were about 200 in the 1970s.

4 Read and choose T (True) or F (False). a The saiga has a very small nose.

d It’s impossible to stop the extinction of plants and animals.

b The gorilla has gray fur.

c The populations of both animals are growing now. T F

Language Alive

Critical Thinking 5 REMEMBER

Work in pairs. What other animals are in danger? Tell a partner.

Find examples in the article of actions to

Black rhinos and tigers.

help animals in danger. Tell a classmate.

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Listening

Grammar

Listen to a podcast about a young entrepreneur

Describe what you did using simple past

Grammar Time Simple Past of Regular Verbs 1 Look at the table. Then watch the Grammar video and answer the question. 20

A Podcast 1 Listen to a podcast about young entrepreneur Mikaila Ulmer. Check ( ) the things that are mentioned.

a lemonade b bees

e Mikaila’s parents f schoolwork g a TV show h The US president

Simple Past of Regular Verbs

Affirmative

c a wildlife group d a competition

learned received

about animals. a book.

I / You / He / She / We / You / They

started in 2020.

Teen appealing format and content to keep learners engaged

2 Listen again. Choose T (True) or F (False). a Bees were her favorite insect when she was young.

Negative

like wild animals. give food. solve the problem.

I / You / He / She / We / You / They

didn’t

b She decided to make lemonade for a business competition.

c She used a recipe from her aunt’s cookbook.

Who did you visit last weekend?

d Cafés and stores now sell the drink.

For extra practice, go to Worksheet Unit 6 Grammar 2.

e The president of the US tried her lemonade.

f She talks to other young entrepreneurs.

2 Look at the table in Exercise 1 again. Choose the correct option to complete the rules. a To make the affirmative simple past of most regular verbs, add –ed / –ing . b To make the negative, use not / didn’t + infinitive. 3 Read the spelling rules on p. 81. Write the affirmative simple past of the verbs. c play d study e visit f watch a finish b like 4 Complete the sentences with the affirmative (+) or negative (−) simple past of the verbs in parentheses. a I started my science project last weekend, but I (finish / –) it. b We (watch / +) a movie about pandas in class yesterday. c We (play / –) football last weekend because the weather was bad. d I (like / –) animals when I was younger, but now I love them. e I (organize / +) an event at our school last semester to raise money for wildlife.

g Mikaila donates all the money she earns to protect bees.

3 Choose the correct option. a Mikaila was four / five years old when it all started.

Grammar reference box ready-to-use and easy-to-apply

Language Alive

In what ways is Mikaila amazing? Discuss in pairs. She started a business when she was four years old.

Be a friend boxes with a strong focus in values for teen learners to think critically and express confidently thank to its guiding structure

b She received 50,000 / 60,000 dollars for her business on a TV show. c Mikaila has a contract for 7 / 11 million dollars to sell her lemonade. d She donates 20 / 25 % of her money to protect bees. e She visited the White House in 2016 / 2017 .

She helps to protect bees and she served her lemonade to the US president.

a friend! Be 1 Check the actions that show a responsible pet owner.

Digital Competence box that promotes digital literacy in an engaging way

Keep only the type and number of pets for which you can really take care of. Provide appropriate food, water, shelter, health care and companionship.

Don’t take responsibility for damages caused by their pet Provide appropriate exercise and mental stimulation. Properly socialize and train your pet.

Grammar Time Expressions • We use past time expressions with the simple past form. • We visited a museum yesterday . • You studied English last night / last weekend / last summer . • They started a business in August / in 2017 .

Digital Competence

Go online and find out what are the endangered species in the world.

Pronunciation: Silent Letters p128

Speaking

Create a dialogue about visiting a place

Showing Interest 1 Watch the video and choose the correct option. a Megan visited a city farm / wildlife park . 21

b Sam finished his project / played computer games .

2 Watch the video again and read the Model Dialogue.

Model Dialogue

Sam: You’re kidding! Megan: No, it’s true! So, what about you? Sam: Oh, I was at home the whole time. Megan: Sounds boring! Sam: I know, but I finished my science project. Megan: Oh, no! Is that for today?

Sam: Hi, Megan. How was your weekend? Megan: Hi! It was great! I went to a farm, right here in the city. Sam: No way! What was it like? Megan: It was cool ! There were tons of animals . Look, I have some pictures. Sam: That’s cute! That’s so funny ! Megan: And this is me feeding the chickens . I wasn’t very good at it . They nearly escaped!

Speaking planner to encourage teen learners to try and succeed

3 Create your own dialogue following the steps in the Speaking Planner. Then record it.

Speaking Planner

Think Work in pairs. Choose a place from the box that you visited last weekend.

Cheat Sheet box with useful phrases to ease oral production

aquarium farm insect park reptile zoo

Cheat Sheet • It was (cool / great / interesting). • There were tons of (animals / fish / insects). • That’s (cute / so funny / amazing)! • And this is me (touching a shark / holding a snake). That was (incredible / fun).

Prepare Write a dialogue in your notebook about your visit. Change the words in bold in the Model Dialogue using the information in the Cheat Sheet. Then use those words in your dialogue.

Practice Practice your dialogue.

US – UK box to show the differences between American and British English

Perform Act out your dialogue for the class.

US UK That’s awesome! (US) That’s brilliant! (UK)

Pronunciation: Silent Letters p128

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Writing

Write an email about a charity event

An Email Model Text

Use past time expressions and simple past to say what you did.

Start your email in a friendly way.

Use adjectives to describe your feelings.

Use sequencing words to show the order of events.

1 Read Mila’s email and order the events. a They arrived at school early. b They designed posters. 2 1

c They organized the cakes on the stand. d They raised money for a wildlife charity.

2 Complete the text with the sequencing words from the box. Sometimes more than one sequencing word is possible. After that Finally First of all Next Then

We decided to organize a charity concert at school. 1

First of all

, we asked the headteacher for

permission to use the school gym. 2

, we asked some bands to perform in the concert.

Writing

Write an email about a charity event

, we decided on a date for the event. 4

Then

After that

, we designed some posters.

Finally

, we displayed the posters around the school.

Writing Planner

CLIL

Cheat Sheet

Biology 1 Read the definitions and write one animal for each category. a extinct (adj) – that no longer exists b endangered (adj) – that is at risk of extinction c vulnerable (adj) – that can be damaged or attacked d threatened (adj) – that is likely to stop existing 2 Research what the purpose of an animal welfare organization is. Then write a short paragraph to ask for information about an animal organization. Possible answer: dinosaur

Grammar Simple Past: be I / He / She / It was / wasn’t… The Titanosaur was the biggest dinosaur. You / We / They were / weren’t… Mammoths weren’t elephants. (Question word) + was / were + subject Were mammoths big? Yes, they were . / No, they w eren’t . How big were they? There was / were There was / wasn’t + singular / uncountable noun There was a problem. There were / weren’t + plural noun There were 50,000 saigas. Was there + singular noun ? Yes, there was. / No, there wasn’t. Was there a big population? No, there wasn’t . Were there + plural noun ? Yes, there were. / No, there weren’t. Were there saigas in Europe? Yes, there were . Simple Past: Regular Verbs Affirmative: verb + –ed She started a business. Negative: didn’t ( did not ) + infinitive I didn’t sleep well. Spelling Rules For most regular verbs, add –ed. visit–visited. Verbs ending in –e + –d. receive–received. Verbs ending in a consonant + –y y + –ied. carry–carried. Some verbs ending in consonant + vowel + consonant double the final consonant + –ed. stop–stopped.

Task Imagine that you organized a charity event. Write an email to a friend about it. Think Answer the questions in your notebook. a What charity did you want to help? b What kind of event did you organize? c What did you do before the event? d What did you do on the day of the event? e How much money did you raise? Prepare Organize your notes into three paragraphs in your notebook. Paragraph 1: Mention the charity and type of event Paragraph 2: Give information about the event Paragraph 3: End your email Write Write your email in your notebook. Use your notes, the phrases below, and the email on p. 80 to help you. Last week, we organized a... to help... First of all, / Next, / Then, / After that, / Finally, We designed / prepared / made... On the day of the event, we... We raised... dollars. We were really (happy / surprised / excited)! Check Read your email. Write Y (Yes) or N (No). a Did you start and end your email in a friendly way? b Did you use simple past verbs correctly?

Sample writing for reference

Possible answer: mountain gorilla

Possible answer: giant panda

Possible answer: black rhino

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Writing planner carefully paced for teen learners to succeed as they write

Vocabulary

CLIL content that provides purpose to the writing activity

48 Animals

parrot peacock penguin

dolphin goat rhinoceros

crocodile snake turtle

shark ant bee

49 Describing Animals Body parts: beak, feathers, fin, fur, horn, shell, tail, tooth (plural teeth) wings Adjectives: colorful, dangerous, marine, poisonous, spotted, striped

Cheat Sheet that serves a double purpose: grammar reference and review

c Did you use sequencing words? d Did you use adjectives to describe your feelings?

50 Taking Action donate money / old clothes / your time join a club / a group / an organization organize a party / a special day / a sports event protect birds / endangered animals / wildlife raise awareness / money

Share with a classmate what you can do to improve the aspects that you marked as N . Share your plan with the class and discuss how you can support each other to reach your goals.

solve a mystery / a problem / a puzzle start a blog / a business / a school club visit a museum / a wildlife park / a zoo

Pronunciation: Silent Letters p128

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Project

Protecting endangered animals | How can we help animals in danger?

Project

Protecting endangered animals | How can we help animals in danger?

Project Skills boxes with clear and effective suggestions for students to improve communication Evaluation rubrics that promote self-reflection and help teen learners become aware of their own progress

Project spread with initiatives directly connected to an SDG making it relevant Project skills that clearly present the main lesson goals in terms of content, language, as well as outcomes expected

Project Skills Project: Present clear information about endangered animals.

Cross-Curricular Topic: Environmental responsibility Language: Use there was / were , simple past, and vocabulary from the unit. Collaboration: Listen to other people’s opinions.

Project Planner offers a clear step- by-step process in every activity

Grammar and Vocabulary Cheat Sheet p. 81 Project Graphic Organizer p. 110

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Workbook It offers a wide range of activities to practice and consolidate what students have learned.

The Cheat sheet boxes show a fresh and easy-to- understand way to study The Grammar pages follow the same structure as in the Student’s Book providing continuity to their learning process

The Project page provides support to continue the Project work in the Student’s Book and boosts confidence and successful results

The Self-Evaluation Competences page gives students the chance to reflect on their own learning and celebrate their unit achievements

For Teachers The Teacher’s Guide shows the Student’s Book page with the answer key alongside with notes useful for the wide range of boxes in each page.

Grammar

Reading

Ask and answer questions using simple past be

Understand an article about endangered animals

Grammar Time There was / wasn’t There were / weren’t 1 Look at the table. Then watch the Grammar video and answer the question. 19

An Article 1 Look at the pictures in the article. What do you think these two animals have in common?

Lesson aim: Understand an article about endangered animals

Ask and answer questions using simple past be Lesson aim:

Simple Past: be Affirmative and Negative

worried. a serious problem.

I / He / She / It was / wasn’t

You / We / You

in danger.

were / weren’t

Culture Note

They

big mammals.

There was / were

The WWF (or World Wildlife Fund) is one of the largest and most well-known conservation organizations. The charity helps many different species – from African elephants to marine turtles, emperor penguins to snow leopards. The increase in the number of mountain gorillas is one of the organization’s success stories, with numbers having increased so far to around 1,000.

was / wasn’t

a large population.

There

were / weren’t 500 gorillas.

Where were you five years ago?

For extra practice, go to Worksheet Unit 6 Grammar 1.

2 Complete the sentences with the affirmative (+) or negative (−) simple past form of be . a The dodo (+) an unusual bird from Mauritius. It was was

(+) one meter tall.

b Mammoths

(−) reptiles; they

(+) mammals.

weren’t

were

3 Look at the tables. Unscramble the words to make questions.

2 Read and listen to the article. Check your answer in Exercise 1.

Yes / No Questions

3 Read the article again. Choose G (Gorilla) or S (Saiga). a In the 1990s, the population was G S over a million. b There were 500 in 1960. G S

I / he / she / it

Yes, I / he / she / it was. No, I / he / she / it wasn’t.

Was

in danger? intelligent?

c There were less than 50,000

you / we / you / they

Yes, you / we / you / they were. No, you / we / you / they weren’t.

in the year 2000. d There were about 200 in the 1970s.

Were

Language Alive

a was / How / big / rhino / the / ?

There was / were Questions Short Answers

4 Read and choose T (True) or F (False). a The saiga has a very small nose.

Before the task, allow pairs time to talk about different animals. Help students by walking round the class and prompt them if they don’t know any more animals that are in danger. Encourage students to think about different countries and the animals that live there, on land, in water, and in the air.

How big was the rhino?

Yes, there was. No, there wasn’t. Yes, there were. No, there weren’t.

Was

a campaign?

d It’s impossible to stop the extinction of plants and animals.

b dangerous / Was / it / ?

there

b The gorilla has gray fur.

Were

any saigas?

Was it dangerous?

c The populations of both animals are growing now. T F

Extra Activity

c the / What / rhino’s / diet / was / ?

Wh– Questions What

Language Alive

What was the rhino’s diet?

Critical Thinking 5 REMEMBER

Ask fast finishers to use what they can remember from the article to ask and answer the questions in the Wh- questions section of the table with a partner.

Work in pairs. What other animals are in danger? Tell a partner.

was

the problem? megalodons?

d were / there / rhinos / in / 2011 / many / How / ?

How long were

Find examples in the article of actions to

How many saigas were there in 1990?

Black rhinos and tigers.

help animals in danger. Tell a classmate.

How many rhinos were there in 2011?

Step-by-step notes provide guidance for teachers to execute the activities

Reinforcement and Challenge Grammar GOAT pp. 125–130 | Pronunciation: Simple past endings /d/ /t/ /Id/ , p. 132

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3 Remind students to check the position of the verb carefully and use the table to help them. When checking answers, write the correct questions on the board to ensure accuracy.

1 Look at the pictures and ask students if they know what these animals are. Nominate students to share their answers but don’t confirm at this stage. 2 Ask students to read and listen to the article and answer the question. Follow-up questions: Did you know about the animal called the saiga? Do you know anything about the WWF or any other conservation organizations? Audio script p. 80 3 Indicate which paragraph/line students can find the information in. 36

1 Play video 19. Student’s read the table and answer the question. Video script p. 80 2 Students do the task. Follow-up questions: Were the animals in the sentences alive in the past? (yes) Are they alive now? (no). 36

4 Check answers with the class. With the false sentences (a, b and d) ask students to identify the correct information in the text. 5 REMEMBER Give students two to three minutes to complete the task. Share their ideas on the board.

Extra Activity box for fast finishers to keep them motivated and engaged

Further Practice

• Grammar GOAT Student’s Book pp119–120 • Workbook p. 75

• Workbook p. 74 Further Practice

proposed in the embedded page

ISBN chart

Level 1

Level 2

Level 3

Level 4

Student's Book

9786072601390

9786072601369

9786072601376

9786072601383

Workbook

9786072601437

9786072601406

9786072601413

9786072601420

Teacher's Guide

9786072601529

9786072601536

9786072601543

9786072601550

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