Teacher's Edition: Jack C. Richards Carlos Barbisan

revised edition
Jack C. Richards
Carlos Barbisan
com Chuck Sandy
Teacher’s Edition 4
© Cambridge University Press 2015
Connec t
revised edition
Jack C. Richards
Carlos Barbisan
com Chuck Sandy
Student’s book

University Printing House, Cambridge CB2 8BS, United Kingdom
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This publication is in copyright. Subject to statutory exception
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no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2004
Second edition 2009
Revised edition 2015
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-54022-4 Teacher’s Edition 4
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Table of Contents
Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-iv
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-vi
Unit 1 My life Unit 6 Experiences

Lesson 1 Last summer. . . . . . . . . . . . . . . . . . . . . . T-2 Lesson 21 Taking risks. . . . . . . . . . . . . . . . . . . . . T-72
Lesson 2 A new school year . . . . . . . . . . . . . . . . . . T-4 Lesson 22 What we’ve done. . . . . . . . . . . . . . . T-74
Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-6 Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-76
Lesson 3 Life events. . . . . . . . . . . . . . . . . . . . . . . . . T-8 Lesson 23 Amazing teens. . . . . . . . . . . . . . . . . T-78
Lesson 4 Then and now . . . . . . . . . . . . . . . . . . T-10 Lesson 24 In the spotlight. . . . . . . . . . . . . . . . . . T-80
Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . T-12 Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . T-82
Review. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-14 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-84
Unit 2 The Future Unit 7 Teen Time

Lesson 5 Predictions . . . . . . . . . . . . . . . . . . . . . T-16 Lesson 25 Teen opinions . . . . . . . . . . . . . . . . . . T-86
Lesson 6 When I’m older. . . . . . . . . . . . . . . . . . . T-18 Lesson 26 Unforgettable moments. . . . . . . . T-88
Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-20 Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-90
Lesson 7 Teen Center. . . . . . . . . . . . . . . . . . . . . T-22 Lesson 27 Are we alike?. . . . . . . . . . . . . . . . . . . . T-92
Lesson 8 After high school. . . . . . . . . . . . . . . T-24 Lesson 28 I’d rather. . . . . . . . . . . . . . . . . . . . . . T-94
Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . T-26 Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . T-96
Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-28 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-98
Unit 3 Plans Unit 8 Dreams and Reality

Lesson 9 Weekend plans . . . . . . . . . . . . . . . . . . T-30 Lesson 29 Our dreams . . . . . . . . . . . . . . . . . . . . T-100
Lesson 10 Evening plans . . . . . . . . . . . . . . . . . . T-32 Lesson 30 What would you do?. . . . . . . . . T-102
Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-34 Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-104
Lesson 11 Making plans. . . . . . . . . . . . . . . . . . . T-36 Lesson 31 What I’m going to be . . . . . . . . . . T-106
Lesson 12 Vacation plans. . . . . . . . . . . . . . . . . T-38 Lesson 32 The past year . . . . . . . . . . . . . . . . T-108
Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . T-40 Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . T-110
Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-42 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-112
Unit 4 People Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-114

Lesson 13 Teens online . . . . . . . . . . . . . . . . . . . . T-44
Get Connected Vocabulary
Lesson 14 Personality types. . . . . . . . . . . . . . . . T-46
Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-122
Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-48
Lesson 15 Unusual people. . . . . . . . . . . . . . . . . T-50 Theme Projects. . . . . . . . . . . . . . . . . . . . . . . . T-126
Lesson 16 Who’s that girl? . . . . . . . . . . . . . . . . T-52
Verb List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-134
Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . T-54
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-56 Word List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-138
Unit 5 Entertainment Extra Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . T-141

Lesson 17 For fun . . . . . . . . . . . . . . . . . . . . . . . . T-58 Extra Speaking Practice. . . . . . . . . . . . . . . . T-167
Lesson 18 Young entertainers . . . . . . . . . . . . T-60
Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-62 Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-177
Lesson 19 Are you a fan?. . . . . . . . . . . . . . . . . . . T-64 Games and Activities . . . . . . . . . . . . . . . . . . T-188
Lesson 20 Pop culture trivia. . . . . . . . . . . . . . .T-66
Get Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . T-68 Workbook Answer Key. . . . . . . . . . . . . . . . . T-192
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-70 Audio Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-204
© Cambridge University Press 2015 Table of Contents T-iii

Unit 1 Lesson Function Grammar Vocabulary
Lesson 1 Describing what you did Simple past and Summer activities
My Life Last summer last summer past continuous
Lesson 2 Talking about plans for be going to, would like to, Classes, hobbies, and
A new school year the new school year want to, and have to sports
Lesson 3 Describing life events and when clauses of time + simple Life events
Life events special accomplishments past
Combo 4 Student’s Book Syllabus
Lesson 4 Describing past situations used to and not anymore Activities and physical
Then and now that have changed descriptions
Get Connected Reading • Listening • Writing
Theme Project Make a group booklet about people who make a difference.

Lesson 5 Making predictions about Future with will and won’t Future situations
The Future Predictions the future and actions
Lesson 6 Making guesses / Future probability with will Life events
When I’m older predictions about the future probably / probably won’t
Lesson 7 Talking about activities at a Future possibility with might / Activities offered at a
Teen Center Teen Center might not Teen Center
Lesson 8 Talking about future plans Definite plans with will and be Life events
After high school going to / Probable plans with
will probably / Possible plans
with might
Theme Project Make a bookmark about your future.

Lesson 9 Talking about weekend plans Would you like to . . . ? for Weekend activities
Plans Weekend plans invitations
Lesson 10 Asking permission and Can / Could for permission and Evening activities
Evening plans making requests requests
Lesson 11 Talking about future plans if with will / will probably / Free-time activities
Making plans won’t / might
Lesson 12 Talking about vacation plans Clauses of time with before / Travel activities
Vacation plans while / after
Theme Project Make fact cards about an environmental issue.

Lesson 13 Talking about activities Gerunds as subjects Popular teen activities
People Teens online teens enjoy Gerunds as objects
Lesson 14 Describing people’s too Personality descriptions
Personality types personalities either
Lesson 15 Describing people’s talents, who clauses Talents, habits, and
Unusual people habits, or collections collections
Lesson 16 Asking questions to Tag questions and answers with Describing people
Who’s that girl? confirm beliefs be / Tag questions and answers
with the simple present
Theme Project Make a group personality profile booklet.
T-iv Syllabus © Cambridge University Press 2015

Lesson 17 Describing activities done Present perfect with I and We Everyday activities
Entertainment For fun during the week
Lesson 18 Describing someone’s Present perfect with he, she, Activities of famous
Young entertainers achievements and they people
Lesson 19 Asking about past activities Present perfect Yes / No Experiences
Are you a fan? questions with ever
Lesson 20 Asking trivia questions How long has / How long Pop culture
Pop culture trivia about pop culture have . . . ? ; since and for
Theme Project Make a cross-cultural experiences poster.

Lesson 21 Talking about new or risky Present perfect with never New or risky activities
Experiences Taking risks activities
Lesson 22 Talking about activities Simple past Interesting activities
What we’ve done done in the past year Present perfect
Lesson 23 Talking about life events has already / hasn’t . . . yet Life events
Amazing teens
Lesson 24 Asking questions to Tag questions with the simple Life events
In the spotlight confirm beliefs past and present perfect
Theme Project Make a booklet about amazing people.

Lesson 25 Expressing opinions good / better / the best Adjectives
Teen Time Teen opinions bad / worse / the worst
Lesson 26 Talking about Superlative + Superlative adjectives
Unforgettable moments unforgettable moments . . . have ever . . .
Lesson 27 Comparing people and Formal and informal Adjectives to describe
Are we alike? their abilities comparisons: as . . . as / personality and abilities
not as . . . as
Lesson 28 Talking about preferences would . . . rather for Life preferences
I’d rather . . . preferences
Theme Project Make a poster about group preferences.

Lesson 29 Talking about dreams If clauses with could . . . would Dreams and aspirations
Dreams and Our dreams and aspirations
Reality Lesson 30 Talking about behavior in Unreal conditional with if Bad behavior
What would you do? imagined situations clauses
Lesson 31 Talking about different Infinitives to give a reason Professions
What I’m going to be professions
Lesson 32 Asking about life experiences Indefinite pronouns Interesting experiences
The past year
Theme Project Make a group booklet showing how you could help others with $5,000.
© Cambridge University Press 2015 Syllabus T-v

Connec t
revised edition
Descrição do Curso
Connect Revised Edition é uma edição atualizada e
revisada da conhecida série Connect Second Edition.
É uma série divertida especialmente elaborada para
adolescentes que estão estudando inglês pela primeira
vez. Nessa série, trabalham-se múltiplas habilidades,
desenvolvendo a comunicação oral, a compreensão
de leitura e a auditiva, a prática escrita e, ao mesmo
tempo, promovendo a interação entre os alunos, entre
estes e a comunidade e o mundo ao redor da sala de aula.
Os Theme Projects (Projetos Temáticos) proporcionam
uma perspectiva local, incentivando os alunos a explorar
o mundo em que vivemos. Tópicos interessantes oferecem uma
perspectiva global e apresentam informações relevantes e atuais,
despertando nos alunos o interesse em aprender.
Princípios do Curso
Connect Revised Edition baseou-se na noção de que despertar
e manter a motivação é essencial para um aprendizado bem-
sucedido. Essa noção está incorporada à série da seguinte forma:
Estratégias motivacionais Características motivacionais em Connect

Despertar e manter o interesse • A s unidades são organizadas em torno de tópicos interessantes e
contemporâneos.
• Os alunos podem relacionar todas as atividades aos seus próprios
interesses e experiências.
Promover o sucesso • O s alunos contam com preparação e apoio adequados para a
realiazação das atividades no decorrer de todo o processo de
aprendizagem.
• As provas avaliam o conteúdo que os alunos conhecem e não
supõem que eles tenham um conhecimento maior.
Promover a diversão no • A s atividades são variadas.
aprendizado • Uma multiplicidade de jogos e atividades tornam o aprendizado
divertido.
Proporcionar aos alunos • A s atividades de personalização oferecem aos alunos
oportunidades de falar sobre si oportunidades de usar o conteúdo linguístico para falar sobre si
mesmos mesmos.
T-vi © Cambridge University Press 2015

Componentes
Cada nível de Connect Revised Edition consiste de
um Combo (Livro do Aluno + Livro de Atividades),
Programa de Áudio
um Programa de Áudio para a sala de aula em O Programa de Áudio foi concebido para uso em sala
formato mp3 para download e um Livro do Professor. de aula. As gravações trazem diálogos naturais em
Materiais on-line incluem o Connect Arcade (com Inglês norte-americano.
atividades on-line para os alunos e áudio para estudo
individual) e a Connect Community (com diversos Uma característica única do programa de áudio é
materiais extras para os professores). incluir gravações para as atividades “Listen and
check your answers” em muitas das atividades de
Combo (Livro do Aluno + Livro de Atividades) Language Focus. Esse recurso diminui o tempo de
fala do professor e encoraja uma autonomia maior do
O Livro do Aluno contém oito unidades divididas aluno no processo de verificação das respostas.
em lições de duas páginas cada uma; duas lições
de cada unidade são revisões. Todos os temas e o Os números das faixas aparecem tanto no Livro do
conteúdo das lições são pertinentes ao mundo dos Aluno, quanto no Livro do Professor, facilitando a
adolescentes. No final de cada livro, há uma seção localização específica das gravações.
de Games e de Theme Projects. Os Games oferecem
prática de gramática e/ou vocabulário para cada Livro do Professor
unidade de maneira divertida. Os Theme Projects
promovem a cooperação e fortalecem as relações O Livro de Professor é completo, pois contém as
dentro da sala de aula. Além disso, ajudam os alunos a páginas do Livro do Aluno intercaladas e oferecem
conectar o seu Inglês ao mundo fora da sala de aula. instruções detalhadas para apresentar, praticar e
revisar o conteúdo em cada lição do Livro do Aluno.
O Livro de Atividades é a extensão natural do Livro E traz também as páginas do Livro de Atividades
do Aluno. Cada Livro de Atividades oferece reforço na íntegra.
de leitura e de prática de escrita do vocabulário e da
gramática de cada lição do Livro do Aluno. A grande O Livro do Professor oferece uma ampla variedade
variedade de tipos de exercícios mantém os alunos de atividades comunicativas e interativas para serem
motivados, e as fotos e as ilustrações oferecem utilizadas em sala de aula. Ele também contém
o contexto e o apoio para muitas atividades. sugestões para atividades opcionais e informações
Para cada lição do Livro do Aluno há uma página de cunho linguístico, metodológico e cultural. As
correspondente no Livro de Atividades. respostas do Livro do Aluno e também do Livro de
Atividades estão impressas em vermelho nas páginas
Uma característica única do Livro de Atividades é a reproduzidas desses dois componentes no Livro do
seção Check Yourself no final de cada unidade. Essas Professor para facilitar o seu uso.
páginas fornecem aos alunos uma oportunidade
de avaliar o seu desempenho e determinar onde No final do Livro do Professor há uma rica fonte de
precisam melhorar. Essa seção prepara os alunos materiais de apoio, incluindo a transcrição de áudio
para as atividades extras e os quizzes que estão de todo o material gravado, materiais fotocopiáveis
no Livro do Professor. Os exercícios do Livro de para cada unidade, um quiz por unidade e respostas
Atividades podem ser feitos em casa ou em sala de para todos os materiais fotocopiáveis. Há ainda
aula. Eles podem ser indicados individualmente após uma seção especial de Games and Activities para
o término de cada lição ou então, todos de uma só a prática de vocabulário, gramática, compreensão
vez ao final de cada unidade. As páginas do Livro de auditiva, pronúncia e de produção oral.
Atividades são reproduzidas no Livro do Professor,
onde estão as respostas de todos os exercícios.
© Cambridge University Press 2015 Introduction T-vii

Connect Community
O site da Connect Community contém uma As provas também são fornecidas nas versões
variedade de materiais de apoio que podem ser Form A e Form B para uma maior flexibilidade na
baixados, incluindo Atividades Extras de Gramática, aplicação para turmas diferentes.
Atividades Extras de Leitura, Placement Tests,
Provas, Oral Quizzes e Learning Logs. Todas as respostas estão disponíveis mediante
solicitação. Muitos materiais são protegidos por
Todas as atividades extras de Gramática e de Leitura senha para evitar que os alunos tenham acesso.
são fornecidas em duas versões (Form A e Form B)
para oferecer uma maior variedade para professores Veja www.cambridge.org.br/connectcommunity
e alunos. Elas podem ser indicadas para todos os
alunos ou individualmente para aqueles alunos que Os seguintes materiais podem ser encontrados na
precisam de prática adicional. Connect Community:
Atividades Extras de Gramática

As Atividades Extras de Gramática fornecem aos
alunos prática adicional de gramática e seu estilo é
similar às atividades do Livro do Aluno e do Livro
de Atividades.
Atividades Extras de Leitura

As Atividades Extras de Leitura fornecem aos alunos
prática adicional de leitura e escrita e seu estilo é
similar às lições Get Connected no Livro do Aluno.
As Atividades Extras de Leitura podem ser indicadas
depois das lições Get Connected.
Placement Tests
Os Placement Tests devem ser aplicados antes que
os alunos comecem a usar a série Connect, para
ajudar a determinar o nível mais adequado aos
alunos. Eles são extremamente amplos e testam
as quatro habilidades (compreensão auditiva, fala,
leitura e escrita). Incluem os Objective Tests com
um programa de áudio, Written Tests, um Oral Test,
respostas e folhas de respostas para os alunos.
Prova de Unidade
Cada prova de unidade foi elaborada para avaliar
o progresso dos alunos em termos de Vocabulário,
Language Focus (gramática), Leitura e Escrita.
As provas de unidade podem ser aplicadas após
cada unidade.
T-viii Introduction © Cambridge University Press 2015

Oral Quizzes
Há um Oral Quiz para cada unidade. Cada
Oral Quiz consiste de perguntas e exemplos de
respostas que os professores podem usar junto
com um guia de classificação para avaliar a
habilidade de fala dos alunos. Os Oral Quizzes
podem ser aplicados após a prova de unidade ou
ao critério do professor.
Learning Logs
Os Learning Logs fornecem aos alunos a
oportunidade de refletir sobre o seu progresso
quando completam cada unidade do Livro do
Aluno. Eles também podem ajudar os professores
a determinar quais alunos precisam de prática
adicional. Há um Learning Log para cada
unidade. Eles podem ser aplicados após cada
unidade e podem ser feitos em casa ou em sala
de aula.
Atividades do Arcade na
Web para Alunos
O Arcade é um site gratuito de apoio ao
aluno com uma grande quantidade de
atividades interativas e de estudo individual.
Essas atividades fornecem, de forma
atrativa, a prática de vocabulário, gramática
e pronúncia. Elas contêm animações, áudio
e ilustrações que fazem a prática do Inglês
ganhar vida. Os alunos podem fazer essas
atividades em casa ou em um laboratório
de informática.
Os seguintes tipos de tarefas estão incluídos

em cada nível do Arcade: Escolha a palavra
correta, Palavras-cruzadas, Arraste e solte,
Preencha o espaço em branco, Adivinhe a
palavra, Correspondência, Múltipla escolha,
Coloque as sentenças em ordem, O que você
escuta? e O que você vê?.
Ele traz ainda um link para o aluno ouvir e/ou baixar gravações para seções específicas
de cada lição do Livro do Aluno com diálogos naturais em Inglês norte-americano.
Veja www.cambridge.org.br/connectarcade
© Cambridge University Press 2015 Introduction T-ix

Estrutura da Unidade do Livro do Aluno
• Duas language lessons
• Seguidas por um Mini-review
• Mais duas
language lessons
• Seguidas por Get

Connected e uma revisão
da unidade
Ao final do livro
• Game • E xercícios de • Theme Project
Vocabulário Get
Connected
T-x Introduction © Cambridge University Press 2015

Características da Unidade do Livro do Aluno
Language lessons
Audio Track Mostra

o número da faixa de áudio
no Livro do Aluno.
Language focus Apresenta e pratica a Word power Apresenta e pratica as Speaking Proporciona aos
gramática alvo, começando com um diálogo ou com palavras e as frases que os alunos necessitam alunos uma oportunidade de praticar
um texto para ajudar os alunos a entender como a para falar sobre o tópico da unidade. A a nova gramática em um contexto
nova gramática é usada. Um language chart destaca Parte A apresenta as palavras-alvo e ilustra natural. A maioria das tarefas são
a forma das novas estruturas. Exercícios adicionais seus significados. A Parte B fornece prática interativas e permitem que os alunos
fornecem prática controlada da nova gramática. adicional das palavras e frases. personalizem a gramática.
Listening Ajuda a desenvolver Pronunciation Destaca um ponto de

habilidades receptivas, tais como pronúncia geralmente considerado desafiador
identificar o motivo dos diálogos e escutar pelos alunos. O exercício permite que os alunos
informações específicas. escutem e pratiquem esse ponto de pronúncia.
© Cambridge University Press 2015 Introduction T-xi

Mini-review
Language check Fornece Listening Oferece prática de

revisão e prática adicionais de gramática compreensão auditiva adicional para reforçar
e vocabulário apresentados nas duas a gramática e o vocabulário apresentados
primeiras lições de cada unidade. nas duas primeiras lições de cada unidade.
Get Connected
Read Fornece tarefas para desenvolver Listen A Parte A ajuda os alunos a melhorar Write Fornece tarefas escritas que
habilidades de leitura, tais como skimming habilidades receptivas, tais como escutar são extensões naturais dos textos de
e scanning, e responder a perguntas informações específicas. leitura. A Parte A ajuda os alunos a
de compreensão de texto. Uma versão A Parte B incentiva os alunos a pensar criticamente organizar suas ideias para a tarefa
gravada do texto é fornecida. sobre o tema da lição Get Connected. escrita na Parte B.
T-xii Introduction © Cambridge University Press 2015

Review
Language chart review Resume e fornece Review tasks Fornece prática adicional
revisão e prática adicionais da gramática apresentada na da gramática e do vocabulário da unidade.
unidade.
Ao final do livro
Game Pratica a gramática e o vocabulário Get Connected Vocabulary Theme project Conecta o Inglês
de cada unidade de uma maneira divertida. Practice Fornece prática adicional para dos alunos ao mundo fora da sala de aula. A
novas palavras (em negrito) nos textos de Get seção At Home ajuda os alunos a organizar
Connected. suas ideias para a atividade em sala.
© Cambridge University Press 2015 Introduction T-xiii

Sugestões para os professores
A Sugestões para a sala de aula B Sugestões para gerenciar turmas
Apresentam-se a seguir algumas sugestões para os numerosas
professores usando Connect Revised Edition. Cada
situação de ensino é diferente e há muitas filosofias de Sugestões gerais
ensino. Por essa razão, pode ser necessário modificar as • Diga aos alunos onde se sentar, dessa forma os amigos
sugestões para suprir necessidades individuais. Para uma ficam separados, já que eles tendem a conversar. Mude
versão ampliada destas sugestões, por favor visite o site da a disposição dos alunos na sala de tempos em tempos
Connect Community: para dar a eles a chance de interagir e praticar com
www.cambridge.org.br/connectcommunity colegas diferentes.
• Estabeleça regras de classe no início do curso e
Dando, exemplificando e verificando instruções reforce-as de maneira consistente. Pode ser útil
• No início de um curso, dê instruções orais para cada elaborar uma lista das regras junto com os alunos no
atividade, uma vez que as tarefas serão novas para os início do ano, já que os alunos estarão mais propensos
alunos. Após algumas unidades, os alunos poderão a segui-las.
ler as instruções sozinhos. As instruções do Livro do • Tente sempre ter mais atividades que o necessário
Aluno são simples e consistentes, portanto os alunos para a aula. Faça uso de todas as atividades sugeridas
conseguirão entendê-las. no Livro do Professor e prepare algumas folhas extras
• Depois que os alunos entenderem as instruções, para a lição que estiver trabalhando. Isso preencherá o
exemplifique a atividade ou convide voluntários para tempo da aula caso termine uma lição antes do tempo.
fazê-lo. Os alunos precisam entender como fazer a • Varie a forma com que as atividades são feitas para
atividade para completá-la com êxito. evitar ser considerado previsível. Varie entre atividades
• Para se certificar de que eles entenderam, faça perguntas com toda a turma e atividades individuais, atividades
do tipo Yes/No questions após as instruções e/ou exemplos. em grupos e em pares, para que as aulas fiquem mais
Uma vez que os alunos comecem a atividade, monitore o seu interessantes.
progresso. Circule pela sala e verifique se os alunos estão
fazendo a atividade corretamente. Ofereça ajuda e corrija os Sugestões para atividades em pares
alunos quando necessário. e em grupos
• Para completar uma tarefa com successo, certifique-se
Correção de erros de que a maioria dos alunos esteja familiarizada com o
• A correção é uma parte integral e crucial do conteúdo linguístico a ser praticado antes de pedir que
processo de aprendizagem. Quando os alunos tomam trabalhem em pares ou grupos.
conhecimento dos erros que estão cometendo, eles são
• Confirme se os pares sabem exatamente o que fazer para
capazes de focar sua atenção no estudo adicional do
completar uma atividade. Exemplifique a atividade primeiro
item em questão.
antes que os pares ou grupos a façam.
• Para as atividades de vocabulário, gramática e pronúncia,
• Forme pares e grupos de acordo com a personalidade
é importante corrigir os erros, já que esses tipos de
e a habilidade dos alunos. Em muitos casos, pode ser
atividades são focadas na precisão (accuracy). É
proveitoso formar pares de alunos mais fortes com
aconselhável corrigir os erros à medida que aparecerem.
alunos mais fracos. Forme pares ou grupos de alunos
As atividades de produção oral são focadas na fluência,
mais tímidos com alunos mais extrovertidos, bem como
portanto é melhor corrigir os erros depois que os
alunos bagunceiros com alunos bem comportados. Dessa
alunos finalizarem a atividade, para não interromper a
forma, o ônus do gerenciamento da turma será dividido
comunicação “real”.
com os alunos.
Uso do Português • Se não for possível realizar o trabalho em pares com toda
• O uso sensato do Português durante a aula pode ser a turma, pode-se solicitar que alguns pares ou pequenos
proveitoso. O uso da língua materna pode transmitir o grupos façam a atividade diante da turma. Os demais alunos
significado do vocabulário estudado ou incidental e da ouvem e oferecem ajuda quando necessário.
gramática e também pode ajudar os alunos a entender
informações em gravações e em textos. C Sugestões para gerenciar turmas
• O uso do Português também pode ser proveitoso para heterogêneas
verificar se os alunos entenderam as instruções. Faça isso Todas as turmas são, até certo ponto, heterogêneas.
somente quando o uso do Inglês se mostrar muito difícil Tente entender quais as diferenças entre os alunos de
ou tomar muito tempo. uma turma. Essas diferenças podem ser referentes a
estilos e velocidade de aprendizagem, habilidade de
T-xiv Introduction © Cambridge University Press 2015

concentração, experiências dos alunos e atitudes em engajados em todos os momentos. Isso aumentará a
relação ao aprendizado. motivação dos alunos e diminuirá as oportunidades de
• Identifique quem, o quê e por quê de uma situação difícil, mau comportamento.
assim você poderá decidir qual é o melhor procedimento • Dê instruções claras ao explicar como fazer uma
a seguir. Uma maneira de fazer isso é observar os alunos atividade e certifique-se de que todos os alunos
quando eles estiverem trabalhando em pares ou grupos. entenderam o que devem fazer.
Mantenha uma lista de nomes dos alunos que necessitam • Adote um método para fazer com que os alunos
de ajuda. interrompam o que estejam fazendo e prestem atenção
• Determine a razão pela qual alguns alunos são em você quando necessário – por exemplo, apagando
suficientemente exigidos e outros são super-exigidos as luzes ou tocando um sino.
ou sub-exigidos. Siga alguns passos para remediar a
situação das seguintes maneiras: Sugestões para resolver problemas
• Se um aluno não teve muita exposição ao Inglês, disciplinares
talvez seja necessário fornecer ajuda extra ou • Para acabar com conversas inoportunas, você pode
materiais suplementares adequados ao nível do aluno. simplesmente pedir ao aluno que pare de falar,
• Se um aluno considerar o material muito fácil, num tom amistoso, porém com autoridade. Se não
agrupe-o com outros alunos de nível similar para funcionar, faça com que o aluno sente no fundo da
aumentar a exigência. sala, longe de seus amigos por alguns minutos. Se a
conversa persistir, converse com o aluno após a aula
• Para os alunos sub-exigidos, aumente a quantidade
e tente descobrir o motivo pelo qual ele não está
e/ou a dificuldade dos exercícios. As atividades
prestando atenção.
fotocopiáveis são úteis para esse fim.
• Alunos que chegam atrasados interrompem o andamento
• Chame os alunos mais avançados da turma para
da aula. Mantenha carteiras vagas próximas à porta, assim
participar primeiro. Isso permitirá que os alunos
alunos atrasados podem usá-las e não interrompem a
avançados sejam exigidos e, ao mesmo tempo, dará
aula. Para desencorajar atrasos e ausências, você pode
aos alunos menos avançados a chance de absorver o
estabelecer, no início do ano letivo, uma política em que
conteúdo novo antes que tenham que participar.
atrasos e faltas frequentes deduzem pontos das notas
• Inclua muitas atividades interessantes e variadas finais.
nas lições. Os alunos mais avançados se sentirão
• Se os alunos não entregam as lições de casa, converse
satisfeitos apenas em participar e usar o que sabem,
com eles individualmente e tente descobrir os motivos.
e os menos avançados serão motivados a melhorar
Incentive os alunos a fazer a lição de casa corrigindo-a
porque as atividades serão interessantes e divertidas.
em sala na aula seguinte e dando pontos extras àqueles
Quanto mais variada a aula, mais os alunos serão
que fizerem suas lições regularmente.
motivados a participar.
• Para evitar a “cola” durante as provas, mantenha certa
• Evite criar expectativas rígidas para os alunos, já que
distância entre as carteiras fazendo com que seja
isso levará somente à frustração para você e para eles.
impossível olhar a prova do colega sem ser notado.
• Lembre-se de encorajar os alunos menos avançados Se um aluno em particular já foi flagrado colando no
frequentemente, mas não esqueça de encorajar os passado, mova sua carteira para longe dos demais
alunos mais avançados. O encorajamento é um grande alunos.
agente motivador.
• Se um aluno não quiser falar Inglês na aula, converse
• Alerte os pais para quaisquer dificuldades que os em particular com ele para descobrir o motivo. Baixa
alunos estejam enfrentando e peça o apoio deles para auto-estima e medo de parecer ridículo são duas
se certificar que os alunos estudem e façam a lição de razões comuns pelas quais os alunos se recusam a
casa. falar Inglês na aula.
• Lembre-se de não levar qualquer problema
D Sugestões para estabelecer e manter indisciplinar para o lado pessoal. Aborde os problemas
a disciplina com calma e individualmente, conversando com
os alunos após a aula. Certifique-se de tratar todos
Papel do professor os alunos com dignidade, mesmo quando estiver
• Expresse suas expectativas em relação ao comportamento repreendendo-os.
dos alunos. Diga-lhes quais consequências eles podem
esperar por quebrar as regras. Seja consistente no
cumprimento das regras.
• Planeje as lições cuidadosamente e sempre tenha
mais material que o necessário para manter os alunos
© Cambridge University Press 2015 Introduction T-xv

Last summer
Lesson
1
1. What did you do last summer?
A Read about the students at Wells International School.
T.2
What did they do last summer? Listen and practice.
Hi. I’m Jessica Chen. I’m from the U.S. I My name is Will Martins. I’m from New
stayed at my grandparents’ house near the Zealand. I went camping with my friends. One
beach last summer. One day, I met a girl day, when we were hiking, we got lost. We
from Colombia. We became great friends! were afraid. Luckily, we had a compass, and
We e-mail each other every day now. we found our way back to the campground.
UNIT 1 My Life
Hi. My name is Juan Ramirez. I’m from Puerto Hello. I’m Carla Russo. I’m from Brazil. I
Rico. I traveled all over Canada with my family. went back to São Paulo – my hometown
My favorite city was Toronto, but I liked Ottawa – for the summer. I hung out with my best
and Vancouver, too. When we were visiting the friend a lot. We had a good time together.
CN Tower, we saw a movie crew filming a movie. We went to some good movies. I was sad
It was very exciting! to leave São Paulo.
B Who did these things? Complete each sentence with Jessica,

Carla, Will, or Juan.
1. Juan took a family trip. 4. Will got lost.
2. Jessica visited grandparents. 5. Jessica made a new friend.
3. Carla spent time with a best 6. Juan went to a few
friend. different cities.
2 Unit 1 © Cambridge University Press 2015
Lesson
1 Last summer
Nesta lição, revisam-se o simple past (passado simples), o past continuous (passado contínuo)
e o vocabulário usado para falar de atividades realizadas no verão.
UNIT 1 My Life
Neste exercício, revisa-se e pratica-se o vocabulário usado para se apresentar
e para falar de experiências anteriores.
• Pergunte: Who’s from the U.S.? (Quem é dos Estados
A T.2
Unidos?) (Jessica.) What’s Jessica’s last name? (Qual o
• Os alunos folheiam o Livro do Aluno. Relembre que sobrenome de Jessica?) (Chen.) Where did she go in
(assim como nos Livros 1, 2 e 3), há 8 unidades e cada the summer? (Onde ela foi no verão?) (To her
uma delas contém 4 lições. Na metade de cada unidade grandparents’ house.) Faça perguntas semelhantes sobre
há uma minirrevisão. No final da unidade, há uma lição os demais personagens.
Get Connected (com prática de reading, listening e
Observação: Caso ache que os alunos compreenderão
writing), seguida de uma revisão. Diga-lhes que, neste
as perguntas em Inglês, faça-as exatamente como
nível, há seis novos personagens. Incentive-os a fazer
aparecem no Livro do Professor. Se achar que eles terão
perguntas sobre Connect.
dificuldades, você pode explicá-las ou reformulá-las,
• Os alunos leem as instruções e observam as fotos. usando uma linguagem mais simples.
Pergunte: Who are the people in the photos? (Quem
são as pessoas nas fotos?) (Students at Wells • Convide voluntários para que façam perguntas
semelhantes aos colegas sobre os personagens.
International School.)
• Toque o áudio, ou então leia os textos dos balões em voz
• Diga aos alunos que, neste exercício, eles lerão os textos
alta. Os alunos ouvem e repetem.
dos balões de quatro personagens.
Observação: Sempre que os alunos ouvirem o áudio, faça
• Os alunos leem os textos dos balões.
pausas após cada item, dando tempo, assim, para que eles
Observação: Os alunos podem ler o texto silenciosamente repitam, ou então para que façam a atividade.
ou, então, em voz alta em grupo. Ambos os procedimentos
são benéficos: ler silenciosamente faz com que os alunos
obedeçam a seu próprio ritmo, sem se distrair com outras
B
vozes; ler em voz alta em grupo faz com que os alunos mais • Os alunos leem as instruções e o exemplo. Pergunte:
fracos sejam motivados pelos mais fortes, e a turma What’s missing from the sentences? (O que está
terminará a leitura ao mesmo tempo. faltando nas frases?) (The names of the characters.)
• Atividade Opcional Toque o áudio. Os alunos ouvem e • Os alunos leem os textos dos balões novamente e fazem
acompanham a leitura. a atividade.
• Verifique as respostas com a turma. Convide voluntários
Transcrição do áudio para que leiam as frases que completaram.
Mesmos textos dos balões do Livro do Aluno.
Nota Cultural
Cerca de 73% dos adolescentes norte-
americanos entre 12 e 17 anos (aproximadamente
17 milhões) usam a Internet para escrever e-mails,
enviar mensagens instantâneas para amigos e
familiares e também para fazer pesquisas escolares. Nesta unidade,
revisa-se e
apresenta-se o
vocabulário
usado para falar
de experiências e
hábitos do
passado, para
expressar desejos
e para falar do
futuro.
© Cambridge University Press 2015 T-2

2. Language focus review
Neste exercício, revisam-se e praticam-se frases afirmativas e negativas e perguntas
no simple past e no past continuous.
T.3 • Atividade Opcional Convide voluntários para que contem à
turma algo que fizeram e algo que não fizeram no verão
• Language Chart Os alunos estudam os exemplos da coluna
anterior.
esquerda do quadro. Pergunte: Que tempo verbal é usado
nessas frases? (Simple past.) Qual frase é afirmativa? (I • Chame a atenção dos alunos para o texto número 1 e o
went camping.) Qual palavra indica a negação na frase diálogo número 2 do exercício 2. Peça-lhes que leiam as
negativa? (Didn’t.) Qual é o verbo principal? (Do.) Qual primeiras linhas de cada um deles. Pergunte: What’s Pedro
pergunta é uma Yes / No question? (Did he go to the talking about? (Sobre o que Pedro está falando?) (His
beach?) Em uma information question, onde fica a summer.) Who are Sue and Brian talking about? (Sobre
question word, no início ou no meio? (No início.) quem Sue e Brian estão conversando?) (Diana Martinez.)
Explique que Pedro e Diana também são personagens
• Chame a atenção para a coluna direita do quadro. Pergunte:
principais do Livro 4.
Que tempo verbal é usado nessas frases? (Past continuous.)
O que é diferente nos verbos principais dessas frases? • Dê tempo aos alunos para que leiam o texto e o diálogo.
(Eles terminam em -ing.) Qual frase é afirmativa? (I was • Eles trabalham individualmente para completar as lacunas
eating popcorn when the basketball hit me.) Qual palavra com as formas corretas dos verbos entre parênteses.
indica que a outra frase é negativa? (Wasn’t.) Qual das
• Toque o áudio. Os alunos ouvem e verificam suas respostas.
perguntas é uma information question? (What was she
studying?)
Transcrição do áudio
• Pergunte: Você quer mostrar que algo aconteceu no Mesmo texto e diálogo do Livro do Aluno.
decorrer de certo período de tempo. Que tempo verbal você
deve usar? (Past continuous.) E para falar de uma ação já • Verifique as respostas com a turma. Convide voluntários
concluída no passado? (Simple past.) para que leiam as frases que completaram.
• Atividade Opcional Leia os exemplos em voz alta, fazendo
pausas para que os alunos repitam.
3. Speaking
Neste exercício, pratica-se como falar de experiências passadas.
• Os alunos leem as instruções. Pergunte: O que vocês devem
fazer primeiro? (Escrever as respostas às perguntas.) E em Dica para o Professor
Dê tarefas simples para a turma
seguida? (Fazer as perguntas a um colega.) enquanto eles ouvem os alunos fazerem seus relatos
• Os alunos trabalham individualmente para responder às individuais. Isso ajudará a mantê-los concentrados na
perguntas. atividade por mais tempo.
• Demonstre a atividade. Conte à turma o que você fez no
último verão. Em seguida, pergunte a um aluno o que ele fez
na mesma época. Livro de Atividades
• Os alunos fazem as perguntas aos colegas. Observação: Explique que o Livro de Atividades oferece
prática adicional do conteúdo estudado no Livro do
• Convide voluntários para que digam à turma o que Aluno. Os exercícios podem ser feitos em
descobriram sobre as atividades de verão dos colegas. sala de aula, ou como lição de casa.
Dica para o Professor • Indique os exercícios da página 2 do Livro de

É importante que os alunos saibam Atividades. (As respostas estão nas próprias páginas
exatamente como fazer as atividades de speaking. do Livro de Atividades no Livro do Professor.)
Muitas delas não funcionam porque os alunos não
entendem o que fazer. Se eles entenderem, vão se
concentrar na produção do conteúdo correto, tirando o
máximo proveito da atividade. Uma boa sugestão é Observação: As atividades extras de gramática podem
fazer-lhes perguntas para verificar a compreensão, ser baixadas da Connect Community:
certificando-se de que eles entenderam as instruções. www.cambridge.org.br/connectcommunity.
As atividades são planejadas para que sejam feitas como
lição de casa. O site também traz informações sobre
como os usuários podem obter respostas.
• Atividade Opcional À medida que os alunos relatam as • Indique as atividades extras de gramática da Lesson 1.
atividades de outros, peça à turma que anote os nomes de
dois ou três colegas e as atividades interessantes que
realizaram no último verão. Convide voluntários para que
leiam em voz alta os nomes e as atividades.
T-3 Unit 1 © Cambridge University Press 2015

tudy the chart. Then complete the sentences about the other students,
S
T.3
Pedro and Diana. Use the correct forms of the verbs. Then listen and check.
Simple past Past continuous

Statements Statements
I went camping. I was eating popcorn when the basketball hit me.
She didn’t do anything else. She wasn’t studying math.
Questions Questions
What did you do last summer? What was she studying?
I went to the beach. She was making her Web site. She wasn’t studying English.
Did he go to the beach? Were they having fun?
Yes, he did. / No, he didn’t. Yes, they were. / No, they weren’t.
1. Hi. I’m Pedro Domingo. I’m from Spain. My summer

was OK. I took (take) tennis lessons, and I
played (play) basketball. One day, I went (go)
to watch a basketball game. I was eating (eat) popcorn
when the basketball hit (hit) me on the arm.
It broke (break) my arm! I didn’t play (not / play)
tennis or basketball for the rest of the summer.
2. Sue This is Diana Martinez. She’s from Ecuador. She has a

twin brother. Last summer, she went to summer school.
Brian What was she studying (study)? Was she
studying (study) English?
Sue No, she wasn’t (not / be). She was making (make) her
own Web site. Diana worked (work) on her Web site
every day. She didn’t do (not / do) anything else. One
day, when she was putting (put) pictures of Ecuador on her
Web site, she got (get) an instant message from a
boy in Italy. He wanted (want) to know about Ecuador.
Brian Wow! How exciting.
3. Speaking
hat did you do last summer? Answer the questions for yourself. (Answers will vary.)
W
Then ask a classmate the questions.
2. Did anything interesting happen?
© Cambridge University Press 2015 My Life 3

A new school year
Lesson
2
A Will and Carla talk about their plans for the new
T.4
school year. Listen and practice.
Will So, do you have any special plans
for this year?
Carla Yes. I’m going to join the drama club.
Will Really?
Carla Yeah. I’d like to act in the school play.
How about you? Are you going to do
anything special this year?
Will Well, I really want to learn to play the
guitar, so I’m going to take music lessons.
I’d love to play in a band someday.
Carla Wow, that’s great.
Will And I’m going to study a lot this year.
I have to get good grades.
Carla That’s what I say every year!
B Study the chart. Complete the conversations with (be) going to,
T.5
(would) like to, want to, or have to. Then listen and check.
be going to, would like to, want to, and have to

Definite plans Hopes and wishes Obligations
I’m going to join the drama club. I’d like to act in the school play. I have to get good grades.
I want to learn to play the guitar.
1.
Jessica Hi, Juan. Are you going to join the
photography club this year?
Juan I’d like to join, but I can’t. I
have to work at my uncle’s restaurant
after school. It’s so boring.
Jessica Oh, that’s too bad. I’m going to be a
photographer for the school newspaper.
2. Pedro Hey, Diana. You’re going to take
Mr. Bentley’s science class, right?
Diana Yes. I’d rather take a computer class, but
I have to take two science classes
this year.
Pedro I’d like to take a computer class
this year, too. I want to design
a computer game.

Lesson
2 A new school year

Nesta lição, revisa-se o vocabulário usado para falar de planos, desejos e obrigações, e
também apresentam-se e praticam-se os verb phrases usados para falar de hobbies ou
da escola.
Revisão da Lesson 1
• Os alunos observam a página 2 do Livro do Aluno.
• Faça afirmações incorretas sobre as atividades dos personagens no verão anterior. A turma
corrige essas afirmações de duas maneiras:
You: Jessica went camping.
Classmate 1: Jessica didn’t go camping. She stayed at her grandparents’ house. (Corrija o erro
dizendo o que a pessoa realmente fez.)
Classmate 2: Will went camping. (Corrija o erro dizendo quem realmente fez essa atividade.)
• Dê tempo aos alunos para que tentem se lembrar o máximo possível do que os colegas fizeram
no verão anterior. (Lesson 1, Exercício 3)
• Proponha um Memory Game (Jogo da memória). Divida a turma em dois grupos, A e B. Os alunos
se revezam para fazer perguntas sobre o que os colegas fizeram no último verão.
Classmate 1 (Team A): Where did Paul go last summer?
Classmate 2 (Team B): He went to Orlando.
Paul: That’s right.
• Se os alunos responderem corretamente ganham um ponto para seus grupos.

Neste exercício, revisam-se (be) going to, (would) like to, want to e have to.
A T.4 B T.5
• Os alunos leem as instruções e observam a foto. Pergunte: • Language Chart Os alunos estudam os exemplos do
What are Will and Carla talking about? (Sobre o que Will e quadro. Pergunte: Qual expressão usamos para falar
Carla estão conversando?) (Their plans for the new school de um plano definido? ([Be] going to.) Para que usamos
year.) (would) like to e want to? (Para expressar esperança
• Os alunos leem o diálogo. e desejo.) Qual expressão usamos para falar de uma
obrigação? (Have to.)
• Atividade Opcional Toque o áudio. Os alunos ouvem e
acompanham a leitura. • Atividade Opcional Leia os exemplos em voz alta, fazendo
Transcrição do áudio • Chame a atenção dos alunos para o exercício. Explique que
Mesmo diálogo do Livro do Aluno. eles devem preencher as lacunas com going to, like to, want
to ou have to.
• Pergunte: Who’s going to join the Drama Club? (Quem irá • Eles trabalham individualmente para completar os diálogos.
entrar no Drama Club?) (Carla.) Why? (Por quê?) (Because
she’d like to act in the school play.) What does Will want to • Toque o áudio. Os alunos ouvem e verificam suas respostas.
learn? (O que Will quer aprender?) (He wants to learn to
play the guitar.) What’s he going to do? (O que ele fará?) Transcrição do áudio
(He’s going to take music lessons.) Who’s going to study a Mesmos diálogos do Livro do Aluno.
lot? (Quem estudará bastante?)(Will.) Why? (Por quê?)
(Because he has to get good grades.) • Verifique as respostas com a turma. Convide voluntários
para que leiam em voz alta as frases que completaram.
• Toque o áudio, ou então leia o diálogo em voz alta. Os
alunos ouvem e repetem. • Atividade Opcional Em pares, os alunos praticam os
diálogos.
• Atividade Opcional Os alunos praticam em pares.
© Cambridge University Press 2015 My Life T-4

2. Listening
Neste exercício, os alunos ouvem o áudio para identificar quem está falando de cada tópico.
T.6 Transcrição do áudio
• Os alunos leem as instruções. A partir da página T-192.
• Pergunte: What do Jessica and Pedro talk about? (Sobre o
que Jessica e Pedro estão conversando?) (Sobre o novo ano • Toque o áudio novamente. Os alunos ouvem e assinalam as
letivo.) What do you have to do? (O que vocês devem alternativas corretas.
fazer?) (Verificar quem fala de cada um dos itens do • Toque o áudio mais uma vez. Os alunos ouvem e verificam
quadro.) suas respostas.
Observação: Relembre que, para os exercícios de • Verifique as respostas com a turma. Faça as perguntas do
compreensão auditiva, você geralmente tocará o áudio três quadro e convide voluntários para respondê-las.
vezes: a primeira, para que apenas ouçam; a segunda, para que
façam a atividade; a terceira, para que verifiquem as respostas. • Atividade Opcional Pergunte aos alunos se eles têm planos
similares aos de Jessica ou de Pedro.
• Toque o áudio. Os alunos apenas ouvem.
3. Word power
Neste exercício, apresentam-se e praticam-se os verb phrases usados para falar de aulas,
hobbies e esportes.
A B
• Peça aos alunos que leiam as instruções, os verb phrases do • Os alunos leem as instruções.
quadro e os títulos das colunas. Eles dizem quais palavras • Eles completam individualmente as frases com os verb
ou expressões não entenderam. Explique-as, formando phrases da Parte A ou com suas próprias ideias.
frases com elas ou fazendo mímica.
• Voluntários leem as frases que escreveram.
• Explique que alguns verb phrases podem aparecer em mais
de uma coluna. Por exemplo, do karate pode ser um hobby
Dica para o Professor
ou um esporte. Aceite quaisquer respostas dos alunos, Antes de uma atividade de
contanto que eles consigam justificá-las. vocabulário, verifique as palavras que os alunos já
• Pergunte: O que vocês devem fazer depois de classificar os conhecem e as que desconhecem. Dê um ou dois exemplos
verb phrases do quadro? (Acrescentar mais dois verb para certificar-se de que eles entenderam
phrases a cada coluna.) o que fazer.
• Os alunos trabalham individualmente para completar as
colunas.
• Em pares, eles verificam suas respostas.
Nota Cultural
Em uma pesquisa com adolescentes feita
• Verifique as respostas com a turma. Convide três para a USA Weekend Magazine, foi perguntado o que
voluntários para que leiam as listas que completaram. Em faria com que se sentissem melhor em relação a si
seguida, convide outros três para que leiam os verb phrases mesmos; 49% disseram que gostariam de tirar melhores
adicionais que escreveram. notas; 38% gostariam de ser mais musculosos; 38%
gostariam de perder peso; 36% de ter melhor
desempenho nos esportes; e 30% de ter uma relação
melhor com os pais.
4. Speaking
Neste exercício, pratica-se como falar de planos.
• Os alunos leem as instruções. Demonstre a atividade lendo
o diálogo do exemplo com um voluntário. Livro de Atividades
Indique os exercícios da página 3 do Livro de
• Convide dois outros voluntários para que venham à frente
Atividades. (As respostas estão nas próprias páginas do
para demonstrar a atividade para a turma.
Livro de Atividades no Livro do Professor.)
• Os alunos trabalham em grupos de quatro para falar sobre
seus planos para o novo ano escolar.
• Atividade Opcional Convide alguns voluntários para que Indique as atividades extras de gramática da
digam à turma seus planos para o novo ano escolar. Lesson 2.

2. Listening
Jessica and Pedro talk about the new school year. Who talks about
T.6
these things? Listen and check (✓) the correct boxes.
Who talks about … ? Jessica Pedro

studying French
playing on a sports team ✓
joining a club ✓
meeting new students ✓
getting good grades ✓
having free time ✓
3. Word power
A Write these verb phrases in the correct columns. Then write two
more verb phrases in each column. (The order of the answers may vary.)
do gymnastics join a fan club study Web design

do karate play volleyball take a computer course
✓ get good grades start a comic-book collection visit museums
Classes Hobbies Sports

_____________________
get good grades _____________________
join a fan club _____________________
do gymnastics
_____________________
study Web design _____________________
start a comic book collection _____________________
do karate
_____________________
take a computer course _____________________
visit museums _____________________
play volleyball
_____________________
(Answers will vary.) _____________________
(Answers will vary.)
_____________________
B What are your plans for the year? Complete the sentences with
the verb phrases in Part A or your own ideas. (Answers will vary.)
1. I’m going to this year.
2. I’d like to this year.
3. I have to this year.
4. Speaking
What are your classmates’ plans for the new school year?
Ask four classmates.
You What are your plans for the new school year, Jane?
Jane Well, I’m going to join the chess club. What are your plans?

Mini-review
Lessons
1&2
1. Language check
A Jake and Tania are very busy at school this year. Complete
the questions and write short answers.
1. A Did Jake and Tania join the
chess club?
B Yes, they did. They both love
to play chess.
2. A Did Jake join the
volleyball team?
B No, he didn’t. Tania joined the
volleyball team.
3. A Did Jake have French
club after school last Tuesday?
B Yes, he did. He always studies
French on Tuesday.
4. A Was Tania practicing
volleyball at 3:00 p.m. yesterday?
B Yes, she was. We were all watching her.
5. A Were Jake and Tania studying for the math test yesterday?
B No, they weren’t. He was practicing the guitar, and she was practicing
the piano.
6. A Did they pass the math test?
B No, they didn’t. They have too many extra activities. They have
to study more.
B Check (✓) the correct words to complete the sentences.

1. A Are you taking Ms. Larson’s geography class this year?
B No. I’d like to take her class, but to take Mr. Todd’s
history class this year.
I have to I’d like to
2. A Are you going to take the computer course?
B take the course, but I don’t have time.
I’m going to ✓ I’d like to
3. A do gymnastics this year. I love gymnastics.
B Really? I don’t like it at all. Gymnastics is too difficult for me.
✓ I want to I have to
4. A start a stamp collection in my free time. I think stamps are cool.
B That sounds like a good idea. Good luck!
✓ I’m going to I have to

Lessons
1&2 Mini-review
Nesta lição, revisa-se o conteúdo apresentado e praticado nas Lessons 1 e 2.
1. Language check
Neste exercício, revisam-se as estruturas apresentadas até o momento nesta unidade.
A B
• Chame a atenção dos alunos para a ilustração da página 6. • Os alunos leem as instruções e o exemplo.
Pergunte: What is Jake carrying? (O que Jake está • Os alunos trabalham individualmente para assinalar as
carregando?) (A chess board, a French book, and a guitar.) palavras corretas para completar as frases.
What does Tania have? (E a Tania?) (A chess book, a piano
book, and a volleyball.) • Verifique as respostas com a turma. Convide diversos pares
de voluntários para que leiam em voz alta os diálogos.
• Os alunos leem as instruções.
• Convide dois voluntários para que leiam em voz alta a
pergunta e a resposta do exemplo.
• Os alunos trabalham individualmente para fazer o exercício.
• Os alunos verificam as respostas em pares, lendo em voz
alta as perguntas e respostas.
• Verifique as respostas com a turma. Convide pares para que
leiam em voz alta os diálogos.

C • Os alunos trabalham individualmente para completar os
textos com as formas corretas dos verbos entre parênteses,
• Os alunos observam os textos e as fotos. Pergunte: usando o simple past ou o past continuos.
Do you think this is a regular newspaper or a school
newspaper edited by students? (Vocês acreditam que este é • Verifique as respostas com a turma. Convide voluntários
um jornal comum ou um jornal editado por estudantes?) (A para que leiam as frases que completaram. Elas devem ser
school newspaper.) lidas na ordem em que aparecem nos textos.
• Diga que esse artigo aborda atividades interessantes
realizadas pelos alunos no último verão. Dê-lhes tempo para Dica para o Professor
Para que os alunos pratiquem
que leiam o texto.
mais, peça-lhes que elaborem seus próprios exercícios em
• Explique o significado de bumper cars (carrinhos bate-bate) folhas separadas. Em seguida, eles trocam de folhas com
(aponte para a foto) e reflection (reflexo). um colega e fazem os exercícios. Por exemplo, nesta lição,
• Leia as frases a seguir. Os alunos dizem o número do texto eles podem escrever no caderno textos curtos como os do
correspondente. artigo 1, falando de suas próprias férias de verão. Em
seguida, copiam o texto em uma folha de papel separada,
This person spent 14 days in the open air and slept one deixando lacunas sempre que o simple past ou o past
night in an uncomfortable place. (2.) continuous aparecerem, acrescentando, entre parênteses,
This person met a friend from home in a fun place. (1.) o verbo na simple form (forma simples; infinitivo). Essa
atividade pode ser realizada como lição de casa, e, no dia
This person found a place where you can eat in a weird
seguinte, os alunos podem trocar as folhas entre si.
location. (4.)
This person ate interesting things and saw something
awesome. (3.)
• Chame a atenção deles para os exemplos. Pergunte: Por que
usamos went no primeiro exemplo? (Porque essa frase se
refere a uma ação concluída no passado.) Por que usamos
were waiting no segundo? (Porque essa frase se refere a
uma ação que ocorreu no decorrer de um período de tempo
no passado.)
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar os planos já realizados e os futuros.
• Toque o áudio mais uma vez. Os alunos ouvem e verificam
T.7 suas respostas.
• Diga aos alunos que eles ouvirão adolescentes conversar
sobre planos que tinham no passado e planos que têm para • Verifique as respostas com a turma. Convide voluntários
o futuro. Cada adolescente fará uma ou duas perguntas a para que leiam uma resposta cada.
um amigo. Os alunos devem escolher a resposta correta
para cada uma delas. Livro de Atividades
Indique os exercícios da página 4 do Livro de Atividades.
(As respostas estão nas próprias páginas do Livro de
Atividades no Livro do Professor.)
A partir da página T-192.
Game
• Toque o áudio novamente. Os alunos ouvem e assinalam as Caso haja tempo, indique o jogo da página 114 do Livro
respostas corretas. do Aluno.

C Read the newspaper article about fun things these students did last summer.
Complete the sentences with the correct forms of the verbs. Use the simple past
or the past continuous.
What did you do last summer?

1 My family and I
1. 2 I went (go)
went (go) to an camping for two weeks. We
amusement park on vacation. drove (drive)
We were waiting to a campsite in the woods
(wait) in line for a ride and put up
when I saw (put up) our tents. One
(see) someone I knew in night, we were sleeping
front of me. Guess who? Tina! She and her family (sleep) when a big storm started (start). We
were visiting (visit) the park, too. were (be) scared, and so we
So we spent (spend) the day together there. slept (sleep) in the car that night. It was so
uncomfortable that I woke up (wake up) with a
sore back.
3 I had
(have) a lot of fun at the city
summer fair with my friends.
4 My family and I
We rode (ride) took (take)
on bumper cars, and we a car trip. One day, we
tried (try) a lot were driving (drive)
of interesting foods. When down the highway when
the fireworks started (start), we we saw
were eating (eat) at a picnic table near the lake. (see) a huge brown and white building in the shape
The reflection of the fireworks on the water of a cow. It was (be) a restaurant! We
was (be) awesome! stopped (stop) and had (have) –
what else? – ice cream. It was great!
2. Listening
What’s next? Listen and check (✓) the correct responses.
T.7
1. I stayed home. 4. ✓ I was studying for the math test.
I was watching TV. I studied for the math test.
2. Yes, I do. I like Spanish. 5. Yes, I do. I want to study a lot.
✓ Yes. I’m going to learn Spanish and ✓ Yes, I do. I want to join the
French. photography club.
3. ✓ I’d like to join, but I have to 6. Yes, I was. I was traveling
take guitar lessons on Thursday. with my family.
I was learning chess last year. ✓ Yes, I did. I went Time for a Game?
on a trip with my
See page 114.
family.

Life events
Lesson
3
1. Language focus when clauses of time + simple past
A Read about people Carla, Pedro, and Will admire. I joined a soccer team when I was eight.
T.8
Complete the sentences. Use when and the When I was eight, I joined a soccer team.
correct form of the verbs. Listen and check. I saw his concert when he performed here.
Then practice. When he performed here, I saw his concert.
1. I love everything about soccer.

When I was eight, I joined a soccer
team. I’d love to be like Mia Hamm
someday. She won a World Cup
championship when she was only
19. – Carla
Mia Hamm
Ryan Sheckler
2. Lang Lang is amazing. He learned 3. When I first saw (see)
(learn) to play the piano when he Ryan Sheckler in a competition, I
was (be) only three years old. wanted (want) to be a champion
When he was (be) 13, he skateboarder like him. He’s the
played (play) with an orchestra in best in the world. Ryan was
Moscow. I love to play the piano, too. I (be) only 18 months old when
saw (see) Lang Lang’s concert he found (find) his father’s old
when he performed (perform) in skateboard and started to push it
my town. It was incredible. around. He became a professional at
Lang Lang – Pedro the age of 14. – Will
B Look at Carla’s notes about soccer superstar Mia Hamm and complete the
T.9
sentences. Then listen and check.
When Mia Hamm . . .

was a young girl was a teenager was on the U.S. National Team
* moved a lot with her family * joined the U.S. National Team * helped the team win Olympic
* her parents gave her the * played in her first World Cup gold medals
nickname Mia match * became famous
1. (young girl) When Mia Hamm was a young girl, she moved a lot with her family .
2. (young girl) Her parents gave her the nickname Mia when she was a young girl .
3. (teenager) When she was a teenager , she joined the U.S. National Team .
4. (teenager) She played in her first World Cup match when she was a teenager .
5. (on the U.S. National Team) She was on the U.S. National Team when
she helped the team win Olympic gold medals .
6. (famous) When she became famous ,
she was on the U.S. National Team .
Lesson
3 Life events
Nesta lição, apresentam-se e praticam-se os verb phrases usados para falar de fatos
da vida e when clauses of time (orações temporais com when) + simple past.
• Escreva na lousa:
Definite plans:
Hopes and wishes:
Obligations:
• Peça aos alunos que sugiram expressões usadas para cada um dos itens da lousa e escrevam-
nas ao lado de cada item. (Definite plans: [be] going to. Hopes and wishes: [would] like to,
want to. Obligations: have to.)
• Dê tempo para que pensem nos dias que virão e escrevam três frases descrevendo um plano,
um desejo e uma obrigação para esses dias.
• Convide voluntários para que digam à turma as frases que escreveram.
1. Language focus
Neste exercício, apresentam-se e praticam-se when clauses of time + simple past.
A T.8 tocou com uma orquestra?) (He was 13.) Siga o mesmo
procedimento com o texto de Will sobre Ryan Sheckler.
• Chame a atenção dos alunos para as fotos e peça que
compartilhem com a turma o que sabem ou o que podem • Toque o áudio. Os alunos ouvem e verificam suas respostas.
deduzir das pessoas que nelas aparecem.
• Os alunos leem o texto de Carla sobre Mia Hamm. Pergunte:
Mesmos textos do Livro do Aluno.
How old was Carla when she joined a soccer team?
(Quantos anos Carla tinha quando ela entrou para um time • Verifique as respostas com a turma. Convide voluntários
de futebol?) (She was eight.) How old was Mia Hamm para que leiam em voz alta uma das frases que completaram.
when she won a World Cup championship? (Quantos anos
Mia Hamm tinha quando ela ganhou um campeonato de • Toque o áudio novamente, ou então leia as frases em voz
Copa do Mundo?) (She was 19.) alta. Os alunos ouvem e repetem.
• Language Chart Os alunos estudam os exemplos do
quadro. Chame a atenção para as duas primeiras frases.
B T.9
Pergunte: Qual delas aparece no texto de Carla? (A • Dê tempo aos alunos para que leiam as instruções e as
segunda.) Qual é a diferença entre elas? (A ordem das informações do quadro. Pergunte: Was there anything that
orações. A posição de when.) Explique que, assim como as you didn’t know about Mia Hamm? (Havia algo que você
when clauses no simple present, a when time clause no não sabia sobre Mia Hamm?)
simple past pode aparecer na oração inicial ou na oração • Eles trabalham individualmente para completar as frases.
final de uma frase. Geralmente, a parte que mais importa ao Ressalte que, em cada frase, indica-se onde a when clause
falante aparece no início. Chame a atenção para a vírgula deve aparecer.
após a when clause na segunda frase. Faça o mesmo com as
duas outras frases do quadro. • Toque o áudio. Os alunos ouvem e verificam suas respostas.
• Atividade Opcional Leia os exemplos em voz alta, fazendo Transcrição do áudio

pausas para que os alunos repitam. Mesmas frases do Livro do Aluno.
• Os alunos leem as instruções. Certifique-se de que eles
percebam que, para as lacunas que não são seguidas de um • Verifique as respostas com a turma. Leia as frases em voz
verbo entre parênteses, devem preenchê-las com a palavra alta, uma a uma, mencionando informações incorretas – por
que está faltando. exemplo, Mia Hamm was a teenager when her parents
• Eles trabalham individualmente para completar os textos. gave her the nickname Mia.Aleatoriamente, peça aos
alunos que digam as frases corretas.
• Atividade Opcional Os alunos leem os outros dois textos.
Chame a atenção para o texto de Pedro sobre Lang Lang.
Pergunte: How old was Lang Lang when he learned to play
the piano? (Quantos anos Lang Lang tinha quando aprendeu
a tocar piano?) (He was three.) How old was he when he
played with an orchestra? (Quantos anos ele tinha quando

2. Listening
Neste exercício, os alunos ouvem o áudio para saber quando os fatos aconteceram.
T.10 • Verifique as respostas com a turma. Leia os itens em voz
alta. Os alunos respondem young boy ou teenager.
• Os alunos leem as instruções e as informações dos itens 1 a
6. Pergunte: What events does Juan talk about? (Sobre • Atividade Opcional Peça aos alunos que compartilhem com
quais eventos Juan fala?) (Learning to ride a horse, breaking seus colegas qualquer informação adicional que tenham
his leg, getting a dog, a visit from his cousin, joining a ouvido – por exemplo, Juan’s cousin lives in
basketball team, and moving.) What should you listen for? New York.
(Em o que você deve prestar atenção ao ouvir o áudio?)
(Whether he was a young boy or a teenager when these Dica para o Professor
events happened.) Uma forma alternativa de verificar
as respostas é tocar o áudio novamente e pedir aos
• Toque o áudio. Os alunos apenas ouvem. alunos que digam Stop! ao ouvirem a resposta a uma
pergunta. Sempre que o fizerem, peça que repitam as
Transcrição do áudio palavras pertinentes à resposta. Por exemplo, neste
A partir da página T-192. exercício, as palavras para a primeira resposta são when
I was a small boy.
• Toque o áudio novamente. Os alunos ouvem e fazem o
exercício.
suas respostas.
3. Word power
Neste exercício, apresentam-se e praticam-se os verb phrases usados para falar de fatos da vida.
A B
• Os alunos leem as instruções, as palavras do quadro e • Os alunos leem as instruções e o exemplo.
a lista de verbos. Pergunte: O que vocês devem fazer? • Eles trabalham individualmente para completar as frases
(Completar os verb phrases com as palavras do quadro sobre os eventos de suas vidas, usando eventos da Parte A
e, em seguida, assinalar os fatos que aconteceram com ou suas próprias ideias.
você.)
• Convide voluntários para que leiam suas frases para a
• Chame a atenção dos alunos para o quadro. Eles dizem turma.
quais palavras não entenderam. Explique-as, formando
frases com elas ou fazendo mímica.
• Os alunos trabalham individualmente para completar a lista
de fatos.
• Verifique as respostas com a turma. Copie a lista de verbos
na lousa. Convide voluntários para que venham à frente e
escrevam suas respostas.
4. Speaking
Neste exercício, praticam-se as when clauses of time + simple past.
• Os alunos leem as instruções e os exemplos. Convide um
voluntário para que venha à frente e demonstre a atividade Livro de Atividades
com você. Indique os exercícios da página 5 do Livro de
• Atividade Opcional Convide dois voluntários para que
demonstrem os exemplos mais uma vez.
• Convide voluntários para que digam à turma os fatos sobre
os quais escreveram no Exercício 3B. A turma pede mais Atividades Extras de Gramática
informações, como no exemplo. Indique as atividades extras de gramática da
Observação: Em turmas numerosas, os alunos fazem essa Lesson 3.
atividade em grupos de três ou quatro.

2. Listening
Juan talks about events in his life. He is 15 years old now.
T.10
When did these events happen? Was he a young boy or a teenager?
Listen and check (✓) the correct boxes.
Young boy Teenager

1. learned to ride a horse
2. broke his leg ✓
3. got a dog ✓
4. cousin visited his school ✓
5. joined a basketball team ✓
6. moved to Ponce ✓
3. Word power
A Create a verb phrase by adding a word or phrase from the box to each verb.
Then check (✓) the things that you have done or experienced.
American food an award a sports team English ✓ my leg

a musical instrument a pet a trip my best friend the city
broke my leg joined a sports team
moved to the city ate American food
learned to play a musical instrument won an award
learned English went on a trip
met my best friend got a pet
B Write about events in your life. Use events from

Part A or your own ideas. (Answers will vary.)
When I fell off my bike, I broke my leg.
OR I broke my leg when I fell off my bike.
1.
2.
3.
4.
4. Speaking
Share your events from Exercise 3B with your classmates. Answer their questions.
You When I fell off my bike, You I broke my leg when I
I broke my leg. fell off my bike.
Classmate 1 How old were you? Classmate 2 How old were you?
You I was 12. You I was 12.

Then and now
Lesson
4
1. Language focus used to and not anymore
A What was Greg like when he was ten? I used to wear glasses, but I don’t anymore.
T.11
Listen and practice. Now I wear contact lenses.
I used to be the shortest person in my class, but
Dave Is this you, Greg? You look so different!
I’m not anymore. Now I’m the tallest.
Greg Yes. My friend took that picture when
I was ten.
Dave You’re so . . . thin now.
Greg Well, I used to be lazy, but I’m not
anymore. Now I exercise every day.
Dave And your hair – it was so short!
Greg I know. I used to like short hair.
Dave And you wore glasses?
Greg Yes. I used to wear glasses, but I don’t
anymore. Now I wear contact lenses.
Dave You’re a lot taller now, too.
Greg I know. I used to be the shortest person
in my class, but I’m not anymore. Now
I’m the tallest! Dave Greg
B Look at the pictures. What did Greg use to do? What does he do now?
T.12
Write sentences. Then listen and check.
7 years ago Now 8 years ago Now
1. (play) He used to play video games, 2. (take) He used to take swimming

but he doesn’t anymore. Now he plays lessons, but he doesn’t anymore.
soccer. Now he takes guitar lessons.
4 years ago Now 3 years ago Now
3. (watch) He used to watch TV, 4. (wake up . . . on Saturdays) He used

but he doesn’t anymore. to wake up at 10 a.m. on Saturdays, but he
Now he watches DVDs. doesn’t anymore. Now he wakes up at 6 a.m.

Lesson
4 Then and now

Nesta lição, apresentam-se e praticam-se used to e not anymore.
a young boy / girl, a teenager
a young man / woman, mother
1. Peter: My father met my mother when he was a young man.
2. John: When Peter’s father was a young man, he met Peter’s mother.
• Dê tempo aos alunos para que pensem em um acontecimento de suas vidas ou da vida de um
amigo ou parente.
• Os alunos compartilham informações, usando frases similares às do número 1. Depois que um aluno(a)
disser uma frase, convide um voluntário para fazer outra como a do número 2, usando
as informações que acabou de ouvir.
1. Language focus
Neste exercício, apresentam-se e praticam-se used to e not anymore.
A T.11 • Pergunte: Essas frases referem-se ao presente ou ao

passado? (Ao passado.) O que mais há em comum entre
• Chame a atenção dos alunos para a ilustração. Pergunte: elas? (Todas começam com I used to.) Explique que used to
What are Dave and Greg doing? (O que Dave e Greg estão se refere a fatos verdadeiros ou que aconteciam com
fazendo?) (They’re looking at a photo album.) How old do regularidade no passado.
you think they are? (Quantos anos você acha que eles
têm?) (15 or 16.) Whose photo is in the album? (De quem é • Eles observam novamente a parte de Greg no diálogo e
a foto do álbum?) (Greg’s.) How old was he when the photo localizam duas frases que ele usou para enfatizar que certos
was taken? (Quantos anos ele tinha quando a foto foi fatos eram verdadeiros no passado e não são mais no
tirada?) (Ten.) presente. (But I’m not anymore; but I don’t anymore.)
• Os alunos leem as instruções. Pergunte: Que informação • Toque o áudio, ou então leia o diálogo em voz alta. Os
vocês devem obter ao ler e ouvir o áudio? (Como Greg alunos ouvem e repetem.
era quando tinha 10 anos.) • Atividade Opcional Os alunos praticam em pares.
• Os alunos leem o diálogo. • Language Chart Os alunos estudam os exemplos do
• Atividade Opcional Toque o áudio. Os alunos ouvem e quadro. Pergunte: O que vem depois de used to, o simple
acompanham a leitura. past ou a simple form? (A simple form.) Explique que used
to + simple form não sofre alterações, independentemente
Transcrição do áudio do sujeito da frase. Dê alguns exemplos: He used to wear
contact lenses. She used to like long hair. We used to live in
Mesmo diálogo do Livro do Aluno.
Boston. They used to watch a lot of TV.
• Pergunte: Is Greg thinner now than when he was ten? • Atividade Opcional Leia os exemplos em voz alta, fazendo
(Greg está mais magro agora do que quando ele tinha dez pausas para que os alunos repitam.
anos?) (Yes.) Is he lazy now? (Ele é preguiçoso agora?)
(No.) Does he exercise now? (Ele faz exercícios agora?) B T.12
(Yes.) Do you think he exercised when he was ten? (Você
• Dê tempo aos alunos para que leiam as instruções, o
acha que ele fazia exercícios quando ele tinha dez anos?)
exemplo e observem as fotos.
(No.) Is his hair shorter or longer now? (O cabelo dele está
mais curto ou mais comprido agora?) (It’s longer.) Does he • Eles trabalham individualmente para escrever frases.
wear glasses or contact lenses now? (Ele usa óculos ou • Toque o áudio. Os alunos ouvem e verificam suas respostas.
lentes de contato agora?) (Contact lenses.) Was he the
tallest person in the class when he was ten? (Ele era a Transcrição do áudio
pessoa mais alta da turma quando ele tinha dez anos?) (No.) Mesmas frases do Livro do Aluno.
• Os alunos leem novamente a parte de Greg no diálogo e
sublinham as quatro frases que ele usou para descrever • Verifique as respostas com a turma. Convide voluntários
como era quando tinha 10 anos. (I used to be lazy. I used to para que leiam uma das frases que escreveram.
like short hair. I used to wear glasses. I used to be the
shortest person in my class.) Convide voluntários para que
escrevam na lousa uma das frases que sublinharam.

2. Listening
Neste exercício, os alunos ouvem o áudio para saber como uma pessoa era no passado e
como é atualmente.
• Os alunos leem as instruções e as palavras do quadro. A partir da página T-192.
• Diga que eles ouvirão Greg e Dave falar que Dave agora está
bem diferente de quando era mais jovem. Os alunos devem • Toque o áudio novamente. Os alunos ouvem e completam o
ouvir e fazer anotações para completar o quadro. quadro.
• Chame a atenção deles para a coluna Topic e faça previsões • Toque o áudio mais uma vez. Os alunos ouvem e verificam
do que Dave pode falar sobre tais assuntos. Por exemplo: I suas respostas.
used to watch a lot of movies, but I don’t anymore. Now I • Verifique as respostas com a turma. Copie o quadro na lousa
go out a lot. I used to like action movies, but I don’t e convide voluntários para que venham à frente e escrevam
anymore. Now I like thrillers. suas respostas.
3. Pronunciation used to
Neste exercício, pratica-se a redução na pronúncia de used to na conversação.
A T.14 B
• Explique aos alunos a pronúncia do Inglês em conversas • Dê tempo aos alunos para que pratiquem as três frases,
informais. Diga que, em conversas do dia-a-dia, os norte- usando a pronúncia reduzida de used to.
americanos tendem a falar rapidamente, e a pronúncia de • Convide voluntários aleatoriamente para que as leiam,
duas palavras geralmente soa como uma só. Com used to, prestando atenção à pronúncia de used to.
em tais situações, o som final -d é omitido e as duas
palavras se juntam na pronúncia, formando “use-tuh”. • Atividade Opcional Peça aos alunos que observem o
Exercício 1A na página 10 e leiam uma frase com a
• Toque o áudio. Os alunos ouvem, prestando atenção pronúncia reduzida de used to.
especial à pronúncia de used to.
Mesmas frases do Livro do Aluno.
• Toque o áudio novamente. Os alunos ouvem e repetem.
4. Speaking
Neste exercício, praticam-se used to e not anymore.
A • Atividade Opcional Os alunos trabalham em pequenos

grupos de quatro ou cinco. Entregue seis tiras de papel para
• Os alunos leem as instruções. Convide diversos voluntários cada aluno em cada grupo. Eles escrevem em cada uma das
para que sugiram como completariam as duas primeiras tiras uma de suas frases com used to da Parte A, porém, sem
frases. Por exemplo: I used to be very shy. I used to watch se identificar. Um aluno recolhe todas as tiras e mistura-as
cartoons on TV. aleatoriamente. Os alunos se revezam para ler as tiras e, em
• Os alunos trabalham individualmente para completar as seguida, tentam adivinhar quem escreveu cada uma das
frases com suas próprias informações. frases.
B Livro de Atividades
• Peça a voluntários que digam aos colegas como hoje eles Indique os exercícios da página 6 do Livro de Atividades.
são diferentes de quando eram menores seguindo o (As respostas estão nas próprias páginas do Livro de
exemplo dos balões de diálogo e usando suas ideias da Atividades no Livro do Professor.)
Parte A.
Indique as atividades extras de gramática da
Lesson 4.

2. Listening
How was Dave different when he was younger? Listen and
T.13
complete the chart.
Topic In the past Now

Hobbies collected comic books collects stamps
Movies used to watch horror movies watches comedies
Sports used to skateboard rides his mountain bike
Favorite subject used to take French takes Spanish
Getting to school used to take the bus to school walks to school
3. Pronunciation used to
A Listen. Notice how used to is reduced in conversation.
T.14
Then listen again and practice.
I used to wear glasses. He used to have short hair.
I used to play basketball. He used to be shy.
B Now practice these sentences.

She used to play the violin, but she doesn’t anymore.
They used to study French, but they don’t anymore.
You used to be shy, but you’re not anymore.
4. Speaking
A Think of yourself when you were a young child. What were
you like? Complete the sentences with your own information. (Answers will vary.)
I used to be .
I used to watch on TV.
I used to play .
I used to wear .
I used to .
I used to .
B Now tell your classmates. Use your ideas from Part A.
I used to be short, but I’m I used to watch cartoons on TV.

not anymore. Now I’m tall. Now I watch music shows.

UNIT 1 Get Connected
Read
A Read the article quickly. Check (✓) the false statements.
1. Gabrielle Douglas is a top gymnast.
✓ 2. She started gymnastics when she was one year old.
✓ 3. Now she’s relaxing and preparing for the next Olympics.
A Teenage Star
Gabrielle Douglas seems When she was 6, her mother took her to a
like an average girl. She gymnastics class. And Gabrielle loved it.
likes to watch TV and When she was in elementary school, Gabby
listen to her favorite won her first state championship, and she
bands. She sings in the never stopped. She moved away from her
shower and she loves to hometown and family at the age of 14 to train
dance. But Gabby isn’t with a famous Olympic trainer.
just any girl. She’s an
She’s the first American gymnast to win
Olympic athlete, and has
both individual and team gold at the same
to train for five hours
Olympics. She became one of America’s best-
every day! While her friends were enjoying
loved sports stars! She also writes books. She
vacation last summer, she was traveling to the
says her newest publication is a scrapbook of
Olympic Games.
her recent experiences. Now she’s preparing
But how did this 4-foot, 9-inch teenager for the next Olympics, while making time for
become a top gymnast? Well, Gabby learned seeing her family and friends in between.
the first moves from Arielle, her older sister.
More Vocabulary
Practice?
B T.15
Read the article slowly. Check your answers in Part A. See page 122.
C Answer the questions.

1. Does Gabby have to train for five hours every week?
No, she doesn’t. She has to train for five hours every day.
2. What were Gabby’s friends doing when she was competing?
When she was competing, Gabby’s friends were enjoying vacation.
3. What did Gabby’s mother do when she was six?
When she was six, Gabby’s mother took her to gymnastics class.
4. What did she win at the Olympic games?
She won both individual and team gold at the Olympic games.
5. What is Gabby doing at the moment?
She’s preparing for the next Olympics, and seeing her friends and family.

Nesta lição, praticam-se a compreensão de leitura, a compreensão auditiva e as habilidades de escrita.
Mario used to watch cartoons on TV. He doesn’t watch cartoons anymore. He
watches soap operas.
• Relembre o último exercício da Lesson 4, em que eles compartilharam informações sobre como
são diferentes em relação ao que eram quando crianças. Peça-lhes que tentem se lembrar do
que dois colegas disseram.
• Eles trabalham individualmente para escrever frases sobre como dois colegas estão diferentes
hoje em comparação ao que eram quando crianças, seguindo o exemplo do quadro.
• Convide voluntários para ler suas frases. Os colegas dizem se elas estão corretas.
Read
Neste exercício, pratica-se a leitura para identificar informações sobre uma estrela esportiva.
Observação: Explique que há uma lição “Get Connected” em devem ler devagar e cuidadosamente e se concentrar em
cada unidade. Ela proporciona prática adicional de obter o significado do texto inteiro.
compreensão de leitura, compreensão auditiva e de • Liste na lousa o novo vocabulário: train (verbo) (treinar),
habilidades de escrita, usando vocabulário e gramática de gymnast (ginasta), scrapbook (tipo de livro para guardar
lições anteriores e apresenta novo vocabulário. recordações), best-loved (mais amado/a). Explique os
significados. (Train [v.]: to practice something to become
A better at it; gymnast: a person who does gymnastics;
• Os alunos leem o título do artigo e observam a foto. scrapbook: a book of blank pages in which you paste
Pergunte: Do you know the person in this photo? (Gabrielle pictures, newspaper articles, or other things to help you
Douglas.) Where is she from? (The United States.) Convide remember the past; best-loved: favorite or loved best of all.)
voluntários para que digam à turma sobre seus atletas Como alternativa, peça aos alunos que usem o dicionário.
olímpicos favoritos. • Os alunos leem o artigo novamente.
• Os alunos verificam as respostas da Parte A em pares.
Nota Cultural
A Ginástica Olímpica faz parte dos jogos • Atividade Opcional Toque o áudio. Os alunos ouvem e
olímpicos modernos desde 1896. Há muita controvérsia acompanham a leitura.
em torno da ginástica olímpica. Alguns acreditam que os
treinos longos e difíceis são prejudiciais para os corpos Transcrição do áudio
das jovens garotas. Por esse motivo, a idade limite para Mesmo artigo do Livro do Aluno.
os Jogos Olímpicos aumentou para 16 anos em 1997.
Aqueles que discordam, argumentam que atletas de 15
anos, por exemplo, que podem estar prontos para Get Connected Vocabulary
competir, terão que esperar 4 anos até que completem 19 Observação: A seção Get Connected Vocabulary oferece
anos para participar dos Jogos. Nessa idade, as garotas prática adicional das novas palavras de vocabulário (em
podem ter passado do auge de sua habilidade. A famosa negrito) das leituras de Get Connected.
ginasta Nadia Comaneci tinha apenas 14 anos quando • Caso haja tempo, os alunos fazem o exercício da
conseguiu mais de um 10 perfeito em 1976. página 122 do Livro do Aluno em sala de aula ou como
lição de casa. (As respostas encontram-se na página
122 do Livro do Professor.)
• Convide um voluntário para ler as instruções e as três

afirmações. Explique que read quickly significa que devem C
ler o texto com rapidez para localizar as respostas e que não • Convide um voluntário para que leia em voz alta as
devem ler cada palavra cuidadosamente. instruções e a primeira pergunta.
• Os alunos trabalham individualmente para ler o artigo • Pergunte: Does Gabby have to train for five hours every
rapidamente e assinalam as afirmações falsas. Não verifique week? Incentive os alunos a responder. (No. She has to train
as respostas neste momento. for five hours every day!)
• Os alunos trabalham individualmente nas perguntas.
B T.15
• Os alunos verificam as respostas em pares.
• Convide um voluntário para que leia as instruções em voz
alta. Explique aos alunos que read slowly significa que eles • Verifique as respostas com a turma.

Listen
Neste exercício, os alunos ouvem para identificar informações sobre treinamentos
de um esporte.
A T.16 • Toque o áudio mais uma vez. Os alunos ouvem e verificam

suas respostas.
• Chame a atenção dos alunos para a foto. Pergunte: Where
are the teens in this photo? (Onde estão os adolescentes • Verifique as respostas com a turma. Convide voluntários
desta foto?) (On the street.) What are they doing? (O que para que leiam em voz alta uma resposta cada um.
eles estão fazendo?) (Talking to each other.)
• Diga aos alunos que eles ouvirão dois amigos, Nick e Julie,
B
conversando sobre como Julie está treinando para a equipe • Os alunos leem em voz alta as instruções e as perguntas.
de natação. • Leia a primeira pergunta com a turma e incentive diversos
• Os alunos leem a primeira pergunta e a resposta do alunos a dizer as respostas. Diga aos alunos que não há
exemplo. respostas certas ou erradas para esse exercício – eles estão
apenas expressando suas opiniões.
• Explique aos alunos que eles devem ouvir o diálogo e
responder às perguntas. • Os alunos trabalham individualmente para responder às
perguntas e justificam suas respostas.
• Toque o áudio uma vez. Os alunos apenas ouvem.
• Os alunos trabalham em pares para comparar as respostas
Transcrição do áudio ou então; incentive voluntários a dizer suas opiniões.
• Toque o áudio novamente. Os alunos ouvem e respondem às

perguntas.
Write
Neste exercício, os alunos respondem a perguntas e escrevem um parágrafo sobre um
esporte para o qual treinaram ou sobre um hobby no qual tenham trabalhado bastante.
A • Os alunos trabalham individualmente para escrever seus

parágrafos.
• Convide um voluntário para que leia em voz alta as
instruções e as perguntas. • Convide diversos voluntários para que leiam seus
parágrafos para a turma.
• Os alunos trabalham individualmente para responder às
perguntas. Diga-lhes que eles estão respondendo perguntas • Atividade Opcional Os alunos trabalham em grupos de
com base em sua própria experiência. quatro e leem os parágrafos uns dos outros. Eles podem
fazer perguntas aos colegas sobre pontos que não tenham
• Atividade Opcional Convide alguns alunos para que façam e compreendido e também podem fazer perguntas para obter
respondam às perguntas em pares. mais informações sobre os hobbies dos colegas.
• Convide um voluntário para que leia as instruções em voz Indique os exercícios da página 7 do Livro de
alta. Diga aos alunos que eles usarão suas respostas na Atividades. (As respostas estão nas próprias páginas do
Parte A para ajudá-los a escrever um parágrafo sobre um Livro de Atividades no Livro do Professor.)
esporte ou hobby para o qual tenham treinado ou no qual
tenham trabalhado bastante.

We used to . . . Listen
A T.16
Nick and Julie talk about swim team training. Listen and answer the questions.
1. Did Julie answer Nick’s phone calls? No, she didn’t.
They have a really important
2. Why does the swim team have to train so hard? swimming competition
She used to get good grades,
3. Why are Julie’s parents not too happy? but she doesn’t anymore.
She’d like to be a P.E. teacher
4. What would Julie like to be someday? and a swim coach, too.
5. What are Nick and Julie going to do together? They’re going to play a (video) game.
B What do you think? Answer the questions. Give reasons. (Answers will vary.)
1. Do you think doing one thing for three hours a day is too much?
2. Which is the most important: schoolwork, sports, or friends?
3. Would you like to be a teacher someday?

4. Do you think it’s fun to play video games with friends?
Your turn Write

A Think of a sport you have trained for or a hobby you have worked hard on.
Answer the questions. (Answers will vary.)
1. What did you train for or work hard on?
2. How many hours a day did you train or work?
3. Why did you train or work?
4. What happened to your schoolwork and other activities?
5. Are you going to continue training or working hard? Why or why not?
B Write a paragraph about your experience. Use the answers in Part A

to help you. (Answers will vary.)
I...

UNIT 1 Review
Language chart review
What did you do yesterday? What was Izzy doing yesterday?
I went to the mall. I didn’t have She was playing video games. She
school yesterday. wasn’t studying history.
Did your friends go, too? Were you studying English?
Yes, they did. / No, they didn’t. Yes, we were. / No, we weren’t.
when clauses of time + simple past

My friends gave me a surprise party when I turned 13.
When I got home, everyone said, “Surprise!”
A Complete the sentences with the simple past or the past continuous.
1. Todd I have a joke for you. A girl was walking (walk) down the road when
she saw (see) three very large men. They were standing (stand)
under a very small umbrella. There was (be) thunder and
lightning, but the men didn’t get wet.
Sara Why not?
Todd It didn’t rain (not / rain)!
2. Mona I heard (hear) a funny story today. There was (be) a class
with a very scary teacher. Every day started (start) the same way.
The teacher said (say), “Good morning, everyone.” Then class
began (begin). One day, when the teacher was explaining (explain)
the lesson, the door opened. The students looked (look) up, but they
didn’t see (not / see) anyone. When the teacher looked (look) down,
she saw (see) Artie Sullivan, a student in her class. He was
crawling on his hands and knees. “Why are you crawling into class,
Artie?” the teacher asked (ask). “On the first day of class, when you
told (tell) us the classroom rules, you said (say), “Never
walk into my class late!” answered (answer) Artie.
B Write questions to complete the conversation.

A What did you do yesterday?
B I bought some joke books yesterday.
A Where did you buy them?
B I bought the books at the mall.
A Did you read them last night?
B No, I didn’t read them. I was studying all night.
A Were you studying English?
B No, I wasn’t studying English. I was studying history – the history of jokes.

UNIT 1 Review
Nesta lição, revisam-se a gramática e o vocabulário apresentados na Unit 1.

Nestes quadros, resumem-se os principais pontos gramaticais apresentados e
praticados na Unit 1.
Observação: Explique que nesta lição revisa-se o conteúdo de toda a unidade. As revisões
começam com um quadro (Language chart review), em que se sintetiza a gramática apresentada
na unidade e que é seguido de uma série de exercícios. Algumas revisões contêm dois quadros.
• Livros fechados. Escreva na lousa:
1. 1.
2. 2.
when clauses of time + simple past
1.
2.
What did you do yesterday? My friends gave me a surprise party when I turned 13.
What was Izzy doing yesterday? Did your friends go, too?
Were you studying English? When I got home, everyone said, “Surprise!”
• Chame a atenção dos alunos para os títulos e os exemplos da lousa.
• Eles copiam os esquemas e trabalham em pares para escrever cada exemplo no esquema correto.
Explique que eles devem prestar atenção às palavras e às expressões sublinhadas para “descobrir” o que
as frases significam.
• Convide voluntários para que escrevam suas respostas na lousa.
• Livros abertos. Os alunos comparam suas respostas com os exemplos dos quadros. Em seguida, peça-
lhes que verifiquem as respostas da lousa.
• Pergunte: Quando usamos o simple past? (Para descrever uma ação ou situação já concluída ou que
aconteceu em um momento específico do passado.) Quando usamos o past continuous? (Para fazer
referência a uma ação que estava em desenvolvimento em um momento específico do tempo no
passado.)
• Convide voluntários para que deem mais exemplos do uso das duas formas, falando sobre
acontecimentos que ocorreram na sala de aula ou na escola.
• Pergunte: Onde fica a when clause na frase, na primeira ou na segunda parte? (Ela pode aparecer
tanto na primeira como na segunda parte.)
• Responda às perguntas que os alunos tenham.
Exercícios de A a D (páginas T-14 a T-15)

Observação: Os alunos podem fazer estes exercícios como lição de casa ou em sala. Eles devem
fazê-los com o mínimo de ajuda do professor. Se você optar por indicar os exercícios como lição de
casa, rapidamente revise em aula as instruções desses exercícios. Certifique-se de que os alunos entenderam
o que devem fazer. Verifique as respostas com a turma na aula seguinte. Se optar por
fazer os exercícios em aula, siga as instruções a seguir.
Exercício A Exercício B
• Os alunos leem em voz alta as instruções e o exemplo. • Os alunos leem as instruções e a pergunta do exemplo.
• Os alunos trabalham individualmente para completar as • Os alunos trabalham individualmente para escrever as
frases com a forma do verbo entre parênteses no simple perguntas.
past ou no past continuous.
• Verifique as respostas com a turma.

Language chart review Theme Project
Observação: Explique que os Theme Projects reforçam
Nestes quadros, resume-se a gramática adicional criativamente o vocabulário e as estruturas linguísticas da
apresentada e praticada na Unit 1. unidade. Eles também auxiliam os alunos a relacionar o Inglês
ao mundo fora da sala de aula.
• Os alunos estudam os exemplos dos quadros.
• Caso haja tempo, indique a seção At Home do Theme
• Relembre os alunos que eles devem usar (be) going to para
Project da Unit 1, na página 126 do Livro do Aluno.
falar sobre planos definidos, (would) like to e want to para
falar sobre esperanças e desejos, e have to para falar sobre
Livro de Atividades
obrigações. Faça uma revisão de used to e not anymore.
Ressalte que used to é usado para situações no passado que • Indique o Check Yourself da Unit 1, na página 8 do Livro de
não são mais verdadeiras no presente. Atividades. (As respostas estão nas próprias páginas do
Extra Practice Worksheets
Exercício C Observação: Explique que este material fornece prática
• Os alunos leem as instruções e o exemplo. adicional de vocabulário e gramática. Ele pode ser utilizado
em sala de aula ou ser indicado como lição de casa.
• Os alunos trabalham individualmente para reescrever as
frases, usando as ideias entre parênteses. • Indique as Extra Practice Worksheets da Unit 1, começando
na página T-142.
para ler uma frase cada um. Extra Speaking Practice Worksheet
Observação: Explique que este material fornece prática
Exercício D adicional de expressão oral. Ele pode ser indicado como lição
• Os alunos leem as instruções e observam o quadro. de casa ou feito em aula.
• Leia a frase do exemplo e certifique-se de que os alunos • Indique a Extra Speaking Practice Worksheet da Unit 1, na
entenderam como usar as informações do quadro para página T-168.
escrever frases sobre o que estas pessoas famosas
costumavam fazer e o que fazem agora. Arcade Activities
• Os alunos trabalham individualmente nas frases. Observação: Explique que o material do Connect Arcade
• Verifique as respostas com a turma. contém atividades divertidas e interativas que revisam e
praticam o vocabulário e a gramática.
• Indique as atividades da Unit 1 do Connect Arcade no site:
Take another look! www.cambridge.org/connectarcade
• Peça a um voluntário para ler as instruções.
• Os alunos trabalham individualmente para circular a
Learning Log
primeira ação e sublinhar a segunda ação em cada frase. Observação: Explique que este material proporciona aos
alunos uma forma de avaliar seu progresso na unidade. O
Learning Log pode ser utilizado em sala de aula ou ser
indicado como lição de casa.
Conclusão Opcional da Unidade • Indique o Learning Log da Unit 1. Ele pode ser baixado da
• Caso tenham feito os exercícios de Review como lição Connect Community no site:
de casa, verifique as respostas com a turma. www.cambridge.org.br/connectcommunity
• Os alunos trabalham em pares para interpretar os Quiz
diálogos dos Exercícios A e B. (Os alunos podem fazer
um revezamento para o papel de Mona no número 2 do • Faça o Quiz da Unit 1, na página T-178.
Exercício A.) Em seguida, cada par escreve um diálogo
semelhante àquele do Exercício B, iniciando com a Prova
pergunta What did you buy yesterday? Convide pares • Aplique o Unit 1 Test (Form A e/ou Form B). Ele pode ser
para apresentar os diálogos. baixado da Connect Community no site:
www.cambridge.org.br/connectcommunity
• Para prática adicional com o Exercício C, os alunos
trabalham em pares. Cada aluno escreve três frases com
suas próprias ideias – uma com um plano definido, uma
com uma esperança ou desejo e uma com uma obrigação
– e em seguida, compartilha suas frases com seu colega.
Convide alguns alunos para compartilhar suas frases
com a turma.
• Para prática adicional com used to, os alunos
escrevem frases como aquelas do Exercício D,
descrevendo uma pessoa famosa, sem mencionar o
nome. Os colegas tentam adivinhar. Por exemplo,
This actor used to be on the TV show Friends. Now
she acts in a lot of movies. (Jennifer Aniston.)

be going to, would like to, want to, and have to used to and not anymore
Definite plans: We’re going to play soccer after school today. We used to live in an apartment,
Hopes and wishes: I ’d like to visit Japan someday. but we don’t anymore. Now we
I want to learn Japanese. have a house.
Obligations: We have to wear sneakers in the gym.
C Rewrite the sentences with be going to, would like to, want to, or
have to. Change the meaning, using the ideas in parentheses.
1. I’d like to start my own fan club. 3. I want to work on the Web site today.
(definite plan) I’m going to start (obligation) I have to work on
my own fan club. the Web site today.
2. I’m going to make an exciting 4. I’d like to start a Jennifer Aniston
Web site for my club. fan club.
I’d like to / I want to make an
a. (hope) exciting Web site for my club. (definite plan) I’m going to start a
I’d like to / I want to make an
b. (wish) exciting Website for my club. Jennifer Aniston fan club.
D Write sentences about what these people used to do and what they do now.
Before Now
1. Jennifer Lawrence was a model is an actor
2. Elijah Wood acted in TV commercials acts in movies
3. Johnny Depp lived in the United States lives in France
4. Beyoncé Knowles sang with the group Destiny’s Child sings alone
1. Jennifer Lawrence used to be a model, but she’s not anymore.

Now she’s an actor.
2. Elijah Wood used to act in TV commercials, but he doesn’t anymore.
Now he acts in movies.
3. Johnny Depp used to live in the United States, but he doesn’t anymore.
Now he lives in France.
4. Beyoncé Knowles used to sing with the group Destiny’s Child, but she doesn’t anymore.
Now she sings alone.
Take another look!

Read the sentences. Circle the actions that happened first.
Then underline the actions that happened second.
Time for the
1. When Dad came home, we were watching TV. Theme Project?
2. When the phone rang, my mother answered it. See page 126.

Predictions
Lesson
5
1. Language Future with will and won’t
Robots will help us. Will robots cook?
focus They’ll also clean. Yes, they will.
A Read Professor Pete’s Web site. Robots won’t replace humans. No, they won’t.
T.17
Complete the predictions with I’ll = I will he’ll = he will we’ll = we will
will or won’t. Listen and check. you’ll = you will she’ll = she will they’ll = they will
Then practice.
won’t = will not
Professor Pete’s
Predictions for 2030
UNIT 2 The Future
1. Robots will help us in our 2. People won’t

homes. Will they cook? Yes, have to think about what
they will. They’ll also clean to wear. “Smart” clothes
and go shopping. But robots will tell them if
won’t replace humans. they look good or not.
3. Sleeping machines 4. People will

will help us sleep drive around the world
well. We won’t have on superhighways. The
bad dreams or nightmares. superhighways will
We ‘ll only have connect the seven
sweet dreams. continents.
5. Students won’t 6. Schools will

stay in the classroom all be open 24 hours a day.
the time. They ‘ll Will students come
travel to space for their to school at the same
science class. time every day? No, they
won’t .
B Which of Professor Pete’s predictions do you think will come

true? Ask a classmate. Use the first sentence of each prediction.
What do you think? Will robots Yes, they will. OR No, they won’t.
help us in our homes?
Lesson
5 Predictions
Nesta lição, apresenta-se e pratica-se o future (futuro), usando-se will e won’t.
UNIT 2 The Future

1. Language focus
Neste exercício, apresenta-se e pratica-se o future, usando-se will e won’t.
A T.17 • Os alunos leem os textos 2 a 6. Pergunte: What is text 2

about? (Sobre o que é o texto 2?) (Clothes.) Which text
• Chame a atenção dos alunos para o título do web site e is about where students will study? (Qual texto é sobre
as ilustrações. Pergunte: Who created this site? (Quem onde os estudantes estudarão?) (Text 5.) Which text is
criou este site?) (Professor Pete.) Pergunte: Is the site about transportation? (Qual texto é sobre transportes?)
about past events or future events? (O site é sobre (Text 4.) What is text 6 about? (Sobre o que é o texto
eventos passados ou futuros?) (Future events.) Whose 6?) (School hours.) Which text is about sleeping
opinions does the text show? (De quem são as opiniões machines? (Qual texto é sobre máquinas de dormir?)
que aparecem no texto?) (Professor Pete’s opinions.) (Text 3.)
• Os alunos leem o texto 1. Pergunte: In Professor Pete’s • Os alunos leem as instruções.
opinion, what will robots do for us? (Na opinião do
Professor Pete, o que os robôs farão para nós?) (Cook, • Eles trabalham individualmente para completar os
clean, and go shopping.) Estimule os alunos a descobrir, textos 2 a 6.
ou explique o significado da palavra replace (substituir), • Toque o áudio. Os alunos ouvem e verificam suas
ou então forme uma frase com ela. Pergunte: Will robots respostas.
replace humans? (No.)
• Language Chart Os alunos estudam os exemplos da Transcrição do áudio
coluna esquerda do quadro. Pergunte: Nessas frases, o Mesmo texto do web site no Livro do Aluno.
que aparece após will ou won’t? (Um verbo na simple
form ou um advérbio, also.) • Verifique as respostas com a turma. Convide voluntários
• Agora, eles estudam os exemplos da coluna direita do
quadro. Pergunte: Onde fica a palavra will na • Toque o áudio novamente, ou então leia as frases em voz
pergunta? (No início.) Onde ficam as palavras will ou alta. Os alunos ouvem e repetem.
won’t nas respostas curtas? (No final.) A palavra will
modifica-se dependendo da pessoa? (Não, ela B
permanece sempre igual.) • Os alunos leem as instruções e o diálogo do exemplo.
• Chame a atenção para as contrações na parte inferior do Pergunte: Qual frase de cada texto vocês devem usar
quadro. Pergunte: Qual é a forma completa de she’ll e para fazer as perguntas? (A primeira frase em cada um
they’ll? (She will, they will.) Quais são as duas palavras dos seis textos.)
que formam a contração won’t? (Will not.) Quando • Convide dois voluntários para que demonstrem a
usamos won’t? (Em negações.) atividade.
• Atividade Opcional Leia os exemplos em voz alta, • Os alunos trabalham com um colega e se revezam para
fazendo pausas para que os alunos repitam. fazer perguntas sobre as previsões do Professor Pete e
respondê-las, seguindo o exemplo nos balões.
Nesta unidade,
apresenta-se o
vocabulário
usado para falar
de planos
futuros,
probabilidades e
possibilidades.

C T.18 Transcrição do áudio
• Os alunos leem as instruções, o anúncio e observam a Mesmo anúncio do Livro do Aluno.
ilustração. Pergunte: What’s the ad for? (Sobre o que é o
anúncio?) (A new computer game.) What does the game do? • Verifique as respostas com a turma. Convide voluntários
(O que o jogo faz?) (It makes predictions about the future.) para que leiam em voz alta as frases que completaram.
• Os alunos trabalham individualmente para completar o • Atividade Opcional Convide voluntários para que façam as
anúncio. duas primeiras perguntas do anúncio aos colegas. Os alunos
• Toque o áudio. Os alunos ouvem e verificam suas respostas. fazem suas próprias previsões, usando respostas curtas com
will ou won’t.
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar previsões e as
razões para elas.
T.19 • Toque o áudio novamente. Os alunos ouvem e assinalam as
alternativas corretas.
• Os alunos leem as instruções e os itens 1 a 5. Pergunte:
What are the two teens doing? (O que os dois adolescentes • Toque o áudio mais uma vez. Os alunos ouvem e verificam
estão fazendo?) (Playing the prediction game.) When are the suas respostas.
predictions for? (Para quando são as previsões?) (2030.) • Verifique as respostas com a turma. Leia as previsões em
What should you do? (O que vocês devem fazer?) (Check voz alta e convide voluntários para que digam Agree ou
Agree or Disagree according to whether Professor Pete Disagree, de acordo com o que ouviram no diálogo.
agrees or disagrees with each prediction.)
3. Speaking
Neste exercício, praticam-se will e won’t.
A • Atividade Opcional Peça a voluntários que compartilhem

várias previsões e com a turma digam os nomes daqueles
• Os alunos leem as instruções. que concordaram com elas. Por exemplo: Raul and I think
• Eles trabalham individualmente para completar as frases robots will do students’ homework. Patricia and I think
com suas próprias previsões para 2030, usando a palavra most people won’t live in outer space.
will.
Livro de Atividades
B Indique os exercícios da página 9 do Livro de Atividades.
• Os alunos leem as instruções e o exemplo dos balões de (As respostas estão nas próprias páginas do Livro de
diálogo. Atividades no Livro do Professor.)
• Eles circulam pela sala de aula, localizam um colega que

concorde com cada previsão e escrevem os nomes dos Atividades Extras de Gramática
alunos no quadro. Indique as atividades extras de gramática da
Lesson 5.
• Atividade Opcional Em turmas numerosas, os alunos fazem
essa atividade em grupos de seis ou sete.

C Professor Pete has a new computer game about predictions.
T.18
Complete the ad about his game with will or won’t. Then listen
and check.
Hey, kids! Will computers replace humans someday? Will

everyone speak the same language? You will learn the answers
to these questions when you play Professor Pete’s new computer game.
Will you be bored? No, you won’t . Professor Pete’s game
will entertain you for hours. Hurry and buy this game today. You
won’t be sorry.
2. Listening
Two teens play Professor Pete’s prediction game for 2030.
T.19
Does Professor Pete agree with these predictions? Listen and check (✓)
Agree or Disagree.
Agree Disagree
1. Students won’t use paper and pencils in school. ✓
2. Cell phones will be the size of a credit card. ✓
3. Most people won’t shop in stores for food. ✓
4. People will stay on the moon on vacation. ✓
5. People will live below the sea. ✓
3. Speaking
A Write your own predictions for 2030. Use will. (Answers will vary.)
Predictions Names
1. Robots _______________________________ _______________________________
2. Most people _______________________________ _______________________________
3. Students _______________________________ _______________________________
4. Movies _______________________________ _______________________________
5. Houses _______________________________ _______________________________
6. Cars _______________________________ _______________________________
7. TVs _______________________________ _______________________________
B Now find classmates who agree with your predictions. Write

their names in the chart.
What do you think? Will robots do students’ homework? Yes, they will. OR No, they won’t.
© Cambridge University Press 2015 The Future 17

When I’m older
Lesson
5
1. Word power
A Match each verb phrase to its meaning. Then listen and practice.
T.20
1. be famous d a. find a place to work
2. be rich f b. study after graduating from high school
3. get a driver’s license g c. not share your living space
4. get a job a d. have many people know who you are
5. get married h e. visit a country far away from home
6. go to college b f. have a lot of money
7. live alone c g. pass a test to drive a car
8. travel abroad e h. become a husband or a wife
B What do you want to do or have happen before you are 25?

Complete the sentences. (Answers will vary.)
I want to . I want to .
I want to . I want to .
2. Language focus
A Jen and her father talk about the future. Listen and practice.
T.21
Jen Well, Dad, I probably won’t be famous!
I didn’t win the singing competition
at school today.
Mr. Wood That’s OK, Jen. You have many other
talents. You’ll probably get a great
job someday.
Jen Do you think so? I guess I am a good writer.
Mr. Wood Yes, you are. And you speak French well, too.
You’ll probably work for a French
magazine someday.
Jen Gee. That sounds interesting. I’ll also
probably travel abroad . . . maybe to France.
Mr. Wood Anything is possible.
Jen And I’ll probably get married to
a handsome . . .
Mr. Wood OK, OK, Jen. Don’t get too excited.
You have to finish school first!
Jen Oh, I know. But it’s good to have
dreams, right?

Lesson
6 When I'm older

Nesta lição, apresentam-se e praticam-se os verb phrases usados para falar de future goals
(objetivos futuros) e de future probability (probabilidade futura) com will probably / probably won’t.
Predictions
Pens will take photographs. OR Pens won’t take photographs.
1. planes / fly in outer space 4. children / study in their sleep
2. people / work seven days a week 5. bikes / fly
3. older people / look young 6. money / disappear
• Dê tempo aos alunos para que escrevam suas previsões usando as dicas 1 a 3 da lousa.
• Convide voluntários para que leiam suas frases em voz alta. Após a leitura de cada frase, pergunte
se algum aluno discorda e, nesse caso, peça que leia sua versão dela.
• Os alunos trabalham em pequenos grupos e se revezam para fazer will questions e respondê-las,
usando as dicas 4 a 6.
1. Word power
Neste exercício, apresentam-se e praticam-se alguns verb phrases usados
para falar de objetivos futuros.
A T.20 Transcrição do áudio
• Dê tempo aos alunos para que leiam as instruções, os verb A partir da página T-192.
phrases e seus significados.
• Diga que eles devem associar os verb phrases da coluna da
esquerda com os significados apropriados da coluna da B
direita. • Os alunos leem as instruções.
• Os alunos trabalham individualmente para associar os verb • Dê tempo para que completem as frases.
phrases com os significados. • Convide voluntários para que compartilhem uma de suas
• Verifique as respostas com a turma. Convide voluntários frases com a turma. Após a leitura de cada frase, peça aos
para ler suas respostas em voz alta. alunos que a completaram de maneira semelhante que
levantem a mão.
• Toque o áudio. Os alunos ouvem e repetem.
2. Language focus
Neste exercício, apresenta-se e pratica-se como expressar future probability
com will probably / probably won’t.
A T.21 • Os alunos leem o diálogo novamente e sublinham todas as

frases que contenham previsões.
• Os alunos leem as instruções e observam a ilustração.
Pergunte: What are Jen and her father talking about? • Convide voluntários para que leiam as frases que
(Jen’s plans for the future.) sublinharam. Após a leitura de cada uma delas,
peça-lhes que justifiquem a previsão. Por exemplo, após
• Os alunos leem o diálogo. “You’ll probably get a great job someday”, pergunte: Why
• Atividade Opcional Toque o áudio. Os alunos ouvem e does Mr. Wood think Jen will get a great job? (She has
acompanham a leitura. many talents.)
• Para encerrar, pergunte: What are some of your dreams?
Transcrição do áudio Do you think it’s good to have dreams?
alunos ouvem e repetem.
• Pergunte: Does Jen think she’ll be famous in the future?
(No.) How do you know? What does she say? (I probably • Atividade Opcional Os alunos praticam em pares.
won’t be famous.) Why does she think she won’t be famous?
(She didn’t win the singing competition.)
© Cambridge University Press 2015 The Future T-18
B T.22 • Toque o áudio. Os alunos ouvem e verificam suas respostas.
• Language Chart Os alunos estudam os exemplos do Transcrição do áudio

quadro. Pergunte: Qual palavra indica que os falantes não
têm certeza do que acontecerá? (Probably.) A palavra
probably deve vir antes ou depois de will? (Depois.) • Verifique as respostas com a turma. Convide voluntários
Probably aparece antes ou depois de won’t? (Antes.) para que leiam suas respostas em voz alta.
• Atividade Opcional Leia os exemplos em voz alta, fazendo • Atividade Opcional Peça aos alunos que façam outras
pausas para que os alunos repitam. previsões sobre cada uma das pessoas das frases. Diga: Max
• Chame a atenção deles para a frase número 1 abaixo do will probably have a big family. They’ll probably live in a
quadro. Pergunte: Do you agree with the prediction about big house or apartment.
Max? Is it logical? Why? (Vocês acreditam na previsão
sobre Max? É uma previsão lógica? Por quê?) (He loves
children, so he’ll probably have a big family.)
• Os alunos trabalham individualmente para escrever as
frases.
3. Pronunciation Contracted form of will

Neste exercício, pratica-se a forma contraída de will.
A T.23 • Toque o áudio novamente, fazendo pausas após cada frase

para que os alunos repitam.
• Relembre os alunos de que, na conversação, geralmente will
é contraído quando aparece após um pronome, formando
com este uma só palavra. Por exemplo, she will torna-se
B
she’ll. • Dê tempo aos alunos para que pratiquem como dizer as
frases que escreveram no Exercício 2B, certificando-se de
• Toque o áudio. Os alunos ouvem, prestando atenção que usem a forma contraída de will.
especial à forma contraída de will.
• Convide voluntários para que leiam as frases com a forma
Transcrição do áudio contraída de will.
4. Speaking
Neste exercício, pratica-se como expressar future probability com
will probably / probably won’t.
• Os alunos leem as instruções e o exemplo do balão de • Atividade Opcional Em turmas numerosas, os alunos fazem
diálogo. essa atividade em grupos de três ou quatro.
• Os alunos trabalham individualmente para escrever
previsões sobre o que provavelmente farão e não farão Livro de Atividades
antes de completarem 25 anos. Indique os exercícios da página 10 do Livro de
• Eles trabalham em pares para ler as previsões uns dos Livro de Atividades no Livro do Professor.)
outros.
• Convide voluntários para que as leiam para os colegas.
Incentive a turma a fazer perguntas sobre essas previsões.
Classmate 1: I’ll probably get married. Lesson 6.
Classmate 2: Will you have a lot of children?

B Study the chart. Then read about Jen’s classmates. What do you
T.22
think they will probably do in the future? Write sentences. Then
listen and check.
Future probability with will probably / probably won’t
I’ll probably live abroad. I probably won’t be famous.
You’ll probably get a great job. She probably won’t be famous.
1. Max loves children. (have a big family) He’ll probably have a big family.
2. Alicia isn’t a star. (be famous) She probably won’t be famous.
3. Janet wants to study medicine. (go to college) She’ll probably go to college.
4. Kate and Dave don’t like animals. (get a pet) They probably won’t get a pet.
5. Emma doesn’t like to drive. (get a driver’s license) She probably won’t get a
driver’s license.

6. George likes to read about different countries. (travel abroad) He’ll probably
travel abroad.

3. Pronunciation Contracted form of will

A Listen. Notice how contracted forms of will are pronounced.
T.23
I will probably travel to England. I’ll probably travel to England.
She will probably be a good writer. She’ll probably be a good writer.
B Practice the sentences you wrote in Exercise 2B.
4. Speaking
Write four things you will probably do or probably won’t do before you
are 25. Use the cues in Exercise 1B or your own ideas. Tell your classmates. (Answers will vary.)
1.
2.
3.
4.
I’ll probably travel abroad. I probably

won’t get married.

Mini-review
Lessons
5&6
1. Language check
A Look at the pictures from a class yearbook. Then write two sentences
about each person. Use will probably and probably won’t.
1 2 3
Ben Taylor Cho Park Javier Lopez

Ben is a great guitar player. Cho loves children. She Javier doesn’t like drama
He doesn’t like to study. doesn’t like to travel abroad. class. He loves cars.
4 5 6
Carolyn Davis Lucy Romero Bert Talbot

Carolyn doesn’t like animals. Lucy likes to write. She Bert doesn’t like school. He
She’s a very good student. doesn’t like the news. likes to cook.
1. Ben (be a famous rock star / go to college)

Ben will probably be a famous rock star.
He probably won’t go to college.
2. Cho (become a teacher / go to Spain on vacation)
Cho will probably become a teacher.
She probably won’t go to Spain on vacation.
3. Javier (become an actor / get his driver’s license next year)
Javier probably won’t become an actor.
He’ll probably get his driver’s license next year.
4. Carolyn (get a cat or a dog / win a prize at graduation)
Carolyn probably won’t get a cat or a dog.
She’ll probably win a prize at graduation.
5. Lucy (write books / work for a news magazine)
Lucy will probably write books.
She probably won’t work for a news magazine.
6. Bert (be a teacher / open a restaurant)
Bert probably won’t be a teacher.
He’ll probably open a restaurant.

Lessons
5&6 Mini-review
1. Language check
A • Os alunos trabalham individualmente para escrever frases
sobre as demais pessoas usando will probably e probably
• Chame a atenção dos alunos para as fotos e suas legendas. won’t.
Faça algumas perguntas, como por exemplo Who loves
cars? (Javier Lopez.) Does Carolyn like animals? (No, she • Os alunos trabalham em pares para ler suas respostas.
doesn’t.) • Verifique as respostas com a turma. Convide diversos pares
• Chame a atenção dos alunos para as frases do exemplo. de voluntários para que leiam em voz alta suas respostas.
Explique que as legendas apresentam as razões para as
respostas. (Ben will probably be a famous rock star because
he is a great guitar player.) Dica para o Professor
Quando houver um exercício que
• Convide um voluntário para que leia em voz alta a segunda você considere desafiador para alguns alunos, peça-lhes
frase do exemplo sobre Ben. Incentive os alunos a dizer a que trabalhem em pares. Forme pares de alunos “mais
razão para a resposta. (Ben probably won’t go to college fortes” com alunos “mais fracos”. Tal estratégia auxilia
because he doesn’t like to study.) os alunos “mais fracos” a acompanhar a aula. Os alunos
“mais fortes” também têm o benefício de ter que
explicar o conteúdo para um colega.

B • Os alunos trabalham individualmente para completar os
textos com as formas corretas de will e won’t.
• Os alunos observam as fotos. Explique que elas ilustram
previsões para o futuro. • Verifique as respostas com a turma.
• Dê tempo para que pensem em duas previsões para cada • Atividade Opcional Explique que você lerá os textos em voz
foto, uma com will e a outra com won’t. Previsões possíveis: alta, mas propositadamente cometerá alguns erros. Os
alunos devem ouvir e dizer Wrong! quando você os cometer.
Primeira foto: We’ll use our fingerprints to get money. We Leia os textos completos. Insira um erro a cada três ou
won’t use money. quatro lacunas; por exemplo, diga: People won’t use money
Segunda foto: We’ll speak to our computers. We won’t have or credit cards anymore. Special machines will read our
to type the words. fingerprints. We won’t pay for things that way. Nesse
Terceira foto: Cars will drive by themselves. We won’t drive momento, a turma deve dizer Wrong!.
ourselves.
Quarta foto: We’ll have robot dogs. We won’t have real dogs. Dica para o Professor
Use técnicas variadas para verificar
Quinta foto: Older people will play a lot of sports. Older as respostas dos exercícios; assim, os procedimentos de
people won’t become weak. aula não serão tão previsíveis. A técnica sugerida acima
• Os alunos leem as instruções. funciona bem com exercícios cuja correção envolva a
leitura em voz alta de um texto longo ou de uma série de
• Chame a atenção deles para o exemplo no primeiro texto. frases.
Pergunte: Por que usamos won’t? (Porque trata-se de uma
previsão negativa.)
• Os alunos leem os textos e verificam se essas previsões são
semelhantes àquelas em que pensaram.
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar previsões
e decidir se o falante concorda ou não com elas.
T.24 • Toque o áudio mais uma vez. Os alunos ouvem e verificam
suas respostas.
• Diga aos alunos que eles ouvirão uma garota e um garoto
falar de mais previsões para o futuro. A garota diz se • Verifique as respostas com a turma. Em cada um dos casos,
acredita que as previsões serão concretizadas. Para cada pergunte aos alunos se eles se lembram do(s) motivo(s)
afirmação, os alunos devem ouvir e assinalar a alternativa pelo(s) qual(is) acredita-se que as previsões acontecerão ou
Agree (concordo) ou Disagree (discordo). não. (1. There will be too much traffic in the sky. 2. Houses
will be easy to move. 3. Computers will help people speak
• Eles leem as instruções e as quatro previsões. many languages. 4. It’s a crazy idea.)
• Chame a atenção deles para a previsão 1. Pergunte: Do you
think Kim will agree with this prediction? Why? Why not? Livro de Atividades
Estimule-os a sugerir o maior número possível de respostas. Indique os exercícios da página 11 do Livro de
Siga o mesmo procedimento com as outras três previsões. Atividades. (As respostas estão nas próprias páginas do
• Toque o áudio. Os alunos apenas ouvem. Livro de Atividades no Livro do Professor.)
Transcrição do áudio Game

A partir da página T-192. Caso haja tempo, indique o jogo da página 115 do Livro
do Aluno.
• Toque o áudio novamente. Os alunos ouvem e assinalam as

B Read these interesting predictions students put on the Internet.
Complete the texts with the correct forms of will and won’t.
Our Favorite Predictions

from the Internet
1. People won’t use money or credit cards anymore. Special
machines will read our fingerprints. We ‘ll pay
for things that way. –Lisa
2. W
e won’t have to type on
computers. Instead, we ‘ll
say the words, and the computer
will type them. –Andrea
3. Cars will drive themselves. We ‘ll

just tell the cars where to go. So kids my age
will be able to drive. –Sam
4. I ‘ll have a pet robot dog. I won’t have

to feed it, and I won’t have to walk it. The dog
will only need batteries! –Justin
5. People will live longer, and they ‘ll

be active longer. People won’t get sick anymore.
There will be many more ways to cure
sickness. –Grace
2. Listening
Students talk about other predictions. Does Kim agree or disagree
T.24
with these predictions? Listen and check (✓) the correct boxes.
Agree Disagree
1. People will travel from place to place in small airplanes. ✓
2. People will take their houses with them when they move. ✓
✓ Time for a Game?
3. People won’t need to learn foreign languages.
4. People won’t need to cook. ✓ See page 115.

Teen Center
Lesson
7
1. Word power
A What activities are these students going to do at the Teen Center? Listen and practice.
T.25
TEEN CENTER
1 2 3
Join the marching band. Be a reporter. Take martial arts classes.

4 5 6
Learn how to edit a music video. Take ballroom dancing classes. Learn how to make a scrapbook.
7 8 9
Take cooking classes. Join the racket club. Be a recreation leader.
B Write each activity in Part A next to the correct description.

1. Students will need their own video cameras. Learn how to edit a music video.
2. Learn how to make all kinds of food. Take cooking classes.
3. Learn the rumba and the samba. Please sign up with a partner. Take
ballroom dancing classes.
4. Learn karate and judo with your friends. Take martial arts classes.
5. Be in the school parade. Play in competitions. Join the marching band.
6. Play tennis and badminton. Beginner students are welcome. Join the
racket club.
7. Write articles for the school newspaper. Be a reporter.
8. Bring your favorite photos to class. Learn how to make a scrapbook.
9. Play games with young children. Have fun. Be a recreation leader.

Lesson
7 Teen Center
Nesta lição, apresentam-se e praticam-se o vocabulário usado para falar de algumas
atividades oferecidas em um teen center (centro para adolescentes) e future possibility
(possibilidade futura) com might / might not.
• Relembre os alunos do exercício de Speaking no final da Lesson 6. Dê tempo para que eles
escrevam três frases a respeito do que os colegas disseram que provavelmente farão antes de
completar 25 anos.
• Convide voluntários para que leiam umas das frases que escreveram. Os alunos mencionados nas
previsões devem dizer se elas estão corretas ou não. Eles devem corrigir as frases erradas.
Classmate 1: Fred will probably get married before he’s 25.
Fred: That’s wrong. I probably won’t get married before I’m 25.
1. Word power
Neste exercício, apresentam-se e praticam-se os nomes de algumas atividades
realizadas em um teen center.
A T.25 B
• Dê tempo para que os alunos leiam as instruções e • Os alunos leem as instruções e o exemplo. Pergunte: O que
observem as fotos. Estimule-os a descobrir, ou explique o vocês devem fazer? (Escrever a atividade correta da Parte A
significado de teen center (centro de atividades voltadas ao lado da descrição correta.)
para adolescentes). Pergunte-lhes se a escola ou a cidade • Chame a atenção deles para a descrição 1. Pergunte: Quais
deles tem algum tipo de teen center e também se eles já palavras da descrição indicam qual atividade preenche a
estiveram em um. Em caso afirmativo, o que fizeram lá? lacuna? (Video cameras.)
• Os alunos leem as nove atividades realizadas no teen center. • Os alunos trabalham individualmente para fazer a atividade.
• Aponte uma das fotos do cartaz do Teen Center. Eles • Verifique as respostas com a turma. Convide voluntários
respondem com a atividade apropriada. para que leiam as descrições que completaram. Eles devem
• Toque o áudio. Os alunos ouvem e repetem. indicar quais palavras ajudaram a identificar as atividades
corretas. (2. Food. 3. Rumba, samba. 4. Karate, judo.
Transcrição do áudio 5. School parade, competitions. 6. Tennis, badminton.
Mesmas legendas do Livro do Aluno. 7. Articles, school newspaper. 8. Photos. 9. Play games,
have fun.)
Nota Cultural
Os teen centers são populares nos Estados
Unidos, principalmente nas grandes cidades onde as
atividades ao ar livre são limitadas devido à violência,
às condições adversas do clima ou à falta de parques e
de áreas de recreação. Esses centros oferecem aos
adolescentes um ambiente seguro e agradável, nos quais
podem fazer amigos, participar
de atividades divertidas e interessantes, participar
também de acompanhamento escolar e até mesmo
encontrar empregos de meio período.

2. Language focus
Neste exercício, apresenta-se e pratica-se a future possibility com might / might not.
A T.26 • Language Chart Os alunos estudam os exemplos do

• Os alunos leem as instruções e observam a foto. quadro. Pergunte: Qual palavra indica que o falante ainda
está pensando na possibilidade de ter aulas de ballroom
• Eles leem o diálogo para descobrir sobre quais atividades dancing (dança de salão)? (Might.) Qual palavra você deve
do Teen Center Pam e Marla estão conversando. (Take acrescentar para transformar em uma negação? (Not.)
ballroom dancing classes, take martial arts classes, be a
reporter, be a recreation leader.) • Chame a atenção para a contração na parte inferior do
quadro. Explique que maybe I’ll é a forma reduzida de
• Atividade Opcional Toque o áudio. Os alunos ouvem e maybe I will, que é outra maneira informal de expressar
acompanham a leitura. uma future possibility.
Transcrição do áudio • Atividade Opcional Leia os exemplos em voz alta, fazendo

• Pergunte: Are Pam and Marla sure about what they’re B T.27
going to do, or are they still thinking about it? (They’re • Os alunos leem as instruções e o e-mail.
still thinking about it.) Who would like to take ballroom • Leia as frases a seguir em voz alta. Os alunos dizem se são
dancing classes? (Pam.) Does she have a lot of time for verdadeiras ou falsas.
that? (No.) Why not? (She’s really busy this year.) What two
possibilities is Marla thinking about? (Taking a martial Juan is sure about which activities he’s going to do at the
arts class or being a reporter.) What other possibility is Teen Center. (False.)
Pam thinking about? (Being a recreation leader.) Why? He’s thinking about three different possibilities. (True.)
(She wants to help out at the center.)
He has a partner for ballroom dancing classes. (False.)
• Os alunos leem o diálogo novamente e sublinham quatro
He knows Diana has a lot of free time. (False.)
frases que indicam possibilidades. (My friends and I might
take ballroom dancing classes. I might not have time. I Juan won’t have a lot of free time next week. (True.)
might take martial arts classes or be a reporter for the • Os alunos trabalham individualmente para completar o
center’s newspaper. I might be a recreation leader.) e-mail.
• Toque o áudio, ou então leia o diálogo em voz alta. Os • Toque o áudio. Os alunos ouvem e verificam suas respostas.
• Atividade Opcional Os alunos praticam em pares. Transcrição do áudio
Mesmo e-mail do Livro do Aluno.
Dica para o Professor • Verifique as respostas com a turma. Convide voluntários

Use o contexto para destacar os para que leiam em voz alta as frases que completaram.
significados dos novos conteúdos e oriente os alunos
para que encontrem os exemplos desses conteúdos por
si mesmos. Esse processo de descoberta os ajudará a
entender e a se lembrar do que aprenderam.
3. Listening
Neste exercício, os alunos ouvem o áudio para identificar os planos de dez adolescentes.
T.28 • Verifique as respostas com a turma. Convide voluntários
para que leiam as respostas que escreveram.
• Os alunos leem as instruções e os itens 1 a 5. Pergunte:
Quantas pessoas vocês ouvirão falar? (Dez.) Sobre o que • Para encerrar, voluntários falam sobre as atividades que
eles vão falar? (Sobre as atividades que talvez façam ou talvez façam neste ano. Eles podem usar ideias da lição, ou
não.) O que vocês devem escrever ao lado dos nomes? então as suas próprias.
(Might ou might not.)
Livro de Atividades
Transcrição do áudio Livro de Atividades no Livro do Professor.)
• Toque o áudio novamente. Os alunos ouvem e escrevem Atividades Extras de Gramática

might ou might not ao lado dos nomes. Indique as atividades extras de gramática da
• Toque o áudio mais uma vez. Os alunos ouvem e verificam Lesson 7.
suas respostas.

2. Language focus Future possibility with might / might not
A Pam and Marla talk about what they will My friends and I might take ballroom dancing classes.
T.26
do at the Teen Center. Listen and practice.
I might not have time.
I might = maybe I’ll
Pam Hi, Marla. Are you going to sign up
for any activities at the Teen Center?
Marla Sure. I’m trying to decide what to do.
Pam Me, too. My friends and I might
take ballroom dancing classes, but I’m
really busy this year. I might not have time.
Marla I want to do something new this year.
I’m not sure what to do. I might take
martial arts classes or be a reporter
for the center’s newspaper.
Pam Hmm. I’d like to help out at the center.
I might be a recreation leader. They play
games with young kids. Why don’t
you do that, too? We can work together.
Marla Well, I’m not very good with young children.
Pam Oh, sure you are, Marla. It’ll be a lot of fun.
B Juan writes an e-mail to his friend Mark. What might he do this year?
T.27
Complete the sentences with might or might not. Then listen and check.
Hi, Mark!
How are you? I’m fine. This year is going to be fun. I’m going to do some things at the
Teen Center. I’m not sure what I’ll do. I might take martial arts classes, or I
might learn how to edit a music video. I’d like to take ballroom dancing classes,
but I don’t have a partner. I’m shy, but I might ask another student to join me. I’d
like to ask Diana, but she’s really busy, so she might not have time.
Next week, I’m also going to be very busy – with school! I won’t have a lot of free time, so I
might not e-mail you. Anyway, have a great week.
–Juan
3. Listening
Listen to the conversations. Who might do the activities?
T.28
Who might not? Write might or might not for each student.
1. take cooking classes Amy might Sam might not
2. join the marching band José might not Anna might not
3. learn how to edit a music video Staci might John might not
4. learn how to make a scrapbook Felicia might not Laura might not
5. be a reporter Paul might James might not

After high school
Lesson
8
1. Language focus
A What are these students’ plans after high school? Match the first
T.29
sentence to the rest of the text. Then listen and practice.
Simon, 15, China Moira, 17, Ireland Andrea, 16, Argentina

I’ll travel for a couple of After high school, I’m going I won’t go to college right
months. ___ 2 3
to go to college. ___ 1
after high school. ___
1 2 3
I’m going to get a job and I’ll go with two friends. I’ll probably go to City
make some money. I might We’ll probably go to the U.S. College. I might study
get a job at an international and Canada first. If we have computer programming, or
hotel. I’ll probably have to time, we might backpack I might study history. I can’t
use my English. around Europe. decide.
B Study the chart. Then read the statements. Check (✓) D (definite plans)
T.30
or P (probable / possible plans). Then listen and check.
Definite plans with will and be going to / Probable plans with will probably /
Possible plans with might
I’ll travel for a couple of months. We’ll probably go to the U.S.
I’m going to go to college. I might study computer programming.
D P
1. Simon is going to take a trip. ✓
2. Simon will travel with friends. ✓
3. Simon will probably visit the U.S. ✓
4. Moira will go to college. ✓
5. Moira might study computer programming. ✓
6. Andrea will make some money. ✓
7. Andrea will probably use her English. ✓
8. Andrea might work at a hotel. ✓

Lesson
8 After high school

Nesta lição, comparam-se e praticam-se will, (be) going to, will probably e might para falar
de planos, e apresentam-se e praticam-se os verb phrases usados para falar de atividades
realizadas após a formatura na high school.
A gramática apresentada na Lesson 7 é revisada no Language focus a seguir.
1. Language focus
Neste exercício, contrastam-se e praticam-se planos definidos usando-se will e (be) going to,
planos prováveis usando-se will probably e planos possíveis usando-se might.
A T.29 • Atividade Opcional Leia os exemplos em voz alta, fazendo

• Chame a atenção dos alunos para as fotos e as frases e peça
que cubram os textos numerados. • Os alunos leem as instruções e as frases 1 a 8. Pergunte:
Todas as frases são sobre planos? (Sim.) Todos os planos
• Explique que Simon, Moira e Andrea estão conversando são definidos? (Não. Alguns são prováveis ou possíveis.) O
sobre seus planos para o futuro. Os alunos leem as frases que vocês devem fazer? (Se os planos forem definidos,
que estão abaixo das fotos. Pergunte: Who might talk about assinalar a coluna D. Se forem prováveis ou possíveis,
studying and careers? (Quem possivelmente falará sobre assinalar a coluna P.)
estudos e carreiras?) (Moira.) Who might talk about
countries and interesting places to visit? (Quem • Os alunos trabalham individualmente para assinalar as
possivelmente falará sobre países e lugares interessantes alternativas corretas.
para visitar?) (Simon.) What might Andrea talk about? • Toque o áudio. Os alunos ouvem e verificam suas respostas.
(Sobre o que Andrea possivelmente falará?) (What she’s
going to do between high school and college.) Transcrição do áudio
• Os alunos leem os textos e associam as primeiras frases ao A partir da página T-192.
restante dos textos.
• Verifique as respostas com a turma. Leia os planos futuros.
Os alunos respondem com D ou P.
para que digam quais palavras ou frases os ajudaram a
associar os textos às respectivas frases iniciais.
• Toque o áudio. Os alunos ouvem e repetem. Nota Cultural
Em 2005, quase 2.600.000 adolescentes
Transcrição do áudio matricularam-se como seniors (alunos do último ano
Mesmos textos do Livro do Aluno. da high school) nos Estados Unidos, e, desse número,
91,5% concluíram o curso. Dos alunos que se
formaram, 65,9% cursaram a universidade, em cursos
B T.30 de dois ou quatro anos de duração; 8,1% matricularam-
• Language Chart Os alunos estudam os exemplos do se em cursos técnicos e os outros 26% ou alistaram-se
quadro. Pergunte: Qual é a diferença entre os planos da nas forças armadas, começaram a trabalhar, foram
coluna da esquerda e os da direita? (Os planos da esquerda viajar ou ainda não decidiram o que fazer.
são definidos; os da direita são prováveis ou possíveis.)
• Chame a atenção deles para as palavras probable e possible.
Explique que probable significa que há boa chance de que
um plano ou fato aconteça; possible indica que é menos
provável.

C T.31 • Os alunos trabalham individualmente para completar o
diálogo.
• Os alunos leem as instruções e o diálogo.
• Eles localizam a frase que apresenta os planos possíveis ou
prováveis de Will. (I’m not sure.) Pergunte: What are his Transcrição do áudio
probable or possible plans? (Go to college, visit Spain.)
Pergunte: How does Diana plan to make some money?
(Help her mom with chores.) Is she sure her mom will pay? • Verifique as respostas com a turma. Convide voluntários
(No.) How do you know? (She says, “I hope so.”) para que leiam as frases que completaram.
• Atividade Opcional Os alunos praticam o diálogo em pares.
Antes de indicar aos alunos um
exercício, certifique-se de que eles entenderam o
conteúdo. Você pode fazer perguntas específicas,
dizendo frases para que eles respondam True ou False, Dica para o Professor
ou então simplesmente pedir que eles digam o que está A Parte C do Language focus desta
acontecendo no diálogo ou no texto. lição muda de enfoque várias vezes, passando do foco no
significado para o foco no tempo verbal (futuro) e vice-
versa. Nesses casos, ajude os alunos a decidir quando se
concentrar no significado e quando se concentrar no
• Pergunte: Que expressões vocês podem usar para planos
tempo verbal. As perguntas do professor sugeridas
prováveis ou possíveis? (Might, I’ll probably.) Como vocês
anteriormente servem a esse propósito.
sabem qual usar? (Se I aparecer antes de uma lacuna,
devemos usar might. Caso contrário, usamos I’ll probably.)
• Pergunte: Que expressões vocês devem usar para planos
definidos? (Will, going to.) Como vocês sabem qual usar?
(Se I ou you e uma forma do verbo be aparecerem antes de
uma lacuna, devemos usar going to. Caso contrário, usamos
will.)
2. Word power
Neste exercício, apresentam-se e praticam-se os verb phrases usados
para falar de possíveis planos dos alunos após a formatura na high school.
• Os alunos leem as instruções, os verb phrases do quadro e • Verifique as respostas com a turma. Escreva os três títulos
os títulos das colunas. Eles dizem quais palavras ou frases na lousa e convide voluntários para que venham à frente e
não entenderam. Explique-as, formando frases com elas ou escrevam um verb phrase abaixo de um dos títulos. Em
fazendo mímica. seguida, convide outros voluntários para que digam outros
• Os alunos trabalham individualmente para completar as verbs phrases que escreveram.
colunas.
3. Speaking
Neste exercício, pratica-se como falar de planos usando-se will, (be) going to, will
probably e might.
• Os alunos leem as instruções e o início das frases
1 a 6. Pergunte: Em quais frases o início indica planos Livro de Atividades
definidos? (1, 2, 5 e 6.) E em quais o início indica planos Indique os exercícios da página 13 do Livro de
prováveis ou possíveis? (3 e 4.) Atividades. (As respostas estão nas próprias páginas do
• Eles trabalham individualmente para completar as frases
com ideias do exercício 2 ou suas próprias.
• Divida os alunos em grupos de três para que compartilhem Atividades Extras de Gramática
as frases que completaram. Indique as atividades extras de gramática da
Lesson 8.
• Atividade Opcional Os alunos trabalham em grupos de
quatro ou cinco. Entregue seis tiras de papel para cada
aluno. Eles escrevem suas frases nas tiras, sem se
identificar. Um aluno recolhe todas as tiras e as mistura.
Eles se revezam para lê-las e, em seguida, tentam descobrir
quem do grupo escreveu cada uma delas.

C Will and Diana talk about their plans after high school.
T.31
Complete the conversation with will, (be) going to, I’ll probably,
or might. Then listen and check.
Will So, what are you going to do after high school?
Diana Well, first I’m going to take a long vacation.
Will Will you go to college someday?
Diana Yes, definitely. What are you going to do
after high school?
Will I’m not sure. I might go to college,
or I might visit Spain. So I’ll probably
take Spanish lessons.
Diana Great! I can help you with Spanish. How are
you going to pay for the lessons?
Will Well, my dad is very busy in his store.
I’ll probably help him. He’s going to
pay me.
Diana Great idea! I really need money, too. I’m
going to ask my mom if I can help
her with chores at home. She might
pay me. I hope so.
2. Word power
Write the verb phrases in the correct columns. Then write one more verb phrase
in each column. (The order of the answers may vary.)
get a job make money take English classes

go around the world see the U.S. take a trip to Europe
✓ go to college study computer programming work in an office
School Travel Work

go to college go around the world get a job
study computer programming see the U.S. make money
take English classes take a trip to Europe work in an office
(Answers will vary.) (Answers will vary.) (Answers will vary.)
3. Speaking
What are you going to do after high school? Complete the sentences with the verb
phrases from Exercise 2 or your own ideas. Then share your plans with three classmates.
1. I’m going to . 4. I’ll probably .
2. I’m not going to . 5. I’ll .
3. I might . 6. I won’t .

Read
A Read the Web site quickly. Check (✓) one thing the Web site does not talk about.
a flying car electricity from the sun newspapers
medicines ✓ virtual reality glasses
An Exciting Future
“First Flying Car Made,” say the newspaper terrible sicknesses? We probably will. Will
headlines! Do we have flying cars today? No, our homes use electricity from the sun and
we don’t. But in the future, that might be a wind? Yes, they will. And we won’t clean our
newspaper headline. However, we probably houses – robots
won’t have newspapers in the future. We’ll get will do this – and
all our news on video cell phones. cars won’t need
gas anymore.
So what will our world look like 10, 20, or
50 years from now? One Web site makes We don’t know
predictions about the future and writes these things for
articles about the future. Its prediction for sure. But one thing
August 23, 2025, reads: The first hotel on is certain . . . our
the moon finally opens. But predictions lives in the future
about the future are difficult. Will people will be different
go to the moon for their vacations? They from now. And
might. Will we find new medicines and cure that’s very exciting!
B T.32
Read the Web site slowly. Check your answer in Part A.
More Vocabulary
Practice?
C Circle the correct words to complete the sentences or the correct answers.
See page 122.
1. In the future we probably won’t have (newspapers / video cell phones /
new medicines).
2. A headline for 2025 predicts we will have (flying cars / terrible sicknesses /
hotels on the moon).
3. In the future our homes will get electricity from (the sun and wind /
the moon / robots).
4. In the future we won’t (drive our cars / clean our homes / use medicines).
5. Will our lives be different in the future? (Yes, probably. / No. Not at all. /
Yes, they will.)

Definite plan: (will)
(be going to)
Probable plan: (will probably)
Possible plan: (might)
• Convide voluntários para que venham à frente e escrevam uma frase que ilustre o uso das palavras
entre parênteses para falar de planos.
• Numa tira de papel, os alunos escrevem três frases, uma sobre um plano definido, uma sobre um
plano provável e outra sobre um plano possível. No outro lado da tira, devem escrever seus nomes.
• Recolha todas as tiras e as coloque em uma sacola. Convide voluntários para que peguem uma tira
e leiam as frases, sem dizer, porém, quem as escreveu. A turma tenta descobrir quem escreveu
essas frases.
Read
Neste exercício, pratica-se a leitura para identificar informações sobre o futuro.
A • Liste na lousa o novo vocabulário: flying (voador), headline

• Os alunos leem o título do web site e observam as fotos. (manchete), medicine (remédio), cure (verbo) (curar), gas
Pergunte: Do these photos show things happening in the (gasolina), certain (certo/a). Traduza ou explique os
future or now? (Estas fotos mostram fatos acontecendo no significados. (Flying: moving through the air, like a bird or a
futuro ou no presente?) (In the future.) plane; headline: the title of a newspaper article set in large
type; medicine: a drug used to treat an illness; cure [v.]: to
make you well; gas: gasoline used in cars to make them go;
Nota Cultural certain: sure to happen.) Como alternativa, peça aos alunos
A espaçonave da foto está sendo
desenvolvida por uma empresa chamada Virgin que usem o dicionário.
Galactic, pertencente ao empresário Richard Branson. • Os alunos leem o web site novamente.
Ele planeja ser a primeira pessoa a oferecer viagens
• Os alunos verificam sua resposta da Parte A em pares.
turísticas ao espaço. As primeiras espaçonaves,
Incentive um par de alunos a dizer a resposta. Peça ao par
entretanto, alcançarão somente a borda do espaço, ou
para ler o único item não mencionado no site.
seja, o limite entre a atmosfera terrestre e o espaço. Os
turistas não entrarão em órbita ao redor da Terra. Os • Atividade Opcional Toque o áudio. Os alunos ouvem e
voos terão a duração de cerca de 2.5 horas. No ponto acompanham a leitura.
mais alto, os turistas poderão vivenciar a gravidade
zero por cerca de seis minutos e poderão flutuar na Transcrição do áudio
cabine. Mesmo texto do web site do Livro do Aluno.

instruções e os cinco itens. Relembre os alunos que eles Caso haja tempo, os alunos fazem o exercício da página
122 do Livro do Aluno em sala de aula ou como lição de
devem ler com rapidez para encontrar as respostas e que
casa. (As respostas encontram-se na página 122 do Livro
não devem ler cada palavra cuidadosamente.
do Professor.)
• Os alunos trabalham individualmente para ler o web site
rapidamente e assinalam o único item não mencionado no
web site. Não verifique as respostas neste momento. C
B T.32 instruções e a primeira frase.
• Convide um voluntário para que leia as instruções em voz • Os alunos trabalham individualmente para circular as
alta. Relembre os alunos de que devem ler devagar e palavras corretas para completar as frases ou então, as
cuidadosamente, concentrando-se em obter o significado do respostas corretas.
texto inteiro. • Verifique as respostas com a turma. Convide voluntários
para que leiam em voz alta uma resposta cada um.

Listen
Neste exercício, os alunos ouvem para identificar ideias sobre como será o futuro.
A T.33 • Diga aos alunos que agora corrijam as falsas afirmações. Se

necessário, toque o áudio para ajudá-los.
• Chame a atenção dos alunos para as fotos. Pergunte: Who’s
in the photo? (Quem está nesta foto?) (A man and a robot.) • Toque o áudio mais uma vez. Os alunos ouvem e verificam
suas respostas.
• Diga aos alunos que eles ouvirão dois amigos, Rosa e Jeff,
conversando sobre como os robôs e os computadores • Verifique as respostas com a turma. Convide voluntários
tornarão nossas vidas diferentes no futuro. para que leiam em voz alta suas respostas.
• Os alunos leem a primeira afirmação e a resposta do

exemplo.
B
• Os alunos leem em voz alta as instruções e as perguntas.
escrever True ou False para cada afirmação. Diga-lhes que • Leia a primeira pergunta com a turma e incentive diversos
não corrijam as afirmações falsas neste momento. alunos a dizer as respostas. Diga aos alunos que não há
respostas certas ou erradas para esse exercício – eles estão
• Toque o áudio. Os alunos apenas ouvem. apenas expressando suas opiniões.
Transcrição do áudio • Os alunos trabalham individualmente para responder às
A partir da página T-192. perguntas e justificam suas respostas.
• Toque o áudio novamente. Os alunos ouvem e escrevem ou então; incentive voluntários a dizer suas opiniões.
True ou False.
• Verifique as respostas com a turma. Convide um voluntário
para que leia em voz alta suas respostas.
Write
Neste exercício, os alunos completam uma word web e escrevem um artigo sobre
suas previsões para o futuro.
A B
• Convide um voluntário para que leia em voz alta as • Convide um voluntário para que leia as instruções em voz
instruções. alta. Diga aos alunos que eles usarão a word web criada na
• Chame a atenção dos alunos para o exemplo de word web Parte A para ajudá-los a escrever sobre suas previsões para
sobre carros. Pergunte: What does this person predict about o futuro.
cars in the futuro? (O que esta pessoa prevê sobre os • Os alunos trabalham individualmente para escrever seus
carros no futuro?) Incentive os alunos a responder artigos.
baseando-se nas informações da word web. (They will fly; • Convide diversos voluntários para que leiam seus artigos
they won’t use gas; they won’t be very big; they will be made para a turma.
of plastic.) Ressalte que nas word webs os alunos devem
escrever apenas palavras ou expressões, não frases • Atividade Opcional Os alunos trabalham em grupos de
completas. quatro e leem os artigos uns dos outros. Em seguida, cada
grupo relata duas de suas previsões para a turma. Escreva-
• Os alunos trabalham individualmente para escolher um as na lousa. Peça à turma que classifique as previsões de 1 a
tópico e criam uma word web para esse tópico. 5, usando a seguinte escala: 1 = It won’t happen. 2 = It
• Atividade Opcional Os alunos comparam sua word web com probably won’t happen. 3 = It might happen. 4 = It probably
a de um colega que escolheu o mesmo tópico. will happen. 5 = It will happen.
Livro de Atividades

Computers will . . . Listen
A Rosa and Jeff talk about the future. Listen and write True or False.
T.33
Then correct the false statements.
1. Rosa wants to go to the movies with Jeff.
True.
2. Jeff and Rosa think that robots won’t do students’ homework
in the future. False. Jeff and Rosa think that robots will
do students’ homework in the future.
3. A magazine article says that computers won’t be amazing.
False. A magazine article says that computers will be amazing.
4. In the future computers will type what people are thinking.
True.
5. Someday people will connect computers to their brains.
True.
1. Would you like robots to do anything for you? What?
2. Do you think computers will be smarter than people?
3. Do you think computers will be able to type what we are thinking in the future?
4. Would you like to connect a computer to your brain?
Your turn Write

A What do you think the future will be like? Write clothes, computers, food,
houses, or schools to start a web about your own predictions. (Answers will vary.)
will fly won’t use gas
cars
won’t be will be made
very big of plastic
B Write an article about your future predictions. Use the web in Part A to help you.
In the future, . . .

UNIT 2 Review
Future with will and won’t Future probability with will probably / probably won’t
Robots will be very smart. I’ll probably drive a small car.
They’ll be powerful. I probably won’t ride a bicycle.
They won’t think for us. Future possibility with might / might not
Will robots have feelings?
I might work at Leo’s Drugstore this year.
Yes, they will. / No, they won’t.
I might not have much free time.
A Look at the pictures. Write sentences with the verb phrases in the box.
Use probably or might to make guesses about future probability.
drink the milk / drink orange juice go to the movie / go to a café

go out in those shoes / wear her other shoes ride his bike / walk to school
1. He won’t ride his bike. He’ll 2. They won’t drink the milk. They’ll probably /
probably walk to school. They might drink the orange juice.
3. They won’t go to the movie. They’ll 4. She won’t go out in those shoes. She’ll
probably / They might go to a café. probably / She might wear her other shoes.

UNIT 2 Review

Nestes quadros, resumem-se os principais pontos gramaticais
apresentados e praticados na Unit 2.
Future with will and won’t Future probability with will Future possibility with might /
probably / probably won't might not
• Chame a atenção dos alunos para os títulos da lousa.

• Convide voluntários para que deem exemplos de frases usando cada uma das estruturas. Escreva
exemplos apropriados nas partes corretas dos quadros.
• Livros abertos. Os alunos comparam os exemplos da lousa com os exemplos dos quadros. Pergunte
se todos os exemplos da lousa estão corretos. A turma sugere as correções necessárias.
• Chame a atenção dos alunos para as contrações I’ll e won’t. Peça a voluntários que digam quais são
as formas completas. (I will; will not.)
Observação: Os alunos podem fazer estes exercícios como lição de casa ou em sala. Eles devem fazê-
los com o mínimo de ajuda do professor. Se você optar por indicar os exercícios como lição de casa,
rapidamente revise em aula as instruções desses exercícios. Certifique-se de que os alunos entenderam
o que devem fazer. Verifique as respostas com a turma na aula seguinte. Se optar por fazer os exercícios
em aula, siga as instruções a seguir.
Exercício A
• Peça aos alunos que leiam as instruções e as frases do • Os alunos trabalham individualmente para escrever frases
exemplo. com os verb phrases do quadro e probably ou might para
• Chame a atenção dos alunos para as ilustrações. fazer adivinhações sobre probabilidades futuras.

Exercício B Theme Project
• Convide um voluntário para que leia em voz alta as • Caso haja tempo, indique a seção At Home do Theme
instruções, a pergunta e a resposta do exemplo. Project da Unit 2, na página 127 do Livro do Aluno.
• Os alunos trabalham individualmente para escrever Livro de Atividades

perguntas e respostas com will, usando as ilustrações do
• Indique o Check Yourself da Unit 2, na página 15 do Livro de
Exercício A.
• Verifique as respostas com a turma. Convide pares para que Livro de Atividades no Livro do Professor.)
leiam uma pergunta e uma resposta cada.
Language chart review • Indique as Extra Practice Worksheets da Unit 2, começando
na página T-143.
Neste quadro, resume-se a gramática adicional
apresentada e praticada na Unit 2. Extra Speaking Practice Worksheet
• Os alunos estudam os exemplos do quadro. • Indique a Extra Speaking Practice Worksheet da Unit 2, na
página T-169.
• Relembre os alunos de que usa-se will ou (be) going to para
falar sobre planos definidos no futuro. Probably indica um Arcade Activities
plano que não é definido, porém provável. Might indica um
plano que é possível e entre as três formas verbais, é o
www.cambridge.org/connectarcade
menos definido.
• Responda às perguntas que os alunos tenham. Learning Log
• Indique o Learning Log da Unit 2. Ele pode ser baixado da
Exercício C Connect Community no site:
• Peça aos alunos que leiam as instruções e o exemplo.
• Os alunos trabalham individualmente para associar as duas Quiz
partes das frases para completar o diálogo.
• Faça o Quiz da Unit 2, na página T-179.
Prova
Exercício D • Aplique o Unit 2 Test (Form A e/ou Form B). Ele pode ser
baixado da Connect Community no site:
• Peça aos alunos que leiam as instruções e o exemplo.
perguntas do Exercício C e as respondem com suas próprias
informações.
• Verifique as respostas com a turma. Convide diversos pares
de voluntários para que leiam em voz alta as perguntas e as
respostas.
Take another look!

• Convide um voluntário para ler as instruções.
• Os alunos trabalham individualmente para circular as
respostas corretas.
Conclusão Opcional da Unidade

• Caso tenham feito os exercícios de Review como lição
de casa, verifique as respostas com a turma.
• Os alunos observam as ilustrações do Exercício A
novamente. Convide-os para que apresentem ideias
adicionais sobre o que as pessoas will probably do
ou might do em cada situação. Por exemplo, no número
1: the boy might take the bus. Em seguida, os alunos
fazem e respondem a perguntas com will como no
Exercício B. (Will he take the bus? Yes, he will ou No,
he won’t.)
• Os alunos trabalham em pares para fazer e responder as
perguntas do Exercício C.
• Os alunos trabalham em pares para fazer e responder as
perguntas do Exercício D com suas informações.

B Look at the pictures in Part A again. Write questions with will.
Then answer the questions.
1. he / fix the bike 3. they / go to a café
Q: Will he fix the bike? Q: Will they go to a café?
A: Yes, he will. A: Yes, they will.
2. they / drink the milk 4. she / wear other shoes
Q: Will they drink the milk? Q: Will she wear other shoes?
A: No, they won’t. A: Yes, she will.

Definite plans with will and be going to / Probable plans with will probably /
Possible plans with might
I’ll study tomorrow night. I’m going to stay up late.
They’ll probably travel together.
We might spend a week in Rio.
C Match the two parts of each sentence to complete the conversation.

A What are you going to do c a. a lot of money.
B I’ll probably go e b. married at all.
A Do you think you’ll be d c. after high school?
B I don’t think I’ll make a d. rich and famous?
A At what age do you think you’ll get f e. to college to study medicine.
B I might not get b f. married?
D Write the questions from Part C. Then answer them with your
own information. (Answers will vary.)
1. Q: What are you going to do after high school?
A:
2. Q:
A:
3. Q:
A:
Take another look!

Circle the correct answers.
1. Which sentence means the same as “I might learn French”?
a. Maybe I’ll learn French. b. I’m going to learn French.
Time for the
2. Which sentence talks about definite plans? Theme Project?
a. I might not go swimming. b. I won’t go swimming. See page 127.

Weekend plans
Lesson
9
1. Word power
A Match each verb or verb phrase to its meaning. Then listen and practice.
T.34
1. amaze f a. think that something will happen
2. come back c b. travel around a place to learn about it
3. expect a c. return
4. explore b d. test something by using it
5. head for h e. leave the ground and start flying
6. rescue g f. surprise very much
7. take off e g. save someone in danger
8. try out d h. move toward a place
B Complete the description of each weekend event with a pair of

verbs or verb phrases in the box.
expect / try out head for / amaze

explore / rescue take off / come back
1 Go on a cave tour! 2 See a circus show!

You can spend an exciting hour here! You At 2:00 p.m., head for the Big City
can explore one of many caves. Circus Tent and see the Flying Vitale
You’ll probably see bats, and you might Family. They will amaze
UNIT 3 Plans
get lost. But don’t worry, you as they fly through

we’ll rescue you. the air on the trapeze.
Friday and Saturday Saturday and Sunday
9:00 a.m. – 10:00 p.m. 2:00 p.m. and 8:00 p.m.
Carl’s Caves Big City Circus Tent
3 Visit Futureland! 4 Drive go-carts!

Come to the grand You can expect an exciting ride
opening of Futureland. at Go-Carts Galore. First drive the latest
Try our newest virtual go-carts on our superfast track. After
reality ride – Rocket Ship. that, you can try out our
You’ll take off , three brand-new racing tracks.
visit the moon, and never Saturday
want to come back . 4:00 p.m. to 9:00 p.m.
Sunday Go-Carts Galore
9:00 a.m. – 11:00 p.m.
Futureland

Lesson
9 Weekend plans
Nesta lição, apresentam-se e praticam-se alguns verbos e verb phrases usados para
falar de atrações que acontecem no fim de semana e Would you like to. . .? quando
UNIT 3 Plans
usado para fazer convites.
1. Word power
Neste exercício, apresentam-se e praticam-se alguns verbos e verb phrases
usados para falar de atrações que acontecem no fim de semana.
A T.34 • Chame a atenção para a atração número 3. Pergunte:

What’s the name of the virtual reality ride? (Qual é o
• Dê tempo aos alunos para que leiam as instruções, os nome do passeio na realidade virtual?) (Rocket Ship.)
verbos, os verb phrases e as definições. What can you visit on this ride? (O que vocês podem
• Diga que eles irão associar cada verbo ou verb phrase visitar nesse passeio?) (The moon.)
da coluna da esquerda ao significado correspondente na • Chame a atenção dos alunos para a atração número 4.
coluna da direita. Pergunte: What’s interesting about the track? (O que é
• Os alunos trabalham individualmente para fazer a interessante nessa pista?) (It’s superfast.) How many
associação. new racing tracks are there? (Quantas pistas de corrida
novas há?) (Three.) How long can you stay on a
• Em pares, os alunos verificam suas respostas.
Saturday? (Por quanto tempo vocês podem ficar em um
• Verifique as respostas com a turma. Convide voluntários sábado?) (Five hours.)
para que leiam em voz alta suas respostas.
• Os alunos trabalham individualmente para completar
• Toque o áudio. Os alunos ouvem e repetem. cada um dos textos com dois verbos ou verb phrases do
quadro.
Transcrição do áudio • Verifique as respostas com a turma. Convide voluntários
A partir da página T-192. para que leiam as frases que completaram.
B quatro ou cinco para escrever a descrição de uma
• Os alunos leem o texto superficialmente, observam as atividade de fim de semana de que gostem, usando
ilustrações e dizem o que as atividades têm em comum. algumas palavras do quadro. Convide voluntários de
(Elas são engraçadas e acontecem no fim de semana.) cada um dos grupos para que leiam sua descrição em
voz alta. Faça uma votação para descobrir qual
• Explique que essas são algumas atividades de atividade seria a mais divertida para os alunos.
fim de semana preferidas dos adolescentes
norte-americanos. Peça-lhes que falem sobre as
atividades de fim de semana de que mais gostam.
Pergunte se alguém já participou de atividades como as
Nota Cultural
Atrações circenses geralmente são
descritas na Parte B do exercício. Eles se divertiram? negócios familiares. Uma das famílias circenses
Por quê? Por que não? mais famosas são os Flying Wallendas. Eles são
• Chame a atenção dos alunos para a atração número 1. artistas de corda-bamba (high-wire ou tightrope
Pergunte: How long does the tour take? (Quanto tempo artists). Karl Wallenda iniciou a atração em 1922 e
leva o passeio?) (An hour.) What will you probably see? fez performances por toda sua vida. Ele faleceu
(O que vocês provavelmente verão?) (Bats.) What might quando caiu da corda em 1978, aos 73 anos de
happen to you? (O que pode acontecer com vocês?) idade. Hoje, muitos dos netos de Karl dão Nesta unidade,
(You might get lost.) What happens if you get lost? (O continuidade à tradição dos Wallendas. Outro
apresenta-se o
que acontece caso vocês se percam?) (They’ll rescue grupo, The Flying Tabares Family, faz
performances no trapézio voador (flying trapeze). vocabulário
you.) Where’s the cave tour? (Onde é o passeio à
caverna?) (At Carl’s Caves.) Esse espetáculo foi criado por dois irmãos, Nelson usado para fazer
e Alberto Quiroga. Eles representam a quarta convites e
• Chame a atenção dos alunos para a atração número 2.
geração de artistas circenses na família e fazem pedidos, pedir
Pergunte: What’s the name of the trapeze act? (Qual é o
performances em um pequeno circo da Califórnia permissão, fazer
nome do espetáculo de trapézio?) (The Flying Vitale
chamado Circus Vargas. hipóteses sobre o
Family.) At what times can you see the trapeze act? (Em
quais horários vocês podem assistir ao espetáculo de futuro e
trapézio?) (At 2:00 p.m. and 8:00 p.m.) descrever planos
futuros.

2. Language focus
Neste exercício, apresenta-se e pratica-se como fazer convites com Would you like to. . .?
A T.35 B T.36
• Os alunos leem as instruções e observam as fotos. Pergunte: • Os alunos leem as instruções e o exemplo. Pergunte: Quais
What does Nina want to do? (O que Nina quer fazer?) (Go palavras da resposta indicam qual é a atração? (The
on the cave tour.) Flying Vitale Family.)
• Os alunos leem o diálogo. • Os alunos leem as respostas para os números 2 e 3 e
• Atividade Opcional Toque o áudio. Os alunos ouvem e localizam as palavras que indicam qual é a atração. (2. Fast
acompanham a leitura. and exciting things. 3. Try the Rocket Ship.)
• Os alunos trabalham individualmente para escrever os
Transcrição do áudio convites para os números 2 e 3. Relembre que eles devem
Mesmo diálogo do Livro do Aluno. usar duas expressões diferentes.
• Pergunte: Does Becky accept the invitation the first time
Nina asks? (Becky aceita o convite quando Nina a chama Transcrição do áudio
pela primeira vez?) (No.) Why not? (Por que não?) (She has
Mesmas perguntas e respostas do Livro do Aluno.
to babysit her little sister on Saturday morning.) Does she
accept when Nina invites her for Saturday afternoon? (Ela
aceita quando Nina a convida para o sábado à tarde?) (Yes.) C
What does Becky invite Nina to do? (O que Becky convida
• Os alunos trabalham individualmente para escrever frases
Nina a fazer?) (See the Flying Vitale Family.) When?
recusando os convites 2 e 3 da Parte B. Diga-lhes que usem
(Quando?) (On Sunday afternoon.) Does Nina accept?
expressões diferentes em cada uma delas.
(Nina aceita?) (Yes.)
• Verifique com a turma as respostas às Partes B e C do
exercício. Convide grupos de três voluntários para que
façam a interpretação de uma das situações: o voluntário 1
• Atividade Opcional Os alunos praticam em pares. faz o convite, o voluntário 2 o aceita, e o voluntário 3 o
• Language Chart Os alunos estudam os exemplos do recusa.
quadro. Chame a atenção deles para a parte superior do
quadro. Pergunte: Que tempo verbal usamos após Would
you like to. . .?: a simple form ou a -ing form? (A simple Dica para o Professor
form.) Quando um exercício tiver mais do
que uma parte, é proveitoso verificar as respostas para
• Chame a atenção para a parte inferior do quadro. Pergunte: duas ou mais partes juntas. Como aconteceu com as
Quantas formas de aceitação há? (Duas.) Como vocês Partes B e C acima, os alunos podem combinar o
poderiam combinar as palavras para formar mais dois conteúdo praticado nas duas partes para produzir
exemplos? (Yes, I’d like to. Sure, I’d love to.) Quais são as diálogos mais significativos e complexos.
expressões para recusar? (I’m sorry, but I can’t. I’d love to,
but I can’t.) Pergunte: A frase I have to babysit é uma
previsão ou uma razão? (É uma razão.)
3. Speaking
Neste exercício, pratica-se como estender convites com Would you like to. . .?
• Dê tempo para que os alunos pensem em três atividades
divertidas que gostariam de fazer no fim de semana. Livro de Atividades
Explique que eles devem escrever três convites, um para Indique os exercícios da página 16 do Livro de
cada atividade. Por exemplo: Would you like to go shopping Atividades. (As respostas estão nas próprias páginas do
on Sunday? Livro de Atividades no Livro do Professor.)
• Os alunos trabalham individualmente para escrever os
convites. Atividades Extras de Gramática
• Chame a atenção deles para o diálogo do exemplo. Peça a Indique as atividades extras de gramática da
voluntários que convidem colegas para suas atividades Lesson 9.
neste fim de semana; eles podem aceitar ou não o convite.
Aqueles que recusarem devem dar uma justificativa. Ao ter
seu convite recusado, os voluntários devem continuar a
convidar outros colegas até que algum deles o aceite.

2. Language focus Would you like to . . . ? for invitations
Would you like to go on a cave tour?
A Nina invites Becky to go on the cave tour.
T.35 Accepting: Yes, I’d love to.
Listen and practice.
Sure, I’d like to.
Nina Hi, Becky. Would you like to go on the Refusing: I’m sorry, but I can’t. I have to babysit.
cave tour with me on Saturday morning? I’d love to, but I can’t.
Becky Oh, Saturday morning? I’m sorry,
but I can’t. I have to babysit my little sister.
Nina Well, would you like to go in the afternoon instead?
Becky Sure, I’d like to. But, uh, there might be bats in the cave.
They’re scary.
Nina There are supposed to be bats in a cave! Come on, Becky.
It’ll be fun.
Becky Well, OK. Oh! I almost forgot. My family is going
to see the Flying Vitale Family on Sunday afternoon.
Would you like to go with us?
Nina Wow! Yes, I’d love to. We’re going to have a great
weekend. I can’t wait.
B Write invitations to the events in Exercise 1B. Use the responses as

T.36
clues. Then listen and check.
1. Would you like to see the circus show?
Yes, I’d love to. The Flying Vitale Family is amazing.
2. Would you like to drive go-carts?
Sure, I’d like to. I like fast and exciting things.
3. Would you like to visit Futureland?
Yes, I’d love to. I want to try the Rocket Ship.
C Now refuse invitations 2 and 3 in Part B. Use different expressions. (Answers will vary.)
1.
2.
3. Speaking
Invite classmates to do things with you this weekend. Write three
invitations. Then find a classmate who accepts each invitation. (Answers will vary.)
1.
2.
3.
You Would you like to go to a movie on Saturday afternoon?

Classmate 1 I’m sorry, but I can’t. I have to study for a test.
You Would you like to go to a movie on Saturday afternoon?
Classmate 2 Sure, I’d love to.
© Cambridge University Press 2015 Plans 31

10 Evening plans
Lesson
1. Language focus
A Matt asks his mom some favors. Listen and practice.
T.37
Matt Hey, Mom. Could you buy me a
new digital camera today? Mine is
broken, and Alex wants me to take
pictures at his party tonight.
Mrs. Hays No, I’m sorry. I can’t, Matt.
Matt Oh, Mom. Well, can I stay out
until 10:00?
Mrs. Hays Yes, all right. But be home at
10:00 sharp!
Matt OK. And, uh, can John sleep
over after the party?
Mrs. Hays Sure, that’s fine. But we have to
get up early, remember? We’re
going to go visit Aunt Becky.
Matt Oh, yes! I forgot. And, um, Mom,
could you lend me $15?
Mrs. Hays $15? No, I can’t. Sorry.
B Study the chart. Complete the questions with Can I or Could you.
T.38
Then listen and check.
Can / Could for permission and requests

Asking permission Making requests
Can I stay out until 10:00? Could you buy me a digital camera?
Yes, all right. / No, I’m sorry. No, I’m sorry. I can’t.
Can John sleep over? Could you lend me $15?
Sure, that’s fine. Yes, of course. / No, I can’t. Sorry.
Note: Young children often use can for both permission and requests.
Can may be used for requests, but it is less formal.
1. Can I borrow your favorite shirt?
2. Could you buy me a pet for my birthday?
3. Can I stay out late on Friday?
4. Could you clean my room, please?
5. Can I go to the movies this weekend? 12.07
6. Can I sleep over at Ken’s house tonight?
7. Could you make my bed?

Lesson
10 Evening plans
Nesta lição, apresenta-se e pratica-se Can / Could usados em permissões e em pedidos.
• Escreva na lousa os nomes de quatro filmes que estão em cartaz e quatro locais interessantes
para visitar.
• Peça aos alunos que escolham um filme e um local da lista.
• Explique que eles convidarão colegas para assistir ao filme ou visitar o local que escolheram.
Os colegas que escolheram o mesmo filme e local devem aceitar o convite. Caso contrário, devem recusá-lo
e apresentar uma desculpa.
• Convide três voluntários para que demonstrem a atividade.
A: Would you like to see Fast Cars?
B: I’m sorry, but I saw it yesterday.
A: Would you like to go to the video arcade?
C: Sure, I’d love to.
• Os alunos se revezam fazendo, aceitando ou recusando os convites.
1. Language focus
Neste exercício, apresenta-se e pratica-se Can / Could usados em permissões e em pedidos.
A T.37 B T.38
• Os alunos observam a ilustração e leem as instruções. • Language Chart Os alunos estudam os exemplos do
Pergunte: O que vocês devem ler e prestar atenção ao ouvir quadro. Chame a atenção deles para a coluna da esquerda.
o áudio? (A parte da mãe de Matt, quando ele lhe pede Pergunte: Qual palavra é usada para pedir permissão?
alguns favores.) (Can.) Explique que can não sofre modificações,
• Os alunos leem o diálogo. independentemente de qual seja o sujeito das frases.
Pergunte: Qual forma verbal é usada após o sujeito? (A
• Atividade Opcional Toque o áudio. Os alunos ouvem e forma simples.)
acompanham a leitura.
• Chame a atenção dos alunos para a coluna da direita.
Transcrição do áudio Pergunte: Qual palavra é usada para fazer pedidos?
(Could.) Explique que, como acontece com can, could não
sofre modificações independentemente do sujeito das
frases. Pergunte: Qual forma verbal é usada após o sujeito?
• Pergunte: Does Matt’s mother say yes to the first favor he
(A forma simples.)
asks? (A mãe de Matt diz sim para o primeiro favor que ele
pede?) (No.) What’s wrong with the digital camera? (O que • Chame a atenção para a observação (Note). Pergunte:
há de errado com a câmera digital?) (It’s broken.) What Quem geralmente usa can para permissões e pedidos?
time can Matt stay out until? (Até que horas Matt pode (Crianças pequenas.) Qual é mais informal, can ou could?
ficar fora?) (10:00.) Who are Matt and his mother going to (Can.)
visit? (Quem Matt e sua mãe irão visitar?) (Aunt Becky.) • Atividade Opcional Leia os exemplos em voz alta, fazendo
How much money does Matt want to borrow from his pausas para que os alunos repitam.
mother? (Quanto dinheiro Matt quer emprestar de sua
mãe?) ($15.) • Os alunos trabalham individualmente para completar as
perguntas.
• Os alunos leem novamente a parte de Matt no diálogo e
sublinham as quatro perguntas que ele faz para pedir • Toque o áudio. Os alunos ouvem e verificam suas respostas.
favores. (Could you buy me a new digital camera today?
Can I stay out until 10:00? Can John sleep over after the Transcrição do áudio
party? Could you lend me $15?) Mesmas perguntas do Livro do Aluno.
• Escreva na lousa Ask for Permission / Make a Request. • Verifique as respostas com a turma. Pergunte: Quais
Explique aos alunos que, quando você ask for permission, perguntas pedem permissão? (1, 3, 5 e 6). O que vocês
pede autorização para fazer algo. Quando você make a usaram para completá-las? (Can I.) E as outras? (Elas são
request, está pedindo um favor ou privilégio ou para que pedidos.) O que vocês usaram para completá-las? (Could
alguém faça algo. you.)
© Cambridge University Press 2015 Plans T-32

C pesquisa.) O que vocês devem fazer em seguida? (Escrever
na coluna Points os pontos para cada resposta e em
• Os alunos leem as instruções e as perguntas da pesquisa. seguida, somá-los. Depois, os alunos devem verificar os
Pergunte: Quais perguntas pedem permissão e quais são resultados na parte inferior da pesquisa.)
pedidos? (1, 2, 3, 4, 6 e 7 pedem permissão; 5 e 8 são
pedidos.) O que vocês podem descobrir com essa pesquisa? • Os alunos trabalham individualmente para responder à
(Se seus pais são easygoing, average ou strict.) O que vocês pesquisa.
devem escrever primeiro? (Escrever na coluna Response as • Para encerrar, verifique se a maioria dos pais é easygoing
respostas que seus pais dariam a cada pergunta.) Vocês (tranquila, de fácil relacionamento), average (na média) ou
podem escrever alguma resposta? (Não. Vocês devem strict (severa), pedindo que levantem a mão para cada uma
escolher uma das quatro respostas da parte superior da das categorias.
2. Pronunciation Could you

Neste exercício, pratica-se a forma reduzida de Could you.
A T.39 B
• Relembre que os norte-americanos geralmente pronunciam • Dê tempo para que os alunos pratiquem as perguntas do
duas palavras como se fosse uma só. Em conversas Exercício 1B e 1C nas páginas 32-33, certificando-se de que
informais, a pronúncia de could you soa como “couldja”. usem a forma reduzida de Could you.
• Toque o áudio. Os alunos ouvem, prestando atenção • Convide voluntários para que digam uma das perguntas que
especial à pronúncia de Could you. praticaram, usando a forma reduzida de Could you.
• Atividade Opcional Antes de prosseguir para a Parte B, diga
Transcrição do áudio algumas perguntas dos Exercícios 1B e 1C. Use a forma
Mesmas perguntas do Livro do Aluno. completa para algumas e a forma reduzida para outras. Os
alunos levantam a mão direita ao ouvir a forma reduzida e a
• Toque o áudio novamente. Os alunos ouvem e repetem. esquerda ao ouvir a forma completa.
3. Listening
Neste exercício, os alunos ouvem o áudio em que adolescentes pedem permissão e fazem pedidos.
A T.40 • Toque o áudio. Os alunos ouvem e escrevem Yes ou No ao

lado dos números.
• Os alunos leem as instruções. Pergunte: What are you going
to listen to? (O que vocês ouvirão?) (Some teens talking to Transcrição do áudio
their parents.) How many conversations are there?
Mesma transcrição da Parte A.
(Quantos diálogos há?) (Four.) What should you do? (O que
vocês devem fazer?) (Decide whether the teens are asking • Verifique com a turma as respostas às Partes A e B. Toque o
for permission or making requests.) áudio mais uma vez, fazendo uma pausa após o primeiro
• Toque o áudio. Os alunos apenas ouvem. diálogo. Pergunte: Is the girl asking for permission or
making a request? (A garota está pedindo permissão ou
Transcrição do áudio fazendo um pedido?) (Asking for permission.) What does
A partir da página T-192. she want to do? (O que ela quer fazer?) (Have her friend
sleep over.) Does her mother say yes or no? (A mãe dela diz
• Toque o áudio novamente. Os alunos ouvem e assinalam as sim ou não?) (She says “Yes.”) Why? (Por quê?) (She thinks
alternativas corretas. it’s a great idea, and they can all watch some movies
together.) Faça a mesma coisa com os outros diálogos.
suas respostas.
Livro de Atividades
B T.41 Atividades. (As respostas estão nas próprias páginas do
• Diga aos alunos que você tocará o áudio novamente para Livro de Atividades no Livro do Professor.)
que escrevam Yes ou No ao lado dos números 1 a 4, de
acordo com o que ouvirem nos diálogos.
Lesson 10.

C Read the survey. Which of the four responses would your parents
give to each question? Complete the chart. Then total the points.
Are your parents easygoing, average, or strict? (Answers will vary.)
Yes, of course. Maybe. Let me No. I’m sorry. Absolutely not.

(1 point) think about it. (3 points) (4 points)
(2 points)
Response Points
1. Can I have a party at home this weekend?
2. Can I watch TV tonight?
3. Can I use your new tablet?
4. Can I go downtown with my friends now?
5. Could you help me with my homework?
6. Can I stay out until midnight tomorrow?
7. Can I buy an electric guitar?
8. Could you lend me $20?
Total points:
My parents are easygoing (8–16 points) average (17–24 points) strict (25–32 points)
2. Pronunciation Could you

A Listen. Notice how Could you is reduced in conversation.
T.39
Could you close the door, please? Could you lend me some money?
Could you help me? Could you bring me some water, please?
B Now practice the Could you questions in Exercises 1B and 1C.
3. Listening
A Some teens talk to their parents. Are they asking permission
T.40
or making requests? Listen and check (✓) Permission or Request.
Permission Request
1. ✓
2. ✓
3. ✓
4. ✓
B Listen again. Do their parents say yes or no? Write Yes or No.

T.41
1. Yes 2. Yes 3. No 4. Yes

Mini-review
Lessons
9 & 10
1. Language check
A Match the questions to the correct responses.
1. Would you like to go out to eat? c a. Yes, all right. But be back by 9:00.
2. Could you help me make dinner? d b. Sure. What’s the phone number?
3. Would you like to play chess? e c. I’m sorry, but I can’t. I just ate.
4. Can I go to the mall tonight? a d. Yes. I’ll cut the vegetables.
5. Could you order a pizza? b e. I’d love to, but I can’t. I don’t know
how to play.
B Write questions. Use the verb phrases in the box and Would you like to, Can I, or Could you.
borrow your bike go shopping at the mall help me with this math problem
come to my party have a cookie lend me your skateboard
1. Q: Can I borrow your bike?

A: Yes, of course. But give it back to me tomorrow.
2. Q: Could you lend me your skateboard?
A: Absolutely not. I want to go skateboarding today.
3. Q: Would you like to come to my party?
A: Thanks. I’d love to come. Do you want me to bring anything?
4. Q: Could you help me with this math problem?
A: Sure. Show it to me.
5. Q: Would you like to go shopping at the mall?
A: No, I can’t. Sorry. I have to finish my homework.
6. Q: Would you like to have a cookie?
A: I’d love to. They look delicious.
C Read the invitations. Accept or refuse each one.

Use a different answer each time. (Answers will vary.)
1. Q: Would you like to study English with me tonight?
A:
2. Q: Would you like to go swimming with me on Saturday?
A:
3. Q: Would you like to go to the movies this weekend?
A:
4. Q: Would you like to run in the park with me tomorrow?
A:

Lessons
9 & 10 Mini-review
1. Language check
A C
• Os alunos leem as instruções, as perguntas e as respostas. • Os alunos leem as instruções. Pergunte: Vocês devem
Pergunte: Which of the questions are invitations? (Quais aceitar todos os convites? (Não. Devemos recusar alguns
perguntas são convites?) (1 and 3.) Which one asks for deles.) Vocês podem usar a mesma resposta todas as
permission? (Quais pedem permissão?) (4.) What are vezes? (Não. Devemos usar respostas diferentes a cada vez.)
questions 2 and 5? (E o que são as perguntas 2 e 5?)
(Requests.)
respostas para cada um dos convites.
• Os alunos trabalham individualmente para associar as
perguntas às respostas corretas.
para que leiam suas respostas em voz alta.
• Verifique as respostas com a turma. Convide pares de
• Atividade Opcional Os alunos trabalham em pares. Eles
voluntários para que leiam uma pergunta e a resposta
escolhem um dos itens do exercício e estendem o diálogo.
correta.
Por exemplo:
B A: Would you like to go swimming with me on Saturday?

• Os alunos leem as instruções e a pergunta do exemplo. B: I’d like to, but I can’t. I have to visit my grandmother.
Pergunte: O que vocês devem fazer? (Escrever perguntas A: Well, can you go on Sunday?
usando os verb phrases do quadro.) O que vocês devem
B: Yes, I can.
usar quando a pergunta for um convite? (Would you like
to.) E quando for um pedido? (Could you.) Para que A: Great! Let’s meet at one o’clock.
devemos usar Can I? (Para permissões.)
• Os alunos leem a resposta à pergunta 2. Pergunte: A pessoa
que está fazendo a pergunta está oferecendo ou pedindo
algo emprestado? (Pedindo algo emprestado.) O que a
pessoa quer tomar emprestado? (Um skateboard.) Siga o
mesmo procedimento para o restante das respostas.
perguntas.
voluntários para que leiam em voz alta um conjunto de
pergunta e resposta.

D • Verifique as respostas com a turma.
• Convide um voluntário para que leia em voz alta as • Atividade Opcional Em pares, os alunos praticam perguntas
instruções e a primeira situação. Pergunte: Vocês irão fazer e respostas. Em seguida, cada par cria um diálogo original e
um pedido ou pedir permissão? (Pedir permissão.) o apresenta para a turma. A turma deve dizer se o diálogo é
um pedido ou pede permissão.
• Peça a dois alunos para que leiam o diálogo do exemplo.
Incentive os alunos a notar que usamos Can I porque a
pessoa está pedindo permissão.
perguntas e as respostas. Ressalte que as respostas podem
variar. Por exemplo, para responder que não, os alunos
podem dizer No, I’m sorry . . . ou Absolutely not!
2. Listening
A T.42 • Atividade Opcional Para a Parte B deste listening, convide
os alunos a escrever as respostas às perguntas 2-4 a lápis
• Os alunos leem as instruções. antes de tocar o áudio. Em seguida, os alunos ouvem e
• Chame a atenção dos alunos para o quadro e a resposta do verificam suas respostas.
exemplo. Toque o primeiro diálogo. Pergunte: What does
Junko ask David? (O que Junko pergunta a David?) (If he Transcrição do áudio
can go to the museum tomorrow night.) Does David accept Mesma transcrição da Parte A.
the invitation? (David aceita o convite?) (No.) Why not?
(Por que não?) (He has a lot of homework to do.)
Livro de Atividades
• Toque o restante do áudio. Os alunos apenas ouvem.
• Toque o áudio novamente. Os alunos ouvem e assinalam as Game

alternativas corretas. Caso haja tempo, indique o jogo da página 116 do Livro
do Aluno.
suas respostas.
B T.43
• Os alunos leem as instruções e o exemplo.
• Toque o áudio novamente. Os alunos ouvem e escrevem
respostas curtas.
• Verifique as respostas das Partes A e B com a turma.

D Write conversations for these situations. (Answers may vary.)
1. You ask your father for permission to go hiking on Saturday.
Your father says yes, and to have a good time.
Q: Can I go hiking on Saturday?
A: Sure, that’s fine. Have a good time.
2. You ask your mother for permission to go to your friend Angelo’s
house after school. She says no because you have to practice
for your piano lesson.
Q: Can I go to Angelo’s house after school?
A: No, I’m sorry. You have to practice for your piano lesson.
3. You ask a friend to help you with your math homework. Your friend
says yes and suggests going to the library.
Q: Could you help me with my math homework?
A: Yes, of course. Let’s go to the library.
4. You ask a friend to lend you his bike. He says no because his
bike is broken.
Q: Could you lend me your bike?
A: No, I’m sorry. I can’t. My bike is broken.
2. Listening
A Listen to the conversations. Are the people in the conversations offering
T.42
an invitation, asking permission, or making a request? Check (✓) the
correct answers.
Invitation Permission Request
1. ✓
2. ✓
3. ✓
4. ✓
B Listen again and answer the questions.

T.43
1. Can David go to the museum? 3. Will Sally clean Alex’s room?
No, he can’t. Yes, she will.
2. Does Billy have to take the history test 4. Would Miranda like to go
today? white-water rafting?
Yes, he does. Yes, she would.
Time for a Game?
See page 116.

11 Making plans
Lesson
1. Language focus if with will / will probably / won’t / might

A Pedro and Juan make plans for the next day. If the weather is nice, I’ll ride in the park.
T.44
Listen and practice. If it doesn’t rain, we’ll probably go to
Pedro So, Juan, what are you going
the beach.
to do tomorrow? We might go to the movies if it rains.
Juan I really want to go for a ride on my I won’t ride my bike if it rains.
new bike. If the weather is nice,
I’ll ride in the park. How about
you? Do you have any plans?
Pedro I’m going to hang out with my
cousin, David.
Juan What are you and David going to do?
Pedro Well, I’m not sure. It depends
on the weather. If it doesn’t rain,
we’ll probably go to the beach.
Juan And if it rains?
Pedro We might go to the movies if it
rains. Would you like to join us?
Juan I’d love to. I won’t ride my bike
if it rains.
Pedro Good. But I hope it’s sunny. I
really want to go to the beach.
B Complete the sentences with the correct forms of the verbs.

T.45
1. If the Larsons don’t go (not go) to the concert, they ’ll probably stay
(probably stay) home.
2. If it rains (rain) on the weekend, Kelly won’t play (not play) tennis.
3. I’ll be (I / be) in the library if you need (need) my help.
4. If Nick runs (run), he might not be (might / not be) late for class.
5. We might eat (might / eat) at an outdoor café if it ‘s (be) sunny on
Sunday.
6. If I don’t have (not have) extra money, I won’t buy (not buy) your ticket.
7. If we don’t have (not have) time tonight, we ‘ll do (do) it tomorrow.
8. They probably won’t walk (probably / not walk) to school if it
isn’t (not be) warm.

Lesson
11 Making plans
Nesta lição, apresentam-se e praticam-se if com will / will probably / won’t / might e os verb
phrases usados para falar de atividades realizadas em dias ensolarados ou chuvosos.
A: Can I borrow your blue shirt for the party tonight?
B: Sure. That’s fine.
A: Could you clean my shoes for the party?
B: No, I can’t. I’m busy.
• Os alunos trabalham em pares para praticar como pedir permissão e como fazer pedidos, de
acordo com o exemplo.
1. Language focus
Neste exercício, apresentam-se e praticam-se if com will / will probably /
won’t / might.
A T.44 B T.45
• Os alunos leem as instruções e observam a foto. • Os alunos leem as instruções e os exemplos.
• Dê tempo para que leiam o diálogo. • Os alunos trabalham individualmente para completar as
• Atividade Opcional Toque o áudio. Os alunos ouvem e frases com a forma correta dos verbos entre parênteses.
acompanham a leitura. • Os alunos trabalham em pares para verificar suas respostas.
Mesmo diálogo do Livro do Aluno. Transcrição do áudio
• Pergunte: What do Pedro’s and Juan’s plans depend on?
(The weather.) What will Juan do if the weather is nice? • Verifique as respostas com a turma. Divida a lousa em duas
(He’ll ride his bike in the park.) Will he ride his bike if it partes. Convide pares de voluntários para que venham à
rains? (No.) What will Pedro and David do if it doesn’t frente e escrevam as frases que completaram. O primeiro
rain? (They’ll probably go to the beach.) Will they go to the par deve escrever as frases 1 e 2 em uma parte, o segundo,
beach if it rains? (No, they won’t.) Is Pedro sure what as frases 3 e 4 na outra, e assim por diante. No final, discuta
they’ll do if it rains? (No.) Where might they go? (They com a turma se elas estão corretas ou não.
might go to the movies.) Will Juan go with them if they go
to the movies? (Yes.)
• Toque o áudio, ou então leia o diálogo em voz alta. Os Dica para o Professor
alunos ouvem e repetem. Para praticar estruturas de frases
mais complexas, você pode escrever as respostas na
lousa. Apesar de levar mais tempo, é uma forma útil de
• Language Chart Os alunos estudam os exemplos do revisar o Language focus. Para poupar tempo, peça a
quadro. Chame a atenção deles para o primeiro exemplo. pares ou grupos de três alunos que escrevam na lousa,
Pergunte: Quem disse essa frase no diálogo? (Juan.) Qual é simultaneamente, como sugerimos acima.
a condição para que ele ande de bicicleta no parque? (Que
o tempo esteja bom.) Na frase, a condição aparece após if
ou após I’ll? (Após if .) Siga o mesmo procedimento para os
outros três exemplos. Em seguida, pergunte: Que parte da
frase sempre está no simple present: a oração com if ou a
outra oração? (A oração com if .) Sempre há vírgula no
meio da frase que contém a oração com if? (Não. Somente
quando a oração que contém if estiver no início.)

2. Word power
Neste exercício, apresentam-se e praticam-se os verb phrases usados para falar de
atividades realizadas em dias ensolarados ou chuvosos.
A B
• Relembre os alunos que na Lesson 8 eles praticaram alguns • Os alunos leem as instruções e as partes iniciais e finais das
verb phrases usados para falar de planos a longo prazo. frases. Pergunte: As partes iniciais ou finais das frases
Convide voluntários para que digam qualquer verb phrase indicam o que acontecerá, provavelmente acontecerá, não
de que se lembrem dessa lição. (Get a job, go around the acontecerá ou talvez aconteça, ou elas descrevem
world, go to college, make money, see the U.S., study condições? (Elas descrevem condições.) Então, o que está
computer programming, take English classes, take a trip to faltando em cada frase? (O que acontecerá, provavelmente
Europe, work in an office.) Explique que, nesta lição, eles acontecerá, não acontecerá ou talvez aconteça.)
irão praticar alguns verb phrases usados para falar de • Os alunos trabalham individualmente para completar as
planos a curto prazo. frases com ideias da Parte A ou com as suas próprias.
• Peça-lhes que leiam as instruções, os verb phrases do • Verifique as respostas com a turma. Convide voluntários
quadro e os títulos das colunas. para que leiam em voz alta uma de suas frases para a turma.
• Os alunos dizem quais palavras ou expressões não
entenderam. Explique-as, formando frases com elas ou
fazendo mímica.
• Eles trabalham individualmente para escrever cada verb
phrase na coluna correta.
• Verifique as respostas com a turma. Escreva na lousa os
dois títulos das colunas e convide voluntários para que
venham à frente e escrevam cada verb phrase na coluna
correta. Em seguida, convide outros voluntários para que
digam um verb phrase adicional que tenham escrito.

Revisões constantes são essenciais
para que o aprendizado do vocabulário seja bem-
sucedido. Revise o vocabulário sempre que possível,
mesmo que isso se limite a estimular os alunos a
relembrar palavras que já conhecem, como sugerimos
anteriormente.
3. Speaking
Neste exercício, pratica-se if com will / will probably / won’t / might.
• Os alunos leem as instruções e os diálogos dos exemplos. • Os alunos fazem a atividade.
Pergunte: O que vocês devem fazer? (Usar as frases do • Para encerrar, convide voluntários para que
Exercício 2B para encontrar colegas com os mesmos contem à turma o que descobriram. Demonstre
planos.) a atividade. Diga: If it doesn’t rain, Laura and I will walk
• Convide dois voluntários para que venham à frente e our dogs in the park. Ou Laura and I will walk our dogs in
demonstrem a atividade com você. Faça a pergunta do the park if it doesn’t rain.
exemplo e peça aos voluntários que leiam as respostas dos
colegas. Livro de Atividades
• Atividade Opcional Convide três voluntários para que Indique os exercícios da página 19 do Livro de
demonstrem a atividade novamente. Atividades. (As respostas estão nas próprias páginas do
• Explique como você quer que os alunos façam a atividade.
Eles podem circular pela sala de aula e falar com colegas
diferentes, ou então permanecer sentados e falar somente Atividades Extras de Gramática
com os colegas próximos a eles. Explique que, ao encontrar Indique as atividades extras de gramática da
um colega com o mesmo plano, eles devem escrever o Lesson 11.
nome desse colega ao lado da frase correspondente do
Exercício 2B.

2. Word power
A Which activities are good for a sunny day? Which are good

for a rainy day? Write the verb phrases in the correct columns.
Then write one more verb phrase in each column.
✓ play computer games watch TV

fly a kite go biking
have a barbecue clean my room
go to an outdoor concert visit a museum
Activities for a sunny day Activities for a rainy day

fly a kite
___________________________ play computer games
___________________________
have a barbecue
___________________________ watch TV
___________________________
go to an outdoor concert
___________________________ clean my room
___________________________
go biking
___________________________ visit a museum
___________________________
___________________________ (Answers will vary.)
___________________________
B Imagine you have a free day tomorrow. What will you do?
Complete the sentences with ideas from Part A or your own ideas. (Answers will vary.)
1. If it doesn’t rain tomorrow, .
2. If I go downtown on Saturday, .
3. if it rains in the morning.
4. If I have some extra money, .
5. if we don’t have any homework today.
6. If I stay home, .
7. If I’m not tired tonight, .
8. if my friend isn’t busy tomorrow.
3. Speaking
Look at Exercise 2B. What are your plans for your free day?
Find a classmate who has the same plans as you.
You If it doesn’t rain, You If it doesn’t rain,
I’ll go to the beach. I’ll go to the beach.
How about you? How about you?
Classmate 1 If it doesn’t rain, Classmate 2 If it doesn’t rain,
I might play volleyball. I’ll go to the beach, too.

12 Vacation plans
Lesson
1. Language focus Clauses of time with before / while / after

A Jessica is going on vacation. Read her e-mail Before I go, I have a lot to do.
T.46
message to Will. Then listen and practice.
While I’m in Hawaii, I’m going to have fun.
I’m going to go to the beach while I’m there.
Let’s get together after I get back.
Hi, Will!
I’m so excited. I’m going to Hawaii

tomorrow. Can you believe it?
Before I go, I have a lot to do. I have to finish my book

report before I go! It’s OK, because while I’m in Hawaii,
I’m going to have fun. There are so many things to
do on the island of Oahu. I’m going to go to the beach
with my cousin while I’m there. She’ll probably take
me sightseeing, too. And we’ll snorkel at Hanauma Bay
after I buy some snorkel gear.
I hope you have a great vacation. Let’s

get together after I get back.
Take care!
Jessica
B Match the two parts of each sentence. Then listen and check.

T.47
1. Before I leave, d a. after I get back.
2. I’m going to pack my bags e b. while I’m there.
3. While I’m there, c c. I’ll probably take surfing lessons.
4. I’ll take lots of pictures b d. I might stop by to say good-bye.
5. I’ll call you a e. before I go to bed tonight.
C Imagine you are going on vacation. Complete the sentences with

your own information. (Answers will vary.)
1. Before I leave, I might .
2. I’ll before I leave.
3. I’ll probably while I’m there.
4. While I’m there, I’m going to .
5. I might after I get back.

Lesson
12 Vacation plans
Nesta lição, apresentam-se e praticam-se as clauses of time (orações temporais) com
before / while / after.
A: If the weather is nice, I’ll go to the park.
B: If I go to the park, I’ll probably meet my friend David.
C: If I meet my friend David, we might play a game of tennis.
D: If we play a game of tennis, I won’t win!
• Proponha um Chain Game. Use os exemplos da lousa para demonstrar o jogo.
• Outras possibilidades para começar o jogo: If it rains / If I have a party for my birthday / If I get
good grades.
1. Language focus
Neste exercício, apresentam-se e praticam-se as clauses of time com before / while / after.
A T.46 • Convide voluntários para que venham à frente e escrevam

as palavras after, before e while no lugar correto da linha do
• Os alunos leem as instruções e observam as fotos. Pergunte: tempo. Ela deve ficar assim:
Where do you think this beach is? (Respostas variadas.)
Estimule-os a descobrir, ou explique o significado de snorkel
(esporte no qual mergulhadores usam máscara com
BEFORE X X WHILE AFTER
respiradouro) e snorkel gear (equipamento para esse tipo de Jessica arrives Jessica goes
esporte). Diga: Imagine you’re about to go on vacation to in Hawaii. back home.
this place. You send an e-mail message to a friend before
you leave. What would you tell your friend? (Respostas
variadas.)
• Dê tempo para que leiam o e-mail. B T.47
• Atividade Opcional Toque o áudio. Os alunos ouvem e • Peça aos alunos que leiam as instruções e o exemplo.
• Eles trabalham individualmente para associar as duas
Transcrição do áudio partes das frases.
Mesmo e-mail do Livro do Aluno. • Toque o áudio. Os alunos ouvem e verificam suas respostas.
• Pergunte: Does Jessica mention any of the things you Transcrição do áudio
suggested? (Respostas variadas.) Where’s Jessica going to Mesmas frases do Livro do Aluno.
spend her vacation? (Hawaii.) Does she have a lot to do
before she goes? (Yes.) What does she have to do? (Finish • Verfique as respostas com a turma. Convide voluntários
her book report.) Who’s she going to get together with after para que leiam em voz alta suas frases.
she gets back? (Will.)
• Toque o áudio, ou então leia as frases em voz alta. Os alunos C
ouvem e repetem. • Os alunos leem as instruções. Explique que eles devem
• Language Chart Os alunos estudam os exemplos do imaginar que estão escolhendo um destino qualquer para
quadro. Pergunte: Onde fica a oração com while, na sair de férias.
primeira ou na segunda parte da frase? (Em qualquer • Eles trabalham individualmente para completar as frases
posição.) Quando precisamos acrescentar uma vírgula? com suas próprias informações.
(Quando while está no início da frase.) Explique que muitas
• Convide voluntários para que compartilhem suas frases
orações com before e after aparecem na primeira ou na
com a turma. Após a leitura de cada uma delas, peça aos
segunda parte da frase. Por exemplo, I have a lot to do
alunos que as completaram da mesma forma que levantem a
before I go.
mão.
• Faça uma linha do tempo na lousa.
BEFORE X X WHILE AFTER
Jessica arrives Jessica goes
in Hawaii. back home.

2. Listening
Neste exercício, os alunos ouvem o áudio para identificar informações sobre as
atividades relacionadas aos planos de férias de uma adolescente.
• Diga aos alunos que eles ouvirão Carla e Jessica conversar
sobre os planos de férias de Carla em Disney World. Eles • Toque o áudio mais uma vez. Os alunos ouvem e verificam
devem ouvir e assinalar quando Carla fará cada uma das suas respostas.
atividades. • Verifique as respostas com a turma. Leia os itens. Os alunos
• Toque o áudio. Os alunos apenas ouvem. respondem com before she leaves, while she’s there ou after
she gets home.
3. Speaking
Neste exercício, praticam-se as clauses of time com before / while / after.
A Nota Cultural Enquanto a maioria dos estudantes norte-
• Chame a atenção dos alunos para as fotos; peça que americanos têm dois meses de férias escolares durante o
escolham uma das atividades turísticas e completem a frase ano, no verão, seus pais conseguem apenas duas ou três
I’m going to take. . . com o nome da atividade. semanas de férias por ano no trabalho. Por isso, as
• Chame a atenção para as colunas abaixo de What are you famílias geralmente planejam férias de apenas uma
going to do. . .? e peça para que os alunos leiam os títulos semana ou pouco mais. Alguns destinos turísticos
delas. preferidos são Orlando, na Flórida (para visitar parque
temáticos, como Disney World, Universal Studios ou Sea
• Dê tempo para que pensem sobre o que poderão fazer em
World); Branson, em Missouri (onde músicos e cantores
cada período de tempo dos títulos: before they leave, when
famosos apresentam-se nos trinta teatros da cidade); Las
they arrive e assim por diante. Eles devem fazer anotações
Vegas, em Nevada (para se hospedar em um dos muitos
no quadro, usando verb phrases, sem usar frases completas.
hotéis da cidade, como o que imita uma pirâmide egípcia
B ou o que tem no topo do edifício uma montanha-russa);
Los Angeles, na Califórnia (para ver onde são produzidos
• Os alunos conversam com os colegas sobre seus planos de famosos programas de TV e onde moram as estrelas); ou
viagem, como no balão de diálogo. a cidade de Nova Iorque (para visitar museus e ver
• Para encerrar, convide voluntários para que digam à turma shows da Broadway.).
os planos de viagem dos colegas. Por exemplo: Lisa is
going to take a cruise. Before she leaves, she's going to buy
sunscreen.
Livro de Atividades
Dica para o Professor Indique os exercícios da página 20 do Livro de
A Parte A do exercício de Speaking Atividades. (As respostas estão nas próprias páginas do
ajuda os alunos a fazer um brainstorm para conversar Livro de Atividades no Livro do Professor.)
na Parte B. O objetivo é garantir que eles tenham
elementos suficientes para o diálogo quando chegar o
momento. É importante que eles percebam o objetivo Atividades Extras de Gramática
desse estágio preparatório. Caso contrário, podem Indique as atividades extras de gramática da
chegar à conclusão de que na Parte A meramente se Lesson 12.
escrevem frases e na Parte B faz-se uma verificação
simplesmente lendo as frases que escreveram em voz
alta.

2. Listening

Carla is going on vacation to Disney World with her family. When will
T.48
she do these things? Listen and check (✓) the correct columns.
Before she leaves While she’s there After she gets home
1. buy a camera
2. go shopping ✓
3. get a haircut ✓
4. read a travel book ✓
5. write postcards ✓
6. call her friend ✓
3. Speaking
A Choose one of the vacations below. Then complete the chart. (Answers will vary.)
a beach vacation a cruise a country tour a ski vacation
I’m going to take .
What are you going to do . . . ?
before you leave when you arrive while you are there
__________________________ __________________________ _________________________
__________________________ __________________________ _________________________
if the weather is bad after you get home

___________________________ ___________________________
___________________________ ___________________________
B Tell a classmate about your vacation plans.

I’m going to take a ski vacation. Before I leave, I’m going to buy ski pants.

Read
A Read the article quickly. Check (✓) the main idea.
1. Teenagers are very social these days.
2. Teenagers make plans with their friends after school
because it’s convenient.
✓ 3. Most teenagers use modern technology for their social plans.
W A Y D 2nite?
What do you do when you want to go out with your friends? Do you call
them on your phone? Maybe. But these days, most teenagers use their
phones for texting, and they’ll probably text this message: WAYD 2nite?
(What are you doing tonight?) Texting is very convenient. You can send
messages from the mall, the bus – anywhere.
Teens also like to go online to make plans. They often send e-vites –
electronic invitations – or use social networking Web sites.
On Web sites like these, you can make plans with all your friends at the
same time.
You can make fuzzy plans (plans that might happen), like: “If the
weather is nice, I’ll probably go to the park,” or “We might go to the
movies tonight if class doesn’t finish late.” You can also make firm plans
(plans that will happen), like: “I’m going to the zoo on Saturday. Do you
want to come?” If your friends go on the site, they’ll see your plans. They
might send you a reply online, or text you a short reply. For example:
XLNT idea (Excellent idea).
Or IMS 2BZ (I’m sorry. I’m too busy).
More Vocabulary
Practice?
B T.49
Read the article slowly. Check your answer in Part A.
See page 123.
C Are these statements true or false? Write True or False. Then correct the false statements.
1. A lot of teenagers use texting for their social plans. True.
2. Texting isn’t convenient when you’re on the bus or at the mall.
False. You can send messages from the mall, the bus - anywhere.
3. E-vites are invitations you send online. True.
4. Fuzzy plans are plans that won’t happen. False. Fuzzy plans are plans that might happen.
5. Friends can’t reply to your online plans. False. Friends might send you a reply online.

before / while / after
1. 4.
2. 5.
3.
• Peça aos alunos que copiem a lista de números no caderno.
• Explique que você lerá cinco frases incompletas. Em cada frase, falta uma palavra, e no lugar
dela você dirá blank. Eles devem ouvir a frase, decidir se a palavra que falta é before, while ou
after e escrevê-la ao lado do número correto no caderno.
• Leia cada frase duas vezes. Dê tempo para que escrevam as palavras que faltam no caderno.
1. I like watching the news on TV in the evening. [Blank] I watch the news, I go to bed.
2. I usually have breakfast [blank] I go to school.
3. [Blank] I’m in class, I switch off my cell phone.
4. [Blank] I leave for the beach, I have a lot of things to do.
5. I’ll show you my vacation photos [blank] I get back.
• Verfique as respostas com a turma. Convide voluntários para que escrevam as palavras corretas
ao lado dos números. (1. After 2. before 3. While 4. Before 5. after)
Read
Neste exercício, pratica-se a leitura para identificar informações sobre como os
adolescentes fazem planos para atividades sociais com seus amigos.
A • Os alunos leem o artigo novamente.
• Chame a atenção dos alunos para o título do artigo e as • Os alunos verificam sua resposta da Parte A em pares.
fotos. Pergunte: What are these teens doings? (O que estes Incentive um par de alunos a dizer a resposta.
adolescentes estão fazendo?) (Texting.) • Atividade Opcional Toque o áudio. Os alunos ouvem e
• Convide um voluntário para que leia em voz alta as acompanham a leitura.
instruções e as frases. Relembre os alunos que eles devem
ler com rapidez para encontrar a resposta e que não devem Transcrição do áudio
ler cada palavra cuidadosamente. Mesmo artigo do Livro do Aluno.
• Os alunos trabalham individualmente para ler o artigo
rapidamente e assinalam a ideia principal. Não verifique a Get Connected Vocabulary
resposta neste momento. • Caso haja tempo, os alunos fazem o exercício da
página 123 do Livro do Aluno em sala de aula ou como
B T.49 lição de casa. (As respostas encontram-se na página
• Convide um voluntário para ler as instruções. Relembre-os 123 do Livro do Professor.)
de que devem ler devagar e cuidadosamente, concentrando-
se no significado do texto inteiro.
C
• Liste na lousa o novo vocabulário: texting (enviar
• Um voluntário lê as instruções e a primeira frase.
mensagens de texto), convenient (conveniente), e-vite
(convite eletrônico), social networking Web site (site de • Pergunte: Do a lot of teenagers use texting for their
relacionamento social), fuzzy (vago), firm (adjetivo) social plans? (Yes.) Pergunte: So is the statement true
(concreto). Traduza ou explique os significados. (Texting: or false? (True.)
sending short messages to someone’s cell phone; • Os alunos trabalham individualmente para escrever True ou
convenient: not taking too much effort to do; e-vite: an False, e em seguida, corrigem as afirmações falsas.
invitation sent by computer or cell phone; social networking
Web site: an Internet site that allows people to communicate • Eles verificam suas respostas em pares.
with friends and others online; fuzzy: not clear; firm (adj.): • Verifique as respostas com a turma. Convide voluntários
definite.) Como alternativa, peça aos alunos que usem o para que leiam em voz alta uma resposta cada um.
dicionário.
Listen
Neste exercício, os alunos ouvem para identificar ideias sobre a nova tecnologia.
A T.50 B
• Chame a atenção dos alunos para a foto. Pergunte: What are • Os alunos leem em voz alta as instruções e todas as
the boy and girl looking at? (A cell phone.) afirmações.
• Diga aos alunos que eles ouvirão dois amigos, Olivia e • Relembre os alunos de que I agree (Eu concordo) significa
Carlos, conversando sobre como usar a tecnologia para que se acredita que algo está correto, I disagree (Eu
planejar atividades sociais. discordo) significa que se acredita que algo não está correto
e I’m not sure (Não tenho certeza) significa que não se pode
• Eles leem a pergunta e a resposta do exemplo.
dizer se algo está correto ou não. Diga aos alunos que não
• Explique aos alunos que eles devem ouvir o diálogo e há respostas certas ou erradas para esse exercício – eles
responder às perguntas. estão apenas expressando suas opiniões.
• Toque o áudio. Os alunos apenas ouvem. • Os alunos trabalham individualmente para escrever se eles
concordam, discordam ou não têm certeza e justificam suas
Transcrição do áudio respostas.
A partir da página T-192. • Os alunos trabalham em pares para comparar as respostas
ou então; incentive voluntários a dizer suas opiniões.
perguntas. • Atividade Opcional Peça aos alunos que formem pequenos
grupos. Faça uma pesquisa com a turma. Leia cada
afirmação e peça para que os alunos levantem as mãos.
suas respostas.
Diga: Raise your hand if you agree. (Levantem a mão caso
• Verifique as respostas com a turma. Convide voluntários concordem.) Now raise your hand if you disagree. (Agora
para que leiam em voz alta suas perguntas e respostas. levantem a mão caso discordem.) Now raise your hand if
you’re not sure. (Agora levantem a mão caso não tenham
Nota Cultural certeza.) Convide cada grupo para que registre seus
A primeira mensagem de texto foi enviada resultados em um quadro ou em um gráfico. Em seguida,
por Neil Papworth, do Reino Unido, em 2 de Dezembro peça para que dois grupos trabalhem juntos para
de 1992. A mensagem foi enviada para seu amigo compartilhar seus resultados.
Richard Jarvis e dizia “Merry Christmas.” (Feliz Natal.)
Na época, eles não tinham ideia de que o envio de
mensagens ou SMS (Short Message Service) seria tão
popular em todo o mundo. Papworth teve que digitar a
mensagem em um computador porque eles ainda não
haviam desenvolvido a tecnologia para digitar em um
teclado de telefone. Hoje, bilhões de pessoas enviam
mensagens de texto de seus telefones.
Write
Neste exercício, os alunos respondem a perguntas e escrevem um parágrafo sobre
como utilizam a tecnologia na vida diária.
A • Os alunos trabalham individualmente para escrever seus

parágrafos.
instruções e todas as perguntas. • Convide diversos voluntários para ler seus parágrafos.
• Os alunos trabalham individualmente para responder às • Atividade Opcional Os alunos trabalham em pares para ler
perguntas e justificam suas respostas. os parágrafos uns dos outros. Eles podem fazer perguntas
para eliminar quaisquer dúvidas e também para obter mais
• Em pares, os alunos fazem e respondem às perguntas ou informações.
então; incentive voluntários a dizer suas opiniões.
Livro de Atividades
B Indique os exercícios da página 21 do Livro de
• Convide um voluntário para que leia as instruções em voz Atividades. (As respostas estão nas próprias páginas do
alta. Diga aos alunos que eles usarão as informações que Livro de Atividades no Livro do Professor.)
escreveram na Parte A para ajudá-los a escrever sobre como
utilizam a tecnologia na vida diária.

Can you come to my party? Listen
A T.50
Olivia and Carlos talk about texting and technology.
Listen and answer the questions.
1. Why does Olivia ask Carlos for help?
She can’t understand the text messages on her phone.
2. What does Carlos say to Olivia about learning texting?
He says it’s really easy.
3. Does Olivia think technology is wonderful?
No, she doesn’t.
4. Do Olivia and Carlos agree that technology is convenient?
Yes, they do.
5. Does Olivia spend more time doing homework or learning technology?
She spends more time learning technology.
B What do you think? Write I agree, I disagree, or I’m not sure. Give reasons. (Answers will vary.)
1. People should talk face-to-face more.
2. I think technology is convenient and fun.
3. New technology can be difficult to learn.
4. Technology makes the world a better place.
Your turn Write

A How important is technology in your life? Answer the questions. Give reasons.
1. How often do you use technology?
2. What’s your favorite way to keep in touch with friends?
3. Do you use a social networking site?
4. How often do you text your friends?
5. Is it easy for you to learn how to use new technology?
B Write a paragraph about technology in your life. Use the answers in Part A to help you.
I use my . . .

UNIT 3 Review
Would you like to . . . ? for invitations Can / Could for permission and requests
Asking permission Making requests
Would you like to see a movie? Can I use your pen? Could you give me a pen?
Yes, I’d love to. / Sure, I’d like to. Yes, all right. Yes, of course.
I’m sorry, but I can’t. / I’d love to, No, I’m sorry. No, I can’t. Sorry.
but I can’t. I have to clean my room.
Clauses of time with before / while / after

Before he goes to bed, he has to take out the trash.
While I’m at the mall, I’m going to look for some T-shirts.
They’d like to see that movie after it comes out on DVD.
A Mario and his dad are talking. Complete their conversation

with would you like to, can I, and could you.
Mario Can I have a birthday party this year?
Dad Sure. Would you like to have the party
next Saturday?
Mario Yes, I’d love to. Can I invite all
my friends?
Dad OK. How many friends? Could you
give me an idea?
Mario Yes, of course. There’s Marisa, Gavin, Brenda,
Min-ho, and Ashton. And can I
invite some other friends from school, too?
Dad Yes, all right. Would you like to have the
party here, or somewhere else?
Mario Here. Can I start calling
everyone now?
Dad Everyone?
B Mario is planning his party. Write sentences.

1. have to do a lot / before / his friends arrive
Mario has to do a lot before his friends arrive.
2. before / Mario’s friends play games / eat dinner
Before Mario’s friends play games, they’re going to eat dinner.
3. while / eat dinner / his friends talk
While they eat dinner, his friends are going to talk.
4. his friends / dance / after / eat dessert
His friends are going to dance after they eat dessert.

UNIT 3 Review

Neste quadro, resumem-se os principais pontos gramaticais apresentados e
A B
1. Inviting a. Can I . . . ?
2. Asking for permission b. Would you like . . . ?
3. Making requests c. Could you . . . ?
• Os alunos trabalham em pares para associar as funções da coluna A aos trechos iniciais das
perguntas na coluna B.
• Verifique as respostas com a turma. (1.b; 2.a; 3.c.)
• Dê tempo aos pares para que escrevam três perguntas usando cada trecho inicial de pergunta.
• Convide três voluntários para que leiam as perguntas que escreveram. À medida que o fazem,
complete as perguntas da lousa.
• Estimule os alunos a dar possíveis respostas às perguntas da lousa. Certifique-se de que haja
respostas positivas e negativas. Escreva-as na lousa.
• Livros abertos. Os alunos comparam o esquema da lousa com o primeiro quadro do Language chart
review.
• Chame a atenção deles para o segundo quadro. Relembre o significado de before, while e after. Se
preferir, desenhe uma linha do tempo na lousa para explicá-los melhor.
• Convide voluntários para que deem outros exemplos de clauses of time.
Exercícios de A a C (páginas T-42 a T-43)

• Chame a atenção dos alunos para a ilustração superior. • Chame a atenção dos alunos para a ilustração inferior.
Pergunte: Where are Mario and his dad? (Onde estão Mario Pergunte: What’s Mario doing? (O que Mario está fazendo?)
e o pai dele?) (At home or in the kitchen.) What are they (Writing a list of things he has to do before
doing? (O que eles estão fazendo?) (Eating lunch / the party.)
sandwiches.) • Os alunos leem as instruções e a frase do exemplo.
• Os alunos leem as instruções e a pergunta do exemplo. • Os alunos trabalham individualmente para escrever frases
• Os alunos trabalham individualmente para completar o com as palavras ou dicas fornecidas.
diálogo entre Mario e o pai dele. • Verifique as respostas com a turma. Convide voluntários
• Verifique as respostas com a turma. para que leiam em voz alta uma resposta cada um.

• Caso haja tempo, indique a seção At Home do Theme Project
Neste quadro, resume-se a gramática adicional da Unit 3, na página 128 do Livro do Aluno.
apresentada e praticada na Unit 3.
• Os alunos estudam os exemplos do quadro.
Livro de Atividades
• Relembre os alunos de usar o simple present na oração com
if quando estiverem falando sobre planos futuros.
• Responda às perguntas que os alunos eventualmente
tenham. Extra Practice Worksheets
• Indique as Extra Practice Worksheets da Unit 3, começando
Exercício C na página T-147.
• Os alunos leem as instruções e o exemplo. Extra Speaking Practice Worksheet
• Os alunos trabalham individualmente para completar as • Indique a Extra Speaking Practice Worksheet da Unit 3, na
frases com as formas corretas dos verbos. página T-170.
Arcade Activities
Take another look! • Indique as atividades da Unit 3 do Connect Arcade no site:
instruções. Learning Log
• Os alunos trabalham individualmente para circular as • Indique o Learning Log da Unit 3. Ele pode ser baixado da
respostas corretas. Connect Community no site:
• Verifique as respostas com a turma. www.cambridge.org.br/connectcommunity
Quiz
• Caso os alunos tenham feito os exercícios de Review
como lição de casa, verifique as respostas com a turma. Prova
• Em pares, os alunos praticam o diálogo do Exercício A. • Aplique o Unit 3 Test (Form A e/ou Form B). Ele pode ser
• Os alunos trabalham em pequenos grupos e imaginam www.cambridge.org.br/connectcommunity
que devem planejar uma festa da turma. Eles preparam
uma To-Do List (uma lista de afazeres). Os alunos
escrevem frases como aquelas do Exercício B com
before, after ou while, usando a To-Do List. Por exemplo,
After we plan the games, we’re going to decorate the
classroom. While the girls are decorating the classroom,
the boys will plan the games.
• Os alunos continuam jogando o “If” game como no
Exercício C. Dê início com uma oração com if. Veja
quantas frases a turma consegue formar. A seguir,
algumas ideias de orações com if para iniciar a atividade:
If I take ballroom dancing classes, If I go to Hawaii for
a vacation, If I learn how to play chess, If I join the
drama club, If I have to babysit my little brother
tomorrow.

if with will / will probably / won’t / might
If I have homework, I’ll do it after dinner. We might go to a movie if we have time.
They’ll probably go biking if they don’t have homework. I won’t go to school if I’m sick.
C Mario’s friends are at his party. They are playing the “If” game.
Complete their sentences with the correct forms of the verbs.
1. Ashton I’ll go first! If Pandora, my favorite band, comes (come) to our

town, they’ll probably play (they / probably play) at the stadium.
2. Min-ho If Pandora plays (play) at the stadium, Ashton
will go (go) to the concert.
3. Brenda He might buy (might / buy) tickets if he has (have)
some extra money.
4. Mario If Marisa goes (go) to the concert, she’ll leave (leave)
her dog at home.
5. Marisa I’ll probably have (I / probably / have) a problem if I don’t leave (not leave)
my dog at home.
6. Gavin Why will Marisa have (Marisa / have) a problem if she takes (take)
her dog to the concert?
Mario Her dog hates rock music!
Take another look!

1. The word if can go of a sentence.
a. only at the b. only in the middle c. at the beginning
beginning middle or in the middle
2. In which sentence is the speaker sure she will go out? Time for the
a. I’ll go out if it b. I’ll go out when c. I might go out after Theme Project?
stops raining. it stops raining. the rain stops. See page 128.

13 Teens online
Lesson
1. Language focus
A How do teens use the Internet? Read the information.
T.51
Then listen and practice.
• Finding information for schoolwork The number of teens

is a popular online activity. who use the Internet for:
• Teens also like chatting with their
friends online. Finding information
for schoolwork 57%
• Downloading music is popular with
teens, too. Chatting with friends online 34%
• E-mailing is popular, but most teens enjoy Downloading music 33%
chatting online more than e-mailing.
E-mailing 32%
• Playing games and watching videos are
popular online activities for some teens. Playing games 19%
• Shopping online isn’t very popular with Watching videos 14%
teens. Maybe that’s because they enjoy
hanging out at the mall. Shopping 6%
Source: CBSNews.com
B Study the chart. Complete the sentences with the correct forms
UNIT 4 People
T.52
of the verb phrases in the box. Then listen and check.
Gerunds as subjects Gerunds as objects

Finding information for schoolwork Teens also like chatting with their
is the most popular online activity. friends online.
Downloading music is popular Do teens enjoy shopping online?
with teens, too. Yes, they do. / No, they don’t.
do crossword puzzles find information play chess

download music get sports scores shop for clothes
1. Playing chess online is my favorite thing to do.

2. I like doing crossword puzzles in English online. I learn new words.
3. Ellie buys all of her T-shirts online. She enjoys shopping for clothes
online.
4. Downloading music online is easy. I can buy many songs.
5. Finding information online is faster than going to the library.
6. I like getting sports scores for all my favorite teams online.

Lesson
13 Teens online
Nesta lição, apresentam-se e praticam-se o uso do gerúndio como sujeito e como objeto
e os gerúndios formados com doing, going to e playing.
UNIT 4 People
1. Language focus
Neste exercício, apresenta-se e pratica-se o gerúndio como sujeito e como objeto.
A T.51 • Explique que o gerúndio normalmente forma orações

com outras palavras – por exemplo, finding
• Os alunos leem as instruções e as informações do information ou downloading music. Essas são as
gráfico. chamadas gerund phrases (orações formadas com
• Atividade Opcional Toque o áudio. Os alunos ouvem e gerúndio). Convide voluntários para que sugiram outras
acompanham a leitura. orações – como playing tennis ou talking on the phone.
• Chame a atenção para a coluna da esquerda no quadro.
Transcrição do áudio Pergunte: Em que posição fica o gerúndio, no início ou
Mesmas informações do Livro do Aluno. no fim da frase? (No início.) Em seguida, escreva na
lousa:
• Pergunte: What does this text discuss? (O que o texto
1. Baseball is the most popular sport.
discute?) (How teens use the Internet.) Which online
activity is more popular: chatting with friends online 2. Finding information for schoolwork is the most
or playing games? (Qual atividade online é mais popular online activity.
popular: bater papo com os amigos ou jogar games?) Explique que Finding é o sujeito da frase 2, da mesma
(Chatting with friends online.) What percentage of teens maneira que Baseball é o sujeito da frase 1.
like chatting with friends? (Qual é a porcentagem de
adolescentes que gostam de bater papo online?) (34 • Agora, chame a atenção para a coluna da direita no
percent.) How many teens like playing games? quadro. Pergunte: Em que posição fica o gerúndio
(Quantos adolescentes gostam de jogar games?) (19 nesses exemplos, no início ou no fim? (No fim.)
percent.) Which activity is less popular: finding Explique que o gerúndio também pode ser usado como
information for schoolwork or downloading music? objeto das frases. Escreva na lousa:
(Qual atividade é menos popular: buscar informações 1. Lydia uses the Internet every day.
para trabalhos escolares ou fazer download de
2. Teens like e-mailing.
músicas?) (Downloading music.) Which activities are
not very popular? (Quais atividades não são muito Explique que e-mailing é o objeto da frase 2, da mesma
populares?) (Watching videos and shopping.) What maneira que the Internet é o objeto da frase 1.
percentage of teens listed e-mailing as most popular? • Atividade Opcional Leia os exemplos em voz alta,
(Qual é a porcentagem de adolescentes que apontou fazendo pausas para que os alunos repitam.
enviar e-mails como a atividade mais popular?) (32
percent.) • Chame a atenção dos alunos para os verb phrases do
quadro e o exercício. Revise as instruções.
• Pergunte: Vocês acham que as porcentagens desse
gráfico são válidas para os adolescentes que vocês • Eles trabalham individualmente para completar as frases
conhecem? Por quê? Por que não? com os tempos corretos dos verb phrases do quadro.
• Toque o áudio, ou então leia as frases em voz alta. Os • Toque o áudio. Os alunos ouvem e verificam suas
alunos ouvem e repetem. respostas.
B T.52 Transcrição do áudio Nesta unidade,

Mesmas frases do Livro do Aluno. apresentam-se o
quadro. Relembre a posição do sujeito e do objeto nas vocabulário e as
frases. Escreva algumas frases simples na lousa; os para que leiam em voz alta as frases que completaram. expressões
alunos identificam o sujeito e o objeto. usados para falar
• Chame a atenção deles para os títulos do quadro. de atividades do
Explique que gerund (gerúndio) é o tempo verbal dia-a-dia e da
terminado em -ing usado como substantivo. Pergunte: personalidade
Qual é a forma simples do verbo em finding information das pessoas, para
for schoolwork? (Find.) Qual é a forma no gerúndio de
concordar e
play? (Playing.) Se os alunos perguntarem, explique que
a forma -ing não é chamada de gerúndio quando discordar e para
utilizada com be no present continuous e no past fornecer e
continuous. verificar
informações
sobre alguém.

2. Word power
Neste exercício, apresentam-se e praticam-se as gerund phrases com doing, going to
e playing.
A • Verifique as respostas com a turma. Convide alunos

aleatoriamente para que leiam as diferentes respostas que
• Os alunos leem as instruções, as palavras do quadro e a lista escreveram. Escreva-as na lousa.
de três gerúndios.
• Para encerrar, os alunos trabalham em pequenos grupos
• Eles dizem quais palavras ou expressões não entenderam. para ler e comparar suas frases.
Explique-as, formando frases com elas ou fazendo mímica.
• Eles trabalham individualmente para formar gerund
phrases.
Dê aos exercícios um caráter de
• Verifique as respostas com a turma. Convide voluntários encerramento para que os alunos percebam que
para que leiam as gerund phrases que escreveram. finalizaram uma parte da lição e que devem então se
preparar para a próxima. As sugestões apresentadas
B após “Para encerrar” servem a esse propósito.
• Os alunos leem as instruções. Pergunte: O que vocês devem
fazer? (Completar as frases com gerund phrases.) Sobre o
que são as frases? (Sobre as coisas que vocês gostam e não
gostam de fazer.) Vocês devem usar somente ideias da
Parte A? (Não. Vocês podem usar suas próprias ideias.)
• Eles trabalham individualmente para completar as frases.
3. Speaking
Neste exercício, pratica-se o uso do gerúndio como objeto de uma frase.
A C
• Os alunos leem as instruções e o quadro. • Convide voluntários para que compartilhem com a turma
• Explique que essas perguntas fazem parte de uma pesquisa dois fatos interessantes sobre o colega, como no exemplo
sobre os interesses dos adolescentes. Os alunos devem do balão.
completá-las com um exemplo de cada categoria. Para
demonstrar a atividade, estimule-os a dizer nomes de Livro de Atividades
diferentes gêneros musicais que podem completar a Indique os exercícios da página 23 do Livro de
primeira pergunta. Certifique-se de que eles entenderam que Atividades. (As respostas estão nas próprias páginas do
não há respostas específicas corretas; cada um criará sua Livro de Atividades no Livro do Professor.)
própria pesquisa.
• Dê tempo para que completem as perguntas. Em seguida, Atividades Extras de Gramática
eles devem escrever Yes ou No na coluna You, Indique as atividades extras de gramática da
de acordo com seus interesses. Lesson 13.
B
• Os alunos leem as instruções e o diálogo do exemplo.
• Eles trabalham em pares, fazendo as perguntas e
escrevendo Yes ou No na coluna Your classmate.
• Peça aos alunos para que deem informações corretas para
as respostas No.

2. Word power
A Create gerund phrases by matching the words in the box to the
correct gerunds. (The order of the answers may vary.)
bed late classes soccer

board games crossword puzzles the movies
✓chores homework online the piano
doing chores crossword puzzles homework online

going to bed late classes the movies
playing board games soccer the piano
B Complete the sentences about your likes and dislikes with

gerund phrases. Use ideas from Part A or your own ideas.
1. on the weekend is fun.
2. I really enjoy with my family.
3. I don’t like in the morning.
4. is my favorite activity after school.
5. I don’t like on the weekend.
3. Speaking
A Complete the questions about your interests. Then answer them
with your own information. (Answers will vary.)
What are your interests? Do you . . . ? You Your classmate

1. like listening to ___________ (a type of) music _______ _______
2. enjoy going to ___________ (a place) _______ _______
3. like watching ___________ (a TV show) _______ _______
4. enjoy playing ___________ (a sport) _______ _______
5. like getting up at ___________ (a time) _______ _______
6. enjoy studying ___________ (a school subject) _______ _______
B Ask a classmate the questions. Write his or her responses in the

chart. For No answers, give the correct information.
Do you like listening to jazz? No, I don’t. I like listening to rock music.
C Now share two interesting things about your classmate with the class.
Mario likes getting up at 6 a.m. He doesn’t like playing basketball.
© Cambridge University Press 2015 People 45

14 Personality types
Lesson
1. Word power
A Complete the sentences about each person with the words in the box.
T.53
Then listen and practice.
bad-tempered ✓forgetful independent outgoing trustworthy

creative hardworking organized thoughtful
1. Abby doesn’t remember 2. Sara often gets angry. 3. Jimmy isn’t shy and is
things sometimes. very friendly.
She’s forgetful. She's bad-tempered. He's outgoing.
4. Cindy doesn’t want any 5. Ken keeps things in 6. Andy is very honest.
help doing things. order.
She's independent. He's organized. He's trustworthy.
7. Lynn makes beautiful 8. Colin always does nice 9. Dora and Estelle always do
things. things for people. many chores at home.
She's creative. He's thoughtful. They're hardworking.
B Complete the sentences with the names of classmates. (Answers will vary.)
1. is creative. 3. is outgoing.
2. is hardworking. 4. is thoughtful.

Lesson
Nesta lição, apresentam-se e praticam-se os adjetivos usados para descrever tipos de
personalidade e too e either.
A B Examples
do bed information • Going to bed late is fun.
find board games music • I like going to bed late.
go to chess soccer
listen to chores the movies • I don’t enjoy sending e-mail.
play crossword puzzles the piano • Sending e-mail is boring.
send e-mail
• Chame a atenção dos alunos para as listas A e B e os exemplos da lousa. Explique que eles
darão sua opinião sobre diversas atividades. Eles devem formar gerund phrases com o gerúndio
de um dos verbos da lista A e as palavras adequadas da lista B, podendo usá-las como sujeitos
ou objetos.
• Convide voluntários para que deem sua opinião sobre as atividades. Cada vez que um voluntário
o fizer, peça a outro aluno que diga a mesma frase de outra forma. Se o voluntário usou a gerund phrase
como sujeito, o outro deve usá-la como objeto, como nos exemplos da lousa.
1. Word power
Neste exercício, apresentam-se e praticam-se os adjetivos usados para descrever
tipos de personalidade.
A T.53 • Siga o mesmo procedimento para as demais ilustrações,

explicando o significado quando necessário.
• Dê um minuto para que os alunos leiam as palavras do
quadro. Explique que elas são adjetivos que descrevem os • Os alunos trabalham individualmente para escrever uma
tipos de personalidade das pessoas. Peça que digam quais frase para cada ilustração, usando o adjetivo correto.
adjetivos usados para descrever a personalidade das • Verifique as respostas com a turma. Convide voluntários
pessoas eles já conhecem – por exemplo, nice, funny, para que leiam suas respostas.
smart, interesting ou popular.
• Peça que observem as ilustrações e leiam as instruções e as
frases. Explique que cada ilustração e cada frase indicam o Transcrição do áudio
tipo de personalidade da pessoa. Chame a atenção deles Mesmas frases do Livro do Aluno.
para a ilustração 1. Pergunte: Where’s Abby? (At school.)
What’s she looking for? (Her pencil case.) Where’s the
pencil case? (Probably at home.) So what’s Abby’s problem? B
(She sometimes forgets things.) Diga: Someone who forgets • Os alunos leem as instruções. Pergunte: Como vocês
things is forgetful. escolhem quais nomes dos colegas escrever? (De acordo
• Peça aos alunos que escrevam os números 2 a 9 no caderno. com seus tipos de personalidade.) Explique que, caso
queiram escrever o nome de mais de um colega em cada
• Eles trabalham individualmente, observando as ilustrações
frase, devem escrevê-la no caderno.
2 a 9, lendo as frases novamente e escrevendo no caderno
os adjetivos corretos ao lado dos números. Explique que, • Os alunos trabalham individualmente para completar as
caso não tenham certeza, devem tentar descobrir. frases.
• Chame a atenção deles para a ilustração 2. Pergunte: Is • Convide voluntários para que leiam em voz alta as frases
Sara feeling happy? (No.) How’s she feeling? (Angry.) Diga: que escreveram. Após a leitura de cada uma delas, peça aos
Sara gets angry very easily. Which adjective describes her alunos que completaram a frase com os mesmos nomes que
personality? (Bad-tempered.) Diga bad-tempered em voz levantem a mão.
© Cambridge University Press 2015 People T-46

2. Language focus
Neste exercício, apresentam-se e praticam-se too e either.
A T.54 • Toque o áudio, ou então leia o diálogo em voz alta. Os

• Os alunos leem as instruções e observam a foto.
• Os alunos leem o diálogo.
• Atividade Opcional Toque o áudio. Os alunos ouvem e quadro. Pergunte: O que usamos para concordar com uma
acompanham a leitura. afirmação, too ou either? (Too.) E quando usamos either?
(Para concordar com uma negação.)
• Chame a atenção para as respostas com too e either.
Pergunte: Podemos sempre usar contrações nas respostas
com too ou either? (Não. Não podemos dizer “I’m, too”.)
• Pergunte: Why do Trisha and Patsy talk about their
Que verbo usamos na resposta se o verbo principal da
personalities? (Por que Trisha e Patsy conversam sobre
primeira frase não for be? (Do ou don’t.)
suas personalidades?) (Because they’re taking a survey.)
Are their personalities very similar or very different? (As • Atividade Opcional Leia os exemplos em voz alta, fazendo
personalidades delas são muito semelhantes ou muito pausas para que os alunos repitam.
diferentes?) (Very similar.) What does that explain? (O que
isso explica?) (Why Trisha and Patsy are best friends.) Are B T.55
they forgetful? (Elas são esquecidas?) (Yes.) Are they bad- • Os alunos leem as instruções e o exemplo. Pergunte: Quais
tempered? (Elas tem gênio ruim?) (No.) Are they outgoing? frases são afirmações e quais são negações? (1 e 4 são
(Elas são extrovertidas?) (Yes.) Are they organized? (Elas afirmações; 2 e 3 são negações.) Quais frases usam o verbo
são organizadas?) (No.) be? (1 e 2.) Quais verbos são usados nas outras frases?
• Pergunte: Does Trisha say I’m forgetful? (Trisha diz I’m (Remember, keep.)
forgetful?) (No.) What does she say? (O que ela diz?) • Os alunos trabalham individualmente para escrever as
(I don’t always remember things.) How does Patsy say that respostas às frases.
the same thing happens to her? (Como Patsy diz que a
mesma coisa acontece com ela?) (I don’t, either.) Explique • Toque o áudio. Os alunos ouvem e verificam suas respostas.
que Patsy usa a palavra either para não repetir a frase de
Trisha, I don’t always remember things. Os alunos Transcrição do áudio
localizam o próximo exemplo com either no diálogo. (I’m Mesmos diálogos do Livro do Aluno.
not, either.) Pergunte: What would the complete sentence be
in this case? (Neste caso, qual seria a frase completa?) (I’m • Verifique as respostas com a turma. Convide pares de
not bad-tempered.) voluntários para que leiam em voz alta os diálogos.
• Pergunte: Does Trisha say I’m outgoing? (Trisha diz I'm
outgoing?) (No.) What does she say? (O que ela diz?)
(I make friends easily.) How does Patsy say that the same
happens to her? (Como Patsy diz que a mesma coisa
acontece com ela?) (I do, too.) Os alunos localizam outro
exemplo com too no diálogo. (I am, too.) Pergunte: What
would the complete sentence be? (Qual seria a frase
completa?) (I’m thoughtful, too.)
3. Speaking
Neste exercício, praticam-se too e either.
• Os alunos leem as instruções e as frases 1 a 4. Pergunte: O • Em pares, os alunos comparam as respostas.
que vocês devem fazer? (Escolher uma das duas opções • Para encerrar, pergunte se algum par completou todas as
entre parênteses para completar as frases com suas frases da mesma maneira.
próprias informações. Em seguida, devem escrever sua
própria frase.) Livro de Atividades
• Os alunos trabalham individualmente para completar as Indique os exercícios da página 24 do Livro de
frases. Atividades. (As respostas estão nas próprias páginas do
• Os alunos leem os exemplos dos balões. Explique que eles Livro de Atividades no Livro do Professor.)
vão comparar as respostas com um colega, usando too ou
either, como nos exemplos. Atividades Extras de Gramática
Lesson 14.

2. Language focus too
A Trisha and Patsy talk about their personalities. I’m thoughtful. I am, too.
T.54
Listen and practice. I make friends easily. I do, too.
Trisha Hey, let’s do this survey
either
on personalities. I’m not bad-tempered. I’m not, either.
Patsy OK. Sounds like fun. I don’t always remember things. I don’t, either.
Trisha So, about me. I don’t always
remember things.
Patsy I don’t, either. I forgot my lunch today!
Trisha Another one. I’m not bad-tempered.
Patsy I’m not, either. I hardly ever get angry.
Trisha Oh, I like this one. I make friends easily.
Patsy I do, too. I guess I’m outgoing.
Trisha Here’s another. I’m thoughtful. Well, I hope
I am.
Patsy I am, too. I like to help people.
Trisha Oh, boy! This one. I’m not at all organized.
Patsy I’m afraid I’m not, either. My room is
always a mess!
Trisha Hey, we’re a lot alike! I guess that’s why
we’re best friends.
B Jack and Roy are talking. Roy agrees with Jack. Complete the
T.55
conversations with too or either. Then listen and check.
1. Jack I’m outgoing. 3. Jack I don’t remember things.
Roy I am, too. Roy
I don't, either.
2. Jack I’m not creative. 4. Jack I keep things in order.
Roy I'm not, either.
Roy I do, too.
3. Speaking
Complete the sentences. Add one sentence of your own.
Then compare your answers with a classmate. (Answers will vary.)
1. I (am / am not) organized.
2. I (enjoy / don’t enjoy) doing things alone.
3. I (have / don’t have) a good imagination.
4. I (do / don’t do) my homework every night.
5.
I’m organized. I am, too. I’m not organized. I’m not, either.

Mini-review
Lessons
13 & 14
1. Language check
A Mark is a new student in the class. He and Liam are going to work together
on a science project. Complete the conversations with I am, too;
I do, too; I’m not, either; or I don’t, either.
Hi, I’m Mark. I’m your partner Sorry, I’m not

Ha-ha! I’m not, either .
for the science project. very organized.
Don’t worry about it.
Hi, Mark. I’m Liam. Nice to meet you.
So, I was thinking . . . I want Yeah, I'm not, either . I like finding I do, too. .
to do a project about the moon. Hmm. Let’s make a picture information online. Let’s see. How far is it
But I’m not very creative. of the moon and write facts to the moon?
around it.
Hey! Watch out!

Be careful!
Sorry, I’m a little bad-

tempered sometimes.
Well, here it is.
I don’t like it.
I don't, either .
Let’s start again and
That’s OK. I am, too. . work more carefully.
I’ll clean up this paint.
Lessons
13 & 14 Mini-review
1. Language check
Neste exercício, revisam-se as estruturas apresentadas até o momento
nesta unidade.
A Dica para o Professor

Chame a atenção dos alunos para
todas as informações relevantes do texto e não
• Chame a atenção dos alunos para a história em quadrinhos. somente para aquelas que são necessárias para
Dê tempo para que eles leiam a história. Pergunte: What is completar o exercício. Na história em quadrinhos do
Mark and Liam’s project about? (Sobre o que é o projeto de Exercício 1A, os alunos podem entender a ideia
Mark e Liam?) (The moon.) Do they do a good job? (Eles principal da história e responder a duas ou três
fazem um bom trabalho?) (No, they don’t.) What are they perguntas antes de fazer o exercício. Isso tornará o
going to do about it? (O que eles farão sobre isso?) (They’re exercício mais significativo, uma vez que os alunos
going to start again and work more carefully.) compreenderão como os personagens expressam
• Chame a atenção dos alunos para o exemplo. Incentive os concordância.
alunos a notar que Mark responde I’m not, either para
demonstrar que ele concorda com a negação de Liam.
• Os alunos trabalham individualmente para completar o
Nota Cultural
Em muitas escolas, os projetos são
diálogo. geralmente parte importante do processo de
• Verifique as respostas com a turma. aprendizado. Alguns professores se preocupam com o
barulho gerado em aula pelos projetos. Entretanto, se
• Faça mais algumas perguntas sobre a história: How does
os alunos estiverem interessados no que estão fazendo,
Liam feel when Mark spills paint on the project? (Como
geralmente isso não é um problema. Os projetos ajudam
Liam se sente quando Mark derrama tinta no projeto?) (He
os alunos a se tornar aprendizes mais independentes. Os
feels angry.) Is Liam bad-tempered sometimes? (Às vezes
alunos aprendem a cooperar com os outros, a expressar
Mark tem um gênio ruim?) (Yes, he is.) What does Mark do?
concordância ou discordância educadamente e a fazer
(O que Mark faz?) (He cleans up the paint.)
um plano e executá-lo.
• Atividade Opcional Os alunos praticam o diálogo em pares.
Eles devem usar os próprios nomes. Convide um ou dois
pares para que interpretem o diálogo para a turma.
Encoraje-os a usar muitas expressões ao fazê-lo.

B C
• Faça uma revisão do uso dos verbos do, go e play. Diga uma • Os alunos leem as instruções e a pergunta e a resposta do
palavra em voz alta e convide voluntários para que formem exemplo.
uma oração. (Por exemplo: a concert; go to a concert.) • Os alunos trabalham individualmente para completar as
• Os alunos leem as instruções e o exemplo. perguntas e escrevem as respostas.
• Os alunos trabalham individualmente para completar as • Verifique as perguntas e as respostas com a turma. Convide
frases. pares de voluntários para que leiam em voz alta as
• Os pares comparam as respostas, lendo as frases completas perguntas e as respostas.
um para o outro. • Atividade Opcional Os alunos fazem e respondem às
• Verifique as respostas com a turma. perguntas com um colega, usando suas próprias
informações. Encoraje-os a acrescentar informações às suas
respostas, usando o gerúndio. Por exemplo, I don’t like
talking with my friends on the phone. I like chatting with
them online.
2. Listening
Neste exercício, os alunos praticam too e either.
T.56 • Verfique as respostas com a turma. Escreva na lousa os
números 1 a 6 na forma de lista. Convide voluntários para
• Diga que os alunos ouvirão adolescentes falar sobre si que venham à frente e escrevam as respostas ao lado do
mesmos. Eles devem ouvir e escrever as respostas que número correto. Toque o áudio novamente, fazendo pausas
concordem com o que eles dizem, usando as expressões após a fala de cada adolescente. Pergunte aos alunos se eles
listadas nas instruções. concordam com as respostas da lousa. Eles devem justificá-
• Toque o áudio. Os alunos apenas ouvem. las, dizendo a frase principal de cada fala. Por exemplo, o
primeiro garoto diz I really enjoy chatting online. (2. I
Transcrição do áudio don’t like to play computer games. 3. I’m very outgoing. 4. I
A partir da página T-192. don’t like it at all. 5. I guess I’m not very organized. 6. I really
love sports.)
• Toque o áudio novamente. Os alunos ouvem e escrevem as
respostas corretas. Livro de Atividades
• Toque o áudio mais uma vez. Os alunos ouvem e verificam Indique os exercícios da página 25 do Livro de
suas respostas. Atividades. (As respostas estão nas próprias páginas do
Game
Caso haja tempo, indique o jogo da página 117 do Livro
do Aluno.

B Complete the sentences with the correct form of do, go, or play.
1. Some students enjoy playing chess. It’s a popular
activity at some schools.
2. Doing crossword puzzles helps you learn new words.
3. Kim loves playing the piano. It really helps her relax.
4. Going to bed late isn’t good for you. You’ll probably
be tired the next day.
5. My brother doesn’t like doing chores on the weekend.
6. Going to the movies is a fun weekend activity. You can
see your favorite movie stars.
7. Playing board games with your family can be fun.
8. Some teens enjoy going to concerts with their friends.
C Complete the questions with the correct forms of the verbs.

Then answer the questions with your information.
1. (watch TV) Do you like watching TV ?
Yes, I do.
2. (hang out at the mall) Do your friends like hanging out at the mall ?
3. (talk on the phone) Do you enjoy talking on the phone with your friends?
4. (do homework online) Do your friends like doing homework online ?
5. (play computer games) Does your best friend enjoy playing computer games ?
6. (read books) Does your mother enjoy reading books for fun?
2. Listening
Teens talk about themselves. Listen and write the correct responses.
T.56
Use I am, too; I do, too; I’m not, either; or I don’t, either.
1. I do, too.
2. I don't, either.
3. I am, too.
4. I don't, either.
Time for a Game?
5. I'm not, either.
See page 117.
6. I do, too.

15 Unusual people
Lesson
who clauses
1. Language focus Simple present
A Read about these unusual people. I have a cousin. She collects spiders.
T.57
Complete the sentences with the simple I have a cousin who collects spiders.
present or the simple past. Listen and Simple past
check. Then practice.
I know a woman. She lived and worked in an ice hotel.
I know a woman who lived and worked in an ice hotel.
Do you know anyone who has an unusual talent?

A strange habit? An interesting collection?
Write and tell us. The best story wins a prize.
1. I have a cousin who ________

collects
(collect) spiders. She has more
than 40 spiders in her collection. 2. I know a woman who lived and
–Sarah worked (work) in an ice hotel in
________
Sweden. She slept on a bed made of ice.
–Connor
3. I had a friend who

was (be) a
________ 4. I know a man who
one-man band. He rides (ride) a
________
traveled all over the horse to work every day.
world. He lives on my street.
–Elizabeth –Kelley
6. I know a five-year-old
5. I have a friend who talks (talk)
boy who _____
taught (teach) in
________ to animals. He says he
a circus school last year. understands dogs better
He’s a juggler. than people!
–Michael –Antonio
B Who do you think should win the prize for the best story?
Tell the class.
I think Connor should win. The story about the ice hotel is cool!

Lesson
15 Unusual people
Nesta lição, apresentam-se e praticam-se as who clauses (orações com who) no
simple present e no simple past.
I am, too. I'm not, either.
I do, too. I don't, either.
• Divida a turma em dois grupos, A e B.
• Proponha o jogo Quick Response (Resposta rápida). Diga algumas frases sobre você mesmo;
chame um aluno após ter dito cada uma delas. Ele tem cinco segundos para responder,
concordando ou não com você, utilizando uma das expressões da lousa. Se esse aluno der uma resposta
correta em cinco segundos, o grupo dele ganha um ponto. Se levar mais tempo ou der
uma resposta errada, então o outro grupo ganha um ponto. O grupo com o maior número de
pontos é o vencedor.
• Demonstre o jogo com um voluntário.
• Jogue com a turma. Frases possíveis:
I’m bad-tempered. I’m not lazy.
I often get angry. I like doing chores and studying.
I always do nice things for people. I don’t keep things in order.
I don’t want help doing things. I’m not shy.
I’m independent. I’m outgoing.
1. Language focus
Neste exercício, apresentam-se e praticam-se as who clauses no simple present
e no simple past.
A T.57 • Language Chart Os alunos estudam os exemplos abaixo
• Os alunos leem as instruções e a introdução do artigo do do título Simple present no quadro. Pergunte: A terceira
site. Pergunte: What’s the Web site about? (Sobre o que é o frase contém as mesmas informações que as duas
site?) (People with unusual talents, strange habits, or primeiras juntas? (Sim.) Quais são as duas informações
interesting collections.) What could you do if you know que ela contém? (O falante tem uma prima. Essa prima
someone like that? (O que faria se conhecesse uma pessoa coleciona aranhas.) Que palavra liga as duas informações?
assim?) (Make a Web site.) What happens if your story is (Who.) Explique que, nesse exemplo, a who clause dá
the best one? (O que acontece se sua história for a melhor?) informações adicionais a respeito da prima da falante.
(You win a prize.) • Chame a atenção dos alunos para os exemplos abaixo do
• Os alunos observam as fotos. Estimule-os a dizer quais título Simple past. Pergunte: A terceira frase também
podem ser as informações interessantes e inusitadas sobre contém duas informações? (Sim.) Quais são essas
as pessoas. informações? (O falante conhece uma mulher. Essa mulher
morou e trabalhou em um hotel de gelo.) Que palavra liga
• Os alunos leem o texto 1. as duas informações? (Who.) Explique que, nesse exemplo,
• Eles trabalham individualmente para completar as frases a who clause dá informações adicionais a respeito da
dos textos 2 a 6. mulher mencionada pelo falante.
• Toque o áudio. Os alunos ouvem e verificam suas respostas. • Atividade Opcional Leia os exemplos em voz alta, fazendo
Mesmas frases do Livro do Aluno. B
• Convide voluntários para que digam à turma quem eles
• Verifique as respostas com a turma. Convide voluntários acreditam que deveria ganhar o prêmio, como no exemplo
para que leiam as frases que completaram. do balão.
• Toque o áudio novamente, ou então leia as frases em voz

C T.58 D
• Os alunos leem as instruções e as frases. • Escreva na lousa:
• Eles trabalham individualmente para escrever as frases I know a man . . . I know a boy . . . I have a . . .
combinadas. I know a woman . . . I know a girl . . .
• Toque o áudio. Os alunos ouvem e verificam suas respostas. • Dê tempo para que os alunos pensem em três pessoas que
conheçam que tenham talentos incomuns, hábitos estranhos
Transcrição do áudio ou coleções interessantes.
Mesmas frases do Livro do Aluno. • Eles trabalham individualmente para escrever frases
combinadas sobre as pessoas que escolheram, usando
• Verifique as respostas com a turma. Convide voluntários um dos inícios de frase da lousa e who.
para que leiam em voz alta as frases que escreveram.
• Convide voluntários para ler as frases.
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar pessoas incomuns.
T.59 • Toque o áudio novamente. Os alunos ouvem e numeram as
ilustrações na ordem correta.
• Os alunos leem as instruções e observam as ilustrações.
• Toque o áudio mais uma vez. Eles ouvem e verificam suas
• A turma sugere o que as pessoas das ilustrações têm de respostas.
interessante. (Da esquerda para a direita, primeira
ilustração: A garota tem uma grande coleção de selos. • Verifique as respostas com a turma. À medida que os alunos
Segunda ilustração: A mulher está surfando. Ela não é tão dizem os números de cada uma delas, peça que deem pelo
jovem quanto imaginamos que a maioria dos surfistas seja. menos mais uma informação sobre a pessoa em questão.
Terceira ilustração: A garota está dançando. Ela é (Respostas possíveis: Ilustração 1: The girl won a
extremamente jovem. Quarta ilustração: A mulher tem competition. She was only eight. Ilustração 2: The woman
muitos filhos.) is 63. Ilustração 3: She only collected stamps from Taiwan.
Ilustração 4: The children are all under 18.)
3. Speaking
Neste exercício, praticam-se as who clauses no simple present e no simple past.
Nota Cultural
• Eles trabalham individualmente para ler as perguntas e Apresentamos a seguir alguns fatos
assinalar as alternativas corretas. Dê tempo para que interessantes sobre alguns adolescentes incomuns
pensem em informações adicionais sobre as pessoas em que norte-americanos: a pessoa mais jovem a se formar
pensaram para as perguntas respondidas com Yes. em medicina foi Balamurali Ambati, que tinha 17 anos
quando se graduou, em maio de 1995. O cantor de rap
• Chame a atenção deles para o exemplo do balão. Pergunte:
mais jovem a ser o número 1 das paradas foi Bow
Que tipo de informação adicional é fornecida pelo falante?
Wow, que tinha 14 anos quando lançou seu CD Beware
(A ocupação da pessoa e quem ela é.)
of Dog, em julho de 2000. O locutor esportivo mais
• Convide voluntários para que compartilhem com a turma jovem foi Zach Spedden, que tinha 10 anos em 2002,
informações adicionais sobre duas pessoas. quando narrou no rádio uma partida de beisebol de
• Para encerrar, convide voluntários para que digam à turma nove entradas (innings, no original. Uma entrada é
qual pessoa consideraram mais interessante ou incomum e um dos tempos do beisebol).
por qual razão.
• Atividade Opcional Em turmas numerosas, os alunos
trabalham em grupos de três ou quatro para compartilhar
informações sobre as pessoas escolhidas. Livro de Atividades

Lesson 15.

C Combine the two sentences to make one sentence.
T.58
1. I know a boy. He plays four instruments.
I know a boy who plays four instruments.
2. I met a woman. She was an Olympic champion.
I met a woman who was an Olympic champion.
3. I had a friend. She collected butterflies.
I had a friend who collected butterflies.
4. I sent an e-mail to a man. He is 102 years old.
I sent an e-mail to a man who is 102 years old.
D Write three sentences about an interesting

person you know. (Answers will vary.)
1.
2.
3.
2. Listening
Teens talk about unusual people. Who are they talking about?
T.59
Listen and number the pictures.
3 2 1 4
3. Speaking
Read the questions. Check (✓) Yes or No. Then tell the class
about two people you know. (Answers will vary.)
Do you know a person who . . . ? Yes No I know a woman who has an

1. has an unusual job unusual job. She’s a cartoon
2. is very good at something artist. She’s my mother.
3. lived in a foreign country
4. had an interesting experience last year
5. visited an interesting place recently

16 Who's that girl?
Lesson
1. Language focus
A Will and Pedro are talking at a party.
T.60
Who are they talking about? Listen and practice.
Will Hey, that’s Mary. She’s the new student, isn’t she?
Pedro Yes, she is. And who’s that girl with her?
You know her, don’t you?
Will Yes, I do. That’s Sarah Dixon. She’s Australian.
Pedro They both have boyfriends, don’t they?
Will No, they don’t. Sarah has a boyfriend, but I
don’t think Mary does.
Pedro Who are those guys over there? They’re friends,
aren’t they?
Will Yes, they are. One is Pablo, Sarah’s boyfriend.
Pedro Oh, right. He lives in Colombia, doesn’t he?
Will Yes, he does.
Pedro And the other one? Who’s he?
Will That’s Tom Crowe.
Pedro You’re in his class, aren’t you?
Will Yes, I am. Oh, now I remember. Tom is Mary’s boyfriend.
Pedro So, they do both have boyfriends. Too bad! Mary is cute!
B Study the chart. Complete the tag questions, and write

T.61
responses for each question. Then listen and check.
Tag questions and answers with be Tag questions and answers

with the simple present
She’s the new student, isn’t she? He lives in Colombia, doesn’t he?
Yes, she is. / No, she isn’t. Yes, he does. / No, he doesn’t.
You’re in his class, aren’t you? You know her, don’t you?
Yes, I am. / No, I’m not. Yes, I do. / No, I don’t.
They’re friends, aren’t they? They have boyfriends, don’t they?
Yes, they are. / No, they aren’t. Yes, they do. / No, they don’t.
1. You’re 18, aren’t you No, I’m not.

? OR Yes, I am.
2. Your teachers are hardworking, aren't they ? Yes, they are. OR No, they aren't.
3. Tokyo is in Japan, isn't it ? Yes, it is.
4. You’re a student, aren't you ? Yes, I am. OR No, I'm not.
5. You speak Spanish, don't you ? Yes, I do. OR No, I don't.
6. You have a brother or a sister, don't you ? Yes, I do. OR No, I don't.

Lesson
16 Who's that girl?

Nesta lição, revisam-se as palavras e as expressões usadas para descrever pessoas e
apresentam-se e praticam-se as tag questions (orações interrogativas acrescentadas
no fim de uma frase) com be no simple present e suas respostas.
A B C Example
had boy be I had a friend who lived in a tree house.
have cousin collect
know friend live
met girl speak
OR other people OR other verbs
• Explique que os alunos devem escrever duas frases sobre pessoas diferentes, usando uma
palavra da coluna A, uma da coluna B e a forma correta de um verbo da coluna C ou de
qualquer outro verbo apropriado. Uma frase deve ser sobre uma pessoa real, e a outra sobre
uma pessoa imaginária.
• Convide voluntários para que compartilhem com a turma as frases que escreveram. A turma
tenta adivinhar qual frase é sobre uma pessoa real e qual é sobre uma pessoa imaginária.
1. Language focus
Neste exercício, apresentam-se e praticam-se as tag questions com be no simple present
e suas respostas.
A T.60 • Verifique as respostas com a turma. Voluntários leem em
voz alta as tag questions que sublinharam.
• Os alunos leem as instruções e observam a foto.
• Dê tempo para que leiam o diálogo. alunos ouvem e repetem.
• Atividade Opcional Toque o áudio. Os alunos ouvem e • Atividade Opcional Os alunos praticam em pares.
B T.61
Mesmo diálogo do Livro do Aluno. • Language Chart Os alunos estudam os exemplos do
quadro. Chame a atenção para a coluna da esquerda.
• Pergunte: Who are Will and Pedro talking about? (Sarah, Pergunte: Qual parte das tag questions é afirmativa, a
Mary, and the girls’ boyfriends.) afirmação ou a tag? (A afirmação.) E a tag? (É negativa.)
Se vocês usarem is na afirmação, o que devem usar na
• Leia as frases a seguir. Eles respondem True ou False e, tag? (Isn’t.) E se usarem are na afirmação, o que deve ser
quando a frase for falsa, a corrigem. usado na tag? (Aren’t.) Essas respostas são como as das
Mary is Pablo’s girlfriend. (False. Sarah is information questions ou as das Yes/No questions? (São
Pablo’s girlfriend. Mary is Tom’s girlfriend.) como as das Yes/No questions.)
Sarah’s boyfriend lives in Colombia. (True.) • Siga o mesmo procedimento para analisar as tag questions
da coluna da direita do quadro.
Mary’s boyfriend is Tom. (True.)
Pedro doesn’t like Mary. (False. Pedro likes Mary.)
• Chame a atenção para a primeira fala de Will. Pergunte:
• Individualmente eles completam as tag questions 2 a 6 e
How does Will find out if Mary is the new student? What
escrevem as respostas delas.
does he say? (She’s the new student, isn’t she?) Explique
que essa é uma tag question – frase seguida de pergunta • Toque o áudio. Os alunos ouvem e verificam suas respostas.
curta (a tag, literalmente, “apêndice”) de duas palavras.
Diga que usamos tag questions quando queremos ter Transcrição do áudio
certeza de que nossa informação está correta. Mesmas tag questions e respostas do Livro do Aluno.
• Eles leem o diálogo novamente e sublinham as demais tag
questions. (You know her, don’t you? They both have • Verifique as respostas com a turma. Convide voluntários
boyfriends, don’t they? They’re friends, aren’t they? He lives in para que leiam em voz alta as tag questions que
Colombia, doesn’t he? You’re in his class, aren’t you?) completaram e suas respostas.

2. Pronunciation Intonation in tag questions
Neste exercício, pratica-se a entoação de tag questions.
A T.62 B
• Os alunos leem as instruções e as tag questions. • Dê tempo aos alunos para que pratiquem as tag questions
do Exercício 1B, certificando-se de que usem a entoação
ascendente.
Transcrição do áudio • Convide voluntários para que leiam as tag questions que
Mesmas tag questions do Livro do Aluno. praticaram.
• Pergunte: Does the intonation go up or down in the tag? (A Dica para o Professor
entoação é ascendente ou descendente na tag?) (It goes Treinar os sons, a ênfase na
up.) pronúncia ou padrões de entoação individualmente,
• Toque o áudio novamente, ou então leia as tag questions em como na Parte B acima, faz com que os alunos ganhem
voz alta, exagerando a entoação. Os alunos ouvem e confiança e tenham melhor desempenho.
repetem.
3. Word power
Neste exercício, revisam-se as palavras usadas para descrever pessoas.
• Os alunos leem as instruções, as palavras do quadro e o • Os alunos trabalham individualmente para completar as
título das colunas. colunas.
• Eles dizem as palavras que não entenderam. Explique-as, • Verifique as respostas com a turma. Escreva os três títulos
formando frases com elas ou fazendo mímica. na lousa e convide voluntários para que escrevam as
palavras do quadro abaixo deles.
4. Speaking
Neste exercício, praticam-se as tag questions com be no simple present
e suas respostas.
A B
• Os alunos leem as instruções e o exemplo. Pergunte: O que • Os alunos leem as instruções e observam o diálogo do
vocês devem fazer? (Escolher quatro colegas e escrever exemplo do balão.
uma tag question sobre cada um deles.) Qual é o objetivo • Convide voluntários para que digam as tag questions que
dessa pergunta? (Verificar se a informação sobre o colega escreveram. Os alunos respondem, como no exemplo.
está correta.) Explique que eles devem escrever somente
perguntas no simple present. • Atividade Opcional Em turmas numerosas, os alunos fazem
essa atividade em grupos de quatro ou cinco.
• Peça à turma que sugira diferentes tipos de perguntas. Se
necessário, dê um ou mais dos exemplos a seguir: Livro de Atividades
You’re a soccer fan, aren’t you? Indique os exercícios da página 27 do Livro de
Your sister is a doctor, isn’t she? Atividades. (As respostas estão nas próprias páginas do
You live near here, don’t you?
Your best friend works in a bank, doesn’t he?
Your brothers live in Japan, don’t they? Indique as atividades extras de gramática da
• Os alunos trabalham individualmente para escrever as tag Lesson 16.
questions.

A Listen. Notice the rising intonation in these tag questions.
T.62
She’s from Colombia, isn’t she? He lives in the U.S., doesn’t he?
You’re Brazilian, aren’t you? We don’t have homework, do we?

B Now practice the tag questions in Exercise 1B.
3. Word power
Write the words in the correct columns. (The order of the answers may vary.)
has a dog is creative is trustworthy makes friends easily

has blue eyes is Peruvian likes to take risks speaks Spanish
has curly hair is tall lives in the U.S. wears glasses
Appearance Personality Other

_________________
has blue eyes _______________
is creative _______________
has a dog
_________________
has curly hair _______________
is trustworthy _______________
is Peruvian
_________________
is tall _______________
likes to take risks _______________
lives in the U.S.
_________________
wear glasses _______________
makes friends easily _______________
speaks Spanish
4. Speaking
A How much do you know about your classmates? Write their
names and tag questions. (Answers will vary.)
Classmates Questions
_____________
Carlos ____________________________________________
You walk to school, don’t you?
1. _____________ ____________________________________________
2. _____________ ____________________________________________
3. _____________ ____________________________________________
4. _____________ ____________________________________________
B Ask your classmates the questions in Part A. How many guesses

did you get right?
Carlos, you walk to school, don’t you? Yes, I do.

Read
A Read the article quickly. Circle the correct answers.
1. (Oldest or only / Middle) children are usually hardworking.
2. (Middle / Youngest) children like being the boss at work.
The youngest is the most outgoing.

Taking personality quizzes is a popular thing
to do and many people take them, don’t
they? But now people can discover their
personalities – not from a quiz, but from
their birth order. Researchers say that the
oldest, middle, youngest, and only children words and are friendly and honest. These
in a family will all have very different people enjoy working in creative careers in
personalities. the arts or in sales.
The oldest or only child likes doing well in The youngest child is the most outgoing.
school. These people are usually hardworking These are the children who like going to
and are leaders. Over half of the U.S. parties and are not at all shy. And at work,
presidents were firstborn children. They’re these people are usually the ones who like
children who get lots of time and attention being the boss.
from their parents, say researchers. So, what do you think? Are your birth order
The middle child is very creative and and personality connected?
thoughtful. These children keep peace in a Only you can decide. But it’s really
family, say researchers. So they’re good with interesting, isn’t it?
More Vocabulary
Practice?
B T.63
Read the article slowly. Check your answers in Part A.
See page 123.
C Are these statements true or false? Write True or False. Then correct the
false statements.
enjoy
1. People don’t like finding out about their personalities. False.
are
2. Birth order and personality aren’t connected. False.
oldest / firstborn
3. Parents usually give the most attention to their youngest child. False.
4. The middle child in a family likes to keep the peace. True.
5. The youngest child in a family enjoys socializing / going out. True.

Sue is new in the class, ____________ ?
Fred is 15, ____________ ?
You're a basketball fan, ____________ ?
Fred and Sue are brother and sister, ____________ ?
Lisa lives with her parents, ____________ ?
Henry studies a lot, ____________ ?
Fred and Sue go to the same school, ____________ ?
• Convide voluntários para que venham à lousa e completem as tag questions apropriadamente.
• Dê tempo para que escrevam duas tag questions sobre um colega, sendo uma com o verbo be
e a outra com um verbo diferente.
• Convide voluntários para que digam as tag questions aos colegas. A turma responde. Os alunos
dizem se as respostas estão corretas ou não.
Read
Neste exercício, pratica-se a leitura para identificar informações sobre o efeito da
ordem de nascimento na personalidade.
A • Os alunos leem o artigo novamente.

• Os alunos leem o título do artigo e observam a foto. • Os alunos verificam suas respostas da Parte A em pares.
Pergunte: How many children are there in the family? Incentive um par de alunos a dizer as respostas.
(Quantos filhos há na família?) (Three.) Which one do you • Atividade Opcional Toque o áudio. Os alunos ouvem e
think is the oldest? The youngest? (Qual é o mais velho? E acompanham a leitura.
o mais novo?) (Students’ own answers.)
• Convide um voluntário para que leia em voz alta as Transcrição do áudio
instruções e as afirmações. Relembre os alunos que eles Mesmo artigo do Livro do Aluno.
devem ler com rapidez para encontrar as respostas e que
não devem ler cada palavra cuidadosamente.
• Os alunos trabalham individualmente para ler o artigo Caso haja tempo, os alunos fazem o exercício da página
rapidamente e circulam as respostas corretas. Não verifique 123 do Livro do Aluno em sala de aula ou como lição de
as respostas neste momento. casa. (As respostas encontram-se na página 123 do Livro
do Professor.)
B T.63
• Convide um voluntário para que leia as instruções em voz C
alta. Relembre os alunos de que devem ler devagar e
cuidadosamente, concentrando-se em obter o significado do • Convide um voluntário para que leia em voz alta as
texto inteiro. instruções e a primeira afirmação.
• Liste na lousa o novo vocabulário: birth order (ordem de • Pergunte: Do people enjoy finding out about their
nascimento), researcher (pesquisador), middle (do meio), personalities? (As pessoas gostam de saber sobre suas
leader (líder), firstborn (adjetivo) (primogênito), peace personalidades?) (Yes.) Pergunte: So is the statement true
(paz), boss (substantivo) (chefe). Traduza ou explique os or false? (Então, a afirmação é verdadeira ou falsa?)
significados. (Birth order: the order in which children are (False.)
born in a family; researcher: someone who studies • Os alunos trabalham individualmente para escrever True ou
something in order to find new information about it; middle: False, e em seguida, corrigem as afirmações falsas.
not the oldest or youngest child, but in between; leader:
someone who is in charge of a country or a group of people;
firstborn [adj.]: being the child born first in a family; peace:
good relations among people in a group; boss [n.]: the
person who makes the decisions at work.) Como
alternativa, peça aos alunos que usem o dicionário para
localizar os significados do novo vocabulário.
Listen
Neste exercício, os alunos ouvem para identificar a ordem de nascimento dos
filhos de duas famílias.
A T.64 • Toque o áudio. Os alunos apenas ouvem.
• Chame a atenção dos alunos para a foto. Pergunte: Is the Transcrição do áudio
girl very happy? (A garota está muito feliz?) (No, she isn’t.)
• Diga aos alunos que eles ouvirão dois amigos, May e Phillip,
conversando sobre sua ordem de nascimento. • Toque o áudio novamente. Os alunos ouvem e respondem às
• Os alunos leem a primeira pergunta e a resposta do perguntas.
exemplo. • Toque o áudio mais uma vez. Os alunos ouvem e verificam
• Explique aos alunos que eles devem ouvir o diálogo e suas respostas.
responder às perguntas com respostas curtas. • Verifique as respostas com a turma. Convide voluntários
Nota Cultural B
Alguns exemplos famosos de • Os alunos leem em voz alta as instruções e todas as
primogênitos incluem Bill e Hillary Clinton, Oprah afirmações.
Winfrey, Sylvester Stallone e Winston Churchill, o
primeiro ministro da Inglaterra durante a Segunda • Relembre os alunos de que I agree (Eu concordo) significa
Guerra Mundial. Exemplos famosos de filhos do meio que se acredita que algo está correto, I disagree (Eu
são Madonna, a Princesa Diana e Bill Gates. É discordo) significa que se acredita que algo não está correto
interessante notar que muitos comediantes são filhos e I’m not sure (Não tenho certeza) significa que não se pode
mais novos, como Jim Carrey, Billy Crystal, Steve dizer se algo está correto ou não. Diga aos alunos que não
Martin e Rosie O’Donnell. Filhos únicos são há respostas certas ou erradas para esse exercício – eles
semelhantes aos primogênitos, uma vez que também estão apenas expressando suas opiniões.
recebem muita atenção dos adultos. O famoso jogador • Os alunos trabalham individualmente para escrever se eles
de golfe, Tiger Woods, é filho único. concordam, discordam ou não têm certeza e justificam suas
respostas.
ou então; incentive voluntários a dizer suas opiniões.
Write
sua ordem de nascimento.
A • Convide diversos voluntários para que leiam seus

instruções e as perguntas.
quatro para ler os parágrafos uns dos outros. Pode ser
• Os alunos trabalham individualmente para responder às interessante agrupar alunos de acordo com a ordem de
perguntas. nascimento, ou seja, todos os alunos que são filhos mais
• Atividade Opcional Em pares, os alunos fazem e respondem velhos em um grupo, todos que são filhos do meio em um
às perguntas. outro grupo e assim por diante. As suas personalidades são
como aquelas descritas no artigo? Quais as semelhanças? E
B as diferenças?
• Convide um voluntário para que leia as instruções em voz
alta. Diga aos alunos que eles usarão as informações que Livro de Atividades
escreveram na Parte A para ajudá-los a escrever sobre sua Indique os exercícios da página 28 do Livro de
ordem de nascimento. Atividades. (As respostas estão nas próprias páginas do
• Os alunos trabalham individualmente para escrever seus
parágrafos.

I’m the only boy! Listen
A T.64
May and Phillip talk about their birth order. Listen and answer the questions.
1. Is May angry about her sister getting a cell phone? Yes, she is.
2. Is May the youngest child in her family? No, she isn't.
3. Does Phillip’s sister think life is easier for her than Phillip? Yes, she does.
4. Does Phillip have friends who study hard? Yes, he does.
5. Is Phillip an only child? No, he isn't.
B What do you think? Write I agree, I disagree, or I’m not sure. Give reasons.
1. Youngest children have an easy life.
2. Getting a lot of attention from your parents is good.
3. Being an only child is great.
4. Birth order and personality are connected.
Your turn Write

A Answer the questions about your birth order. (Answers will vary.)
1. Are you an only, oldest, middle, or youngest child?
2. What are some of your personality traits? Do they match traits of your birth order?
3. What are some good things and bad things about your birth order?
4. Which is the best: being a youngest, middle, oldest, or only chid? Why?
B Write a paragraph about your birth order. Use the answers in Part A to help you.
I’m the child in my family . . .

UNIT 4 Review
Gerunds as subjects Gerunds as objects
Going online is fun. My friends and I love going online.
Tag questions and answers with be Tag questions and answers with the simple present
You’re in my science class, aren’t you? You wear glasses, don’t you?
Yes, I am. / No, I’m not. Yes, I do. / No, I don’t.
He’s Mexican, isn’t he? She studies a lot, doesn’t she?
Yes, he is. / No, he isn’t. Yes, she does. / No, she doesn’t.
They’re cousins, aren’t they? They live near you, don’t they?
Yes, they are. / No, they aren’t. Yes, they do. / No, they don’t.
A Complete the questions for a survey.

1. He plays on the basketball team, doesn’t he ?
It’s enjoyable, isn’t it ?
2. You hang out with friends a lot, don't you ?
That’s fun, isn't it ?
3. She has a job in the school office, doesn't she ?
It’s hard work, isn't it ?
4. You do crossword puzzles, don't you ?
They’re interesting, aren't they ?
5. He does homework on Saturdays, doesn't he ?
It’s awful, isn't it ?
B Look again at the sentences in Part A. Combine the two

sentences to make a question. Use a gerund phrase as the
subject. Then answer the questions with your own information.
1. Q: Playing on the basketball team is enjoyable, A: Yes, it is.
isn’t it?
2. Q: Hanging out with friends a lot is fun, isn't it? A: (Answers will vary.)
3. Q: Having a job in the school office is hard work, isn't it? A: (Answers will vary.)
4. Q: Doing crossword puzzles is interesting, isn't it? A: (Answers will vary.)
5. Q: Doing homework on Saturdays is awful, isn't it? A: (Answers will vary.)

UNIT 4 Review

Nestes quadros, resumem-se os principais pontos gramaticais apresentados
e praticados na Unit 4.
1. Going online is fun. 2. My friends and I love going online.
• Chame a atenção dos alunos para os exemplos da lousa. Pergunte: Que tempo verbal é utilizado
nas palavras sublinhadas? (O gerúndio.)
• Relembre que o gerúndio ou uma gerund phrase pode funcionar como sujeito ou objeto em uma
frase. Convide um voluntário para que venha à lousa e escreva os títulos Subject e Object acima
dos exemplos apropriados. (Frase 1. Subject. Frase 2. Object.)
• Leia as afirmações a seguir, uma a uma, e convide voluntários para que as transformem em tag
questions. Após cada tag question, estimule os alunos a dar respostas afirmativas e negativas.
You’re in my science class. (You’re in my science class, aren’t you?)
He’s Mexican. (He’s Mexican, isn’t he?)
They’re cousins. (They’re cousins, aren’t they?)
You wear glasses. (You wear glasses, don’t you?)
She studies a lot. (She studies a lot, doesn’t she?)
They live near you. (They live near you, don’t they?)
• Livros abertos. Os alunos estudam os exemplos dos quadros.

• Convide um voluntário para que leia em voz alta as • Livros fechados. Escreva na lousa as duas perguntas do
instruções e o exemplo. Exercício A, número 1. Circule as palavras plays on e the
• Os alunos trabalham individualmente para completar as tag basketball team na primeira pergunta e enjoyable na
questions para a pesquisa. segunda pergunta. Pergunte: Como podemos combinar
duas perguntas em uma única pergunta usando o
• Os alunos verificam as respostas em pares. gerúndio? (Playing on the basketball team is enjoyable, isn’t
• Verifique as respostas com a turma. Convide diversos pares it?). Explique que os alunos não precisam usar todas as
de voluntários para que leiam em voz alta as frases. palavras das perguntas originais. (Neste exemplo, os alunos
usam somente as seguintes palavras das perguntas
originais: plays on, the basketball team, is e enjoyable.)
perguntas e respondê-las com suas próprias informações.

Language chart review Conclusão Opcional da Unidade
Neste quadro, resume-se a gramática adicional • Caso os alunos tenham feito os exercícios de Review em
apresentada e praticada na Unit 4. casa, verifique as respostas com a turma.
• Os alunos estudam os exemplos dos quadros. • Os alunos trabalham em pares para praticar as perguntas
e respostas do Exercício B. Em seguida, peça a cada par
• Relembre os alunos de que eles devem usar too para que escreva duas perguntas originais com respostas
expressar concordância com frases afirmativas e either para curtas, usando a mesma estrutura.
expressar concordância com frases negativas.
• Os alunos trabalham em pares. Eles preparam um quadro
• Também relembre os alunos de usar who clauses. Explique como o do Exercício C, porém com palavras diferentes.
que na who clause, o verbo pode estar no simple present ou Indique aos alunos o Word Power na página 46 do Livro
no simple past. do Aluno caso necessitem de ideias de adjetivos. Os
• Responda às perguntas que os alunos eventualmente alunos completam o quadro com suas próprias
tenham. informações e com ele preparam um diálogo, usando o
diálogo do Exercício C como modelo.
Exercício C • Peça aos alunos que digam alguns nomes de pessoas

famosas em suas comunidades. Escreva na lousa os
• Os alunos observam o quadro e leem as instruções.
nomes, ocupações ou posições. Em seguida, os alunos
• Chame a atenção dos alunos para o exemplo. Diga-lhes que pensam em algo que cada pessoa tenha feito. Faça
eles encontrarão as informações para as respostas de B no anotações na lousa. Convide voluntários para formar
quadro. frases com who, usando as informações da lousa. Por
• Os alunos trabalham individualmente para completar os exemplo, Mario Rivera is the businessperson who
diálogos. opened the new pizza restaurant on Main Street.
Exercício D Theme Project

• Livros fechados. Escreva na lousa: My cousin is a scientist.
He studies the weather. Pergunte: Como podemos Project da Unit 4, na página 129 do Livro do Aluno.
combinar essas duas frases em uma única frase usando a
palavra who? (My cousin is a scientist who studies the
weather.)
Livro de Atividades
instruções e a frase do exemplo.
• Os alunos trabalham individualmente para combinar as
frases para formar uma única frase com uma who clause. Extra Practice Worksheets
• Verifique as respostas com a turma. • Indique as Extra Practice Worksheets da Unit 4, começando
na página T-148.
Take another look! Extra Speaking Practice Worksheet
• Indique a Extra Speaking Practice Worksheet da Unit 4, na
instruções.
página T-171.
• Os alunos trabalham individualmente para classificar as
frases com T (true) ou F (false). Arcade Activities
• Verifique as respostas com a turma. • Indique as atividades da Unit 4 do Connect Arcade no site:
Learning Log
Connect Community no site:
Quiz
Prova
• Aplique o Unit 4 Test (Form A e/ou Form B). Ele pode ser

too either
I’m hungry. I am, too. I’m not tired. I’m not, either.
I read magazines. I do, too. I don’t play video games. I don’t, either.
who clauses
Simple present Simple past
I have a friend. She loves studying French. I read about a man. He collected cars.
I have a friend who loves studying French. I read about a man who collected cars.
C Look at the chart. Then complete the conversations.
A B 1. A I’m 15. 3. A I’m hardworking.

B I am, too. B I am, too.
Age 15 15
Organized no no 2. A I’m not organized. 4. A I don’t like pizza.
Hardworking yes yes B I'm not, either. B I don't, either.
Likes pizza no no
D Combine the two sentences to make one sentence with a who clause.
1. Renata Costa is a Brazilian soccer player. She played in her
first World Cup game at 17.
Renata Costa is a Brazilian soccer player who played
in her first World Cup game at 17.
2. Al Gore was a U.S. vice president. He won the Nobel Peace Prize.
Al Gore was a U.S. vice president who won the Nobel Peace Prize.
3. Vitor Faverani is a Brazilian basketball player. He’s 6 feet 11 inches tall.
Vitor Faverani is a Brazilian basketball player who is 6 feet 11 inches tall.
4. Sally Ride was an astronaut. She was the first American
woman in space.
Sally Ride was an astronaut who was the first American woman in space.
5. Paul McCartney is a British singer. He was a member of the Beatles.
Paul McCartney is a British singer who was a member of the Beatles.
Take another look!

Read the sentences. Write T (true) or F (false).
1. Gerunds always end with -ing. T
2. In tag questions, the verb (aren’t, doesn’t, etc.) comes after the Time for the
Theme Project?
pronoun (you, he, etc.). F
See page 129.

17 For fun
Lesson
1. Language focus
A What have these students done for fun during the week?
T.65
I’ve been really busy this week. I’ve read three books,
I’ve hung out with friends at the skate park, and I’ve
played video games at the video arcade. I haven’t
done all of my homework, though. I haven’t had time!
My parents aren’t very happy about that. –Will
We’ve been really busy this week, too. We’ve gone out
almost every night. We’ve seen a couple of movies,
UNIT 5 Entertainment
and we’ve gone to a basketball game at school. We’ve

also rented three videos so far. We haven’t watched
any TV this week, though. We haven’t had any time!
–Diana and Jessica
B Study the chart. Complete the sentences with the

T.66
present perfect. Then listen and check.
Present perfect with I and We

The present perfect is formed with the verb have + the past participle.
I’ve been busy this week. We’ve gone out every night.
I haven’t done all of my homework. We haven’t watched any TV.
Regular past participles: play ➝ played rent ➝ rented watch ➝ watched
Irregular past participles: be ➝ been go ➝ gone read ➝ read
do ➝ done hang ➝ hung see ➝ seen
eat ➝ eaten have ➝ had
1. Juan: I haven’t done (not do) many interesting
things this week. Let’s see . . . I’ve played (play)
video games, and I’ve gone (go) to the mall with
my father. But I haven’t seen (not see) any movies,
and I haven’t eaten out (not eat out) at any restaurants.
I’ve done (do) a lot of homework, though!
2. Carla and Pedro: We’ve been (be) very busy this

week. We’ve had (have) two karate classes, and
we’ve gone (go) canoeing. We’ve watched (watch)
a tennis match, too. But we haven’t watched (not watch)
soccer on TV, and we haven’t read (not read) any
comic books!

Lesson
17 For fun
Nesta lição, apresentam-se e praticam-se as orações com do, make e play e o present
perfect com I e We.
1. Language focus
Neste exercício, apresenta-se e pratica-se o present perfect com I e We.
A T.65 • Escreva na lousa: We've gone out almost every night.

Explique que o present perfect também é usado para
• Os alunos leem as instruções e observam as fotos.
falar de ações que se repetiram em momentos
• Dê tempo para que leiam os textos. Explique o indeterminados do passado. O ponto exato em que a
significado de though (neste caso, though indica ação repetida ocorreu não é importante.
contraste de significado em relação às frases que o
• Os alunos leem os textos novamente e tentam descobrir
antecedem). Explique que so far significa up until the
quantos exemplos com present perfect há em cada um
present (até o presente momento).
deles. (6 e 7.)
• Toque o áudio, ou então leia as frases em voz alta. Os
Transcrição do áudio • Atividade Opcional Em pares, cada aluno lê um dos
Mesmos textos do Livro do Aluno. textos.
• Pergunte: What activity didn’t Will have time for? (His B T.66
homework.) Who hung out with friends at the skate • Language Chart Os alunos estudam os exemplos do
park? (Will.) Who went to a basketball game at school? quadro. Chame a atenção para as palavras em negrito.
(Diana and Jessica.) How many videos did Diana and Pergunte: Quantos verbos são usados para formar o
Jessica rent? (Three.) present perfect? (Dois.) Qual é o primeiro verbo?
• Escreva na lousa: (Have.) Explique que o segundo verbo está no past
I hung out with my friends at the skate park participle (particípio passado). Relembre os diferentes
tempos verbais que eles já conhecem: infinitive, simple
onTuesday. present, present/past continuous, gerund e simple
We didn’t watch any TV this week. past.
• Pergunte: Qual forma verbal é usada nessas frases? • Chame a atenção dos alunos para as listas de past
(Simple past.) Sublinhe on Tuesday e this week. participles. Explique que o past participle de verbos
Pergunte: What day did Will hang out with his regulares é igual ao simple past. A maioria dos verbos
friends? (On Tuesday.) When didn’t Diana and Jessica irregulares, entretanto, tem formas diferentes no
watch TV? (This week.) Relembre passado e no particípio, por exemplo, did / done e ate /
que o simple past descreve uma ação concluída (que eaten. Peça que eles encontrem duas exceções nas
aconteceu ou não) em um momento do passado. listas. (Had e read são tanto as formas no passado
Quando um momento específico no tempo é como no particípio.)
mencionado, usa-se o simple past. Aponte as palavras • Atividade Opcional Leia os exemplos em voz alta,
sublinhadas das frases que estão na lousa. fazendo pausas para que os alunos repitam.
• Escreva na lousa: • Os alunos leem os textos e o exemplo.
I've hung out with my friends at the skate park. • Eles trabalham individualmente para completar os
We've gone to a basketball game at school. textos. Nesta unidade,
• Pergunte: Do we know when Will hung out with his apresentam-se o
• Toque o áudio. Os alunos ouvem e verificam suas
friends? (No.) Do we know when Diana and Jessica respostas. vocabulário e as
went to the basketball game? (No.) Explique que essas expressões
frases estão no present perfect. O present perfect é Transcrição do áudio usados para falar
usado para falar de ações concluídas (ou não) em um Mesmos textos do Livro do Aluno. de atividades do
momento indeterminado do passado. O ponto exato dia-a-dia e
em que a ação ocorreu não é importante. • Verifique as respostas com a turma. Convide voluntários também
para que escrevam na lousa as frases que completaram.
apresenta-se e
pratica-se o
present perfect.

2. Word Power
Neste exercício, apresentam-se e praticam-se as orações com do, make e play.
A B
• Os alunos leem as instruções e as palavras. Eles dizem que • Os alunos leem as instruções e os exemplos.
palavras não entenderam. Explique-as, formando frases com • Eles trabalham individualmente para escrever seis frases.
elas ou fazendo mímica. Os alunos podem usar as ideias da Parte A ou suas próprias
• Eles trabalham individualmente para formar verb phrases. ideias.
• Verifique as respostas com a turma. Convide voluntários • Os alunos contam a um colega as atividades que realizaram
para que leiam os verb phrases que formaram. e as que não realizaram durante a semana. Eles devem
anotar as atividades que fizeram em comum.
• Para encerrar, convide pares de voluntários para que
compartilhem com a turma as atividades que realizaram em
comum. Por exemplo, (Kim) and I have done a lot of
homework.
3. Speaking
Neste exercício, pratica-se como falar de atividades usando o present perfect
com I e We.
A B
• Os alunos leem as instruções e observam o • Convide voluntários para que comentem com a turma sobre
Fun-O-Meter (Termômetro de diversão). Pergunte: Como alguém que seja parecido com eles, seguindo o exemplo.
funciona o Fun-O-Meter? (Quanto mais divertidas as
atividades realizadas, mais alta é a temperatura.)
• Dê tempo para que eles pensem nas atividades divertidas Muitos alunos têm dificuldade para
que realizaram durante a semana e assinalem as alternativas entender o significado do present perfect. Tranquilize-
correspondentes. os, dizendo que, nas próximas lições, eles verão muitos
outros exemplos desse tempo verbal e, aos poucos,
• Os alunos conversam com os colegas para encontrar um
entenderão como ele funciona. Incentive-os a pensar
aluno para cada nível do termômetro, seguindo os exemplos
nos tempos verbais usados em Português para
dos balões e escrevendo os nomes dos colegas no quadro.
expressar os significados que em Inglês são expressos
Observação: Se sua turma não for numerosa, você pode fazer com o present perfect.
os alunos circularem pela sala de aula. Caso contrário, eles
conversam com os colegas que estão sentados próximos deles.
Livro de Atividades

Lesson 17.

2. Word power
A Make verb phrases by adding do, make, or play.
make a cake do exercises do homework
do chores make friends make money
play the piano play a game make plans
B Write three things you have done and three

things you have not done this week. Use ideas in
Part A or your own ideas. Then tell a classmate.
I’ve made a cake.
I haven’t done chores.
1.
2.
3.
4.
5.
6.
I’ve made a cake, . . .
3. Speaking
A What have you done this week? Look at the Fun-O-Meter.
Check (✓) the sentence that best describes you. Then find a
classmate for each level of fun. Write your classmates’
names in the chart. (Answers will vary.)
What have you done this week? You Classmates

I’ve done lots of fun activities this week.
I’ve done three or four fun activities this week.
I’ve done one or two fun activities this week.
I haven’t done any fun activities this week.
I’ve done three or four fun activities this week. How about you, Sally?
Fun-O-Meter
I’ve done lots of fun activities this week.
B Now tell the class about someone like you.
Jane and I have done three fun activities this week. We’ve been very busy.
© Cambridge University Press 2015 Entertainment 59

18 Young entertainers
Lesson
1. Word power
Which five of these activities would you most like to do or have
T.67
happen? Circle the activities. Then listen and practice. (Answers will vary.)
1 2 3
become a big star entertain a live audience give interviews

4 5 6
have a hit TV show make a movie record a song

7 8 9
sign autographs support a charity win a great award
2. Language focus
A Read about these young entertainers. Then listen and practice.
T.68
Angelina Jordan Amandla Stenberg Akai Osei and Theo Stevenson

Singer Model, actor, and voice actor Actors and dancers
Angelina Jordan is only 9, but she’s Millions of people have seen Amandla Friends Akai Osei and Theo Stevenson
become a big star. Millions of people have perform. She’s acted as Rue in The have become big stars. Akai Osei
seen Angelina perform on YouTube. She’s Hunger Games movie series. She’s also has made several movies and he’s
performed on TV, and she’s sung in many been on TV and people have heard her performed on TV. Theo has been
events around the world. During her trips, voice in Rio 2. Amandla hasn’t won an in movies, too. He hasn’t sung in
she’s met many famous people. Angelina has a movie, but he’ll probably do it
Emmy for her acting, but she’d like to
won Norway’s Got Talent award, and that was someday. Akai and Theo have danced
incredible! Some people in Norway haven’t
win an Emmy someday.
together in All Stars.
heard her sing, but they might someday!

Lesson
Nesta lição, apresentam-se e praticam-se os verb phrases usados para falar de atividades e fatos relacionados ao
entretenimento e o present perfect com he, she e they.
• Mencione os verbos a seguir e peça aos alunos que digam os past participles correspondentes:
be, eat, go, hang, have, play, read, rent, see, watch. Escreva os past participles na lousa.
• Os alunos escrevem uma frase sobre uma atividade que realizaram e sobre outra que
não realizaram durante a semana. Por exemplo: I have seen four movies. I haven’t read any books. Uma
das frases deve ser falsa.
• Convide voluntários para que leiam as frases que escreveram. A turma tenta adivinhar quais
delas são falsas.
• Divida a turma em pequenos grupos e dê tempo aos alunos para que comparem as atividades
que realizaram ou não durante a semana.
• Convide um representante de cada grupo para que compartilhe com a turma algo que integrantes
de seu grupo realizaram e algo que não realizaram durante a semana. Por exemplo: We’ve
watched a lot of TV. We haven’t gone out.
1. Word Power
Neste exercício, apresentam-se e praticam-se os verb phrases usados para
descrever atividades e fatos relacionados ao entretenimento.
T.67 • Toque o áudio. Os alunos ouvem e repetem.

• Os alunos leem as instruções e observam as ilustrações. Transcrição do áudio
• Eles leem as nove atividades relacionadas ao Mesmas atividades do Livro do Aluno.
entretenimento. Estimule-os a descobrir, ou explique o
significado de live audience (plateia ao vivo), hit TV show • Convide voluntários para que leiam as atividades que
(programa de TV famoso), record (verbo) (gravar), support circularam. Após a leitura de cada uma delas, peça aos
(verbo) (apoiar) e charity (caridade.) alunos que escolheram a mesma atividade que levantem a
• Mencione as atividades aleatoriamente. Os alunos mão.
respondem com o número apropriado. • Para encerrar, pergunte à turma quais foram as duas
• Os alunos trabalham individualmente para circular as atividades preferidas.
atividades que mais gostariam de fazer ou que se tornassem
realidade.
2. Language focus
Neste exercício, apresenta-se e pratica-se o present perfect com he, she e they.
A T.68 • Chame a atenção dos alunos para o primeiro texto.

Pergunte: Has Angelina Jordan become a big star? (Yes.)
• Os alunos cobrem os três textos e observam as fotos. Has she been in many events around the world? (Yes.)
Pergunte se eles reconhecem alguns desses adolescentes What is she? (She's a singer.) Has she met many famous
famosos. Em caso afirmativo, peça que compartilhem com a people during her trips? (Yes.) Has she won Norway's Got
turma as informações que têm sobre eles. Caso contrário, Talent award? (Yes.) Siga o mesmo procedimento para
tentam descobrir o que eles fazem. verificar a compreensão dos outros textos.
• Eles leem os textos e verificam se as informações que • Os alunos leem os textos novamente e sublinham exemplos
compartilharam ou que tentaram descobrir estavam de present perfect com he, she e they. Estimule-os a dizer
corretas. um exemplo de cada.
• Atividade Opcional Toque o áudio. Os alunos ouvem e • Toque o áudio, ou então leia as frases em voz alta. Os alunos
acompanham a leitura. ouvem e repetem.
Transcrição do áudio • Atividade Opcional Os alunos leem os textos em grupos de

três. Cada aluno lê em voz alta um dos textos.
© Cambridge University Press 2015 Entertainment T-60

B • Em pares, os alunos verificam suas respostas.
• Language Chart Os alunos estudam os exemplos do • Verifique as respostas com a turma. Convide voluntários
quadro. Relembre que o present perfect é usado para falar para que venham à lousa e escrevam as respostas.
de ações concluídas em um momento indeterminado do
passado. É também usado para falar de ações que se C T.69
repetiram no passado. O ponto exato em que cada ação se • Os alunos leem as instruções e o exemplo.
repetiu não é importante. Se um momento específico do
passado for mencionado, então se deve usar o simple past • Eles trabalham individualmente para completar as frases
em vez do present perfect. com os verbos entre parênteses.
• Pergunte: Quais sãos os dois verbos usados com he e she? • Toque o áudio. Os alunos ouvem e verificam suas respostas.
(Has e um past participle.) Quais são os dois verbos usados
com they? (Have e um past participle.) Pergunte: Qual é a Transcrição do áudio
forma contraída de he has? (He’s) Qual é a forma Mesmas frases do Livro do Aluno.
contraída de they have not? (They haven’t.)
• Atividade Opcional Leia os exemplos em voz alta, fazendo para que leiam as frases que completaram.
• Peça aos alunos que leiam as instruções e os exemplos.
• Eles trabalham individualmente para rever os textos da
Parte A, localizar os past participles dos verbos e escrevê-
los nas lacunas.
3. Listening
Neste exercício, os alunos ouvem o áudio para identificar informações específicas
da vida de dois artistas famosos.
T.70 Nota Cultural

Muitos jovens artistas não seguem
• Os alunos leem as instruções e os itens 1 a 6. Diga aos
carreira quando se tornam adultos. Alguns decidem
alunos que eles ouvirão informações sobre Akai Osei e
fazer outras atividades. Shirley Temple, uma das mais
Theo Stevenson.
famosas artistas mirins de todos os tempos, fez 44
• Toque o áudio. Os alunos apenas ouvem. filmes antes dos 12 anos de idade. Ela optou pela
aposentadoria em 1949, aos 21 anos de idade. Mais
Transcrição do áudio tarde, chegou a fazer trabalhos no rádio e na TV, mas
A partir da página T-192. não fez mais filmes. Posteriormente, Shirley tornou-se
uma embaixadora dos Estados Unidos e uma
• Toque o áudio novamente. Os alunos ouvem e assinalam as diplomata. Outros atores mirins seguem a carreira na
alternativas corretas. vida adulta. Elijah Wood, mais famoso por estrelar O
• Toque o áudio mais uma vez. Os alunos ouvem e verificam Senhor dos Anéis (2001), iniciou sua carreira de ator
suas respostas. Enquanto isso, escreva na lousa: aos 8 anos de idade e ainda atua em filmes.
1. Theo was nine years old in 2007.
2. Both Akai and Theo have made movies.
• Verifique as respostas com a turma. Convide voluntários Livro de Atividades
para que respondam às perguntas do quadro, usando as Indique os exercícios da página 31 do Livro de
frases da lousa como modelo. Atividades. (As respostas estão nas próprias páginas do
• Para encerrar, pergunte se eles conhecem outros artistas Livro de Atividades no Livro do Professor.)
famosos da mesma família.
Lesson 18.

B Study the chart. Write the past participles from Part A.
Present perfect with he, she, and they
She’s become a big star. She hasn’t won an Emmy.
He’s performed on TV. He hasn’t sung in a movie.
They’ve danced together in All Stars. They haven’t heard her sing.
1. (he / see) he’s seen 7. (they / make) they’ve made

2. (they / act) they’ve acted 8. (she / perform) she’s performed
3. (she / sing) she’s sung 9. (they / record) they’ve recorded
4. (they / be) they’ve been 10. (she / meet) she’s met
5. (she /win) she’s won 11. (he / give) he’s given
6. (he / become) he’s become 12. (he / hear) he’s heard
C Complete the sentences with the present perfect.

T.69
1. She ’s appeared (appear) in fashion magazines.
2. They haven’t recorded (not record) any hit songs.
3. She ‘s competed (compete) in the Olympic
Games twice.
4. He hasn’t acted (not act) in any plays on Broadway
in New York City.
5. They ‘ve won (win) a lot of tennis matches
this year.
6. They ‘ve sold (sell) millions of their CDs.
7. He hasn’t made (not make) any movies this year.
3. Listening
A radio host interviews a fan about Akai Osei and Theo Stevenson. Which
T.70
star is the information about? Listen and check (✓) the correct boxes.
Who . . . ? Theo Akai

1. was nine years old in 2007 ✓
2. made a movie in 2010 ✓
3. has lived on a farm ✓
4. has worked more in TV ✓
5. hasn’t sung in movies ✓
6. is going to record his own music ✓

Mini-review
Lessons
17 & 18
1. Language check
A Complete Ramiro’s biography of Kany Garcia. Use the present perfect.
Kany Garcia
• Kany Garcia was born in 1982 in Puerto Rico.
• Her family is very musical. Her brother plays the
cello in the Puerto Rican Symphony Orchestra.
She ’s studied (study) classical cello and the
guitar. But she really loves singing, too.
• Kany has written (write) many songs.
People call her music intelligent and beautiful.
For her, the words of a song are very important.
• She ‘s recorded (record) an album with
Sony Records. She ‘s won (win) a Gold
Album. It ‘s sold (sell) more than
100,000 copies.
• Kany has received (receive) four Latin Grammy
nominations, but she hasn’t won (not win) a Grammy.
• She hasn’t recorded (not record) an album in English.
• Kany has supported (support) a special charity for children
in Puerto Rico.
B Complete the e-mail message. Use the present perfect.
Hi, James!
I ’ve been (be) really busy this week. I ‘ve made (make) a Web site about
Kany Garcia. Do you know her? She’s a young singer from Puerto Rico. My sister and
I ‘ve become (become) big fans of hers. I ‘ve learned (learn) a lot about her and
her music from different places on the Internet. I have also bought
(buy) her first album. She ‘s given (give) a big concert in Puerto Rico, but she
hasn’t performed (not perform) around here. Anyway, I hope I can share information
about her with other kids on this Web site. I haven’t had (not have) much
experience making Web sites! Please check it out and let me know what you think.
Ramiro

Lessons
17 & 18 Mini-review
1. Language check
nesta unidade.
A B
• Chame a atenção dos alunos para a foto. Pergunte se eles • Os alunos leem a mensagem de e-mail. Pergunte: What’s the
conhecem Kany Garcia; em caso afirmativo, peça que connection between this e-mail and the Web site in Part A?
compartilhem com a turma o que sabem sobre ela. Caso (Qual a conexão entre o e-mail e o site da Parte A?) (Both
contrário, eles devem sugerir por que acham que Kany é are about Kany Garcia.) Who’s a fan of Kany Garcia,
famosa. Ramiro or his sister? (Quem é fã de Kany Garcia, Ramiro
• Os alunos leem o texto e verificam se as informações que ou a irmã dele?) (Both of them are.) Who’s made a Web site
compartilharam ou que tentaram adivinhar estão corretas. about her? (Quem fez um site sobre ela?) (Ramiro.) Where’s
Kany Garcia from? (De onde é Kany Garcia?) (Puerto
• Os alunos trabalham individualmente para completar as Rico.) What does Ramiro want to do on his Web site? (O
frases. que Ramiro quer fazer em seu site?) (Share information
• Verifique as respostas com a turma. Convide voluntários about Kany Garcia with other kids.) Has Ramiro made a lot
para que leiam em voz alta as frases que completaram. of Web sites? (Ramiro fez muitos sites?) (No.)
• Para encerrar, os alunos leem o texto novamente e • Os alunos trabalham individualmente para completar o
assinalam as duas frases que, na opinião deles, descrevem e-mail, usando o present perfect.
as conquistas mais importantes de Kany até o momento. • Verifique as respostas com a turma. Convide voluntários
• Convide voluntários para que compartilhem com a turma a para que venham à lousa e escrevam as frases que
opinião deles sobre as conquistas mais importantes de completaram.
Kany.

C • Os alunos trabalham individualmente para completar as
frases.
instruções e o exemplo. Diga aos alunos que eles devem • Os alunos trabalham em pares para ler as frases para seu
completar as frases afirmativas sobre as atividades feitas colega.
por Ken, Emile e Jamie e as frases negativas sobre as • Verifique as respostas com a turma.
atividades que eles não fizeram.
2. Listening
Neste exercício, os alunos praticam o present perfect.

• Diga aos alunos que eles ouvirão uma entrevista na estação Mesma transcrição da Parte A.
de rádio da escola. O entrevistador está entrevistando dois
estudantes, Natalia e Manuel, para o jornal da escola. • Verifique as respostas com a turma. Convide voluntários
• Convide um voluntário para que leia em voz alta as para que leiam em voz alta as suas respostas.
instruções e o exemplo.
Livro de Atividades
• Toque o áudio novamente. Os alunos ouvem e classificam Game

cada frase como T (true) ou F (false). Não verifique as Caso haja tempo, indique o jogo da página 118 do Livro
repostas neste momento. do Aluno.
B T.72
• Toque o áudio novamente. Dê tempo para que os alunos
corrijam as afirmações falsas da Parte A.
suas respostas.

C Ken, Emily, and Jamie have been busy this week. Look at the chart. Then
complete the sentences about the things they have done (✓)
and the things they haven’t done (✗).
Ken Emily Jamie

Do chores ✗ ✗ ✗
Make plans for Saturday ✗ ✓ ✗
Play the piano ✗ ✓ ✓
Hang out with friends ✓ ✗ ✗
Watch TV ✓ ✗ ✓
Eat out ✓ ✓ ✓
1. They haven’t done chores .

2. Emily has made plans for Saturday .
3. Ken and Jamie haven’t made plans for Saturday .
4. Emily and Jamie have played the piano .
5. Ken hasn’t played the piano .
6. Ken has hung out with friends .
7. Emily and Jamie haven’t hung out with friends .
8. Ken and Jamie have watched TV .
9. Emily hasn’t watched TV .
10. They have eaten out .
2. Listening
A A student reporter is interviewing Natalia and Manuel for the school
T.71
newspaper. Are the sentences true or false? Listen and write T (true)
or F (false).
mother
1. Natalia has learned a lot from her brother. F
two
2. She has climbed Mount Baldy three times. F
3. She hasn’t visited the Andes. T
haven’t
4. Manuel and Miguel have performed on TV. F
5. They haven’t sold many CDs. T
haven’t
6. Radio stations have played their CD. F
B Listen again and correct the false statements in Part A.
T.72
Time for a Game?

See page 118.

19 Are you a fan?
Lesson
1. Language focus Present perfect Yes / No questions with ever

A Carla and Pedro are buying tickets for a concert. Have you ever gone to a concert?
T.73
Listen and practice. Yes, I have. / No, I haven’t.
Has she ever met Kylie Minogue?
Pedro Hi, Carla. Are you in Yes, she has. / No, she hasn’t.
line for the Kylie Minogue concert?
Carla Yes, I am. I’m so excited!
Pedro Have you ever gone to one of her concerts?
Carla Yes, I have. I’ve been to ten of her concerts!
Pedro Wow! This will be my first Kylie concert.
Have you ever gotten her autograph?
Carla No, I haven’t. Have you?
Pedro No, I haven’t, but my friend Lily has.
She’s been to every Kylie concert here.
Carla Has she ever met Kylie?
Pedro Yes, she has. She met her backstage at
a concert last year. She always gets
invited backstage.
Carla Then let’s go with her to the concert. I
can’t wait to meet Kylie!
B Complete the conversations. Then listen and check.

T.74
1. Sam Have you ever gotten (get)
a sports star’s autograph?
Maggie Yes, I have .
2. Pia Has Matt ever gone (go) to
a rock concert?
Beth Yes, he has .
3. Has
Kim your best friend
ever won (win) a radio contest?
Kayla No, she hasn’t .
4. Tom Have you ever written (write) a
fan letter?
Bill No, I haven’t .
5. Kate Has your sister ever met (met)
a famous singer?
Ellen Yes, she has .
6. Jack Has your brother ever had (have)
a girlfriend?
Matt Yes, he has . He’s had two girlfriends.

Lesson
19 Are you a fan?

Nesta lição, apresentam-se e praticam-se Yes / No questions no present perfect com ever.
My favorite movie star My favorite band
He’s made a lot of movies. They’ve sold millions of CDs.
He’s appeared on TV. They’ve given concerts in many different countries.
He’s won an Academy Award. They’ve recorded in English and in Spanish.
He’s French. They’re American.
• Comente que as três primeiras frases de cada coluna estão no present perfect, e a última está
no simple present.
• Os alunos trabalham individualmente para escrever quatro frases sobre seus artistas de cinema preferidos
e quatro sobre sua banda preferida, seguindo o exemplo da lousa.
• Convide voluntários para que leiam as frases que escreveram. A turma tenta adivinhar o nome
do artista de cinema ou da banda.
1. Language focus
Neste exercício, apresentam-se e praticam-se Yes / No questions no present perfect com ever.
A T.73 • Pergunte: Qual forma verbal é usada nas perguntas? (O

present perfect.) Explique que ever significa “in my life up to
• Os alunos leem as instruções e observam a foto. Pergunte: now” (na minha vida até o momento).
What are Carla and Pedro doing? (They’re standing in line
to buy tickets.) • Toque o áudio, ou então leia o diálogo em voz alta. Os
• Os alunos leem o diálogo.
acompanham a leitura. • Language Chart Os alunos estudam os exemplos do
quadro. Chame a atenção para a posição de ever nas
Transcrição do áudio perguntas e de have nas perguntas e nas respostas curtas
afirmativas e negativas. Relembre que usamos have com a
primeira pessoa do singular (I), a segunda pessoa do
singular (you) e a terceira pessoa do plural (they) e que has
• Pergunte: Who’s giving the concert? (Kylie Minogue.) Os
é usado com a terceira pessoa do singular (he, she, it).
alunos compartilham o que sabem sobre ela.
• Pergunte: Who’s been to a lot of Kylie’s concerts? (Carla.)
Who else has been to a lot of Kylie’s concerts? (Lily.) Who’s
Lily? (Pedro’s friend.) Has Pedro been to any of Kylie’s
concerts? (No.) Who’s been invited backstage at Kylie’s B T.74
concerts, Carla, Pedro, or Lily? (Lily.) Why does Carla want • Os alunos leem as instruções e o exemplo.
to go to the concert with Lily? (Because Carla wants to be • Eles trabalham individualmente para completar os diálogos.
invited backstage.)
• Explique aos alunos que você lhes dará dicas para que
encontrem as perguntas no diálogo; após cada uma delas,
você chamará alunos aleatoriamente para que digam a
Mesmos diálogos do Livro do Aluno.
pergunta correta. Leia as dicas, fazendo pausas após cada
uma delas para que os alunos tenham tempo para localizar a
• Verifique as respostas com a turma. Convide pares
pergunta.
de voluntários para que cada um leia em voz alta
Pedro wants to know if Carla has ever gone to a Kylie um diálogo.
concert. (Have you ever gone to one of her concerts?)
Pedro wants to know if Carla has ever gotten Kylie’s
autograph. (Have you ever gotten her autograph?)
Carla wants to know if Lily has ever met Kylie. (Has she
ever met Kylie?)

2. Listening
Neste exercício, os alunos ouvem o áudio para identificar informações de
atividades realizadas pelos falantes.
T.75 • Toque o áudio novamente. Os alunos ouvem e escrevem D
ou J.
• Os alunos leem as instruções e as perguntas 1 a 6.
• Explique que os alunos irão ouvir Diane e Julio conversar suas respostas.
sobre Jordin Sparks. Os alunos devem ouvir o que Diane e
Julio fizeram e escrever D para Diane e J para Julio. • Verifique as respostas com a turma. Toque o áudio
novamente e peça aos alunos que digam Stop! quando
• Toque o áudio. Os alunos apenas ouvem. ouvirem as informações para cada pergunta.
3. Pronunciation Stress in Have you ever

Neste exercício, os alunos praticam have you ever questions.
A T.76 B
• Explique aos alunos que, na conversação, a palavra ever • Dê tempo para que os alunos pratiquem as perguntas do
geralmente é enfatizada nas Have you ever questions. Exercício 1B da página 64, certificando-se de que eles
enfatizem a palavra ever.
• Convide voluntários para que digam as perguntas que
Transcrição do áudio praticaram.
Mesmas perguntas do Livro do Aluno.
• Toque o áudio novamente. Os alunos ouvem e repetem.
4. Speaking
Neste exercício, praticam-se perguntas sobre experiências passadas.
A B
• Os alunos leem as instruções. Demonstre o exemplo com • Os alunos leem as instruções e o diálogo do exemplo.
um voluntário (Classmate A). • Demonstre a atividade com um voluntário
• Os alunos trabalham individualmente para escrever as (Classmate B).
perguntas. • Convide mais dois voluntários para demonstrar a atividade
• Os alunos fazem as perguntas aos colegas e assinalam Yes novamente.
ou No, de acordo com as respostas. • Os alunos trabalham em pares para fazer a atividade. Eles
devem anotar o número de acertos do colega sobre as
respostas do Classmate A.
• Para encerrar, convide pares de voluntários para que digam
seu número de acertos.
Livro de Atividades

Lesson 19.

2. Listening
Diane and Julio are fans of Jordin Sparks.
T.75
Who has done these things, Diane or Julio?
Listen and write D (Diane) or J (Julio).
Who has . . . ?
1. gotten Jordin’s autograph D
2. met Jordin J
3. written a fan letter to Jordin J
4. received a postcard from Jordin J
5. bought a Jordin Sparks poster D
6. gotten a ticket to one of her concerts D
3. Pronunciation Stress in Have you ever

A Listen. Notice the stress in Have you ever questions. Then listen
T.76
again and practice.
Have you ever met a rock star? Have you ever won a ticket?
Have you ever climbed a mountain? Have you ever eaten snails?
B Now practice the questions in Exercise 1B.
4. Speaking
A Write five Have you ever questions. Then ask a classmate (Classmate A)
the questions, and check (✓) Yes or No. (Answers will vary.)
Classmate A
Yes No
✓
Have you ever met a sports star?
1.
2.
3.
4.
5.
B Ask another classmate (Classmate B) the questions in Part A. Classmate B

guesses Classmate A’s answers. How many did he or she guess right?
You Has Jake ever met a sports star?
Classmate B Yes, he has.
You Right. Has Jake ever studied French?
Classmate B Yes, he has.
You Wrong. He hasn’t studied French.

20 Pop culture trivia
Lesson
1. Language focus How long has / How long have . . . ?

A Are you good at pop culture trivia? since and for
T.77
Find out. Check (✓) the correct How long has Harrison Ford had a star on
answers. Listen and check. Then practice. the Walk of Fame?
He’s had a star since May 2003.
1 2 Since May 2003.
How long has Johnny Depp acted in movies?
He’s acted in movies for about 25 years.
For about 25 years.
3
4 5 6
1. How long has Harrison 3. How long has Hollywood 5. How long have people
Ford had a star on the been the center of the celebrated New Year’s
Walk of Fame? movie industry? Eve in Times Square?
✓ Since May 2003. ✓ Since the 1920s. ✓ For over 100 years.
Since May 1993. Since the 1950s. For over 50 years.
2. How long has Johnny 4. How long has the Statue 6. How long has the
Depp acted in movies? of Liberty been a popular modern Internet
For about 13 years. tourist attraction? been around?
✓ For about 30 years. For about 100 years. Since 2001.
✓ For about 130 years. ✓ Since 1995.
B Write two interesting trivia questions about your life. Ask a
classmate the questions. Can your classmate answer correctly? (Answers will vary.)
1. You How long have I had a pet

rabbit?
2. Classmate You’ve had a pet rabbit
for three years.
You Right.

Lesson

Nesta lição, apresentam-se e praticam-se How long has /
How long have . . . ?, since e for.
• Estimule os alunos a dizer um exemplo de estrutura de Yes / No question-and-answer no
present perfect com ever, como aquela encontrada no quadro da Lesson 19. Escreva-o na lousa
e faça uma revisão com os alunos.
• Leia as frases no present perfect a seguir. Os alunos as transformam em Yes / No questions no
present perfect com ever. Grace has seen a concert. (Has Grace ever seen a concert?) They
haven’t gone to a basketball game. (Have they ever gone to a basketball game?) Mr. Lee hasn’t
eaten sushi. (Has Mr. Lee ever eaten sushi?) Lilia has written an e-mail. (Has Lilia ever written
an e-mail?) Steve has played soccer. (Has Steve ever played soccer?)
• Proponha uma rodada de Toss the Ball (Jogue a bola). Os alunos jogam a bola para um colega
e fazem uma Yes / No question no present perfect com ever. O aluno que pegar a bola responde
à pergunta e a joga para outro, continuando a atividade.
1. Language focus
Neste exercício, apresentam-se e praticam-se How long has / How long have . . . ?, since e for.
A T.77 • Toque o áudio. Os alunos ouvem e verificam suas respostas.
• Chame a atenção dos alunos para o título da lição. Explique Transcrição do áudio
que trivia são curiosidades sobre a vida das celebridades –
Mesmas perguntas e respostas corretas do Livro
por exemplo, o número de filmes em que um ator atuou. do Aluno.
• Os alunos leem os itens 1 e 2. Peça que compartilhem com a
turma o que sabem a respeito de Harrison Ford ou • Verifique as respostas com a turma. Convide voluntários
de Johnny Depp. Explique que a Walk of Fame (Calçada da para que leiam as perguntas e as respostas que assinalaram.
fama) é uma calçada da Hollywood Boulevard, na cidade de • Toque o áudio novamente, ou então leia as perguntas e as
Hollywood, na Califórnia. Placas de bronze, em formato de respostas em voz alta. Os alunos ouvem e repetem.
estrela, são colocadas na calçada para homenagear
celebridades por sua contribuição ao show business. • Language Chart Os alunos estudam os exemplos do
quadro. Pergunte: Nas perguntas, quais palavras são
• Desenhe na lousa: referentes a um período de tempo? (How long.) Qual
X forma verbal é usada nas perguntas? (Present perfect.)
2003 NOW Sempre é necessário usar uma frase longa como resposta?
(Não. Você pode usar uma resposta curta.) As respostas
• Diga: Harrison Ford got his star in 2003. He’s had a star curtas começam com quais palavras? (Since ou for.)
on the Walk of Fame since 2003.
• Agora desenhe na lousa o esquema a seguir. Escreva abaixo pausas para que os alunos repitam.
do X o ano que corresponde a 30 anos anteriores ao
momento presente. Neste exemplo, o ano é 1985. B
X • Os alunos leem as instruções em voz alta. Demonstre a
1985 NOW atividade lendo o diálogo do exemplo com um voluntário.
30 years • Eles trabalham individualmente para escrever as perguntas.
• Diga: Johnny Depp began acting in movies in the • Os alunos trabalham com um colega e se revezam para
mid-1980s. He’s acted in movies for about 30 years. perguntar e responder às perguntas, seguindo o diálogo do
exemplo.
• Explique que, quando o present perfect é utilizado com for
ou since, descreve ações ou situações que começaram no
passado e continuam no presente. Usamos since para um
momento específico no tempo e for para um período de
tempo.
• Os alunos leem as demais perguntas e assinalam as
alternativas que julgam ser corretas.

• Os alunos leem as instruções e o exemplo. Pergunte: Mesmas perguntas e respostas do Livro do Aluno.
O que vocês devem fazer? (Completar as perguntas e
respostas.) Com quais palavras todas as perguntas devem • Verifique as respostas com a turma. Convide pares de
começar? (How long.) As respostas devem ser longas ou voluntários para que leiam as perguntas e as respostas que
curtas? (Elas podem ser longas ou curtas.) completaram.
• Chame a atenção deles para a pergunta 2. Explique que o • Para encerrar, convide voluntários para que digam quais
Grauman’s Chinese Theater é famoso porque muitas perguntas acharam mais interessantes.
estrelas deixaram as marcas de suas mãos e pés no cimento
em frente ao teatro.
Nota Cultural
• Os alunos leem as pistas das perguntas e das respostas. Anualmente, a Academy for Motion
Pictures Arts and Sciences (Academia de Artes e de
• Relembre que since é utilizado para indicar um momento Ciências Cinematográficas) premia com uma estatueta
específico em que um fato teve início no passado. For é de ouro, o Oscar, filmes, atores, atrizes, diretores,
utilizado quando se indica a duração de um fato que teve figurinistas e outros para celebrar a excelência na
início no passado e continua acontecendo no presente. indústria cinematográfica. A entrega do prêmio
Pergunte: Onde vocês usarão since? (Nas respostas às acontece em Los Angeles, Califórnia, e estima-se que
perguntas 2 e 5.) E onde usarão for? (Nas respostas às nos Estados Unidos cerca de 40 milhões de pessoas
perguntas 3 e 4.) assistam à cerimônia, que é transmitida a 100 países,
• Os alunos trabalham individualmente para escrever as totalizando quase um bilhão de espectadores todos os
perguntas e as respostas. anos.
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar as respostas às trivia questions.
respostas corretas.
• Os alunos leem as instruções e os itens 1 a 4. Pergunte se
eles sabem algumas das respostas. Em caso afirmativo, • Toque o áudio mais uma vez. Os alunos ouvem e verificam
escreva na lousa o número da(s) pergunta(s) e as respostas suas respostas.
sugeridas, acrescentando um ponto de interrogação ao lado. • Verifique as respostas com a turma. Toque o áudio
• Toque o áudio. Os alunos apenas ouvem. novamente e peça aos alunos que digam Stop! quando
ouvirem as informações para cada pergunta.
3. Speaking
Neste exercício, praticam-se How long have . . . ?, since e for.
A B
• Os alunos leem as instruções e o exemplo. • Os alunos leem as instruções.
• Eles trabalham individualmente para completar a pergunta • Diga aos alunos que eles devem inventar as respostas.
2 e escrever a pergunta 3. • Os alunos trabalham em pares para interpretar a entrevista.
• Atividade Opcional Convide um dos pares para interpretar a
entrevista para a turma.
Livro de Atividades

Lesson 20.

C Complete the questions and answers. Then listen and check.
T.78
1. the company Paramount Pictures / be / in Hollywood
Q: How long has the company Paramount Pictures
been in Hollywood?
A: It’s been in Hollywood since 1913. OR Since 1913.
2. Jamie Foxx / have / a star on the Hollywood Walk of Fame
Q: How long has Jamie Foxx has a star on the Hollywood Walk of Fame?
A: He’s had a star on the Hollywood Walk of Fame since / Since September 14, 2007.
3. people / have / color TVs
Q: How long have people had color TVs?
A: They’ve had color TVs for / For over 50 years.
4. rock music / be / popular
Q: How long has rock music been popular?
A: It’s been popular for / For a long time.
5. actors / receive / Oscars at the Academy Awards
Q: How long have actors received Oscars at the Academy Awards?
A: They’ve received Oscars at the Academy Awards since / Since 1927.
2. Listening
Jessica, Diana, and Carla appear on a TV game show about pop culture trivia.
T.79
Listen and check (✓) the correct answers.
1. Broadway Tony Awards 3. CDs
since 1927 since the 1970s
✓ since 1947 ✓ since the 1980s
2. MGM Studios 4. Grauman’s Chinese Theatre
✓ since 1924 for about 50 years
for 100 years ✓ for about 75 years
3. Speaking
A Imagine you will interview a famous actor. Complete questions 1 and 2.
Write question 3. (Answers will vary.)
1. How long have you been (be) an actor?
2. (live) in Hollywood?
3.
B Now role-play the interview with a classmate. Make up the answers.

Read
A Read the article quickly. Check (✓) the main idea of the article.
1. Reality shows are only for very talented singers.
2. Reality show performers always become very successful.
✓ 3. You need luck and talent to win on a reality show.
How to Be Rich and Famous

Have you ever watched a reality show on TV? Of course you have! They’re some of the most
popular shows on TV. People have watched reality shows for many years, but they became really
popular several years ago with shows like American Idol. Millions of viewers all over the world
have seen this show, and thousands of people have performed on the show. They want to win
recording contracts and become famous singers. Some of the show’s winners have sold millions
of CDs, and they now have successful singing careers.
So, what kind of reality show do you want to perform on?
Have you ever told jokes to people, and have they laughed?
Then maybe you can try a reality show for comedians.
Are you a good dancer? Yes? Then try a reality show for
dancers.
Research says that one in seven young people would like to
go on a reality show and become famous. So, go ahead –
audition for a show. And if you do . . . good luck!
More Vocabulary
Practice?
See page 124.
B T.80
Read the article slowly. Check your answer in Part A.

1. How long have reality shows been popular? They’ve been popular for many years.
2. Have a lot of people performed on American Idol?
Yes, they have.
3. What do the people on American Idol want to win?
They want to win recording contracts.
4. What has happened to some of the show’s winners?
They have sold millions of CDs.
5. What other kinds of reality shows are there?
There are reality shows for comedians and dancers.

1. ______________________ a dancer? 4. ______________________ best friends?
2. ______________________ in New York? 5. ______________________ a collection of
3. ______________________ with the Blue Dance Group? dance videos?
• Divida a turma em pequenos grupos.
• Explique que você lerá duas vezes uma história curta de um adolescente. Eles devem ouvir,
sem fazer anotações, e tentar lembrar o máximo possível os fatos da história.
• Leia duas vezes a história a seguir:
Mandy Perez is a 15-year-old dancer. She started dancing at the age of 5. When Mandy was
10, she moved to New York with her family. Two years after moving to New York, she joined
the Blue Dance Group. She met her best friend, Cindy, on the first day of class. Mandy has a
great collection of dance videos. She started the collection when she was 11. She has about 30
dance videos now.
• Explique aos alunos que eles devem escrever cinco perguntas sobre a história, usando How long
has / How long have. . .? e o final das perguntas da lousa. Eles também devem escrever as
respostas a essas perguntas. O grupo que terminar primeiro é o vencedor.
Read
Neste exercício, pratica-se a leitura para identificar informações sobre reality shows na TV.
A alternativa, peça aos alunos que usem o dicionário para

localizar os significados do novo vocabulário.
• Os alunos observam a foto da parte superior. Pergunte: Do
you know what TV show this photo is from? (Vocês sabem • Os alunos leem o artigo novamente.
de que reality show é essa foto?) (American Idol.) • Os alunos verificam sua resposta da Parte A em pares.
• Convide um voluntário para que leia em voz alta as Incentive um par de alunos a dizer a resposta.
instruções. Relembre os alunos que eles devem ler com • Atividade Opcional Toque o áudio. Os alunos ouvem e
rapidez para encontrar a resposta e que não devem ler cada acompanham a leitura.
palavra cuidadosamente.
• Os alunos trabalham individualmente para ler o artigo Transcrição do áudio
rapidamente e assinalam a ideia principal. Não verifique a Mesmo artigo do Livro do Aluno.
resposta neste momento.
B T.80 Caso haja tempo, os alunos fazem o exercício da página
• Convide um voluntário para que leia as instruções em voz 124 do Livro do Aluno em sala de aula ou como lição de
alta. Relembre os alunos de que devem ler devagar e casa. (As respostas encontram-se na página 124 do Livro
cuidadosamente, concentrando-se em obter o significado do do Professor.)
texto inteiro.
• Liste na lousa o novo vocabulário: reality show (programa C
de TV baseado na vida real), viewer (espectador), recording
contract (contrato de gravação), career (carreira), • Convide um voluntário para que leia em voz alta as
comedian (comediante), go ahead (ir em frente ), instruções e a primeira pergunta.
audition (verbo) (passar por uma audição). Traduza ou • Pergunte: How long have reality shows been popular? (Há
explique os significados. (Reality show: a TV program quanto tempo os reality shows são populares?) (They’ve
starring real people, not actors; viewer: a person who been popular for many years.)
watches TV; recording contract: an agreement between a
singer or group and a record company to record and
perguntas.
distribute the singer’s song or the group’s music; career: an
occupation – the kind of work you do; comedian: a person • Em pares, os alunos verificam as respostas.
who tells jokes to make people laugh; go ahead: to start to • Verifique as respostas com a turma. Convide voluntários
do something; audition [v.]: to perform in front of others para que leiam em voz alta uma pergunta e uma resposta
who test your ability as a singer, actor, etc., so that you can cada um.
be on a TV show, in a play, in a movie, etc.) Como
Listen
Neste exercício, os alunos ouvem para identificar informações sobre reality shows.
A T.81 • Toque o áudio. Os alunos apenas ouvem.
• Chame a atenção dos alunos para a foto do programa de TV. Transcrição do áudio
Pergunte: What kind of reality show could this cake be
from? (De que tipo de reality show poderia ser este bolo?)
(A cooking show.) • Toque o áudio novamente. Os alunos ouvem e respondem às
• Diga aos alunos que eles ouvirão dois amigos, Ricardo e Jill, perguntas.
conversando sobre reality shows. • Toque o áudio mais uma vez. Os alunos ouvem e verificam
• Os alunos leem a primeira pergunta e a resposta do suas respostas.
exemplo. • Verifique as respostas com a turma. Convide diversos pares
• Explique aos alunos que eles devem ouvir o diálogo e de voluntários para que leiam em voz alta as perguntas e as
responder às perguntas. respostas.
Nota Cultural B
Os reality shows de TV apresentam
pessoas comuns, em contraste com atores • Os alunos leem as instruções e as perguntas.
profissionais, em uma variedade de situações. Alguns • Leia a primeira pergunta com a turma e incentive diversos
desses programas, como Survivor, promovem a alunos a dizer as respostas. Relembre os alunos que não há
competição entre participantes que enfrentam uma respostas certas ou erradas para esse exercício – eles estão
série de desafios físicos. Outros apresentam tipos apenas expressando suas opiniões.
variados de competições, como canto (American Idol)
ou dança (Dancing with the Stars). Há também reality
shows mais sérios onde as pessoas revivem um período
da História, como a vida no Oeste norte-americano no • Os alunos trabalham em pares para comparar as respostas
século XIX. Esses programas não são uma competição. ou então; incentive voluntários a dizer suas opiniões.
O objetivo é mostrar como era a vida nesse tempo e
como as pessoas de hoje reagem ao desafio de viver
sem as conveniências modernas.
Write
vencer um reality show imaginário.
A B
instruções e as perguntas. alta. Diga aos alunos que eles usarão suas respostas da
• Os alunos trabalham individualmente para responder às Parte A para ajudá-los a escrever sobre vencer um reality
perguntas. Diga aos alunos que eles escreverão sobre vencer show imaginário.
um reality show imaginário e não um real. • Os alunos trabalham individualmente para escrever seus
• Atividade Opcional Em pares, os alunos fazem e respondem parágrafos.
às perguntas. • Convide diversos voluntários para que leiam seus
quatro para ler os parágrafos uns dos outros. Os alunos
podem fazer perguntas sobre qualquer ponto que não
tenham compreendido. Quando voluntários tiverem
terminado de ler, a turma faz uma votação para escolher o
reality show mais inusitado ou mais interessante.
Livro de Atividades

Listen
You should go on that show.
A T.81
Ricardo and Jill talk about reality shows. Listen and answer the questions.
1. Who taught Jill everything she knows about cooking?
Her grandmother taught her everything she knows about cooking.
2. Has Jill ever seen the reality show Top Chef ?
No, she hasn’t.
3. What do the winners on Top Chef win?
They get $100,000 and a lot of cool prizes.
4. What places have the teams on Survivor been to?
They’ve been to China, Australia, and Africa.
5. What kind of show would Ricardo like to go on?
He’d like to go on an eating show.
1. Why do you think reality shows are so popular?
2. Have you ever watched any reality shows? Which ones?
3. Have you or your friends ever auditioned for a reality show?
4. Do you think reality shows are a good way to start a career?
Your turn Write

A Imagine you have just won a reality show contest. Answer the questions. (Answers will vary.)
1. What kind of reality show is it?
2. Were you surprised about winning?
3. Was it exciting to win? Why?
4. What did you win?
5. Has your life changed? How?
B Write a paragraph about winning a reality show contest. Use the answers in
Part A to help you.
I’ve just won . . .

UNIT 5 Review
Present perfect statements
Affirmative Negative
I’ve seen two movies this week. I haven’t eaten in a restaurant.
He’s had a lot of fun this week. He hasn’t been home much.
They’ve made three new friends. They haven’t done their homework.
A Look at Rosie’s date book. It’s Thursday night. What has she
done this week? What hasn’t she done? Complete the sentences
about Rosie and her friends and family.
• take English • have lunch • go to soccer • buy Teens • go shopping • go to the • see a movie
test with Tony match Today with Mom beach with with Liza
magazine Liza
• do chores • call
with Connie • eat dinner Grandma • go to the
at Ted’s dance with
Restaurant with Tony
Mom, Dad,
and Connie
1. Rosie has taken an English test.

2. She and her friend Liza haven’t gone to the beach.
3. Rosie and her family have eaten at a restaurant.
4. She has gone to the soccer match.
5. She has bought Teens Today magazine.
6. Rosie hasn’t called her grandmother.
7. She hasn’t seen a movie.
8. Rosie and her little sister Connie have done chores at home.
9. She and her friend Tony have had lunch together.
B Now it’s Saturday night. What has Rosie done since Friday? What hasn’t
she done? Complete the sentences with the present perfect.
I’ve had (have) an awesome time so far! I’ve done (do)
a lot of interesting things. I’ve gone (go) shopping with Mom.
I’ve gone (go) to the beach with Liza. Tony and I went to the dance tonight. It
was great! I haven’t seen (not see) a movie with Liza. I’ll do
that tomorrow. Uh-oh. I haven’t done (not do) any homework!

UNIT 5 Review

Neste quadro, resumem-se os principais pontos gramaticais apresentados e
I've seen two movies this week. I haven't eaten in a restaurant this week.
1. (have) fun
2. (make) new friends
3. (be) home a lot / much
4. (do) homework
• Chame a atenção dos alunos para as duas frases da lousa. Pergunte: Qual forma
verbal é usada nessas frases? (O present perfect.) Quando é usado o present perfect?
(Quando uma ação ou evento aconteceu – ou não – em um ponto indeterminado
no passado.)
• Convide voluntários para que contem à turma o que fizeram ou não durante a
semana. Eles devem formar frases, usando as pistas da lousa.
• Livros abertos. Os alunos estudam o quadro.
• Responda às perguntas que eles tenham.

• Os alunos leem as instruções e os exemplos. • Convide um voluntário para que leia as instruções e a frase
• Chame a atenção dos alunos para a agenda de do exemplo.
compromissos de Rosie. Diga aos alunos que estamos na • Chame a atenção dos alunos para a agenda de Rosie na
noite de quinta-feira. Alguns eventos estão no passado e Parte A. Diga-lhes que agora estamos na noite de sábado.
outros estão no futuro. Pergunte: What did Rosie do on • Os alunos trabalham individualmente para completar as
Monday? (O que Rosie fez na segunda-feira?) (She took an frases com o present perfect.
English test.) What is she going to do next Sunday?
(O que ela fará no próximo domingo?) (She’s going to see a • Verifique as respostas com a turma. Convide voluntários
movie with Liza.) para que leiam em voz alta uma das frases que completaram.
frases.
• Os alunos verificam as respostas em pares.

Neste quadro, resume-se a gramática adicional Project da Unit 5, na página 130 do Livro do Aluno.
• Os alunos estudam os exemplos do quadro. Livro de Atividades
• Relembre os alunos que em perguntas no present perfect,
have / has aparecem antes do sujeito. A palavra ever vem
antes do past participle.
• Relembre também que usa-se since + um ponto Extra Practice Worksheets
determinado no tempo (10:00 a.m., Friday etc.) e for + um
período de tempo (two days, three years etc.)
na página T-152.
tenham. Extra Speaking Practice Worksheet
Exercício C página T-172.
• Os alunos leem as instruções e os textos sobre os novos
alunos na Kennedy Junior High. Arcade Activities
• Chame a atenção dos alunos para o exemplo.
perguntas e as respostas. Learning Log
• Verifique as respostas com a turma. Convide diversos pares • Indique o Learning Log da Unit 5. Ele pode ser baixado da
de voluntários para que leiam em voz alta as perguntas e as Connect Community no site:
respostas. www.cambridge.org.br/connectcommunity
Take another look! Quiz

• Convide um voluntário para que leia em voz alta as • Faça o Quiz da Unit 5, na página T-182.
instruções.
Prova
• Os alunos trabalham individualmente para assinalar todas
as frases que são verdadeiras para Sue. • Aplique o Unit 5 Test (Form A e/ou Form B). Ele pode ser
• Verifique as respostas com a turma. www.cambridge.org.br/connectcommunity

como lição de casa, verifique as respostas com a turma.
• Os alunos preparam uma agenda com diversos
compromissos como aqueles do Exercício A. Eles devem
incluir o dia atual e um ou dois dias anteriores e
posteriores. Relembre os alunos de que eles devem
incluir algumas atividades realizadas com outras pessoas,
como amigos e familiares. Os alunos trocam de agenda
com um colega e escrevem frases sobre as atividades do
colega, como as frases do Exercício A
• Os alunos usam suas próprias agendas para escrever um
parágrafo como aquele do Exercício B sobre as
atividades que realizaram e as que não realizaram.
• Convide diversos voluntários para que respondam a essas
perguntas: When did you start at this school? What’s
your favorite memory? What would you like to do in the
future? Faça anotações das respostas na lousa,
acrescentando as iniciais do aluno ao lado da resposta.
Os alunos trabalham em pares para fazer e responder
perguntas sobre seus colegas usando a informação da
lousa. Eles devem usar as perguntas
do Exercício C como um modelo.

Present perfect Yes / No questions with ever How long has / How long have … ?
since and for
Have you ever lived in an apartment? How long have you had your cell phone?
Yes, I have. / No, I haven’t. I’ve had it since Friday. / Since Friday.
Has he ever gone to Africa? How long has Kimmy lived in London?
Yes, he has. / No, he hasn’t. She’s lived in London for about five years.
For about five years.
C Read about the new students at Kennedy Junior High. Write questions.
Then complete the answers.
Kaya Morita Rob and Dave Borelli
Kaya and her family Rob and Dave

moved here six months came to Kennedy
ago. She started at two weeks ago.
Kennedy on Monday. Their favorite
Her favorite memory: She memory: They met
traveled to Australia last Rafael Nadal.
year. Her wish for the Their wish for the future:
future: She would love to They want to win a tennis
write a book someday. tournament someday.
1. Q: (visit Australia) Has Kaya ever visited Australia?

A: Yes, she has . Kaya and her family visited Australia last year.
2. Q: (be at Kennedy) How long has she been at Kennedy?
Since Monday. / She’s been
A: at Kennedy since Monday. . She just started school.
3. Q: (write a book) Has she ever written a book?
A: No, she hasn’t , but she’d like to write a book someday.
4. Q: (win a tennis tournament) Have they ever won a tennis tournament?
A: No, they haven’t , but they want to.
5. Q: (meet a sports star) Have they ever met a sports star?
A: Yes, they have . They met Rafael Nadal at a tennis match.
Take another look!

Read the sentences. Then check (✓) all the sentences that are true for Sue.
Sue says, “I’ve lived in Mexico City since June.”
a. ✓ Sue lives in Mexico City now.
b. Sue moved to Mexico City a few years ago. Time for the
c. ✓ Sue used to live in another place. Theme Project?
d. ✓ Sue hasn’t lived in Mexico City for a very long time. See page 130.

21 Taking risks
Lesson
1. Word power
A Look at the pictures. Then listen and practice.
T.82
1 2 3
dye my hair explore a cave ride a motorcycle
4 5 6
UNIT 6 Experiences
go out without permission go rock climbing go skydiving
7 8 9
sing karaoke start a rock band try new foods
B Complete the sentences with the correct phrases from Part A.

1. He’s going to a mountain with big rocks. He might go rock climbing .
2. I love the color blue. I’d like to dye my hair blue.
3. She loves rock music and plays the guitar. Someday, she’s
going to start a rock band .
4. They love to eat. They always like to try new foods .
5. I’d like to ride a motorcycle . I like to go fast.
Do you think my parents will give me permission?
6. He’s not shy, and he loves to sing. He’ll sing karaoke .
7. They love to fly. Maybe someday they’ll go skydiving .
8. My friend’s parents say he can’t go out on Saturday, but he’s going
to go out without permission . That’s bad.
9. He likes discovering new places. He might explore a cave .

Lesson
21 Taking risks
Nesta lição, apresentam-se e praticam-se os verb phrases relacionados ao fato de correr
UNIT 6 Experiences
riscos e o present perfect com never.
1. Word power
Neste exercício, apresentam-se e praticam-se os verb phrases relacionados
ao fato de correr riscos.
A T.82 B
• Chame a atenção dos alunos para o título da lição. • Os alunos leem as instruções e o exemplo.
Explique que taking risks significa correr riscos, ou • Eles trabalham individualmente para completar as frases
seja, fazer algo sem ter noção do resultado – podendo ser com os verb phrases da Parte A.
algo bom ou causar prejuízo ou danos físicos.
• Dê tempo para que leiam as instruções e observem as para que leiam as frases que completaram. Discuta
ilustrações. qual(is) palavra(s) das frases incompletas os
• Toque o áudio. Os alunos ouvem e repetem. ajudou(aram) a escolher os verb phrases corretos. (Por
exemplo, mountain e big rocks na frase 1.)
Transcrição do áudio • Atividade Opcional Os alunos reescrevem uma das
Mesmos verb phrases do Livro do Aluno. frases, tornando-a verdadeira para si mesmos. Por
exemplo: I’m not shy, and I love to sing. I’ll sing
• Atividade Opcional Convide voluntários para que karaoke this weekend. Convide voluntários para que
compartilhem com a turma alguma experiência que compartilhem com a turma as frases que reescreveram.
tenham tido e algo que não tenham experimentado,
usando o novo vocabulário. Por exemplo, I’ve dyed my
hair, but I haven’t explored a cave.
Nota Cultural Dica para o Professor

As atividades opcionais
Para os adolescentes, correr riscos é
podem ajudar os alunos a memorizar o
uma maneira de se testarem e de estabelecer suas
vocabulário, pois nelas o novo vocabulário é
identidades. Os adultos geralmente desencorajam
relacionado às experiências deles. Outras formas
esse tipo de comportamento devido ao perigo.
para ajudar essa memorização podem incluir:
Entretanto, algumas pesquisas indicam que os
adolescentes que se envolvem em atividades de Atividades de associação Os alunos associam o
risco positivas tendem a se arriscar menos em novo vocabulário ao que já conhecem. Por
atividades perigosas. Exemplos de atividades de exemplo:
risco positivas podem incluir atividades sociais Which words do these phrases make you think of ?
como ingressar em um novo clube, ou atividades
físicas como o alpinismo (seguindo as medidas de dye my hair (Hairdresser, pink, my cousin.)
segurança apropriadas). Até mesmo atividades explore a cave (Walk, climb, adventure.)
como fazer uma aula difícil na escola ou participar
Atividades de paráfrase Os alunos explicam o
de uma equipe esportiva envolvem riscos. Em
novo vocabulário, usando o vocabulário que já
outras palavras, os adolescentes podem vivenciar
conhecem. Por exemplo:
a emoção e o desafio de enfrentar riscos sem
colocar sua saúde ou sua vida em perigo. dye my hair (Make my hair a different color.) Nesta unidade,
explore a cave (Visit a new place.) apresentam-se o
Atividades de classificação Os alunos classificam vocabulário e as
o novo vocabulário de acordo com um expressões
determinado critério. Por exemplo: usados para falar
Number the activities in the pictures from de experiências
1 = very risky to 9 = not risky at all. pessoais.

2. Language focus
Neste exercício, apresenta-se e pratica-se o present perfect com never.
A T.83 • Atividade Opcional Os alunos praticam em pares.

• Os alunos leem as instruções e observam a foto. Pergunte: • Language Chart Os alunos estudam os exemplos do
What are Juan and Will talking about? (Sobre o que Juan e quadro. Chame a atenção para as duas primeiras frases do
Will estão conversando?) (They’re talking about taking quadro. Pergunte: Em que posição a palavra never aparece
risks.) nas afirmações? (Após have ou has e antes do past
participle.) Chame a atenção dos alunos para a pergunta e
• Os alunos leem o diálogo. as duas possibilidades de resposta. Pergunte: Em que
• Atividade Opcional Toque o áudio. Os alunos ouvem e posição a palavra ever aparece nas perguntas? (Após o
acompanham a leitura. pronome pessoal e antes do past participle.) O que você diz
em uma resposta negativa curta? (No, never.) Chame a
Transcrição do áudio atenção dos alunos para a observação (Note). Pergunte: É
Mesmo diálogo do Livro do Aluno. correto dizer Have you never gone skydiving? (No.)
• Pergunte: What are the risks Juan and Will talk about? pausas para que os alunos repitam.
(Sobre que riscos Juan e Will falam?) (Rock climbing,
skydiving.) Is Will going to go on the rock-climbing trip?
(Will irá à excursão de alpinismo?) (No.) Is Juan going to
B T.84
go on the rock-climbing trip? (Juan irá à excursão de • Os alunos leem as instruções e os exemplos.
alpinismo?) (He probably will, but he doesn’t actually say.) • Pergunte: Who asks the questions? (Quem faz as
Who’s going to go on the skydiving trip? (Quem irá na perguntas?) (Juan.) Has Will done any of the things Juan
excursão de skydiving?) (Skydiving: saltar de um avião e asks about? (No.) Explique aos alunos que eles devem
fazer manobras até a abertura do paraquedas.) (Will.) escrever as respostas de Will nas linhas.
• Leia as pistas a seguir. Os alunos localizam as frases no • Os alunos trabalham individualmente para responder às
diálogo e as dizem em voz alta. perguntas.
Will hasn’t had any rock-climbing experience. Find • Toque o áudio. Os alunos ouvem e verificam suas respostas.
the sentence in which he says this. (I’ve never gone rock
climbing.) Transcrição do áudio
Find Will’s answer to the question “Have you ever gone Mesmas perguntas e respostas do Livro do Aluno.
skydiving?” (No, never.)
Juan doesn’t have any experience jumping from a plane.
voluntários para que leiam em voz alta as perguntas e as
Find the sentence in which he says this. (I’ve never jumped
respostas.
from a plane.)
• Pergunte: Which word in the sentences you called out
means not at any time or at no time? (Never.)
3. Speaking
Neste exercício, pratica-se como falar de experiências arriscadas.
• Os alunos leem as instruções e o exemplo dos balões.
Livro de Atividades
• Eles trabalham em pares e se revezam para fazer as
perguntas do Exercício 2B e respondê-las.

Lesson 21.

2. Language focus Present perfect with never
A Juan and Will are talking about risks. I’ve never gone skydiving.
T.83
Listen and practice. I’ve never jumped from a plane.
Juan Hey, Will. Have you ever gone Have you ever gone rock climbing?
rock climbing? No, I haven’t. I’ve never gone rock climbing.
Will No, I haven’t. I’ve never gone No, never.
rock climbing. And I don’t want Note: N ever isn’t used in questions with the
to try it. present perfect.
Juan So, I guess you’re not going
to go on the school rock-climbing trip?
Will No. But I’m going to go on
the skydiving trip. I’m excited!
Juan You’re kidding, right? Have you
ever gone skydiving?
Will No, never. But there’s always
a first time. Do you want
to come?
Juan No, thanks. I’ve never jumped
from a plane, and I never
want to try.
B Juan asks Will more questions about risks he has taken.

T.84
Will has not done any of these things. Listen and write his answers.
1. Have you ever ridden on a motorcycle? No, never.
2. Have you ever sung karaoke? No, I haven’t. I’ve never sung karaoke.
3. Have you ever had a pet snake? No, I haven’t. I’ve never had a pet snake.
4. Have you ever taken a trip alone? No, never.
5. Have you ever dyed your hair? No, I haven’t. I’ve never dyed my hair.
6. Have you ever eaten worms? No, I haven’t. I’ve never eaten worms.
7. Have you ever gone out without permission? No, never.
8. Have you ever started a rock band? No, I haven’t. I’ve never started a rock band.
3. Speaking
Work with a classmate. Take turns asking and answering the
questions in Exercise 2B.
Have you ever ridden on a motorcycle?
No, never. Have you ever sung karaoke?
No, I haven’t. I’ve never sung karaoke. Have you ever . . .
© Cambridge University Press 2015 Experiences 73

22 What we’ve done
Lesson
1. Language focus
A What have Ally, Matt, and Kristopher done in the last year?
T.85
Ally Matt Kristopher

I love to travel. I think it’s fun. I’ve I started a band called The Green I’ve won two marathons so far this
been to a lot of places, and I’ve seen Tomatoes a year ago. We play rock year. In February, I won the school
many interesting things since last music, and I’m the lead singer. We’ve marathon. Last month, I won the city
summer. Last month, I went to London practiced in a friend’s garage for six marathon. I’ve also won three shorter
with my parents. We stayed there months, but we have to find another races since the city marathon. I love
for two weeks. We did a city tour place to practice soon. Since January, running. I never want to stop!
and saw Big Ben. It’s so tall! we’ve played more than 20 shows. It’s
I was really sad to leave London. been fun so far!
B Study the chart. Then read Kristopher’s text in Part A again. Write his first
T.86
four sentences in the correct columns in the chart. Then listen and check.
Simple past Present perfect

Time phrases Time phrases
last month since last summer
Now Now
a year ago so far
in February for six months
for two weeks
Last month, I went to London with my parents. I’ve seen many interesting things since last summer.
I started a band a year ago. We’ve practiced for six months.
We stayed there for two weeks. It’s been fun so far.
In February, I won the school marathon. I’ve won two marathons so far this year. I’ve also
Last month, I won the city marathon. won three shorter races since the city marathon.

Lesson
22 What we've done

Nesta lição, contrastam-se o simple past e o present perfect.
• Dê tempo aos alunos para que escrevam frases sobre algo que nunca tenham comido, bebido, visto
ou feito.
• Os alunos trabalham em pequenos grupos e se revezam para ler as frases que escreveram.
Os alunos anotam as frases em comum com um ou mais colegas.
• Convide voluntários para que relatem à turma semelhanças identificadas em seus grupos.
Por exemplo, Pedro and I have never eaten sushi.
1. Language focus
Neste exercício, contrastam-se o simple past e o present perfect.
A T.85 • Peça aos alunos que localizem e digam uma frase na qual o
present perfect é usado duas vezes. (I’ve been to a lot of
• Peça aos alunos que cubram os textos e observem as fotos. places, and I’ve seen many interesting things since last
Explique que nos textos três adolescentes descrevem três summer.) Pergunte: Do we know about all the places Ally’s
atividades que realizaram. Peça à turma que sugira tópicos been to? (No.) Do we know exactly when she visited all
sobre os quais os adolescentes podem ter escrito e escreva these places? (No.) But when did she start traveling a lot?
suas respostas na lousa. (Last summer.) Relembre que o present perfect é usado: (1)
• Os alunos leem os textos e verificam suas suposições. para falar de fatos concluídos – ou não – em um momento
indeterminado do passado, (2) para falar de ações que se
repetiram no passado e (3) com since e for para descrever
ações que começaram no passado e continuam no presente.
Transcrição do áudio • Siga o mesmo procedimento para os dois outros textos.
Mesmos textos do Livro do Aluno. • Toque o áudio, ou então leia as frases em voz alta. Os alunos
ouvem e repetem.
• Faça as perguntas a seguir para verificar a compreensão do
primeiro texto. B T.86
Has Ally traveled a lot since last summer? (Yes.) • Language Chart Os alunos leem as instruções e observam
What has she seen since last summer? (She’s seen many os exemplos do quadro. Pergunte: Este quadro está
interesting things.) completo? (Não.) O que vocês devem fazer? (Completá-lo
com as primeiras quatro frases do texto de Kristopher.)
Has she been to London? (Yes.)
Onde vocês devem escrever as frases? (Frases no simple
When did she go there? (Last month.) past na coluna da esquerda e frases no present perfect na
Who did she go with? (She went with her parents.) coluna da direita.)
How long did they stay there? (For two weeks.) • Faça uma revisão das time phrases (adjuntos adverbiais de
tempo) com os alunos.
How did they get to know the city? (They did a city tour.)
• Os alunos escrevem duas perguntas sobre o texto de Matt e quadro.
duas sobre o de Kristopher.
• Convide voluntários para que leiam as perguntas que
escreveram. Outros voluntários as respondem. Transcrição do áudio
• Chame a atenção dos alunos novamente para o texto de Mesmo quadro do Livro do Aluno.
Ally. Pergunte: Do we know when Ally went to London?
(Sabemos quando Ally foi a Londres?) (Yes. Last month.) • Verifique as respostas com a turma. Convide voluntários
Relembre que usamos o simple past para falar de ações para que leiam as frases que acrescentaram ao quadro e
concluídas em momentos específicos do passado. digam em qual coluna elas foram escritas.
© Cambridge University Press 2015 Experiences T-74

• Convide um voluntário para que leia as instruções e a frase Mesmos textos do Livro do Aluno.
do exemplo em voz alta.
• Os alunos trabalham individualmente para completar as • Verifique as respostas com a turma. Convide voluntários
frases dos textos. para que leiam em voz alta as frases que completaram.
• Toque o áudio. Os alunos ouvem e verificam suas respostas. • Para encerrar, pergunte qual das três pessoas do Exercício
1A na página 74 teve as experiências mais interessantes, na
opinião dos alunos.
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar as experiências
de dois adolescentes.

• Os alunos leem as instruções e as frases.
• Diga que eles ouvirão Julie e Ray falar de algumas suas respostas.
experiências. Eles devem assinalar True ou False.
• Verifique as respostas com a turma. Leia as frases, uma a
• Toque o áudio. Os alunos apenas ouvem. uma. Os alunos respondem se elas são True ou False.
3. Speaking
Neste exercício, pratica-se como falar de experiências do passado
usando o present perfect e o simple past.
A B
• Os alunos leem as instruções. Pergunte: Sobre o que vocês • Convide voluntários para que descrevam à turma uma
devem escrever? (Nossas próprias experiências experiência interessante de um colega, como no exemplo
interessantes.) Em que frases devem usar o present do balão.
perfect? (Na primeira frase de cada linha.) Que palavras
podem ser usadas na última lacuna das duas frases?
(Week / month / year.) Em que frases devem usar o simple
Falantes de inglês que não são
past? (Na segunda frase de cada linha.) Que palavras nativos, em geral, usam o simple past em situações
podem ser usadas antes de ago na segunda frase da em que os falantes nativos usariam o present perfect.
primeira linha? (A day / a week / a month; three weeks / A principal dificuldade de quem está aprendendo o
six months / ten years etc.) Que palavras podem ser usadas Inglês como segunda língua geralmente é o significado
na última lacuna da última frase? (A day of the week; e não a forma do present perfect. É importante
week / month / year.) relembrar o significado do present perfect em
• Os alunos trabalham individualmente para completar as comparação com o simple past.
frases.
• Os alunos contam suas experiências aos colegas, como no
exemplo dos balões.
Livro de Atividades

Lesson 22.

C Complete the texts about these students. Use the simple
T.87
past or the present perfect. Then listen and check.
1. Last year, Cam spent (spend) six
months in Canada on an exchange program.
He stayed (stay) with a Canadian family.
He came (come) back in December. Since
then, he ‘s e-mailed (e-mail) his Canadian
parents every day. Marc, his Canadian brother,
is now staying with Cam and his family.
He ‘s been (be) there for five months.
2. We ‘ve had (have) three family reunions

since 2000, and I ‘ve met (meet) more
than 100 relatives so far at these parties. Last
summer, we had (have) a big picnic
near the ocean. I went (go) scuba
diving with my cousins. Two days ago, my
mother told (tell) me that we are
going to have another reunion this summer!
2. Listening
J ulie and Ray talk about experiences they have had. Are the sentences true
T.88
or false? Listen and check (✓) True or False.
True False
1. Julie saw a skydiving movie when she was eight. ✓
2. She went skydiving four months ago. ✓
3. She’s gone skydiving more than 20 times. ✓
4. Ray has collected postcards for about ten years. ✓
5. He got his first postcard from his grandfather. ✓
6. He bought 100 postcards last week. ✓
3. Speaking
A Complete the sentences with your own experiences. Try to think of
interesting things. Then tell a classmate about them. (Answers will vary.)
I since last . I ago.
I so far this . I last .
I’ve read three books in English since last month. I went to Disney World last year.
B Tell the class about one of your classmate’s experiences.
Jack went to South Africa last summer.

Mini-review
Lessons
21 & 22
1. Language check
A Complete the conversation. Use the present perfect and ever or never.
Brenda Do you like to try new foods?
Bobby Yes, I do.
Brenda Have you ever tried (try) Thai food?
Bobby Yes, I love Thai food.
Brenda Have you ever eaten (eat) at the Thai
restaurant on Main Street?
Bobby No, I haven’t. I haven’t eaten (eat) there. Have you?
Brenda No, never. Let’s go sometime.
Bobby Good idea. Have you ever been (be)
to a Peruvian restaurant?
Brenda No. I haven’t been (be) to one. Is there one
in our town?
Bobby Yes, there is. There’s one next to the library.
Come on! Let’s go!
B Look at Amanda’s calendar. Today is September 14th, and she’s at the

library. Complete the sentences. Use the simple past or the present
perfect, and for, since, ago, or so far.
SEPTEMBER
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7
Move to Florida First day of Swimming First piano Swimming Movie with Sue
school. practice 3:00 lesson after practice 3:00
Buy notebooks. p.m. school p.m.
8 9 10 11 12 13 14
Swimming Out to dinner Swimming Library 10:00
practice 3:00 with family practice 3:00 a.m. Study all
p.m. p.m. day.
AY
TOD
1. She’s lived (live) in Florida since September 1st.
2. She ‘s been (be) in school for two weeks.
3. She bought (buy) some notebooks 12 days ago .
4. She ‘s been (be) to four swimming practices so far .
5. She went (go) out to dinner with her family three days ago .
6. She ‘s been (be) at the library since 10:00 a.m. this morning.
7. She ‘s been (see) one movie so far .
8. She hasn’t studied (study) piano since last week.

Lessons
21 & 22 Mini-review
Nesta lição, revisa-se o conteúdo apresentado e praticado nas Lessons 21 e 22
1. Language check
nesta unidade.
A B
• Os alunos leem as instruções. • Chame a atenção dos alunos para o calendário. Pergunte:
• Convide dois alunos para que leiam as três primeiras linhas What did Amanda do on September 11th? (O que Amanda
do diálogo, incluindo o exemplo. Pergunte: Qual palavra é fez no dia 11 de Setembro.) (She went out to dinner with her
usada nas perguntas – ever ou never? (Ever.) Relembre os family.) What did she do last Saturday? (O que ela fez no
alunos de que never não é geralmente usada nas perguntas. último sábado?) (She saw a movie with Sue.) Where is
Amanda now? (Onde está Amanda agora?) (At the library.)
diálogo. • Convide um voluntário para que leia em voz alta as
instruções e a frase do exemplo. Pergunte: Que tempo
• Verifique as respostas com a turma. verbal geralmente é usado com for, since e so far? (O
• Atividade Opcional Os alunos praticam o diálogo em pares. present perfect.) Que tempo verbal é usado em frases com
ago? (Simple past.)
frases.

C • Pergunte: A palavra ever aparece em duas das mensagens
de e-mail. Com que forma verbal essa palavra é associada?
• Os alunos leem as instruções. (Com o present perfect.)
• Peça-lhes que leiam as mensagens de e-mail e as respostas e • Os alunos trabalham individualmente para completar as
sublinhem as time phrases. mensagens de e-mail e as respostas. Em seguida, os alunos
• Chame a atenção dos alunos para a mensagem de e-mail 1. associam as mensagens às respostas corretas.
Convide um voluntário para que leia em voz alta a time • Verifique as respostas com a turma. Convide voluntários
phrase e diga com que tempo verbal essa time phrase é para que leiam em voz alta uma das frases que completaram.
geralmente usada. (Last month, simple past.) Siga o mesmo Para encerrar, pergunte: Qual mensagem de e-mail vocês
procedimento com as duas outras mensagens e as associaram à primeira resposta? (A mensagem 2.) Siga o
respostas. (Mensagem de e-mail 2: a month ago, simple past. mesmo procedimento para as duas outras mensagens. (A
Mensagem de e-mail 3: On Saturday, simple past; all segunda resposta corresponde à mensagem 3; a terceira
weekend, simple past; since I bought it, present perfect; resposta corresponde à mensagem 1.)
three minutes already, present perfect. Primeira resposta:
Several times, present perfect. Segunda resposta: Since last
summer, present perfect.)
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar perguntas no
present perfect e no passado.
T.89 • Toque o áudio mais uma vez. Os alunos ouvem e verificam

suas respostas.
• Os alunos leem as instruções e as respostas para os itens 1 a
6. • Verifique as respostas com a turma. Toque o áudio mais uma
vez, fazendo uma pausa após cada pergunta. Peça aos
• Diga aos alunos que eles ouvirão pessoas fazer perguntas. alunos que digam quais palavras das perguntas os ajudaram
Os alunos devem escolher a resposta correta para cada uma a escolher a resposta.
delas.
• Toque o áudio. Os alunos apenas ouvem. Livro de Atividades
Transcrição do áudio Atividades. (As respostas estão nas próprias páginas do
A partir da página T-192. Livro de Atividades no Livro do Professor.)
• Toque o áudio novamente. Os alunos ouvem e assinalam as Game

respostas corretas.
Caso haja tempo, indique o jogo da página 119 do Livro
do Aluno.

C Complete the e-mail messages and replies. Use the simple past or the
present perfect. Then match each message to the correct reply.
Hi there, Carl!
I had (have) a wonderful vacation last month! My family and I went (go)
on an ecological tour of a rain forest. We stayed (stay) in a hotel high up in the trees of
the rain forest. It was (be) awesome. Have you ever been (ever be)
to a rain forest?
Carrie
Hi, Alberto!
Have you ever gone (ever go) white-water rafting? I tried (try) it a month ago,
and I hated (hate) it. It was (be) so scary! I never want to do it again.
Michael
Hey, Maria!
What a boring weekend I had! I bought (buy) a new computer game on Saturday,
but my father used (use) the computer all weekend! I haven’t played (not play)
it at all since I bought it! I have only five minutes to write my e-mails now, and
I ‘ve used (use) three minutes already. I have to hurry. Bye!
Laura
2 Oh, come on. It’s not that bad. 3 That’s too bad. You need your 1 No. I ________
‘ve never been (never be)
‘ve gone (go)
My friends and I ________ ‘ve had (have) to one. I’d love to go! Tell me
own computer. I ________
was (be)
several times. It ________ mine since last summer, and I use it more!
really exciting. all the time.
2. Listening
Students ask some questions. Listen and check (✓) the correct responses.
T.89
1. Yes, I have. It was great. 4. For a long time.
Yes, I did. It was great. ✓ Last month.
2. ✓ Are you kidding? No, I haven’t. 5. A month ago.
Are you kidding? No, I didn’t. ✓ Since last spring.
3. No, never. I never have. 6. Since last year.
✓ No, I didn’t. ✓ A year ago.
Time for a Game?
See page 119.

23 Amazing teens
Lesson
1. Language focus has already / hasn’t . . . yet

A Read about these amazing teens. Affirmative statements with already
T.90
Then listen and practice. Mo’ne has already taken a place in the Hall of Fame.
Arvind has already won a big money prize.
Negative statements with not . . . yet
Mo’ne hasn’t learned every trick yet.
Arvind hasn’t finished high school yet.
Mo’ne Davis is 14, and she’s a baseball star. Everyone who sees Mo’ne play
says she’s amazing. She can throw the ball very fast. She started playing
baseball when she was five years old. She’s already appeared on the cover
of Sports Illustrated magazine and taken a place in the National Baseball
Hall of Fame. Mo’ne hasn’t learned every baseball trick yet. There are always
new ones to learn. Mo’ne also plays soccer and basketball and is an excellent
student. She’s still in middle school, but she’s already played basketball on
Mo’ne Davis the high school team at Springside Chestnut Hill Academy, in Philadelphia.
Fifteen-year-old Arvind Mahankali is a spelling whiz. He

was the winner of the 2013 Scripps National Spelling Bee
Contest – a spelling contest for teenagers in the United
States. The spelling bee is the largest spelling contest in the
United States. The contest appears nationally on television.
Arvind wants to be a physicist. He has always liked physics.
He hasn’t finished high school yet, but he has already won a
$30,000 prize.
Arvind Mahankali
B Complete the sentences about Mo’ne and Arvind with the correct verbs from Part A.
T.91
Use already or not . . . yet. Then listen and check.
1. (a place in the National Baseball Hall of Fame) Mo’ne
has already taken a place in the National baseball hall of Fame .
2. (every trick) Mo’ne hasn’t learned every baseball trick yet .
3. (high school team) Mo’ne has already played basketball on the high school team .
4. (a spelling contest) Arvind has already won a spelling contest .
5. (high school) Arvind hasn’t finished high school yet .
6. (a $30,000 prize) Arvind has already won a $30,000 prize .

Lesson
23 Amazing teens
Nesta lição, apresentam-se e praticam-se frases com has already / hasn’t . . . yet e os verb
phrases usados para falar de momentos e fatos importantes da vida de alguém.
since (last month) last (year)
so far in (October)
for (five months) (two weeks) ago
for (nine weeks)
Example: My sister's been to some exotic places. Two years ago, she went to Tahiti.
• Peça aos alunos que pensem em dois familiares ou amigos que fizeram algo interessante ou
incomum. Dê tempo para que escrevam sobre isso, usando time phrases e seguindo o exemplo
da lousa.
• Eles trabalham em pequenos grupos, compartilham informações sobre seus familiares ou amigos e
escolhem a pessoa que realizou a atividade mais interessante ou incomum.
• Convide um integrante de cada grupo para que compartilhe com a turma as informações da pessoa
que o grupo escolheu.
1. Language focus
Neste exercício, apresentam-se e praticam-se frases com has already / hasn’t . . . yet.
A T.90 • Chame a atenção para o texto de Mo'ne. Pergunte: Has

Mo'ne learned all the baseball tricks in the world? (No.)
• Chame a atenção dos alunos para o título da lição. Pergunte Which sentence gives that information? (Mo'ne hasn't
se eles conhecem algum amazing teen (adolescente learned every baseball trick yet.) Explique que yet, usado
incrível) e, em caso afirmativo, por que eles o consideram em negações, significa até agora ou neste momento. Os
incrível. alunos localizam a frase com yet no texto sobre Arvind
• Eles leem os textos para descobrir quem é uma estrela do Mahanlaki (He hasn't finished high school yet, but he has
baseball (Mo'ne) e quem é um gênio da soletração (Arvind). already won a $30,000 prize.)
• Atividade Opcional Toque o áudio. Os alunos ouvem e • Toque o áudio, ou então leia as frases em voz alta. Os alunos
acompanham a leitura. ouvem e repetem.
Transcrição do áudio quadro. Pergunte: Qual das palavras que discutimos é
Mesmos textos do Livro do Aluno. usada em afirmações? (Already.) Qual palavra é usada
nas negações? (Yet.) Onde a palavra already é posicionada
• Pergunte: Who has already appeared on the cover of Sports na frase? (Entre has e o past participle.) Onde a palavra
Illustrated? (Mo'ne Davis) Who won the largest spelling bee yet é posicionada na frase? (No final.)
contest in the United States? (Arvind Mahankali.) Faça
mais algumas perguntas como estas para verificar a • Atividade Opcional Leia os exemplos em voz alta, fazendo
compreensão dos textos. pausas para que os alunos repitam.
• Os alunos localizam a frase que menciona a capa da Sports

Illustrated (She's already appeared on the cover of Sports
B T.91
Illustrated magazine...) Explique que already é usado com o • Os alunos leem as instruções, o exemplo e as pistas para as
present perfect para falar de fatos que aconteceram em frases.
algum momento antes do presente. Already geralmente • Eles trabalham individualmente para completá-las.
indica que os eventos aconteceram antes do esperado.
Neste caso, already enfatiza que, com 14 anos, Mo'ne era
muito jovem para aparecer numa revista esportiva famosa.
Os alunos localizam outras frases que contenham already.
Para cada caso, estimule-os a dizer por que already é usado. Mesmas frases do Livro do Aluno.
Por exemplo, depois que os alunos encontrarem a frase que
diz que Arvind has already won a $30,000 prize, pergunte: • Verifique as respostas com a turma. Convide voluntários
Do high school students usually gain a lot of money? (No.) para que leiam em voz alta as frases que completaram.
• Para encerrar, pergunte à turma qual dos dois adolescentes
eles consideram mais incrível e por quê.

2. Listening
Neste exercício, os alunos ouvem o áudio sobre o que uma adolescente já realizou ou não até hoje.

• Chame a atenção dos alunos para a foto da ginasta norte- A partir da página T-192.
americana Norah Flatley. Pergunte se conhecem ginastas
brasileiros como Norah. • Toque o áudio novamente. Os alunos ouvem e assinalam as
• Os alunos leem as instruções e os itens 1 a 5. Peça que alternativas corretas.
tentem descobrir o que Norah já realizou ou ainda não. • Toque o áudio mais uma vez. Os alunos ouvem e verificam
• Toque o áudio. Os alunos apenas ouvem. suas respostas.
Nota Cultural para que leiam em voz alta as respostas que assinalaram.
As ginastas são geralmente mais jovens
do que os ginastas. A idade mínima para que um • Para encerrar, pergunte à turma se eles acham que Norah é
ginasta participe dos Jogos Olímpicos é de 16 anos. A ou algum dia será famosa no Brasil.
maioria das garotas das equipes têm entre 16 e 20 • Atividade Opcional Os alunos trabalham individualmente
anos. Não é comum encontrar mulheres competindo para escrever uma frase completa para cada item do
após os 20 e poucos anos. Por outro lado, os homens exercício. Escreva a primeira frase na lousa como exemplo:
estão no auge exatamente na faixa dos 20-25 anos. Em Norah has already studied with a famous Chinese
parte, isso é explicado pelo fato de que na ginástica gymnast.
feminina o foco está no equilíbrio e na precisão, o que
facilita a performance de garotas mais jovens, uma
vez que seus corpos são mais leves. A ginástica
masculina, por sua vez, enfatiza a força física e o
controle.
3. Word power
Neste exercício, apresentam-se e praticam-se os verb phrases usados para falar de
momentos e de fatos importantes da vida de alguém.
A B
• Convide voluntários para que leiam em voz alta as • Os alunos leem as instruções e o exemplo.
instruções e os verb phrases do quadro. Eles dizem quais • Dê tempo para que os alunos escrevam quatro frases sobre
palavras ou verb phrases não entenderam. Explique, si mesmos usando os verb phrases da Parte A ou suas
formando frases ou fazendo mímica. próprias ideias.
• Eles trabalham individualmente para escrever os verb • Verifique as respostas com a turma. Convide voluntários
phrases nas colunas corretas do quadro. Enquanto isso, para que leiam suas frases para a turma.
copie o quadro na lousa.
para que escrevam um dos verb phrases na coluna correta
do quadro.
4. Speaking
Neste exercício, pratica-se como falar de experiências que os alunos já tiveram ou não.

Livro de Atividades
• Convide dois voluntários para demonstrar a atividade.
• Os alunos trabalham em pares, revezando-se para contar Atividades. (As respostas estão nas próprias páginas do
suas experiências do Exercício 3B, seguindo o exemplo. Livro de Atividades no Livro do Professor.)
• Em seguida, peça aos alunos que contem a um outro colega
a experiência do primeiro colega com quem trabalharam, Atividades Extras de Gramática
seguindo o exemplo dos balões.
• Atividade Opcional Peça a representantes de vários pares Lesson 23.
que digam se acharam que suas experiências foram
semelhantes ou muito diferentes das dos colegas.

2. Listening
American gymnast Norah Flatley is another amazing teen.
T.92
What has she already done? What hasn’t she done yet?
Listen and check (✓) the correct boxes.
Norah has . . . Already Not yet

1. studied with a famous Chinese gymnast.
2. w
on many gymnastics competitions. ✓
3. won a lot of money. ✓
4. been on television shows. ✓
5. finished high school. ✓
3. Word power
A Write the verb phrases in the box in the correct columns.
decide on a career get a job study a foreign language

get a college degree go to a rock concert turn 16 years old
get a driver’s license have a boyfriend or a girlfriend vacation in a foreign country
Personal School and career

_________________
get a driver’s license _________________
turn 16 years old _________________
decide on a career _________________
study a foreign language
_________________
go to a rock concert _________________
vacation in a foreign _________________
get a college degree _________________
_________________ country
have a boyfriend or a _________________ _________________
get a job _________________
girlfriend
B Write sentences about yourself. Use phrases from Part A or your own ideas. (Answers will vary.)
I haven’t decided on a career yet.
1.
2.
3.
4.
4. Speaking
Compare your information from Exercise 3B with a classmate.
Then tell another classmate.
Helen I haven’t gotten a driver’s license yet.
Ana I’ve already decided on a career.
Helen hasn’t gotten a driver’s license yet. Ana has already decided on a career.

24 In the spotlight
Lesson
1. Language focus
A Kira and Leo are studying for a test on the book
T.93
The Adventures of Tom Sawyer. Listen and practice.
Kira Let’s review for our English reading test on the
first half of The Adventures of Tom Sawyer.
Leo OK, Kira. Let’s see how much we know.
Bret Harte wrote The Adventures of Tom Sawyer,
didn’t he?
Kira No, he didn’t. Mark Twain wrote it. He was a
famous American writer.
Leo Oh, right. He wrote a lot of books, didn’t he?
Kira Yes, he did.
Leo OK. Let’s see . . . So far in the book, Tom and his
brother Sid have lived with their Aunt Polly for a
long time, haven’t they?
Kira Yes, they have. Next question: Tom and Sid have
always been very different, haven’t they?
Leo Yes, they have. Sid has been a good boy, but Tom has often behaved badly.
Kira But Tom has always liked school, hasn’t he?
Leo No, he hasn’t. He’s never liked school.
Kira Oh, yes, I forgot. Anyway, so far Tom has really liked adventures,
hasn’t he?
Leo Yes, he has. Wait! I have one more question for you. We’ll get a good grade
on the test, won’t we?
Kira Well . . .
B Study the chart. Then complete the sentences with tag questions.
Tag questions with the simple past Tag questions with the present perfect
He wrote a lot of books, didn’t he? They’ve lived with her for a long time, haven’t they?
Yes, he did. Yes, they have.
Bret Harte wrote The Adventures of Tom Sawyer, Tom has always liked school, hasn’t he?
didn’t he? No, he hasn’t.
No, he didn’t.
1. You spoke English yesterday, didn’t you ?
2. Your friends visited you at home last week, didn’t they ?
3. You have always lived in the same house, haven’t they ?
4. You were at school yesterday, weren’t you ?

Lesson
24 In the spotlight
Nesta lição, apresentam-se e praticam-se as tag questions com o simple past e o present perfect.
Maria has already decided on a career. She's going to be a bus driver.
She hasn't gotten her driver's license yet.
• Relembre com os alunos o Exercício 4 (Lesson 23), em que, em pares, eles compararam
experiências entre si. Dê tempo para que tentem lembrar o máximo possível as experiências dos
colegas.
• Os alunos mudam de pares e compartilham as experiências descobertas no Exercício 4 (Lesson
23). Diga que usem frases como as da lousa.
• Convide voluntários para que compartilhem com a turma as experiências sobre as quais acabaram
de conversar.
1. Language focus
Neste exercício, apresentam-se e praticam-se as tag questions com o simple past e
o present perfect.
A T.93 • Verifique as respostas com a turma. Convide voluntários

para que leiam as tag questions que sublinharam.
• Os alunos leem as instruções e observam as fotos.
• Dê tempo para que leiam o diálogo. alunos ouvem e repetem.
• Atividade Opcional Toque o áudio. Os alunos ouvem e • Atividade Opcional Os alunos praticam em pares.
Nota Cultural
Transcrição do áudio As Aventuras de Tom Sawyer, de Mark
Mesmo diálogo do Livro do Aluno. Twain, é considerado um dos clássicos da literatura
norte-americana. Escrito em 1876, o romance
• Pergunte: What are Kira and Leo doing? (They’re studying descreve as aventuras de um jovem órfão, Tom
for a test on the book The Adventures of Tom Sawyer.) Sawyer, que vive com sua querida tia Polly. Tom é um
• Leia as afirmações a seguir. Os alunos respondem True ou personagem travesso e bem humorado. Suas
False. Os alunos corrigem as frases falsas. aventuras e amizades revelam muitos aspectos sociais
e políticos do Sul dos Estados Unidos nos anos que
Bret Harte wrote Tom Sawyer. (False. Mark Twain precederam a guerra civil americana.
wrote it.)
Mark Twain wrote a lot of books. (True.)
Tom and Sid have lived with Aunt Polly for a long time. B
(True.)
• Language Chart Os alunos estudam os exemplos
Tom and Sid are very different. (True.) do quadro. Chame a atenção deles para a coluna da
Tom has always liked school. (False. He’s never liked esquerda. Pergunte: Usamos uma tag afirmativa ou
school.) negativa quando fazemos uma pergunta com um verbo
afirmativo? (Tag negativa.) Pergunte: Quais são as
• Chame a atenção dos alunos para a primeira fala de Leo. respostas para as tag questions? (São como as respostas
Pergunte: How does Leo check his idea about the author of das Yes / No questions.) Agora chame a atenção para a
The Adventures of Tom Sawyer? What does he say? (Bret coluna da direita. Pergunte: Se você usar have na
Harte wrote The Adventures of Tom Sawyer, didn’t he?) afirmação, o que deve usar na tag? (Haven’t.)
Pergunte: What kind of question is this? (A tag question.)
• Os alunos leem o diálogo novamente e sublinham as demais pausas para que os alunos repitam.
tag questions. (He wrote a lot of books, didn’t he? Tom and
his brother Sid have lived with their Aunt Polly for a long • Os alunos trabalham individualmente para completar as
time, haven’t they? Tom and Sid have always been very frases com tag questions.
different, haven’t they? But Tom has always liked school, • Verifique as respostas com a turma. Convide voluntários
hasn’t he? Anyway, so far Tom has really liked adventures, para que leiam as tag questions que completaram e as
hasn’t he? We’ll get a good grade on the test, won’t we?) respondam com suas próprias informações.

C T.94 Nota Cultural
Há inúmeras famílias de atores nos
• Dê tempo aos alunos para que leiam as instruções, o texto e
Estados Unidos. Apresentamos a seguir algumas
a tag question e a resposta do exemplo. Pergunte: O que
duplas mais conhecidas de pais e filhos:
vocês devem fazer? (Completar as tag questions e
respondê-las usando as informações do texto.) Kirk Douglas e Michael Douglas: pai e filho. Kirk
participou de mais de oitenta programas de TV e filmes,
• Eles trabalham individualmente para fazer o exercício.
entre eles Spartacus, Michael, seu filho, ganhou um
• Toque o áudio. Os alunos ouvem e verificam suas respostas. Oscar, em 1987, por sua atuação em Wall Street.
Blythe Danner e Gwyneth Paltrow: mãe e filha. Blythe
Transcrição do áudio atuou em mais de setenta filmes e programas de TV.
Mesmas tag questions e respostas do Livro do Aluno. Gwyneth ganhou um Oscar em 1998 por Shakespeare
in Love (Shakespeare Apaixonado).
• Verifique as respostas com a turma. Voluntários vêm
à lousa e escrevem uma das tag questions de seu caderno e Judy Garland e Liza Minelli: mãe e filha. Judy estrelou
a respectiva resposta. Eles devem escrever somente a tag e mais de trinta filmes, entre eles The Wizard of Oz e
não a pergunta completa. Meet Me in St. Louis. Liza ganhou um Oscar, em 1972,
por sua atuação em Cabaret.
• Para encerrar, pergunte aos alunos se eles já assistiram a um
filme com Julia Roberts ou com sua sobrinha Emma. Se sim,
peça-lhes que digam o que lembram sobre o filme e se
gostaram dele ou não.
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar informações
da vida de uma celebridade do cinema.
A T.95 • Toque o áudio novamente. Os alunos ouvem e assinalam T

(true) ou F (false).
• Dê tempo aos alunos para que leiam as instruções e as
frases 1 a 6. Pergunte: What are Kira and Leo doing? • Toque o áudio mais uma vez. Os alunos ouvem e verificam
(Taking a trivia quiz.) Who’s the quiz about? (Denzel suas respostas.
Washington.) Pergunte se já ouviram falar de Denzel
Washington ou se assistiram a algum de seus filmes. B
• Toque o áudio. Os alunos apenas ouvem. • Os alunos comparam as respostas com um colega, seguindo
o exemplo. Eles devem corrigir as frases falsas.
Transcrição do áudio • Verifique as respostas com a turma.

Neste exercício, os alunos praticam a entoação ao ler as tag questions.
A T.96 B
• Os alunos leem as instruções e os exemplos de tag • Dê tempo aos alunos para que pratiquem as tag questions
questions. do Exercício 1C, certificando-se de que usem a entoação
ascendente.
• Convide voluntários para que digam uma das tag questions
Transcrição do áudio que praticaram.
Mesmas tag questions do Livro do Aluno.
Livro de Atividades
• Pergunte: A entoação é ascendente ou descendente na tag? Indique os exercícios da página 41 do Livro de
(Ascendente.) Atividades. (As respostas estão nas próprias páginas do
• Toque o áudio novamente, ou então leia as tag questions em
voz alta, exagerando a entoação. Os alunos ouvem e
repetem. Atividades Extras de Gramática
Lesson 24.

C Read about Julia Roberts and her niece Emma Roberts.
T.94
Complete the tag questions and answer them.
Julia Roberts was born in 1967. She’s an actor and has appeared in
more than 30 movies and in one Broadway play. Julia’s niece,
Emma Roberts, has been in several TV shows and she’s starred in
the movie Nancy Drew. Emma’s father (Julia’s brother), Eric, is also
an actor. They’ve all been very successful.
1. Julia Roberts was born in 1967, wasn’t she ? Yes, she was.
2. She’s made more than 30 movies, hasn’t she ? Yes, she has.
3. Her niece Emma became a singer, didn’t she ? No, she didn’t.
4. Emma starred in the movie Runaway Bride, didn’t she ? No, she didn’t.
5. Julia, Eric, and Emma have been successful, haven’t they ? Yes, they have.
2. Listening
A Kira and Leo take a trivia quiz about Denzel Washington.
T.95
Are these sentences true or false? Listen and check (✓)
T (true) or F (false).
T F
1. Denzel Washington was born in California.
2. He studied drama in college. ✓
3. His first big part was in a musical. ✓
4. He’s won two Oscars. ✓
5. He and his wife have four children. ✓
6. He’s acted in about 50 movies. ✓
B How many of your answers are correct? Compare with a classmate.

Denzel Washington was born in California, wasn’t he? No, he wasn’t.

A Listen. Notice the intonation in tag questions. Then listen again
T.96
and practice.
He studied computer science in college, didn’t he? They were married about 25 years ago, weren’t they?
He’s acted in about 40 movies, hasn’t he? He was on General Hospital, wasn’t he?
B Now practice the tag questions in Exercise 1D.

Read
A Read the article quickly. Check (✓) the phrases you find.
ate a spider ✓ lived in a glass box ✓ stayed under water
jumped out of an airplane ✓ read people’s thoughts ✓ stood on a 30-meter pole
Incredible
If you ask most people around But David isn’t just an entertainer
the world, “Have you ever heard – he also does stunts. Since his
of David Blaine?” the answer will first TV show, David has spent
probably be, “No, never.” But ask 72 hours inside a block of ice,
New Yorkers the same question, he’s stayed under water in a
and they will probably say, “Yes, huge glass bowl for 7 days, he’s
we have.” lived in a glass box for 44 days
with no food, and he’s stood on
David first became popular for
a 30-meter pole for 35 hours.
his TV show. Several years ago,
His audiences have never been
on his first show, he walked
disappointed.
around the streets of New York
and entertained people with He’s not 45 yet, but he’s already
amazing tricks. He made money written a book about his life. The
disappear and things appear from title of his book – Mysterious
nowhere. And he read people’s Stranger – probably describes
thoughts. Everyone was amazed. him really well. Not everyone
knows about David yet, but they
will someday.
More Vocabulary
Practice?
B T.97

1. Have most New Yorkers heard of David Blaine? Yes, they have.
2. How did he first become popular? He first became popular for his TV show.
3. Has he ever stayed under water for a long time? Yes, he has.
4. Have his audiences ever been disappointed? No, they haven’t.
5. Has he ever written a book? Yes, he has.

• Escolha um(a) atleta conhecido(a) e prepare um conjunto de cinco ou seis tag questions sobre
ele(a) no simple past e no present perfect. Por exemplo:
[Name of player] started playing tennis when she was four, didn’t she?
She’s been a professional tennis player for ten years, hasn’t she?
• Faça as perguntas. Convide voluntários para que as respondam.
• Os alunos trabalham em pequenos grupos para escrever quatro tag questions sobre uma celebridade
que conheçam. Eles devem escrever duas perguntas no simple past e duas no present perfect.
Certifique-se de que não haja dois grupos escrevendo perguntas sobre a mesma celebridade.
• Proponha uma competição. Peça aos grupos que se revezem, fazendo as perguntas que escreveram
para outro grupo. Cada resposta correta vale um ponto. O grupo com o maior número de pontos no
final do jogo é o vencedor.
Read
Neste exercício, pratica-se a leitura para identificar informações sobre uma pessoa
que faz truques incríveis.
• Os alunos leem o artigo novamente.
A
• Os alunos verificam suas respostas da Parte A em pares.
• Os alunos observam as fotos. Pergunte: Would you do what
Incentive um par a dizer as respostas.
this man is doing in the top picture? (Vocês fariam o que
esse homem está fazendo na foto da parte superior?) Why • Atividade Opcional Toque o áudio. Os alunos ouvem e
or why not? (Por que ou por que não?) Why do you think acompanham a leitura.
he’s standing under water? (Por que vocês acham que ele
está debaixo d’água?) Transcrição do áudio
• Convide um voluntário para que leia em voz alta as Mesmo artigo do Livro do Aluno.
instruções e as orações. Relembre os alunos que eles devem
ler com rapidez para encontrar as respostas e que não Get Connected Vocabulary
devem ler cada palavra cuidadosamente.
Caso haja tempo, os alunos fazem o exercício da página
• Os alunos trabalham individualmente para ler o artigo 124 do Livro do Aluno em sala de aula ou como lição de
rapidamente e assinalam as orações que encontrarem. Não casa. (As respostas encontram-se na página 124 do Livro
verifique as respostas neste momento. do Professor.)
B T.97 C
• Convide um voluntário para que leia as instruções em voz • Convide um voluntário para que leia em voz alta as
alta. Relembre os alunos de que devem ler devagar e instruções e a primeira pergunta.
cuidadosamente, concentrando-se em obter o significado do
texto inteiro. • Pergunte: Have most New Yorkers heard of David Blaine?
(A maioria dos nova-iorquinos já ouviu falar de David
• Liste na lousa o novo vocabulário: amazed (adjetivo) Blaine?) Estimule os alunos a responder. (Yes, they have.)
(impressionado), stunt (truque), block (substantivo)
(bloco), bowl (substantivo) (bola de vidro), pole (poste). • Os alunos trabalham individualmente para responder às
Traduza ou explique os significados. (Amazed [adj.]: very perguntas.
surprised; stunt: an act that is often risky or dangerous that • Verifique as respostas com a turma. Convide voluntários
people do to attract attention; block [n.]: a solid piece of para que leiam em voz alta uma resposta cada um.
wood, stone, ice, etc.; bowl [n.]: a deep, round dish used to
hold food or liquid; pole: a long, thin piece of wood or
metal.) Como alternativa, peça aos alunos que usem o
dicionário para localizar os significados do novo
vocabulário.

Listen
Neste exercício, os alunos ouvem para identificar ideias de adolescentes sobre
performances de motociclismo e de skate.
A T.98 B
• Chame a atenção dos alunos para a foto. Pergunte: What are • Os alunos leem as instruções e as perguntas.
the teens doing? (O que os adolescentes estão fazendo?)
• Leia a primeira pergunta com a turma e incentive diversos
(They’re doing motorcycle stunts.)
alunos a dizer as respostas. Relembre os alunos que não há
• Diga aos alunos que eles ouvirão dois amigos, Dimitri e respostas certas ou erradas para esse exercício – eles estão
Heidi, conversando sobre performances. apenas expressando suas opiniões.
• Os alunos leem a primeira pergunta e a resposta do • Os alunos trabalham individualmente para responder às
exemplo. perguntas e justificam suas respostas.
• Explique aos alunos que eles devem ouvir o diálogo e • Os alunos trabalham em pares para comparar as respostas
responder às perguntas. ou então; incentive voluntários a dizer suas opiniões.

perguntas.
suas respostas.
Write
hobbies perigosos.
A B
instruções e as perguntas. alta. Diga aos alunos que eles usarão as informações da
• Convide diversos voluntários para que falem sobre alguns Parte A para ajudá-los a escrever sobre hobbies perigosos.
hobbies perigosos sobre os quais tenham ouvido falar. • Os alunos trabalham individualmente para escrever seus
• Os alunos trabalham individualmente para responder às parágrafos.
perguntas. • Convide diversos voluntários para que leiam seus
• Atividade Opcional Em pares, os alunos fazem e respondem parágrafos para a turma.
às perguntas. • Atividade Opcional Os alunos trabalham em grupos de
podem fazer uma votação para escolher o hobby mais
perigoso sobre o qual escreveram em seus grupos e também
justificam seu voto.
Livro de Atividades

You’ve gotten good then, Listen
haven’t you?
A T.98
Dimitri and Heidi talk about stunts. Listen and answer the questions.
1. Has Heidi ever seen motorcycle stunts on TV? Yes, she has.
2. What does she think about the stunts? She thinks the stunts are dangerous.
3. Has Dimitri ever done any stunts? Yes, he has.
4. Has he ever had any accidents? Yes, he has.
5. Has Heidi ever been to the skateboard park? No, she hasn’t.
1. Do you think people should do dangerous stunts on TV?
2. Do you think being a stunt person is a good career?

3. Why do you think people choose to do dangerous hobbies?
4. What do you think parents should say if their children want
to try a dangerous hobby?
Your turn Write

A Think about some dangerous hobbies. Answer the questions. (Answers will vary.)
1. Have you ever tried a dangerous hobby? Why or why not?
2. Do you know anyone who has a dangerous hobby?
3. How do you feel when people do dangerous hobbies or stunts?
4. Would you like to try something dangerous? What?
5. What would your family and friends think if you did?
B Write a paragraph about a dangerous hobby. Use the answers in Part A to help you.
I tried a dangerous hobby because . . .

UNIT 6 Review
Present perfect with never
He’s never driven a car. Have they ever explored a cave?
We’ve never gone rock climbing. Yes, they have. / No, they haven’t.
No, never. They’ve never explored a cave.
has already / hasn’t . . . yet

Affirmative statements with already Negative statements with not . . . yet
I’ve already turned 14. She hasn’t decided on a career yet.
A Look at the pictures. Then write sentences with already or yet and the
verb phrases in the box.
dye hair purple explore a cave go skydiving start a rock band
1. He’s already gone skydiving. 2. He hasn’t started a rock band yet.
3. She hasn’t explored a cave yet. 4. She’s already dyed her hair purple.
B Look at the chart. Have Alana and Rick ever done these things?
Write questions and answers.
Climb a mountain Eat worms

Alana
✓ Rick
✗ Alana
✗ Rick
✓
1. Q: Has Alana ever climbed a mountain? Q: Has Alana ever eaten worms?
3.
A: Yes, she has. A: No, she hasn’t.
2. Q: Has Rick ever climbed a mountain? Q: Has Rick ever eaten worms?
4.
A: No, he hasn’t. A: Yes, he has.
UNIT 6 Review

Present perfect with "never"

Statements Questions and Answers
has already / hasn’t . . . yet

Affirmative Negative
• Leia as frases a seguir em voz alta. Após a leitura de cada uma delas, convide um voluntário para que
venha à lousa e escreva uma frase no espaço apropriado de um dos quadros.
She hasn’t decided on a career yet.
Have they ever explored a cave?
No, they haven’t. They’ve never explored a cave.
He’s never driven a car.
I’ve already turned 14.
Yes, they have.
We’ve never gone rock climbing.
• Livros abertos. Dê tempo aos alunos para que estudem os quadros e os comparem com o esquema da
lousa, compartilhando com a turma as diferenças que encontrarem.
• Relembre que never geralmente não é utilizado em perguntas.

• Os alunos leem as instruções e observam as ilustrações. • Os alunos leem as instruções e observam o quadro.
• Convide um voluntário para que leia os verb phrases do • Convide um par de voluntários para que leia em voz alta a
quadro e o exemplo. pergunta e a resposta do exemplo.
• Os alunos trabalham individualmente para escrever frases • Os alunos trabalham individualmente para escrever
com already ou yet e os verb phrases do quadro. perguntas e respostas.
• Verifique as respostas com a turma. • Os alunos verificam suas respostas em pares.

Neste quadro, resume-se a gramática adicional • Caso os alunos tenham feito os exercícios de Review
• Os alunos estudam os exemplos dos quadros. • Os alunos trabalham em pares. Os alunos usam o
Exercício A como um modelo e dizem uns aos outros
• Relembre os alunos que usa-se o simple past para eventos uma atividade inusitada que já fizeram e uma atividade
concluídos em um tempo determinado no passado e o que não fizeram ainda. Peça aos alunos que relatem as
present perfect para eventos em tempos indeterminados, respostas dos colegas para a turma. Anote na lousa
ações repetidas e ações que começaram no passado e foram algumas das respostas dos alunos. Por exemplo, escreva
concluídas no presente. na lousa: Elena / not horseback riding.
• Faça uma revisão da formação das tag questions com o • Faça aos alunos perguntas sobre as atividades dos
simple past e com o present perfect. Ressalte que as colegas, usando as observações da lousa. Por exemplo,
respostas curtas e as tag questions são formadas de modo pergunte: Has Elena ever gone horseback riding? Os
semelhante. alunos respondem com respostas curtas como no
• Responda às perguntas que os alunos eventualmente Exercício B. Forme pares de alunos para continuar a
tenham. prática de fazer perguntas e respondê-las.
• Os alunos escrevem cartões-postais sobre férias
Exercício C imaginárias. Use os cartões-postais do Exercício C como
modelo. Em seguida, cada aluno “envia” seu cartão para
• Os alunos leem as instruções e as duas mensagens. outro aluno da turma. Os alunos leem os cartões
• Convide um voluntário para que leia a frase do exemplo. recebidos.
Relembre os alunos que eles devem procurar por time • Os alunos escolhem outro colega. Os alunos fazem e
phrases começando com since ou for para ajudá-los a respondem a perguntas sobre os cartões-postais que
decidir qual tempo verbal devem utilizar. receberam. Use as perguntas e respostas do Exercício D
• Os alunos trabalham individualmente para completar as como modelo.
mensagens.
para que leiam em voz alta as mensagens. Theme Project
Exercício D Project da Unit 6, na página 131 do Livro do Aluno.
Livro de Atividades
• Os alunos trabalham individualmente para completar as tag
questions corretas e em seguida, escrever as respostas. • Indique o Check Yourself da Unit 6, na página 43 do Livro de
• Peça aos alunos que observem novamente as mensagens Livro de Atividades no Livro do Professor.)
do Exercício C para escrever as respostas do Exercício D.
• Verifique as respostas com a turma. Extra Practice Worksheets
Take another look! na página T-153.
instruções.
Extra Speaking Practice Worksheet
• Os alunos trabalham individualmente para escrever SP página T-173.
(simple past), PP (present perfect) ou SP e PP (simple past
e present perfect) ao lado das time phrases.
Arcade Activities
• Verifique as respostas com a turma. • Indique as atividades da Unit 6 do Connect Arcade no site:
Learning Log
Quiz
Prova

I got a job in May. I’ve met many interesting people since May.
He learned a lot last year. Since last spring, we’ve made a lot of money.
Tag questions with the simple past and present perfect

You called her yesterday, didn’t you? You’ve come to class every day, haven’t you?
Yes, I did. / No, I didn’t. Yes, I have. / No, I haven’t.
C Complete the messages with the simple past or the present perfect.
Dear Carlos, Hi, Sonia!

We’ve been (we / be) in New York City since last I’ve been (I / be) in New York for almost
Friday. Our first hotel was (be) noisy, so a week. We got (get) here last
we moved (move) to a quieter place. Last Friday. We heard (hear) the buses
night, we ate (eat) at the Hard Rock Cafe, and cars all night, so we moved
and I saw (see) Natalie Portman! (move) to a quieter hotel. The weather
I took (take) a picture of her with my new
has been (be) beautiful. Yesterday
we bought (buy) a new camera. I’ll
camera. She gave (give) me her autograph! e-mail you some pictures this afternoon.
See you soon, Connie
Connie
D Look again at the postcards in Part C. Complete the tag questions.

Then write the answers.
1. Q: Connie bought a new camera in New York City, didn’t she ?
A: Yes, she did.
2. Q: Their first hotel was noisy, wasn’t it ?
A: Yes, it was.
3. Q: The weather in New York City has been terrible, hasn’t it ?
A: No, it hasn’t.
4. Q: Connie got Natalie’s autograph, didn’t she ?
A: Yes, she did.
Take another look!

Are these time phrases used with the simple past (SP),
with the present perfect (PP), or both (SP & PP)?
Time for the
1. so far PP 3. for a month SP & PP Theme Project?
2. last Saturday SP 4. a week ago SP See page 131.

25 Teen opinions
Lesson
1. Language focus good / better / the best

A Read these teens’ opinions about movies bad / worse / the worst
T.99
and music. Then listen and practice. Action movies are good.
Comedies are better than
action movies.
I’m a big movie fan,
Science-fiction movies are the best
so I like all kinds of
movies of all.
movies. Action movies
are OK, but I think I think rap music is bad.
comedies are better Rock music is worse than rap music.
than action movies. Pop music is the worst music of all.
They make me laugh. Adjective Comparative Superlative
Science-fiction movies good better the best
are the best movies of all. The stories are bad worse the worst
always interesting. I’ve seen all of the
Star Trek movies three times. They’re
great! – Andrea
UNIT 7 Teen Time
I only listen to country music and jazz music.

They’re the only kinds of music I like. I think rap
music is bad. I can’t understand the words. And
rock music is worse than rap music. It’s too loud.
But take my advice. Pop music is the worst music
of all because it’s so boring. – Bart
B Complete the sentences with the correct words.

T.100
Then listen and check your answers.
1. I love history. I think it’s the best (the best / the worst) subject
at school. It’s easy for me.
2. Sports are great. Volleyball is a good (good / bad) sport to play
with friends, but I think soccer is better than volleyball.
3. I can’t stand dramas. The stories are boring. They’re the worst
(the best / the worst) shows on TV.
4. School uniforms are great. Wearing a uniform is much better than
(better than / worse than) wearing your own clothes to school.
5. I don’t like doing the dishes. But I think cleaning my room is
worse than (better than / worse than) doing the dishes. I don’t
like chores.
6. I really like pizza, but the pizza at Rocco’s is bad
(bad / good). It tastes awful. It’s the worst pizza in my
neighborhood.

Lesson
25 Teen opinions
Nesta lição, revisam-se adjetivos e apresentam-se e praticam-se good / better / the best
e bad / worse / the worst.
UNIT 7 Teen Time

1. Language focus
Neste exercício, apresentam-se e praticam-se good / better / the best e bad /
worse / the worst.
A T.99 • Explique que good e bad apresentam formas

comparativas e superlativas irregulares. (Good ➔ better
• Peça aos alunos que cubram o quadro com uma folha de ➔ the best; bad ➔ worse ➔ the worst.) Peça aos alunos
papel. que localizem nos textos as formas irregulares de good e
• Chame a atenção deles para o título da lição. Escreva na bad. Convide quatro voluntários para que venham à
lousa as frases a seguir: lousa e escrevam no quadro os comparativos e
superlativos encontrados.
1. Star Trek is a science-fiction movie.
• Toque o áudio, ou então leia o texto em voz alta. Os
2. Star Trek is the best science-fiction movie.
Pergunte: Qual dessas frases expressa uma opinião? (A
• Language Chart Os alunos descobrem o quadro e
frase 2.) É possível concordar ou discordar de uma
estudam os exemplos. Responda às perguntas que
opinião? (Sim.) Explique que a primeira frase é um fato.
tenham.
• Os alunos leem os dois textos rapidamente. Pergunte:
• Atividade Opcional Leia os exemplos em voz alta,
Who is talking about movies? (Quem está falando sobre
fazendo pausas para que os alunos repitam.
filmes?) (Andrea.) What is Bart talking about? (Sobre o
que Bart está falando?) (Music.) • Atividade Opcional Peça-lhes que formem frases
semelhantes às dos exemplos, substituindo os tipos de
• Os alunos leem os dois textos vagarosa e
filmes e de música por outros que conheçam.
cuidadosamente. Enquanto isso, escreva na lousa:
Comparative Superlative B T.100

good • Os alunos leem as instruções e o exemplo.
• Eles trabalham individualmente para completar as frases
bad
com as palavras corretas.
acompanham a leitura. • Toque o áudio. Os alunos ouvem e verificam suas
respostas.
• Chame a atenção dos alunos para o texto de Andrea.
Pergunte: What did Andrea say about action movies? • Verifique as respostas com a turma. Convide voluntários
Are they good or bad? (O que Andrea disse sobre os para que venham à lousa e escrevam as palavras que
filmes de ação? Eles são bons ou ruins?) (Good.) Which usaram para completar as frases.
kind of movies does she like more, action movies or
comedies? (De que tipo de filmes ela gosta mais: filmes
de ação ou comédias?) (Comedies.) Which movies are
her favorite? (Quais são os filmes favoritos dela?) Nesta unidade,
(Science-fiction movies.) apresentam-se
as palavras e as
• Chame a atenção dos alunos para o texto de Bart.
Pergunte: What kinds of music does Bart listen to? expressões
(Que tipos de música Bart ouve?) (Country music and usadas para
jazz.) What’s his opinion of rap? (Qual a opinião dele comparar, falar
sobre rap?) (It’s bad.) What kind of music does he think de experiências
is boring? (Que tipo de música ele considera chato?) radicais e de
(Pop.) escolhas.

2. Word power
Neste exercício, revisam-se adjetivos com significados positivos e negativos.
A • Atividade Opcional Leia as frases a seguir, dizendo blank no
lugar das palavras que estão faltando. Os alunos devem
• Os alunos leem as instruções e os adjetivos do quadro. Eles dizer qual das palavras do quadro da Parte A, que não
dizem quais palavras não entenderam. Explique-as, usaram na Parte B, preenche a lacuna.
formando frases com elas ou fazendo mímica. Pergunte: O
que vocês devem fazer? (Escrever os adjetivos nas colunas 1. He doesn’t remember things. He’s _________ . (Forgetful.)
adequadas, de acordo com o seu significado: positivo ou 2. She works ten hours a day, including Saturdays and
negativo.) Sundays. She’s _________ . (Hardworking.)
• Os alunos trabalham individualmente para fazer o exercício. 3. He’s the worst player I know. He’s _________ . (Awful.)
• Verifique as respostas com a turma. Escreva os dois títulos 4. I like to read detective stories. I think they’re _________ .
na lousa e convide voluntários para que venham à frente e (Thrilling.)
escrevam as palavras abaixo dos títulos corretos.
5. She’s the best actor I know. She’s _________ . (Excellent.)
B 6. There are clothes on the table and books and papers on

the floor. This room is ________ . (Messy.)
7. You can believe in his honesty and goodness. He’s
• Os alunos trabalham individualmente para completar as _________ . (Trustworthy.)
opiniões com as palavras mais adequadas da Parte A.
para que leiam as frases que completaram.
• Atividade Opcional Peça a outros alunos que digam se
concordam ou não com as opiniões.
3. Speaking
Neste exercício, pratica-se como expressar opiniões.
A Nota Cultural
• Dê tempo aos alunos para que estudem o quadro. Nos Estados Unidos, os adolescentes
respondem a pesquisas de opinião para jornais,
• Eles trabalham individualmente para completá-lo. Internet e revistas. Mas para que são usadas essas
• Os alunos trabalham individualmente para completar o informações? Na maioria das vezes, não são usadas
quadro com exemplos de cada item listado. para nenhum fim importante. Entretanto, as empresas
norte-americanas podem utiliza-lás para desenvolver
B tendências de moda e estratégias de marketing para
produtos futuros, pois elas têm interesse em saber
• Os alunos leem as instruções e as opiniões dos exemplos. como e onde os adolescentes norte-americanos fazem
• Convide voluntários para que compartilhem suas opiniões compras, beneficiando-se, assim, das respostas a
com a turma, como nos exemplos do balão. essas pesquisas. Por sua vez, esses adolescentes
também aprendem como diferentes empresas fazem
as pesquisas de mercado.
Livro de Atividades

Lesson 25.

2. Word power
A Which of these words have positive meanings? Which have
negative meanings? Write the words in the correct columns.
awful dangerous entertaining forgetful messy thrilling

beautiful difficult excellent hardworking scary trustworthy
Positive Negative
beautiful hardworking awful forgetful
entertaining thrilling dangerous messy
excellent trustworthy difficult scary
B Complete these opinions with the best words

from Part A.
1. Roller coasters are the best amusement park
rides! I’m never afraid on roller coasters.
They’re not scary at all.
2. I think skydiving is a bad sport because you
can get hurt. It’s very dangerous .
3. My math test grade is worse than my English
test grade. I think math is very difficult .
4. I think Pink is the best singer right now. She’s
pretty, too. She has a beautiful face.
5. Comedies are better than thrillers. They aren’t
as exciting, but they’re more entertaining .
3. Speaking
A What’s your opinion? Complete the chart with examples of each thing. (Answers will vary.)
Good Better The best

Singers ___________________ ___________________ ___________________
Actors ___________________ ___________________ ___________________
TV shows ___________________ ___________________ ___________________
Bad Worse The worst
Chores ___________________ ___________________ ___________________
Movies ___________________ ___________________ ___________________
B Share your opinions with the class.
I think “Singer A” is a good singer. “Singer B” is

better than “Singer A.” “Singer C” is the best singer.
© Cambridge University Press 2015 Teen Time 87

26 Unforgettable moments
Lesson
1. Language focus Superlative + . . . have ever . . .

A Read about these teens’ unforgettable moments. Parasailing is the scariest thing I’ve ever done.
T.101
Complete the texts with the superlative + ever It’s the most disgusting food we’ve ever eaten.
and the correct form of the verbs. Listen It’s the weirdest present he’s ever received.
and check. Then practice.
1. Parasailing is the 2. W
e ate crocodile meat 3. My brother’s friend
scariest thing I’ve ever on a safari once. It’s the gave him a spider for
done. I never want to do most disgusting food his birthday. It’s the
it again. we’ve ever eaten. weirdest present he’s
ever received.
4. I got 40 percent on my 5. Beyoncé is the best 6. Jenny fell during a

the most
math test last week. It’s (good) singer I’ve play. It’s embarrassing
the worst (bad) grade ever heard (hear). I (embarrassing)
I’ve ever gotten (get). went to her concert last experience she’s
year. It was great. ever had (have).
B Complete the sentences with your opinions. Then tell the class. (Answers will vary.)
1. is the scariest thing I’ve ever done.
2. is / are the most disgusting food I’ve ever eaten.
3. is the weirdest present I’ve ever received.
Riding a roller coaster is the scariest thing I’ve ever done.

Lesson
Nesta lição, apresentam-se e praticam-se o superlativo + . . . have ever.
good better the best

sports team
TV show
bad worse the worst

sports team
TV show
. . . is good. . . . is better than . . . . . . is the best.
. . . is bad. . . . is worse than . . . . . . is the worst.
• Os alunos trabalham individualmente para completar o quadro com os nomes de equipes esportivas
e de programas de TV que consideram adequados a cada categoria. Em seguida, peça-lhes que
escrevam frases, seguindo as dicas da lousa.
• Convide voluntários para que compartilhem com a turma as frases que escreveram.
1. Language focus
Neste exercício, apresentam-se e praticam-se o superlativo + . . . have ever.

• Chame a atenção dos alunos para o título da lição. Explique quadro. Pergunte: O que é usado na primeira parte da
que unforgettable refere-se a algo ou a alguém impossível de frase, o comparativo ou o superlativo? (O superlativo.) Em
esquecer, ou seja, inesquecível. que tempo verbal está a segunda metade de cada frase?
(No present perfect.) Qual palavra em cada frase significa
• Dê tempo para que leiam as instruções e os textos na minha vida até o momento? (Ever.) Em que posição na
1 a 6. frase fica a palavra ever? (Entre o pronome + has / have e
• Leia as frases a seguir. Os alunos respondem True ou False. o past participle.) Relembre os alunos que formamos os
superlativos acrescentando -est no final de adjetivos curtos,
Parasailing isn’t the scariest thing the girl in Picture 1
como scary e weird. Se o adjetivo terminar em consoante +
has ever done. (False.)
y, modificamos o y para i antes de acrescentar -er ou -est.
Crocodile meat is the most delicious food the kids in
scary scarier scariest
Picture 2 have ever eaten. (False.)
pretty prettier prettiest
A spider is the weirdest present the boy in Picture 3 has
Acrescentamos the most antes de palavras longas como
ever received. (True.)
disgusting ou embarrassing.
• Os alunos trabalham individualmente para completar os
textos 4 a 6 com o superlativo + ever.
B
• Dê tempo aos alunos para que leiam as instruções e o final
das frases. Ressalte que eles devem completar as frases com
suas próprias opiniões e experiências.
para que leiam as frases que completaram. • Os alunos trabalham individualmente para completar as
frases, seguindo o exemplo do balão.
• Toque o áudio novamente, ou então leia as frases em voz
alta. Os alunos ouvem e repetem. • Convide voluntários para que compartilhem com a turma as
frases que completaram.
© Cambridge University Press 2015 Teen Time T-88

C T.102 • Verifique as respostas com a turma. Convide voluntários
para que escrevam suas frases na lousa.
• Dê tempo aos alunos para que leiam as instruções, as frases
e as palavras entre parênteses. Explique que eles devem • Atividade Opcional Assinale as palavras de pronúncia
escrever frases que acrescentem informações sobre cada enfatizada na primeira frase da lousa, conforme o exemplo:
item do exercício. It's the scáriest expérience he's éver hád.
• Verifique se os alunos entenderam as frases e as palavras • Peça-lhes que digam quais palavras acreditam que sejam
entre parênteses. Faça as perguntas a seguir: enfatizadas nas demais frases e as assinale.
Why was Tom’s experience scary? (Because he didn’t know It's the most excíting gáme she's éver pláyed.
the city and it was late at night.) It's the most frústrating thíng he's éver dóne.
What’s special about Quest? (It’s exciting.) It's the most dífficult lánguage she's éver stúdied.
Why was the experience in sentence 4 frustrating? It's the fúnniest bóok I've éver réad.
(The boy erased his favorite computer files by mistake.)
• Dê tempo para que os alunos pratiquem a pronúncia das
What language did Kate find difficult to study?
palavras enfatizadas. Em seguida, peça que pratiquem as
(Japanese.)
frases completas. Depois de alguns minutos, convide
What’s special about Silly Stories? (It’s funny.) voluntários para que leiam as frases em voz alta.
• Eles trabalham individualmente para escrever as frases. Observação: Os alunos geralmente têm dificuldade para dizer
• Toque o áudio. Os alunos ouvem e verificam suas respostas. frases com o superlativo + have ever e tendem a enfatizar a
pronúncia da palavra most em vez da pronúncia do adjetivo.
Transcrição do áudio Conscientizá-los da estrutura padrão de pronúncia de frases
como essas permite que eles possam dizê-las com maior
fluência.
2. Listening
Neste exercício, os alunos ouvem o áudio para identificar experiências
únicas de adolescentes.
T.103 • Toque o áudio novamente. Os alunos ouvem e numeram os
títulos das histórias.
• Chame a atenção deles para os títulos das histórias. Eles suas respostas.
trabalham em pares, sugerindo o assunto de cada uma das
histórias. Incentive-os a usar ao máximo a imaginação. • Verifiquem as respostas com a turma.
• Convide representantes de diferentes pares para que • Atividade Opcional Toque novamente o áudio. Os alunos
compartilhem suas sugestões com a turma. prestam atenção aos detalhes das histórias. Pergunte:
What’s the title of the first story? (“The Scariest Moment
• Toque o áudio. Os alunos apenas ouvem. I’ve Ever Had.”) Estimule-os a dizer os principais fatos de
cada uma das histórias. Por exemplo: Story One. What’s the
Transcrição do áudio story about? (A cat.) Where was it? (In a tree.) What did
A partir da página T-192. the girl try to do? (Save the cat.) Why was she scared? (She
was very high up.) Who helped her? (Her father.) Se
necessário, toque o áudio mais uma vez.
• Para encerrar, pergunte quais histórias eles consideraram a
mais e a menos interessantes.
3. Speaking
Neste exercício, pratica-se como expressar opiniões e falar de experiências.
• Os alunos leem as instruções e estudam o quadro.
Livro de Atividades
• Dê tempo para que completem a coluna You.
• Peça-lhes que leiam o exemplo dos balões. Atividades. (As respostas estão nas próprias páginas do
• Os alunos trabalham em pares, revezam-se para fazer Livro de Atividades no Livro do Professor.)
perguntas e respondê-las, e completam a coluna Your
classmate. Atividades Extras de Gramática
• Convide voluntários para que compartilhem suas Indique as atividades extras de gramática da
descobertas com a turma. Por exemplo, Silly Stories Lesson 26.
is the worst book Maria has ever read.

C Read the statements and write sentences with the superlative + ever and
T.102
the correct form of the verbs. Then listen and check.
1. I got 100 percent on the test last week.
(good grade / get) It’s the best grade I’ve ever gotten.
2. My friend Tom got lost in a strange city late at night.
(scary experience / have) It’s the scariest experience he’s ever had.
3. My sister bought Quest, a new computer game.
(exciting game / play) It’s the most exciting game she’s ever played.
4. My brother erased his favorite computer files by mistake.
(frustrating thing / do) It’s the most frustrating thing he’s ever done.
5. Kate studied Japanese last summer.
(difficult language / study) It’s the most difficult language she’s ever studied.
6. I spent the weekend reading Silly Stories.
(funny book / read) It’s the funniest book I’ve ever read.
2. Listening
Look at these titles and listen to the stories. What is the best title
T.103
for each one? Listen and number the titles.
Title Number
“The Most Interesting Place I’ve Ever Visited” 4
“The Worst Car Ride I’ve Ever Had” 3
“The Scariest Moment I’ve Ever Had” 1
“The Most Embarrassing Experience I’ve Ever Had” 2
3. Speaking
Complete the survey for yourself. Then ask a classmate the questions.
What’s the . . . ? You Your classmate
1. best movie you’ve ever seen
2. worst book you’ve ever read
3. most interesting place you’ve
ever visited
4. best vacation you’ve ever had
What’s the best movie The Fault in Our Stars is the

you’ve ever seen? best movie I’ve ever seen.

Mini-review
Lessons
25 & 26
1. Language check
A Read the critic’s ratings of burger places and online music stores. Then complete
the sentences with better than, worse than, the best, or the worst.
Burger Places
Burger City Burger and Fries Galaxy Burger
The burgers here are great. The burgers are OK, and the The burgers aren’t very good
They’re big, tasty, and juicy. The french fries are OK. It sometimes at all, but the french fries are
french fries are OK. The only gets crowded, and it’s a little delicious. The place usually isn’t
problem is the noise. It’s always loud, but you can usually get a very crowded, so noise isn’t a
very crowded and very loud. table. problem.
Online Music Stores

YourTunes#123 BestTunesEver AlwaysClassicTunes
This Web site has a big music This Web site sells a variety of This Web site only has classical
selection, from rock to jazz. popular music, but there are music and jazz. If that’s what
You can find and download many songs you can’t find on the you’re looking for, you’ll find it
almost anything you want. The site. Also the download time on here. The prices are lower than the
download time is very fast. The this Web site is really slow. But prices on YourTunes. This site also
only problem is that the prices the prices are really low, and you offers a lot of information about
are the highest online, and can get some music for free here. the music. The other sites don’t.
there isn’t any free music.
1. The burgers are the best at Burger City.

2. The burgers at Burger City are better than the burgers at Burger and Fries.
3. The burgers are the worst at Galaxy Burger.
4. The fries at Galaxy Burger are better than the fries at Burger and Fries.
5. The fries at Galaxy Burger are the best in town.
6. The noise at Burger City is worse than the noise at Burger and Fries.
7. The music selection at YourTunes#123 is better than the selection at
BestTunesEver.
8. The prices at YourTunes#123 are the worst online.
9. AlwaysClassicTunes is the best site for classical music and jazz.
10. The download time at BestTunesEver is worse than the download time at
YourTunes#123.

Lessons
25 & 26 Mini-review
1. Language check
nesta unidade.
A • Verifique se os alunos entenderam os textos sobre as lojas

de música on-line. Leia as frases a seguir, uma a uma, e peça
• Dê tempo aos alunos para que leiam as instruções e que eles digam a qual loja cada uma delas se refere.
os textos. Explique que critic (crítico) é alguém que
expressa opinião sobre livros, filmes, restaurantes etc. This Web site has some free music. (BestTunesEver.)
• Pergunte: What do the first three texts compare? (O que os You won’t find rock music at this site.
três primeiros textos comparam?) (Burger places.) What do (AlwaysClassicTunes.)
the other texts compare? (O que os outros textos The prices here are the lowest. (BestTunesEver.)
comparam?) (Online music stores.) Can you tell how good
Y
ou can download music very quickly on this site.
these places are without reading the texts? (É possível
(YourTunes#123.)
dizer quão bons são esses lugares sem ler os textos?) (Yes.)
How? (Como?) (By looking at the number of stars they O
n this site you can learn more about the music.
have.) What’s the best place for burgers? (Qual o melhor (AlwaysClassicTunes.)
lugar para hambúrgueres?) (Burger City.) Which is better, T
his online store has many different kinds of music.
Galaxy Burger or Burger and Fries? (Qual é melhor, o (YourTunes#123.)
Galaxy Burger ou o Burger and Fries?) (Burger and Fries.)
Which is the best online music store? (Qual é a melhor loja • Os alunos trabalham individualmente para completar as
de música on-line?) (AlwaysClassicTunes.) Which is better, frases.
YourTunes#123 or BestTunesEver? (Qual é melhor: • Verifique as respostas com a turma. Convide voluntários para
YourTunes#123 ou BestTunesEver?) (YourTunes#123.) que leiam as frases que completaram.
• Verifique se os alunos entenderam os textos em que se fala
sobre lanchonetes. Diga que você lerá uma série de frases. Dica para o Professor
Eles devem dizer True ou False a cada uma delas. Em exercícios nos quais os
alunos têm que trabalhar com muitas informações,
Burger City has the best burgers. (True.) é importante que seja feita uma verificação detalhada
Burger City’s fries are not fantastic. (True.) antes de pedir que façam a atividade. Caso contrário,
eles podem não conseguir fazer o exercício, não porque
The burgers and fries at Burger and Fries are excellent.
não dominem os conteúdos linguísticos exigidos e sim
(False.)
porque não entenderam as informações.
It’s always crowded and noisy at Burger and Fries.
(False.)
The burgers at Galaxy Burger are delicious. (False.)
The fries at Galaxy Burger are delicious. (True.)
It’s always noisy and crowded at Galaxy Burger. (False.)

B diálogo.
• Verifique as respostas com a turma. Convide dois
instruções.
voluntários para que leiam partes do diálogo. Um voluntário
• Pergunte: What kind of program is this? (Que tipo de lê a linha do Host e o outro lê a resposta de Katie ou Mike.
programa é este?) (A quiz show.) What are the questions
• Atividade Opcional Os alunos trabalham em pares para ler o
going to be about? (Sobre o que serão as perguntas?)
diálogo.
(Family.)
• Os alunos leem rapidamente todo o artigo, sem escrever as
respostas. Pergunte: What thrilling experience did Mike’s
mother have? (Que experiência emocionante a mãe de Mike
teve?) (She went skydiving.) What movie did Joe and Jim
see? (Que filme Joe e Jim assistiram?) (A Clown’s Life.)
Where did Kate and Mike’s parents go? (Aonde os pais de
Kate e Mike foram?) (To the Grand Canyon.)
2. Listening
Neste exercício, os alunos ouvem o áudio para descobrir se as respostas de Mike e
Katie na Parte A estavam corretas.
A T.104 • Verifique as respostas com a turma. Convide um voluntário

para que explique a resposta correta. (As respostas de Katie
• Convide um voluntário para que leia as instruções em voz e Mike às perguntas 1, 5 e 6 estavam erradas, o que significa
alta. Pergunte: How much money will Katie and Mike win que eles tiveram 3 acertos a $1,000 cada, totalizando $3,000.)
for each correct answer? (Quanto dinheiro Katie e Mike irão
ganhar para cada resposta correta?) ($1,000.) Livro de Atividades
• Toque o áudio. Os alunos apenas ouvem. Indique os exercícios da página 46 do Livro de
Game
• Toque o áudio novamente. Os alunos ouvem e assinalam as
alternativas. Não verifique as respostas neste momento, Caso haja tempo, indique o jogo da página 120 do Livro
do Aluno.
uma vez que você estaria antecipando a resposta à pergunta
final na Parte B.
B
• Convide um voluntário para que leia instruções em voz alta.
• Dê um minuto para que os alunos calculem a resposta,
seguindo suas respostas no Exercício A.
• Os alunos trabalham em pares para comparar respostas.
• Toque o áudio novamente. Os alunos verificam suas
respostas dos Exercícios A e B.

B Katie and Mike are on the quiz show Do You Know Your Family? Write
answers with the superlative + ever and the correct form of the verb.
Host Good evening everyone. Tonight Katie Wilson and her brother
Mike are going to answer questions about their family. Katie,
has your father ever done anything scary?
Katie Well, he went rock climbing once. I think
(scary / did) it’s the scariest thing he’s ever done .
Host OK. Now, Mike. Has your mother ever had a thrilling
experience?
Mike Definitely. She went skydiving last month. I think
(thrilling experience / have) it’s the most thrilling experience she’s ever had .
Host OK. Now Katie, you and Mike have twin brothers, Joe and Jim.
Do they like funny movies?
Katie They love them. They saw A Clown’s Life last week. I think
(funny movie / see) it’s the funniest movie they’ve ever seen .
Host And Mike. What about Katie? What’s something disgusting
she has eaten?
Mike Oh, once some kids made her eat a worm. I think
(disgusting thing / eat) it’s the most disgusting thing she’s ever eaten .
Host And a question for you, Katie. Has Mike ever read a
bad book?
Katie Oh, yes. He read How to Be Happy. I think
(bad book / read) it’s the worst book he’s ever read .
Host One more question. Mike, have your mom and dad visited any
beautiful places?
Mike Hmm. They loved the Grand Canyon. I think
(beautiful place / visit) it’s the most beautiful place they’ve ever visited .
2. Listening
A Listen to the rest of the quiz show from Exercise 1B. Were Mike
T.104
and Katie’s answers correct or incorrect? Check (✓) Correct ($1,000) or
Incorrect ($0) for each question.
Correct ($1,000) Incorrect ($0)

1.
2. ✓
3. ✓
4. ✓
5. ✓
6. ✓
B How much money did Mike and Katie win? Add together the number
of correct answers in Part A. Then write the number below.
Time for a Game?
Mike and Katie won $ 3,000 .
See page 120.

27 Are we alike?
Lesson
1. Language focus
A What do you know about Kylie and Kendall Jenner? Read Elena’s
T.105
Web site about them. Then listen and practice.
Kendall and Kylie Jenner

Welcome to my Jenner sisters Web site. I think these sisters are
awesome. They’re both models and television personalities. Kylie is
as famous as Kendall, but she isn’t as old as her. She’s two years
younger. Anyway, I hope you enjoy my Web site.
Facts about the Jenner sisters

They were both born in Los Angeles, California. Kylie was born on
August 10, 1997. Kendal was born on November 3, 1995. Their
parents are American. They’re both talkative and outgoing. Kendall loves
animals. She is four inches taller than Kylie. She’s 5 feet, 10 inches tall (179 cm).
And who am I? Facts about me

I was born on June 11. I’m 5 feet, 4
My name’s Elena, and I’m a fan of Kylie and
inches tall (163 cm). I’m funny, but I’m
Kendall Jenner. Am I as famous as them?
shy. I’m athletic, but I’m not good at
No, I’m not. I’m also younger than they are.
tennis. I have one brother, Dario. He was
Here’s my photo and some more information
born on June 11. We’re twins!
about me.
B Study the chart. Rewrite the sentences with informal comparisons.

T.106
Formal comparisons: Informal comparisons:

as . . . as / not as . . . as as . . . as / not as . . . as + object pronoun
Kylie is as famous as Kendall. Kylie is as famous as her.
Kylie is as famous as she is.
I’m not as famous as the Jenner sisters. I’m not as famous as them.
I’m not as famous as they are.
Object pronouns: me, you, him, her, it, us, them
1. Elena isn’t as tall as the Jenner sisters. She isn’t as tall as them.
2. Dario is as old as Elena is. He’s as old as her.
3. Elena isn’t as famous as Kylie and Kendall are. She isn’t as famous as them.
4. The Jenner sisters aren’t as young as Dario is. They aren’t as young as him.
5. Kendall Jenner isn’t as short as I am. She isn’t as short as me.

Lesson
27 Are we alike?
Nesta lição, revisam-se os adjetivos usados para descrever tipos de personalidade e
também apresentam-se e praticam-se comparações formais com as . . . as / not as . . . as
e comparações informais com as . . . as / not as . . . as + object pronoun.
bad disgusting embarrassing frustrating good sad weird
difficult easy exciting funny happy scary
Em pares, os alunos se revezam para contar suas experiências, usando os adjetivos da lousa, um
superlativo e ever. Por exemplo, Jumping from a plane is the scariest thing I’ve ever done.
• Voluntários compartilham com a turma algo interessante que aprenderam sobre os colegas.
1. Language focus
Neste exercício, apresentam-se e praticam-se comparações formais com as . . . as /
not as . . . as e comparações informais com as . . . as / not as . . . as + object pronoun.
A T.105 B T.106
• Os alunos leem as instruções e observam as fotos. • Language Chart Os alunos estudam os exemplos do
• Os alunos leem o texto. quadro. Chame a atenção para a coluna da esquerda.
Pergunte: Que expressão sugere que os dois elementos
• Atividade Opcional Toque o áudio. Os alunos ouvem e comparados são similares ou iguais? (As . . . as.) O que a
acompanham a leitura. expressão not as . . . as sugere? (Que os elementos
comparados são diferentes.) Pergunte: Qual é a diferença
Transcrição do áudio entre as duas primeiras frases? (Na primeira, há um nome
Mesmo site do Livro do Aluno. próprio – Kendall – após as. . . as e não há verbos; na
segunda, há um pronome – she – após as . . . as que é
• Pergunte: Where does this text come from? (Elena’s Web seguido pelo verbo is.) Analise as duas outras frases da
site about Kendall and Kylie Jenner.) mesma forma.
• Leia as frases a seguir. Os alunos dizem se elas se referem a Observação: Explique que também é correto dizer Kylie is as
Kendall, Kylie e/ou Elena. famous as Kendall is, mas que esta forma geralmente não é
Was born on August 10, 1997. (Kylie.) utilizada na fala.
Is 5 feet 10 inches tall. (Kendall.) • Chame a atenção deles para a coluna da direita. Pergunte: O
que vocês devem usar após as . . . as ou not as . . . as nessa
Has a twin brother. (Elena.)
versão das frases? (Um object pronoun.) Usamos um verbo
• Pergunte: Quais são as pessoas comparadas nos dois após o object pronoun? (Não.) Explique que as
primeiros parágrafos? (Kendall and Kylie Jenner.) E no comparações formais provavelmente serão mais usadas na
parágrafo ao lado da foto de Elena? (Kendall, Kylie and escrita e as informais na fala. Para os object pronouns, diga
Elena.) o pronome pessoal (do caso reto) e estimule-os a dizer o
• Os alunos trabalham individualmente e sublinham todas as object pronoun. Por exemplo: I – me.
palavras e frases comparativas do texto. Enquanto isso, • Atividade Opcional Leia os exemplos em voz alta, fazendo
escreva na lousa os títulos das colunas a seguir: -er / more pausas para que os alunos repitam.
than as . . . as not as . . . as
• Eles leem as instruções e o exemplo.
• Voluntários vêm à lousa e escrevem as frases que
sublinharam na coluna adequada. O quadro completo deve • Os alunos trabalham individualmente para reescrever as
apresentar a seguinte estrutura: frases com comparações informais.
-er / more than as . . . as not as . . . as
HShe's two years younger. Kylie is as famous but she isn't Transcrição do áudio
She (Kendall) is four inches as Kendall. as old as Mesmas frases do Livro do Aluno.
taller than Kylie. Am I as famous her.
I'm younger than they are. as them? • Verifique as respostas com a turma. Voluntários escrevem
na lousa uma das frases que reescreveram.
• Toque o áudio, ou então leia as frases em voz alta. Os alunos
ouvem e repetem.

C • Os alunos trabalham individualmente para escrever frases
comparativas entre si mesmos e Kylie Jenner, usando as . . .
• Dê tempo aos alunos para que leiam as instruções e as as ou not as . . . as.
informações sobre Kylie Jenner.
• Incentive os alunos a dizer adjetivos que se encaixam com para que venham à lousa e escrevam suas frases. Se
os interesses de Kylie. Escreva-os na lousa: necessário, verifique se elas contêm as informações
running ➔ athletic; taking pictures ➔ artistic. corretas com perguntas como: How old is Kylie Jenner
Explique aos alunos que eles podem usar qualquer adjetivo now? How old are you?
para comparar seus interesses com os de Kylie.
2. Word power
Neste exercício, revisam-se os adjetivos usados para descrever
tipos de personalidade.
A B
• Os alunos leem as instruções e as palavras da lista. • Os alunos leem as instruções e o exemplo. Pergunte: Que
• Eles dizem quais palavras ou expressões não entenderam. classe de palavra deve ser usada na primeira lacuna da
Explique-as, formando frases com elas ou fazendo mímica. frase, um adjetivo ou um pronome? (Um adjetivo.) Que
Pergunte: Quantas categorias há na lista? (Quatro.) tipo de pronome é usado na segunda lacuna? (Um object
Quantas palavras há em cada categoria? (Quatro.) O que pronoun.) Quais são os object pronouns? (Me, you, him,
vocês devem fazer? (Assinalar em cada categoria a palavra her, it, us, you, them.)
que não pertence ao grupo.) • Os alunos trabalham individualmente para completar as
• Os alunos trabalham individualmente para fazer o exercício. frases.
• Verifique as respostas com a turma. Convide voluntários • Verifique as respostas com a turma. Convide voluntários para
para que leiam as palavras que assinalaram. que leiam as frases que completaram. Após a leitura de cada
uma delas, convide outro voluntário para que diga quais
palavras os ajudaram a escolher o adjetivo apropriado para
cada frase. (1. sports; 2. draws; 3. lazier; 4. isn’t shy when he
meets people; 5. telling jokes.)
3. Speaking
Neste exercício, pratica-se como comparar as pessoas usando as . . . as ou not as . . . as.
• Os alunos leem as instruções, as palavras do quadro e os
exemplos dos balões. Livro de Atividades
• Dê tempo para que os alunos escolham pessoas que
gostariam de comparar e para que analisem se elas são
parecidas ou diferentes.
• Convide voluntários para que digam à turma como eles
mesmos podem ser comparados com as pessoas que Atividades Extras de Gramática
escolheram, seguindo os exemplos dos balões. Indique as atividades extras de gramática da
Lesson 27.
• Para encerrar, pergunte se eles gostariam de ser parecidos
com alguém.

C Read the information about Kylie Jenner. How are you alike?
How are you different? Write sentences using informal
comparisons. (Answers will vary.)
Kylie Jenner was born on August 10, 1997. She’s 5 feet, 6 inches
tall (168 cm). She likes running and she likes taking pictures.
Kylie’s favorite school subject is math.
1. (age)
2. (height)
3. (interests)
2. Word power
A Check (✓) the word in each category that does not belong.
1. sports athletic active ✓ artistic strong
2. school ✓ lazy serious smart hardworking
3. making friends outgoing ✓ bad-tempered friendly funny
4. helping others thoughtful trustworthy kind ✓ forgetful
B Complete the sentences with words from Part A and object pronouns.
1. You’re better at sports than me. I’m not as athletic as you .
2. My sister draws well. I do, too. I’m as artistic as her .
3. My brother is lazier than I am. He’s not as hardworking as me .
4. My father isn’t shy when he meets people. I’m not, either. I’m as outgoing
as him .
5. Our neighbors are always telling jokes. No one is as funny as them .
3. Speaking
Compare yourself to people in your life. Tell your classmates.
Use the ideas in the chart or your own ideas.
People Characteristics Good at

best friend artistic computer games
cousins musical math
brother or sister athletic cooking
neighbors outgoing languages
teacher creative making friends
your mom or dad thoughtful sports
My friend Mike is athletic. I am, too. My cousins are good at math. I’m not.
I’m as athletic as him. I’m not as good at math as them.

28 I’d rather . . .
Lesson
1. Language focus would . . . rather for preferences

A Carla and Will talk about a survey. Who Would you rather be rich or famous?
T.107
would rather be famous? Listen and practice. I’d rather be famous.
I’d rather be rich than famous.
Carla What are you looking at, Will?
Will This survey. It has some interesting
questions. Listen to this one. “Would
you rather be rich or famous?”
Carla Oh, that’s an easy choice. I’d rather
be famous. A famous singer, a famous
actor, a famous poet . . . I’d love to
be famous all over the world!
Will Well, not me. I’d rather be rich than
famous. I’d like to have lots of
money to buy anything I want!
Carla Really? I don’t think money
is important.
Will You don’t? Then could you lend me $30?
Carla What? $30? Are you kidding?
Will But, Carla, money isn’t important . . .
B Write questions and answer them with your own

T.108
preferences. Then listen and check.
1. Q: (listen to rap / to rock music) Would you rather listen to rap or
rock music?
A: I’d rather listen to rap than rock music. OR I’d rather listen to
rock music than rap.
2. Q: (have a car / a motorcycle) Would you rather have a car or a motorcycle?
A: I’d rather have a car than a motorcycle. OR I’d rather have a motorcycle than a car.
3. Q: (swim / run) Would you rather swim or run?
A: I’d rather swim than run. OR I’d rather run than swim.
4. Q: (meet an actor / a sports star) Would you rather meet an actor or a sports star?
A: I’d rather meet an actor than a sports star. OR I’d rather meet a sports star than an actor.
5. Q: (read a book / a magazine) Would you rather read a book or a magazine?
A: I’d rather read a book than a magazine. OR I’d rather read a magazine than a book.
C Tell your classmates about your preferences.
I’d rather listen to rap than rock music.

Lesson
28 I'd rather . . .
Nesta lição, apresenta-se e pratica-se would . . . rather para expressar preferência.
Name: Juan Carlos Ferrero Name: Amelie Mauresmo
Born: December 2, 1980 Born: July 5, 1979
Height: 5 feet, 9 inches Height: 5 feet, 7 inches
Weight: 159 pounds Weight: 141 pounds
Likes: Telling jokes Likes: playing tennis
He's (not) as . . . as her.
She's (not) as . . . as him.
I'm (not) as . . . as him / her.
• Dê tempo para que os alunos estudem as informações e as estruturas da lousa. Eles trabalham
individualmente para escrever três frases usando essas informações, uma para cada estrutura.
• Convide voluntários para que compartilhem com a turma as frases que escreveram.
1. Language focus
Neste exercício, apresenta-se e pratica-se would . . . rather para expressar preferência.

quadro. Pergunte: Que palavra é utilizada entre as opções
• Os alunos leem as instruções e observam a foto. da pergunta? (Or.) Vocês devem mencionar
• Eles leem o diálogo. as duas escolhas na resposta, ou podem dizer somente
qual é sua preferência? (As duas opções são possíveis.)
Que palavra é utilizada entre as escolhas caso você
mencione as duas opções na resposta? (Than.)
Transcrição do áudio • Atividade Opcional Leia os exemplos em voz alta, fazendo
Mesmo diálogo do Livro do Aluno. pausas para que os alunos repitam.
• Pergunte: How many questions from the survey do Carla B T.108

and Will discuss? (One.) What are the choices in the • Os alunos leem as instruções, o exemplo e as opções para
question? (Being rich or being famous.) What’s Carla’s cada item.
preference? (Being famous.) What’s Will’s preference?
(Being rich.) What’s funny about the end of the • Pergunte: O que vocês devem fazer? (Formular perguntas
conversation? (Carla says money is not important, but she usando would . . . rather e as opções entre parênteses. Em
does not want to lend Will $30.) seguida, responder às perguntas com suas próprias
preferências.)
• Chame a atenção dos alunos para a segunda fala de Carla.
Pergunte: How does Carla say what her preference is? (I’d • Os alunos trabalham individualmente para escrever as
rather be famous.) How does Will say what his preference perguntas e respondê-las.
is? (I’d rather be rich than famous.) Explique que rather é um • Toque o áudio. Os alunos ouvem e verificam suas respostas.
advérbio utilizado para expressar preferência.
• Chame a atenção para a pergunta da pesquisa. Pergunte: Transcrição do áudio
Quais palavras na pergunta apresentam a escolha? Mesmas perguntas e respostas do Livro do Aluno.
(Would you rather . . . ?)
C
• Convide voluntários para que compartilhem suas
preferências com a turma, como no exemplo do balão.

2. Listening
Neste exercício, os alunos ouvem o áudio para identificar as preferências
de Diana e de Juan.
A T.109 • Toque o áudio novamente. Os alunos ouvem e assinalam as

• Dê tempo aos alunos para que leiam as instruções e as
perguntas do quadro. Pergunte: What are Diana and Juan • Toque o áudio mais uma vez. Os alunos ouvem e verificam
doing? (O que Diana e Juan estão fazendo?)(They’re suas respostas.
answering questions for a TV program.) What do you have • Verifique as respostas com a turma.
to listen for? (No quê vocês devem prestar atenção ao ouvir
o áudio?) (Their preferences.) What do you have to do? (O B
que vocês devem fazer?) (Check the correct names.)
• Toque o áudio. Os alunos apenas ouvem. respostas às perguntas da Parte A, como no exemplo.
Transcrição do áudio para que escrevam suas frases na lousa.
3. Pronunciation Intonation in questions of choice

Neste exercício, pratica-se a entoação em perguntas que requerem escolha.
A T.110 • Toque o áudio novamente, ou então leia as perguntas em

voz alta, exagerando a entoação. Os alunos ouvem
• Os alunos leem as instruções e as perguntas que requerem e repetem.
escolha.
• Toque o áudio. Os alunos apenas ouvem. B
• Os alunos trabalham individualmente ou em pares para
Transcrição do áudio praticar a pronúncia das perguntas que requerem escolha do
Mesmas perguntas que requerem escolha Exercício 1B, na página 94.
do Livro do Aluno.
• Convide voluntários para que digam as perguntas que
• Pergunte: Onde a entoação é ascendente, no primeiro ou praticaram. Certifique-se de que eles usem entoação
no segundo termo que requer escolha? (No primeiro.) O que ascendente no primeiro termo que requer escolha e
acontece com o segundo termo que requer escolha? (A sua descendente no segundo.
entoação é descendente.)
4. Speaking
Neste exercício, pratica-se como falar de preferências usando would . . . rather.
A B
• Dê tempo para que os alunos leiam as instruções, os verb • Convide voluntários para que contem à turma as
phrases do quadro e o exemplo dos balões. preferências dos colegas, seguindo o exemplo do balão.
• Convide dois voluntários para que venham à frente para
demonstrar a atividade, lendo a pergunta e a resposta do Livro de Atividades
exemplo. Indique os exercícios da página 48 do Livro de
• Os alunos trabalham em pares e se revezam para fazer Livro de Atividades no Livro do Professor.)
perguntas e respondê-las com os verb phrases do quadro ou
com suas próprias ideias, como no exemplo dos balões.
Lesson 28.

2. Listening
A Diana and Juan answer questions for a TV show.
T.109
Who would rather do or be these things?
Listen and check (✓ ) the correct names.
Who would rather . . . ? Diana Juan

1. go to the beach than the mountains ✓
2. be rich than famous ✓
3. be a singer than an actor ✓
4. have a pet dog than a pet cat ✓
B Write the answers to the questions in Part A.
1. Juan would rather go to the beach than the mountains.
2. Juan would rather be rich than famous.
3. Diana would rather be a singer than an actor.
4. Diana would rather have a pet dog than a pet cat.
3. Pronunciation Intonation in questions of choice

A Listen. Notice the intonation in questions where there is a
T.110
choice. Then listen again and practice.
Would you rather swim or run? Would you rather be a singer or an actor?
B Practice the questions in Exercise 1B.
4. Speaking
A Work with a classmate. What would your classmate rather do?
Ask questions. Use the verb phrases in the box or your own ideas.
do chores / homework Ricardo, would you rather do chores or homework?

join a theater group / a rock band
eat meat / vegetables I’d rather do chores.
buy music / clothes
play video games / a sport
learn karate / to play a musical instrument
B Tell the class about your classmate.
Ricardo would rather do chores than homework.

Read
A Read the Web site quickly. Check (✓) what one teen wrote about a trip.
“It was amazing. It’s the most interesting place I’ve ever been.”
✓ “It’s one of the greatest experiences I’ve ever had. It made me a better person.”
Amazing Experiences
Would you rather go on a trip next summer or stay at home?
That’s an easy question for the thousands of teens who have
traveled all over the world with VETC (Visit Earth Travel
Company). They’d rather go on an exciting summer trip with
VETC than stay at home. But VETC isn’t just a travel company.
VETC believes that experiencing a culture is better than only
traveling to a country. So, teens who travel with the company
do community work, study languages, and learn outdoor
wilderness skills.
Recently, some teens went to China. They walked on the Great Wall, learned about
pandas at a center for pandas, and worked with farmers.
They also taught English to children, and they studied Chinese.
On the VETC blog, teens say summers with the company are
the best they’ve ever had. Many teens think that spending time
together is as much fun as traveling. One teen who traveled to
Africa wrote, “It’s one of the greatest experiences I’ve ever had. It
made me a better person.”
One thing is certain: After a memorable experience like this, these
teenagers aren’t the same as they were before. More Vocabulary
Practice?
See page 125.
B T.111
Read the Web site slowly. Check your answer in Part A.
C Are these statements true or false? Write T (true) or F (false). Then correct the false
statements.
rather go on an exciting VETC trip
1. Teens who have traveled with VETC would like to stay home. F
2. VETC thinks cultural experiences are better than only traveling to a country. T
3. Teens say VETC trips are the best they’ve ever had. T
is
4. VETC teens think spending time together isn’t as much fun as traveling. F
aren’t
5. After traveling with VETC, teens are the same as they were before. F
Choices
be a singer or . . . have a car or . . . meet a pop star or . . .
buy CDs or . . . have a pet dog or . . . play video games or . . .
do chores or . . . join a theater group or . . . read a book or . . .
eat meat or . . . learn karate or . . . swim or . . .
go to the beach or . . . listen to rap or . . .
Example
A: Would you rather be rich or famous?
B: I'd rather be famous. Would you rather listen to rap or rock music?
C: I'd rather . . .
• Dê tempo aos alunos para que tentem se lembrar das escolhas descritas na Lesson 28.
• Divida a turma em grupos de três. Os grupos jogam um Chain Game, seguindo o exemplo da lousa. Ao
jogar, eles devem tentar lembrar quais foram as escolhas dos colegas.
• Proponha um Memory Game. Os alunos se revezam para descrever as escolhas dos colegas. Por
exemplo, o Student A diz: (Student B) would rather be famous than rich. O Student B confirma.
Read
Neste exercício, pratica-se a leitura sobre um programa de viagens para adolescentes.
A • Os alunos verificam sua resposta da Parte A em pares.

Incentive um par a dizer a resposta.
• Os alunos leem o título do site e observam as fotos.
Pergunte: Where do you think the students are? (China.) • Atividade Opcional Toque o áudio. Os alunos ouvem e
What kind of animal is in the picture? (Panda.) acompanham a leitura.
• Convide um voluntário para que leia em voz alta as Transcrição do áudio
instruções e as afirmações. Relembre os alunos que eles
Mesmo site do Livro do Aluno.
devem ler com rapidez para encontrar a resposta.
• Os alunos trabalham individualmente para ler o site
rapidamente e assinalam a frase correta. Não verifique a Get Connected Vocabulary
resposta neste momento. Caso haja tempo, os alunos fazem o exercício da página
125 do Livro do Aluno em sala de aula ou como lição de
B T.111 casa. (As respostas encontram-se na página 125 do Livro
do Professor.)
• Convide um voluntário para ler as instruções. Relembre-os de
ler devagar e cuidadosamente, concentrando-se no
significado do texto inteiro. C
• Liste na lousa: community work, wilderness skills, panda, • Convide um voluntário para que leia em voz alta as
farmer, memorable. Traduza ou explique os significados. instruções e a primeira afirmação.
(Community work: work you do, such as planting trees or • Pergunte: Would the teens who have traveled with VETC
building houses, to help a group of people living in the same like to stay home next summer? (No, they wouldn’t.)
area; wilderness skills: training that helps you survive Pergunte: So is the sentence true or false? (False.)
outdoors, such as learning what to do if you get lost in the Pergunte: What would they rather do? (They’d rather go on
woods; panda: a black-and-white animal that looks like a an exciting VETC trip.)
bear and lives in China; farmer: a person who lives on a
farm and plants food or raises animals; memorable: • Os alunos trabalham individualmente para escrever True ou
something you will always remember.) Como alternativa, False. Em seguida, eles corrigem as afirmações falsas.
peça aos alunos que usem seus dicionários. • Em pares, os alunos verificam as respostas.
• Os alunos leem o site novamente. • Verifique as respostas com a turma. Convide voluntários
para que leiam em voz alta uma resposta cada.

Listen
Neste exercício, os alunos ouvem para identificar informações sobre
uma viagem de verão.

• Chame a atenção dos alunos para a foto. Pergunte: Where A partir da página T-192.
do you think the photo was taken? (Onde vocês acham que
a foto foi tirada?) (Aceite todas as respostas e verifique mais • Toque o áudio novamente. Os alunos ouvem e respondem às
tarde.) perguntas.
• Diga aos alunos que eles ouvirão dois amigos, Carlos e • Toque o áudio mais uma vez. Os alunos ouvem e verificam
Luisa, conversando sobre as experiências emocionantes que suas respostas.
Carlos terá nas próximas férias de verão.
• Os alunos leem a primeira pergunta e a resposta do de voluntários para que leiam em voz alta as perguntas e as
exemplo. respostas.
responder às perguntas. B
• Toque o áudio. Os alunos apenas ouvem. • Os alunos leem as instruções e as perguntas.
• Leia a primeira pergunta com a turma e incentive diversos
Nota Cultural alunos a dizer as respostas. Relembre os alunos que não há
Nos Estados Unidos, os adolescentes respostas certas ou erradas para esse exercício – eles estão
frequentemente procuram atividades e experiências apenas expressando suas opiniões.
especiais durante os meses do verão quando não há
aulas. Há uma grande variedade de opções, desde
acampamentos de verão em áreas rurais até
organizações que patrocinam viagens ao exterior para • Os alunos trabalham em pares para comparar as respostas
adolescentes. Muitas, como a apresentada no texto, ou então; incentive voluntários a dizer suas opiniões.
oferecem uma combinação de aprendizado de • Atividade Opcional Faça uma revisão das respostas dos
idiomas, aventura e serviços comunitários. Outros alunos. Convide um voluntário de um grupo para relatar as
programas são mais especializados. Os adolescentes respostas de seu grupo a uma das perguntas. Peça aos
podem ir a acampamentos de computação, de alunos dos demais grupos que digam se eles concordam ou
interpretação ou de produção de filmes. não e por quê. Repita o processo para as outras perguntas.
Acampamentos esportivos também são muito
populares. Em todos os casos, o objetivo é que os
adolescentes aprendam e se divirtam ao mesmo
tempo. Além disso, estar longe da família e dos
amigos por um período maior de tempo ajuda a tornar
os adolescentes mais independentes e maduros.
Write
uma experiência emocionante.
• Convide diversos voluntários para que leiam seus
A parágrafos para a turma.
instruções e as perguntas. • Atividade Opcional Os alunos trabalham em grupos de
• Os alunos trabalham individualmente para responder às podem fazer perguntas sobre qualquer ponto que não
perguntas. tenham compreendido. Em seguida, os alunos podem fazer
• Atividade Opcional Em pares, os alunos fazem e respondem uma votação para escolher a experiência mais emocionante
às perguntas. do grupo.
• Convide um voluntário para que leia as instruções em voz Indique os exercícios da página 49 do Livro de
alta. Diga aos alunos que eles usarão as respostas da Parte A
para ajudá-los a escrever seus parágrafos sobre uma
experiência emocionante que já tiveram.
• Os alunos trabalham individualmente para escrever seus
parágrafos.

I’d rather go with you. Listen
A T.112
Carlos and Luisa talk about an exciting experience.
Listen and answer the questions.
1. Where’s Carlos going on his next vacation? He’s going to Peru.
Machu Picchu is one of the
2. What’s one of the most interesting places in Peru? most interesting places in Peru.
3. Is Carlos going to study Spanish there? No, he isn’t.

The most important part of the
4. What’s the most important part of the trip? trip is doing community work.
5. What would Luisa rather do – go to music camp or go on the trip with

Carlos? She’d rather go on the trip with Carlos.
1. Do you think it’s important for young people to travel?
2. Would you rather travel in your own country or travel to other

countries?
3. Do you think it’s important to learn other languages?
4. Do you think it’s good to try new things?
Your turn Write

A Think of an exciting experience you’ve had (taking a trip, trying an activity).
Answer the questions. (Answers will vary.)
1. What did you do? When?
2. How did you feel?
3. Was it the best experience you’ve ever had?
4. Would you like to do it again?
5. What other experiences would you like to try?
B Write a paragraph about an exciting experience. Use the answers in Part A to help you.
About ago, I . . .

UNIT 7 Review
good / better / the best bad / worse / the worst
Nellie’s is a good restaurant. The Hawks are a bad baseball team.
Burger Barn is better than Nellie’s. The Eagles are worse than the Hawks.
Tom’s Diner is the best restaurant in town. The Bobcats are the worst team in the city.
Superlative + . . . have ever . . .

He’s the messiest person she’s ever met.
Those are the most beautiful flowers I’ve ever seen.
A Complete the conversations. Use the correct forms of the words

in parentheses.
1. A How did you do on the history exam?
B I got 63 percent. It’s the worst grade I’ve
ever gotten (bad grade / get)! How about you?
A My grade is even worse than yours. I got
55 percent.
2. A What a great game!
B This is the best game I’ve ever
seen (good game / see)!
A I’m not sure about that. You were at last
week’s game, weren’t you? That game was
better (good) than this one.
It was really exciting.
B You might be right.
3. A Do you want to go out to eat?
B Sure. Let’s go to Dino’s. They have
the best (good) pizza in town.
A I can’t go to Dino’s. The last time I was
there, I dropped my tray in the middle
of the restaurant. It was the most embarrassing
thing I’ve ever done (embarrassing thing / do)!
4. A I think this movie is worse (bad) than Action Man,
the movie we saw last week.
B I agree. It’s the worst movie I’ve ever seen (bad movie / see).
A It wasn’t even scarier (scary) than Action Man.
B I hope the movie we’ll see next week will be better (good)
than this one.

UNIT 7 Review


Bad Good
Mr. Beef Sue's Diner Bella Italia Nellie's Burger Barn Tom's Diner
• Chame a atenção dos alunos para o esquema da lousa. Explique que ele mostra os restaurantes de
uma pequena cidade, de acordo com sua reputação. Os alunos formam frases, comparando esses
restaurantes. Por exemplo: Nellie’s is good. Burger Barn is better than Nellie’s.
• Outras frases possíveis:
Tom’s Diner is better than Burger Barn.
Tom’s Diner is the best restaurant.
Bella Italia is bad.
Sue’s Diner is worse than Bella Italia.
Mr. Beef is worse than Bella Italia.
Mr. Beef is the worst restaurant.
• Livros abertos. Dê tempo aos alunos para que estudem o primeiro quadro.
• Chame a atenção dos alunos para o segundo quadro. Pergunte: Em que posição fica o superlativo:
na primeira ou na segunda metade da frase? (Na primeira metade.) Qual palavra significa “na
minha vida até agora”? (Ever.)

Exercício A • Os alunos trabalham individualmente para completar os

demais diálogos com as formas corretas das palavras entre
• Os alunos leem as instruções e observam a ilustração. parênteses.
• Convide dois voluntários para que leiam o diálogo em voz • Verifique as respostas com a turma.
alta.

Neste quadro, resume-se a gramática adicional • Caso os alunos tenham feito os exercícios de Review
• Os alunos estudam os exemplos dos quadros. • Os alunos trabalham em pares para ler os diálogos
do Exercício A. Em seguida, peça-lhes que criem um
• Relembre os alunos de como usar os pronomes em diálogo original sobre filmes, usando o diálogo do
comparações com as . . . as ou not as. Relembre-os item 4 como exemplo.
também que comparações formais terminam com um
substantivo (por exemplo, um nome) ou um subject • Escreva os seguintes adjetivos na lousa: tall,
pronoun (pronome pessoal do caso reto) seguido de um hardworking, athletic, friendly, strong. Os alunos
verbo. Comparações informais usam um object pronoun trabalham em pares para fazer uma comparação
(pronome pessoal do caso oblíquo), sem um verbo. entre si mesmos e algum familiar, utilizando frases com
as . . . as ou not as . . . as. Eles podem dizer, por
• Também relembre os alunos que would . . . rather é usado exemplo: I’m as tall as my sister. She isn’t as
para expressar preferências. hardworking as me. Use as frases dos Exercícios B e
• Responda às perguntas que os alunos eventualmente C como exemplos.
tenham. • Faça um brainstorm de ideias para elaborar uma
lista de itens que os alunos geralmente escolhem, como
Exercício B sabores de sorvetes ou pizzas versus hambúrgueres etc.
Escreva as opções na lousa. Use uma opção e faça a
• Os alunos leem as instruções e observam a ilustração. pergunta com would . . . rather. Convide um voluntário
• Os alunos trabalham individualmente para completar as para que responda à pergunta. Os alunos continuam
comparações com as . . . as ou not as . . . as. fazendo e respondendo às perguntas em pares, usando o
Exercício D como modelo.
Exercício C
• Os alunos leem as instruções. Theme Project
• Os alunos trabalham individualmente para completar as • Caso haja tempo, indique a seção At Home do Theme Project
frases com object pronouns. da Unit 7, na página 132 do Livro do Aluno.
• Verifique as respostas com a turma. Convide voluntários Livro de Atividades

para que escrevam na lousa uma frase cada.
Exercício D Livro de Atividades no Livro do Professor.)
perguntas. Eles devem responder à pergunta 3 com suas • Indique as Extra Practice Worksheets da Unit 7, começando
próprias informações. na página T-157.
• Verifique as respostas com a turma. Convide diversos pares Extra Speaking Practice Worksheet
de voluntários para que leiam em voz alta suas perguntas e
respostas. • Indique a Extra Speaking Practice Worksheet da Unit 7, na
página T-174.
Take another look! Arcade Activities

• Convide um voluntário para que leia em voz alta as • Indique as atividades da Unit 7 do Connect Arcade no site:
instruções. Os alunos leem as perguntas e as alternativas de www.cambridge.org/connectarcade
resposta.
• Os alunos trabalham individualmente para circular as Learning Log
respostas corretas. • Indique o Learning Log da Unit 7. Ele pode ser baixado da
• Verifique as respostas com a turma. Connect Community no site:
Quiz
Prova

Formal comparisons: Informal comparisons: would . . . rather for preferences
as . . . as / not as . . . as as . . . as / not as . . . as + Would you rather have a cat or a dog?
object pronoun I’d rather have a cat.
Ines is as tall as Tom. She’s as tall as him. I’d rather have a cat than a dog.
Ines is as tall as he is. I’m not as tall as them.
I’m not as tall as Ines and Tom. Object pronouns: me, you, him,
I’m not as tall as they are. her, it, us, them
B Complete the comparisons of Sally and Jack with

as . . . as or not as . . . as.
1. Jack is lazy. Sally isn’t. Sally is n’t as lazy as Jack .
2. Jack is smart, and Sally is, too. Jack is as smart as Sally .
3. Sally is tall, and Jack is, too. Sally is as tall as Jack .
Sally Jack
C Complete the sentences about Sally and Jack with object pronouns.
1. Sally and Jack are very strong, but Jack isn’t as strong as her .
2. My friends and I are athletic. Sally and Jack aren’t as athletic as us .
3. Jack loves meeting new people. But Sally isn’t as friendly as him .
4. Sally and Jack are really tall. I’m not as tall as them .
D Write questions for numbers 1 and 2. Then answer number 3

with your own information.
1. Q: Would you rather read a book or watch TV ?
A: I’d rather read a book than watch TV.
2. Q: Would you rather do a homestay in Canada or England?
A: I’d rather do a homestay in Canada than in England.
3. Q: Would you rather eat at home tonight or go to a restaurant?
A: (Answers will vary.)
Take another look!

1. Which sentence means the same as “I’m not as hardworking as him”?
a. I work harder than him. b. He works harder than me c. He works as hard as me.
2. Would you rather travel or stay home?
a. I’d rather go to school. b. I’ll stay home. c. I’d rather stay home than travel.
Time for the

Theme Project?
See page 132.

29 Our dreams
Lesson
1. Language focus If clauses with could . . . would

A Trish and her classmates were asked about If I could live in any country in
T.113
their dreams. Here are their responses. the world, I’d live in Italy.
Complete the texts. Listen and check. If Jack could talk to a famous
Then practice. person, he’d talk to Bill Gates.
UNIT 8 Dreams and Reality
I’d = I would; he’d = he would
Do you think they’ll come true?

What’s your dream?
1. If I could live (live) 2. If Jack could talk 3. If Jenny could buy

in any country in the (talk) to a famous person, (buy) any house in the
world, I’d live in he’d talk to Bill Gates. world, she’d buy the
Italy. It looks beautiful, He’s one of the richest White House. It’s the
and I love Italian food. people in the world, and coolest house she’s
he’s very smart. ever seen.
4. If Hilary could wear 5. If he could be (be) 6. If they could go (go)

(wear) any clothes good at any sport, on a trip anyplace in the
to school, she’d wear he’d be good at world, they’d go to
a pink T-shirt, a pink basketball. He’d like to Africa. They want to go
miniskirt, and pink play for the Los Angeles on a safari and see wild
shoes. She loves pink! Lakers someday. animals.

Lesson
29 Our dreams
Nesta lição, apresentam-se e praticam-se if clauses (orações subordinadas adverbiais
condicionais) com could . . . would.

1. Language focus
Neste exercício, apresentam-se e praticam-se If clauses com could . . . would.

para que leiam as frases que completaram.
• Os alunos leem as instruções. Pergunte: Who wrote the
texts? (Quem escreveu os textos?) (Trish and her • Toque o áudio novamente, ou então leia as frases em
classmates.) What do they write about in the texts? voz alta. Os alunos ouvem e repetem
(Sobre o que eles escrevem nos textos?) (Their dreams.) • Language Chart Os alunos estudam os exemplos do
• Convide um voluntário para que leia o texto 1 em voz quadro. Pergunte: Onde fica posicionada a If clause na
alta. Pergunte: Where would this teenager like to live? frase, na primeira ou na segunda oração? (Na
(Onde esse adolescente gostaria de morar?) primeira oração.) Qual modal é usado nessa oração?
(In Italy.) (Could.) O que separa a If clause do restante da frase?
(Uma vírgula.) A qual palavra corresponde ’d na
• Os alunos leem os textos de 2 a 6. Pergunte: Why does segunda oração da frase?) (Would.)
Jack want to talk to Bill Gates in text 2? (No texto 2,
por que Jack quer conversar com Bill Gates?) (Because • Atividade Opcional Leia os exemplos em voz alta,
Bill Gates is one of the richest people in the world, and fazendo pausas para que os alunos repitam.
he’s also very smart.) What house does Jenny think is
cool in text 3? (No texto 3, qual casa Jenny acha legal?)
(The White House.) What’s Hilary’s favorite color in
text 4? (No texto 4, qual a cor favorita de Hilary?)
(Pink.) Would she like to wear pink clothes to school?
(Ela gostaria de usar roupas cor-de-rosa para ir à
escola?) (Yes.) What sport would the teenager in text 5
like to be good at? (No texto 5, em qual esporte o
adolescente gostaria de ser bom?) (Basketball.) Where
would the people in text 6 like to go to? (No texto 6,
para onde as pessoas gostariam de ir?) (To Africa.)
• Os alunos trabalham individualmente para completar os
textos 2 a 6.
• Toque o áudio. Os alunos ouvem e verificam suas
respostas.
Nesta unidade,
apresentam-se o
vocabulário e as
expressões
usados para falar
de situações
hipotéticas, de
desejos e de
experiências
pessoais
especiais.

B • Em pares, eles se revezam para contar seus sonhos.
• Os alunos leem as instruções, as ideias do quadro e o • Atividade Opcional Peça aos alunos que digam a um colega
exemplo. Pergunte: What do you have to write about? (Your o motivo de seus sonhos. Por exemplo: If I could live in
dreams.) Eles dizem quais palavras ou expressões não any country in the world, I’d live in Finland. I love cold
entenderam. Explique-as, formando frases com elas ou weather.
fazendo mímica. • Para encerrar, voluntários compartilham seus sonhos com a
• Individualmente, eles escrevem as frases. turma. Por exemplo, If Sergio could live in any city in the
world, he’d live in Helsinki.
2. Pronunciation Pauses
Neste exercício, praticam-se as pausas nas If clauses.
A T.114 • Toque o áudio novamente, ou então leia as frases em voz

alta, exagerando a pausa. Os alunos ouvem e repetem.
• Toque o áudio. Os alunos apenas ouvem. B
• Dê tempo aos alunos para que pratiquem as frases do
Transcrição do áudio Exercício 1B, certificando-se de que façam a pausa no ponto
Mesmas frases do Livro do Aluno. correto da frase.
• Pergunte: Onde está a pausa na frase? (Imediatamente • Voluntários leem as frases que praticaram.
após a oração com would.)
• Atividade Opcional Pergunte: Na segunda oração, a
entoação é ascendente ou descendente? (Descendente.)
3. Listening
Neste exercício, os alunos ouvem o áudio para identificar informações específicas dos sonhos
de alguns adolescentes.

• Os alunos leem as instruções e os itens 1 a 4. Chame a Mesma transcrição da Parte A.
atenção deles para os sonhos dos adolescentes (itens a a d).
Diga que eles ouvirão quatro adolescentes descrever seus • Verifique as respostas com a turma. Toque o áudio mais uma
sonhos e devem associar cada sonho ao adolescente que o vez e peça aos alunos que digam Stop! ao ouvir a
mencionou. informação que responde a uma das perguntas. Convide
• Toque o áudio. Os alunos apenas ouvem. voluntários para que tentem reconstruir o que os
adolescentes disseram, todas as vezes que você fizer uma
Transcrição do áudio pausa. Em seguida, peça à turma que confirme a resposta
A partir da página T-192. correta.
• Toque o áudio novamente. Os alunos ouvem e escrevem as Dica para o Professor

letras corretas ao lado dos itens 1 a 4. Você pode finalizar uma atividade
de listening com outra de free-writing (redação livre)
• Toque o áudio mais uma vez. Os alunos ouvem e verificam sobre o mesmo tópico. Estabeleça um limite de 5
suas respostas. minutos para que os alunos anotem suas ideias.
voluntários para que elaborem perguntas sobre os
adolescentes e as respondam. Por exemplo:
Student A: Who would like to marry a member of a royal Livro de Atividades
family? Indique os exercícios da página 51 do Livro de
Student B: Liz.
B T.116
• Os alunos leem as instruções e os itens 1 a 4. Atividades Extras de Gramática
• Toque o áudio novamente. Os alunos ouvem e assinalam a Lesson 29.
frase correta para cada pessoa.

B Write sentences about your dreams. Use the ideas in the box or
your own ideas. Then tell a classmate. (Answers will vary.)
be good at any sport look like any person visit anyplace in the world
live in any city in the world talk to any famous person wear any clothes to school
If I could live in any city in the world, I’d live in Miami.

1.
2.
3.
4.
5.
6.
If I could live in any city in the world, I’d live in Miami.
2. Pronunciation Pauses
A Listen. Notice the pause in If clauses. Then listen again and practice.
T.114
If I could live anyplace in the world, I’d live in Paris.
If she could talk to a famous person, she’d talk to Pink.
B Practice your sentences from Exercise 1B.
3. Listening
A Some students talk about their dreams. Listen and match the
T.115
students to their dreams.
1. Carl b a. marry a member of a royal family
2. Rita d b. be a professional athlete
3. Liz a c. win an event at the Olympic Games
4. Mark c d. fly fighter planes
B Listen again. Check (✓) why they have those dreams.

T.116
1. Carl ✓ He’d love to travel. He’d love to play basketball sometimes.
2. Rita She loves to travel. ✓ She loves exciting situations.
3. Liz She likes princes. ✓ She likes people who help others.
4. Mark ✓ He loves horses. He has his own horse.
© Cambridge University Press 2015 Dreams and Reality 101

30 What would you do?
Lesson
1. Word power
A Match each verb or verb phrase to its meaning. Then listen and practice.
T.117
1. eavesdrop h a. cross the street in the middle of the block
2. cheat on a test f b. say things that are not true
3. break a promise g c. enter a private place without permission
4. gossip d d. talk about other people’s lives
5. jaywalk a e. leave paper or garbage around carelessly
6. lie b f. copy someone’s answers
7. litter e g. not do something you said you’d do
8. trespass c h. listen in secret to someone’s conversation
B What are these people doing? Label the pictures.
1. He’s breaking a promise. 2. She’s littering. 3. He’s jaywalking.
4. They’re trespassing. 5. He’s cheating on a test. 6. She’s eavesdropping.
7. They’re gossiping. 8. He’s lying.
C Which of these things do you think is the worst behavior? Tell your classmates.
I think cheating on a test is the worst behavior.

Lesson

Nesta lição, apresentam-se e praticam-se os verbos e os verb phrases usados para falar de mau comportamento e
também unreal conditional (condições irreais) com If clauses.
Example: If I could be good at any language, I'd be good at Russian.
Names:
be good at any musical instrument
buy a really expensive car
live on a different planet
talk to a politician
• Os alunos copiam o quadro da lousa.
• Dê tempo aos alunos para que pensem nos sonhos do quadro e decidam quais deles escolheriam.
Peça-lhes que pensem em uma frase para cada um dos sonhos, como o exemplo da lousa.
• Os alunos se levantam, conversam com quatro colegas e comparam os sonhos. Eles devem fazer
um revezamento para dizer as frases, como no exemplo da lousa. Peça-lhes que escrevam os nomes
dos colegas no quadro e assinalem o espaço correto todas as vezes que mencionarem o mesmo
sonho.
• Para encerrar, convide voluntários para que relatem os sonhos em comum. Por exemplo, If Sergio
and I could live on a different planet, we’d live on Mars.
1. Word power
Neste exercício, apresentam-se e praticam-se os verbos e os verb phrases
usados para falar de mau comportamento.
A T.117 B
• Dê tempo aos alunos para que leiam as instruções, os • Os alunos observam as ilustrações e leem as instruções.
verbos, os verb phrases e as definições. Pergunte: How • Os alunos trabalham individualmente para escrever as
would you describe the actions the verbs and verb phrases legendas das ilustrações. Relembre que eles devem usar os
describe? Are they good or bad? (Bad.) Explique que eles verb phrases do Exercício 1A no present continuous, como
devem, inicialmente, associar os verbos e os verb phrases no exemplo.
que já conhecem com as definições. Em seguida, eles
tentam descobrir as outras definições. Quando estiverem • Verifique as respostas com a turma. Convide voluntários
tentando descobrir, eles podem consultar as ilustrações da para que leiam as legendas que escreveram.
Parte B. Cada uma delas ilustra um dos verbos ou verb
phrases da Parte A. C
• Os alunos trabalham individualmente para associar os • Os alunos leem o exemplo do balão. Explique que, nele, a
verbos e os verb phrases às definições. palavra behavior refere-se à maneira como você se
comporta. Leia o exemplo em voz alta para que os alunos
repitam.
para que digam a resposta da seguinte forma:
To eavesdrop means “to listen in secret to someone’s • Promova uma discussão em grupo. Convide voluntários
conversation.” para que compartilhem com a turma sua opinião sobre o
que consideram os piores comportamentos, como no
exemplo. Talvez eles queiram também comparar os
comportamentos; por exemplo, I think gossiping is worse
Transcrição do áudio than cheating on a test.
© Cambridge University Press 2015 Dreams and Reality T-102

2. Language focus
Neste exercício, apresenta-se e pratica-se unreal conditional com If clauses.

• Os alunos observam a foto e leem as instruções. Pergunte: O quadro. Pergunte: Que tempo verbal é usado na If clause?
que vocês devem ler e em o quê devem prestar atenção ao (Simple past.) Que palavra (ou modal) é usado na oração
ouvir o áudio? (O nome do jogo que Pedro jogou.) principal e na pergunta? (Would.) O que separa a If clause
da oração principal? (Uma vírgula.) Há uma vírgula na
• Os alunos leem o diálogo. pergunta? (Não.) Por que vocês acham que o título do
• Atividade Opcional Toque o áudio. Os alunos ouvem e quadro é unreal conditional? (A situação não é real e sim
acompanham a leitura. imaginária.) Explique que usamos unreal conditional com
If clauses para falar de situações que não são reais no
Transcrição do áudio presente nem no futuro.
Mesmo diálogo do Livro do Aluno. • Atividade Opcional Leia os exemplos em voz alta, fazendo
• Pergunte: What’s the name of the game Pedro played? (Qual o
nome do jogo que Pedro jogou?) (“What would you do
if . . . ?”) Did Carla play the game, too? (Carla também jogou
B T.119
o jogo?) (No.) Does Pedro remember any of the questions in • Os alunos leem as instruções e as orações das colunas da
the game? (Pedro se lembra de alguma das perguntas do direita e da esquerda.
jogo?) (Yes.) What’s the question? (Qual é a pergunta?) (What • Eles trabalham individualmente para associar as duas partes
would you do if you found $20 at school?) How does Carla de cada frase.
answer at first? (Qual é a primeira resposta de Carla?) • Toque o áudio. Os alunos ouvem e verificam suas respostas.
(She’d keep it.) Why? (Por quê?) (It’s not a lot of money.) Does
she change her mind later? (Ela muda de ideia mais tarde?)
(Yes.) So what would she do? (Então, o que ela faria?) (She’d
take the money to the teacher.) Would Pedro take the money to
the teacher, too? (Pedro também entregaria o dinheiro à
professora?) (Yes.) If Pedro saw a person littering, what
para que cada um leia uma de suas respostas.
would he ask the person to do? (Se Pedro visse alguém
jogando lixo nas vias públicas, o que ele pediria que essa
pessoa fizesse?) (He’d ask the person to throw the garbage in C
the trash can.) What would Carla do? (O que Carla faria?) • Dê tempo para que os alunos escolham duas if clauses da
(She’d pick up the garbage and throw it in the trash can.) coluna da esquerda da Parte B e formem frases completas
• Toque o áudio, ou então leia o diálogo em voz alta. Os com elas, usando suas próprias informações.
alunos ouvem e repetem. • Eles trabalham em pares, revezando-se para ler as frases
• Atividade Opcional Os alunos praticam em pares. que escreveram.
• Convide diversos pares de voluntários para que leiam as
suas frases para a turma.
3. Speaking
Neste exercício, pratica-se unreal conditional com If clauses para falar sobre o que
os alunos fariam em algumas situações imaginárias.
• Os alunos leem as instruções. Demonstre a atividade lendo
o diálogo do exemplo com dois voluntários. Livro de Atividades
• Convide dois outros voluntários para que venham à frente
para trabalhar com você para demonstrar a atividade para a
turma. Em seguida, peça que um aluno tome o seu lugar e
continue a atividade.
• Os alunos trabalham em grupos de três para falar sobre o
que eles fariam nas situações do Exercício 2B.
Lesson 30.
• Atividade Opcional Peça a diversos voluntários que digam à
turma o que eles fariam em cada situação do Exercício 2B.

Unreal conditional with if clauses
2. Language focus
What would you do if you found $20?
A What game did Pedro play today? If I found $20, I’d take it to the teacher.
T.118
Listen and practice. I’d keep it.
Pedro We played a game today called I’d = I would
“What would you do if . . . ?” It
made us think about doing the right thing.
Did you play the game, too?
Carla No, we didn’t. But it sounds interesting. Do you
remember any of the questions?
Pedro Yeah. What would you do if you found $20 at school?
Carla I’d keep it, because $20 isn’t a lot of money. I mean,
it’s not the same as finding $1,000! So, what would
you do if you found $20?
Pedro If I found $20, I’d take it to the teacher. It’s not my
money, so it doesn’t matter how much it is.
Carla You’re right. I’d take it to the teacher, too, I guess.
What would you do if you saw a person littering?
Pedro I’d ask the person to throw the garbage in the trash
can. What would you do?
Carla If I saw a person littering, I’d pick up the garbage
and throw it in the trash can.
B Match the two parts of each sentence. Then listen and check.
T.119
1. If I found a lot of money on the street, d a. I’d tell them about it.
2. If I saw a classmate cheating on a test, f b. I’d ask them not to talk about me.
3. If my sister lied to our parents, a c. I’d tell him to cross at the corner.
4. If I heard my friends gossiping about me, b d. I’d take it to the police.
5. If I saw my brother jaywalking, c e. I’d ask him to stop listening.
6. If my brother was eavesdropping, e f. I’d tell him or her to stop copying.
C Write sentences. Choose two If clauses from Part B, and complete them
with your own information. Then read your sentences to a classmate. (Answers will vary.)
1.
2.
3. Speaking
Talk with two classmates. Look at the situations in Exercise 2B.
What would you do in each situation?
Maya What would you do if you found a lot of money
on the street, Mike?
Mike If I found a lot of money, I’d take it to the police. How about
you, Carly?
Carly I’d take it to the police, too. What would you do if . . . ?

Mini-review
Lessons
29 & 30
1. Language check
A Choose the correct words to complete the conversation.
Todd If you could (could / would) visit
any country in the world, where
would (do / would) you go?
Paula Hmm. If I could (could / would) visit
any country, I think I’d (I’ll / I’d)
go to Kenya.
Todd What would you do there?
Paula If I went (went / go) to Kenya,
I’d (I’m / I’d) go on a safari and
see lions in the wild.
Todd Yeah, that would be cool.
Paula What about you? What country would you
visit?
Todd If I had (have / had) enough
time, I’d visit (visited / visit)
Mongolia.
Paula Mongolia! Why?
Todd I saw a documentary about Mongolia
on TV. It was beautiful, and the people
were fascinating. If I traveled (travel / traveled)
to Mongolia, I’d (I’d / I) ride a horse. I’d love that.
B Number the sentences in the correct order.

5 If he gave me his autograph, I’d show it to all of
my friends.
3 If I went backstage after the concert, I’d meet Justin
Timberlake.
1 If I could go to any concert, I’d go to a Justin Timberlake
concert.
4 If I met Justin Timberlake, I’d ask him for his autograph.
2 If I went to one of Justin Timberlake’s concerts, I’d go
backstage after the concert.
Lessons
29 & 30 Mini-review
1. Language check
A B
• Chame a atenção dos alunos para as duas fotos. Pergunte: • Convide um voluntário para que leia as instruções em voz
What places do you think are shown in the photos? (Que alta. Ressalte que uma frase já está numerada como
lugares vocês acham que são mostrados nas fotos?) Talvez exemplo.
os alunos digam África, mas é provável que não identifiquem • Os alunos trabalham individualmente para numerar o
a Mongólia. (Não confirme nem recuse nenhuma resposta restante das frases na ordem correta. Se os alunos sentirem
neste momento.) dificuldade, comente que o final da primeira frase é usado
• Os alunos leem o diálogo rapidamente. Pergunte: What como o início da segunda frase e assim por diante.
country does Paula talk about? (Sobre qual país Paula • Verifique as respostas com a turma. Convide cinco
fala?) (Kenya.) Pergunte: What country does Todd talk voluntários para que leiam as frases na ordem correta.
about? (Sobre qual país Todd fala?) (Mongolia.) Se possível,
localize o Quênia e a Mongólia no mapa-múndi. • Atividade Opcional Os alunos trabalham em pares e fazem
um revezamento para ler, um para o outro, as frases na
• Convide um voluntário para que leia as instruções em voz ordem correta.
alta. Os alunos leem a frase do exemplo. Incentive-os a
responder que would é a resposta correta para a segunda • Atividade Opcional Os alunos trabalham em pares para
lacuna na frase e peça-lhes que escrevam a resposta. criar uma cadeia semelhante de frases, usando suas
próprias ideias.
diálogo.
para que leiam em voz alta uma frase do diálogo cada.
• Atividade Opcional Os alunos trabalham em pares para ler
o diálogo em voz alta.

C D
• Os alunos leem as instruções e as orações do quadro e da • Dê tempo para que os alunos escrevam frases com as quatro
pesquisa. Os alunos dizem quais palavras ou frases não If clauses da Parte C, acrescentando suas próprias
entenderam. Explique-as usando as palavras em uma frase informações.
ou fazendo mímica. • Convide voluntários para que compartilhem com a turma
• Os alunos trabalham individualmente para completar as uma das frases que escreveram.
frases da pesquisa usando as orações do quadro.
2. Listening
específicas sobre a vida de alguém e os planos para o futuro.
T.120 • Verifique as respostas com a turma. Toque o áudio
novamente, fazendo pausas após cada trecho. Em cada
• Os alunos leem as instruções. caso, peça aos alunos que tentem reconstruir o que Chrissa
• Explique que eles ouvirão Chrissa falar de sua vida e de disse e a pergunta que se seguiu. Depois, convide um
seus sonhos futuros. Depois de ouvir Chrissa falar sobre voluntário para que diga se a resposta é Yes ou No e
cada um de seus sonhos, os alunos ouvirão uma pergunta. pergunte à turma se concordam.
Eles devem responder a cada pergunta assinalando Yes ou
No. Livro de Atividades
• Toque o áudio. Os alunos apenas ouvem. Indique os exercícios da página 53 do Livro de
Atividades. (As respostas do Livro de Atividades
Transcrição do áudio encontram-se a partir da página T-192.)
• Toque o áudio novamente. Os alunos ouvem e assinalam Yes

Game
ou No. Caso haja tempo, indique o jogo da página 121 do Livro
do Aluno.
suas respostas.

C Complete the sentences with the clauses in the box.
I’d be a lion ✓ If I could change my appearance
I’d be a movie star If I could change my personality
I’d buy an expensive car If I had a fight with my best friend
I’d study chess If I needed help with my schoolwork
1. If I could change my appearance , I’d be taller.

2. If I could have any job, I’d be a movie star .
3. If I could learn any new game, I’d study chess .
4. If I had a fight with my best friend , I’d try to be
friends again.
5. If I could change my personaility , I’d be more
outgoing.
6. If I could be any animal, I’d be a lion .
7. If I had a lot of money, I’d buy an expensive car .
8. If I needed help with schoolwork , I’d ask my older sister.
D Write sentences. Use the four If clauses from Part C, and add your
own information. (Answers will vary.)
1.
2.
3.
4.
2. Listening
Chrissa talks about her life and her future dreams. Listen to the
T.120
questions and check (✓) Yes or No.
Yes No Yes No
1. ✓ 4. ✓
2. ✓ 5. ✓
3. ✓ 6. ✓
Time for a Game?
See page 121.

31 What I’m going to be
Lesson
1. Word power
A What do these people do? Complete the sentences with the verb
T.121
phrases. Use the correct forms of the verbs. Then listen and practice.
create programs make discoveries solve mysteries

✓ fly planes make furniture travel in outer space
help sick animals report on events and people write stories
1. A pilot flies planes . 2. An author writes 3. An astronaut travels
stories . in outer space .
4. A carpenter makes 5. A detective solves 6. A scientist makes
furniture . mysteries . discoveries .
7. A journalist reports 8. A veterinarian helps 9. A computer programmer
on events and people . sick animals . creates programs .
B Ask a classmate three questions about what people do.

Your classmate names the jobs.
Who reports on events and people? A journalist.

Lesson
31 What I'm going to be

Nesta lição, apresentam-se e praticam-se os verb phrases usados para falar de profissões
e os infinitivos usados para apresentar um motivo.
find puppy / street see / friend shoplifting my best friend / lie to me
my best friend / break promise find snake / my bed see elephant / flying
Example 1
If I found a puppy in the street, I'd keep it.
Example 2
A: What would I do if I found a puppy in the street? Keep it or take it to the police?
B: You'd take it to the police.
A: That's right. / No, I'd keep it.
• Peça aos alunos que escolham duas situações da lista e escrevam frases sobre o que fariam em
cada uma delas, como no Exemplo 1.
• Os alunos trabalham em pequenos grupos e jogam um Guessing Game, como no Exemplo 2.
1. Word power
Neste exercício, apresentam-se e praticam-se os verb phrases usados para falar
de profissões.
A T.121 • Os alunos trabalham individualmente para completar as
frases, como no exemplo.
• Peça aos alunos que cubram as fotos e as legendas com uma
folha de papel. Chame a atenção para os verb phrases do • Verifique as respostas com a turma.
quadro. Explique que eles descrevem as atividades • Toque o áudio. Os alunos ouvem e repetem.
realizadas por diferentes profissionais.
• Dê tempo para que os alunos conversem sobre os verb Transcrição do áudio
phrases com um colega e pensem em uma profissão para Mesmas frases do Livro do Aluno.
cada verb phrase. Eles devem escrevê-las no caderno, na
mesma ordem dos verb phrases do quadro. Incentive-os a
fazer suposições quando não souberem a palavra exata para B
a profissão. Por exemplo, se não souberem a palavra exata • Convide pares de voluntários para que perguntem e
para alguém que helps sick animals, podem escrever doctor respondam sobre as atividades realizadas pelos
for animals. profissionais, como no exemplo dos balões.
• Diga os verb phrases, um a um, e peça aos alunos que
compartilhem com a turma as profissões nas quais Dica para o Professor
pensaram. Usar o conteúdo linguístico de
forma criativa é uma das características de um bom
• Agora, peça que descubram as fotos, leiam as legendas e aluno de idiomas. Neste estágio, seus alunos já
verifiquem suas suposições. aprenderam Inglês o suficiente e tiveram a experiência
de aprendizado necessária para usar o que sabem
criativamente. A sugestão para fazer suposições
“inventando” nomes para as profissões que não
conhecem é um exemplo de como os alunos podem ser
encorajados a usar a criatividade.

2. Language focus
Neste exercício, apresentam-se e praticam-se os infinitivos usados
para apresentar motivos.
A T.122 B T.123
• Os alunos leem as instruções e os quatro textos. • Language Chart Os alunos estudam os exemplos do
• Atividade Opcional Toque o áudio. Os alunos ouvem e quadro. Chame a atenção para o título na parte superior e
acompanham a leitura. para os dois primeiros exemplos. Pergunte: Qual é o
infinitivo usado no final dessas frases? (To help.)
Transcrição do áudio Explique que, neste caso, o infinitivo to help indica o motivo
apresentado pela pessoa que está falando para tornar-se
um(a) veterinário(a). Agora, chame a atenção para o
terceiro e o quarto exemplos. Pergunte: Qual é o infinitivo
• Pergunte: What’s a school yearbook? (O que é um school
usado no final dessas frases? (To report.) Que informação
yearbook?) (A book with information about people and
o infinitivo fornece? (Ele fornece o motivo pelo qual ele
events at school during the past year.) What do the students
quer se um jornalista.) Explique que o infinitivo que
write about in this school yearbook? (Sobre o que os alunos
descreve um motivo responde à pergunta Why? Por
escrevem nesse school yearbook?) (They write about what
exemplo, Why does he want to be a journalist? He wants to
they want to be.)
report on events and people.
• Peça aos alunos que cubram os textos. Proponha um
Memory Game. Faça as perguntas a seguir para verificar
quantas eles conseguem responder após ler os textos
apenas uma vez. • Os alunos trabalham individualmente para escrever frases
usando infinitivos.
Who wants to travel in outer space? (Adam and Max.)
What does Ryoko want to be? (A detective.)
Who’s going to be a veterinarian? (Lisa.) Transcrição do áudio
Is Dennis going to be a detective? (No.) Mesmas frases do Livro do Aluno.
• Os alunos descobrem os textos. Chame a atenção deles para
• Verifique as respostas com a turma. Os alunos cobrem suas
o texto de Lisa. Pergunte: Why is Lisa going to be a
frases. Convide voluntários para que leiam as frases que
veterinarian? (To help sick animals.) Da mesma forma,
escreveram, substituindo os nomes pelos pronomes
pergunte sobre os demais estudantes dos textos.
apropriados. Por exemplo, para a frase 1, eles devem dizer:
• Toque o áudio, ou então leia os textos em voz alta. Os She’s going to be a carpenter to make furniture. A turma
alunos ouvem e repetem. diz sobre quem é a frase. Por exemplo, That’s Emma.
• Atividade Opcional Dê tempo para que os alunos pensem
em uma ou duas pessoas que conhecem e qual é o desejo
delas. Voluntários compartilham essa informação com a
turma. Por exemplo, My cousin wants to be a chef to make
really great food.
3. Speaking
Neste exercício, pratica-se o uso de infinitivos para apresentar motivos.
A • Voluntários compartilham essas conclusões com a turma,

como no exemplo. Assim que um voluntário falar sobre um
• Os alunos trabalham individualmente para completar colega, pergunte a este se ele concorda com a conclusão.
a pesquisa para si mesmos, assinalando as colunas Yes ou
No. • Para encerrar, pergunte: What are the class’s most popular
jobs?
• Eles fazem as perguntas da pesquisa aos colegas e
assinalam Yes ou No na coluna Your classmate. Livro de Atividades
B Atividades. (As respostas estão nas próprias páginas do
• Dê tempo aos alunos para que pensem nas respostas dos Livro de Atividades no Livro do Professor.)
colegas à pesquisa de trabalho da Parte A e tirem
conclusões sobre a profissão mais adequada a eles.
Lesson 31.

2. Language focus
A Look at the school yearbook. What does everyone want to be?
T.122
Why do they want to have that job? Listen and practice.
Lisa Lennox Dennis Hodge Adam and Max Kaufman Ryoko Ikuta
1. Lisa is going to be 2. “I want to be a 3. A
dam and Max want to 4. “ I want to be a
a veterinarian to journalist to report on be astronauts to travel detective to solve
help sick animals. events and people.” in outer space. mysteries.”
B Study the chart. Write sentences with infinitives. For numbers 1–3, use
T.123
going to. For numbers 4 and 5, use want to. Then listen and check.
Infinitives to give a reason

I’m going to be a veterinarian. I want to help sick animals.
I’m going to be a veterinarian to help sick animals.
He wants to be a journalist. He wants to report on events and people.
He wants to be a journalist to report on events and people.
1. (Emma / carpenter) Emma is going to be a carpenter to make furniture.
2. (Nick and Sue / pilots) Nick and Sue are going to be pilots to fly planes.
3. (Jenny / author) Jenny is going to be an author to write stories.
4. (Paul / astronaut) Paul wants to be an astronaut to travel in outer space.
5. (Kim and Kelly / scientists) Kim and Kelly want to be scientists to make discoveries.
3. Speaking
A Complete the job survey for yourself. Then ask a classmate the questions. (Answers will vary.)
Do you like to . . . ? You Your classmate You Your classmate

Yes No Yes No Yes No Yes No
meet people take risks
spend time on your own have fun
make or create things help others
travel write a lot
B What do you think your classmate would probably like to be one day? Why?
Choose a job from Exercise 1A, or use your own ideas. Then tell the class.
Mario would probably like to be a pilot to travel, to have fun, and to meet people.

32 The past year
Lesson
1. Language focus
A Juan is interviewing Keiko for the school magazine. Has
T.124
Keiko had a good year or a bad year? Listen and practice.
Juan So, did you do anything really crazy or special
last year?
Keiko Well, I didn’t do anything crazy, but I did do
something really special. I entered a poetry
competition, and I won a prize.
Juan Great! What about this year? Have you been
anywhere interesting or unusual?
Keiko Oh, I went somewhere fascinating – Antarctica.
Juan Wow! I’m sure that was an incredible trip.
Keiko Yeah! It was awesome!
Juan And have you met anyone special recently?
Keiko Oh, yes. I met someone really special a few
weeks ago – a cute guy.
Juan Really? Where did you meet him?
Keiko Well, we met at a party. Then we started going out
together, . . . and then he met my sister.
He’s going out with her now!
B Study the chart. Complete the conversations with indefinite

T.125
pronouns. Then listen and check.
Indefinite pronouns
Questions Negative statements Affirmative statements
Did you do anything special? I didn’t do anything special. I did something really special.
Is there anywhere interesting I haven’t been anywhere I went somewhere
to visit near the school? interesting. fascinating.
Have you met anyone special I haven’t met anyone I met someone really
recently? special. special.
1. Sam Is there anywhere interesting to visit near the school?

Jill Well, maybe. The planetarium. But I don’t know anything about it.
2. Sam Have you met anyone interesting recently?
Jill Yes. I met someone at a party the other day. He’s very funny.
3. Sam Is there anything special you’d like to do this year?
Jill Oh, yes. I’d like to go somewhere fun. Maybe Disney World.
4. Sam I just read something about the Bahamas. Have you ever been there?
Jill No. I’ve never been anywhere outside the U.S.

Lesson
32 The past year

Nesta lição, apresentam-se e praticam-se os pronomes indefinidos.
actor artist doctor talk-show host
architect businessperson explorer
Example: actor — to be famous
• Os alunos trabalham em pares e pensam nos motivos pelos quais alguém escolheria cada uma das
profissões listadas. Peça que façam anotações, usando infinitivos para apresentar esses motivos,
como no exemplo da lousa. Motivos possíveis:
architect to build useful buildings doctor to help sick people
artist to paint beautiful pictures explorer to discover interesting places
businessperson to make money talk-show host to meet interesting people
• Os alunos trabalham em pequenos grupos para compartilhar os motivos que justificariam a escolha
de cada profissão.
1. Language focus
Neste exercício, apresentam-se e praticam-se os pronomes indefinidos.
para que digam quais pronomes indefinidos sublinharam.
• Os alunos observam a foto e leem as instruções. Pergunte:
What’s Juan doing? (He’s interviewing Keiko.) Where’s the • Toque o áudio, ou então leia o diálogo em voz alta. Os
interview going to appear? (In the school magazine.) What alunos ouvem e repetem.
do you have to find out? (If Keiko had a good or a bad • Atividade Opcional Os alunos praticam em pares.
year.)
• Os alunos leem o diálogo. B T.125
• Atividade Opcional Toque o áudio. Os alunos ouvem e • Language Chart Os alunos estudam os exemplos do
acompanham a leitura. quadro. Pergunte: Quando usamos os pronomes
indefinidos que começam com some? (Em afirmações.)
Transcrição do áudio Quando usamos os pronomes indefinidos que começam
Mesmo diálogo do Livro do Aluno. com any? (Em negações e em perguntas.) Quais pronomes
indefinidos se referem a ações ou eventos não
• Pergunte: Has Keiko had a good or bad year? (She’s had a especificados? (Anything, something.) Quais pronomes
good and bad year.) What are some of the interesting indefinidos se referem a lugares não especificados?
things she’s done? (She entered a poetry competition, and (Anywhere, somewhere.) Quais pronomes indefinidos se
she won. She went to Antarctica. She met a boy at a party.) referem a pessoas não especificadas? (Anyone, someone.)
What wasn’t so good? (The boy is going out with her sister • Atividade Opcional Leia os exemplos em voz alta, fazendo
now.) pausas para que os alunos repitam.
• Leia as pistas a seguir, uma a uma. Os alunos localizam as • Os alunos leem as instruções e os diálogos.
frases nas falas de Keiko que tenham o mesmo significado • Eles trabalham individualmente para completar os diálogos.
dessas pistas. Escreva as frases na lousa, formando uma
lista: • Toque o áudio. Os alunos ouvem e verificam suas respostas.
An action or an event that was special – something really
special
A place that is fascinating – somewhere fascinating
A person who is really special – someone really special • Verifique as respostas com a turma. Convide pares de
voluntários para que cada um leia um diálogo.
• Sublinhe as palavras something, somewhere e someone, e
explique que são chamadas indefinite pronouns (pronomes
indefinidos). Os pronomes indefinidos não se referem a uma
pessoa, lugar ou objeto específico. Peça aos alunos que
localizem e sublinhem três outros pronomes indefinidos no
diálogo. (Anything, anywhere, anyone.)

2. Listening
sobre as experiências especiais que as pessoas tiveram no ano anterior.
A T.126 B T.127
• Os alunos leem as instruções e observam as fotos. Pergunte: • Os alunos leem as instruções e as frases do quadro.
Who are you going to listen to? (Quem vocês ouvirão no Pergunte: O que vocês devem fazer? (Ouvir o áudio e
áudio?) (Lucia, Greg, and Megan.) What do they talk about? assinalar o(s) nome(s) correto(s).)
(Sobre o que eles falam?) (Their experiences in the past • Toque o áudio novamente. Os alunos ouvem e assinalam
year.) What do you have to do? (O que vocês devem fazer?) o(s) nome(s) correto(s).
(Listen and label the photos with the people’s names.)
• Toque o áudio. Os alunos apenas ouvem. Transcrição do áudio
A partir da página T-192. • Toque o áudio mais uma vez. Os alunos ouvem e verificam
suas respostas.
• Toque o áudio novamente. Os alunos ouvem e identificam as • Verifique as respostas com a turma. Convide voluntários
fotos. para que leiam as frases que descrevem o que as pessoas
• Toque o áudio mais uma vez. Os alunos ouvem e verificam fizeram ou não. Por exemplo: Lucia has done something
suas respostas. special this year. Lucia has met someone special this year.
• Verifique as respostas com a turma. Convide um voluntário
para que diga qual adolescente está relacionado com qual
foto. Por exemplo, Number 1 is Megan.
3. Speaking
Neste exercício, praticam-se os pronomes indefinidos.
Observação: Traga uma lista com os nomes de todos os alunos • Use a lista de nomes que você preparou para registrar as
da turma. Você precisará dela para fazer a Parte B deste informações compartilhadas com a turma. Para agilizar o
exercício. trabalho, adote o código a seguir. Escreva a letra apropriada
ao lado de cada um dos nomes.
A A – Did something special
• Os alunos leem as instruções, as palavras do quadro e o B – Met someone special
exemplo. Pergunte: What do you have to ask your
C – Learned something useful
classmate about? (Sobre o que vocês devem fazer perguntas
ao colega?) (About things he or she has done in the past D – Went somewhere exciting
year.) E – Tried something new to eat
• Demonstre a atividade com um voluntário, usando as F – Read something interesting
palavras do quadro ou suas próprias ideias e seguindo o
exemplo dos balões. • Use a lista novamente na próxima lição.
• Os alunos trabalham com um colega para fazer a atividade. Livro de Atividades

B Atividades. (As respostas estão nas próprias páginas do
• Os alunos leem as instruções e o exemplo. Livro de Atividades no Livro do Professor.)
• Convide voluntários para que compartilhem com a turma o
que descobriram sobre o colega com o qual conversaram, Atividades Extras de Gramática
como no exemplo do balão. Peça à turma que preste muita Indique as atividades extras de gramática da
atenção às informações sobre cada colega, pois talvez Lesson 32.
precisará delas em lição posterior.

2. Listening
A Lucia, Greg, and Megan talk about their experiences this past year.
T.126
Who is talking? Listen and write the correct name below each picture.
Megan Lucia Greg
B Listen again and check (✓) the correct name or names.

T.127
Lucia Greg Megan

Who has done something special this year? ✓ ✓
Who has been somewhere amazing this year? ✓
Who hasn’t met anyone special this year? ✓ ✓
3. Speaking
A Ask a classmate about things he or she has done in the past year. Use
the words in the box or your own ideas.
João, have you done anything

do something interesting
interesting this year?
meet someone special
learn something useful Yes, I have. In June, I learned how to
go somewhere exciting ride a horse. In August, I went . . .
try something new to eat

read something interesting
B Tell the class what you found out about your classmate.
João has done something interesting this year. In June, he learned how to ride a
horse. In August, he went somewhere exciting on vacation. He went to Fortaleza.
He tried something new to eat. He tried the local food there, crabs. He loved them.

Read
A Read the article quickly. Circle the words you find.
AIDS billion community donate foundation
ambassador cities cure education skills
If you could do something for the world

What would you do if you were rich and role as an ambassador for the United
famous? Would you stay at home or would Nations, Angelina visits the world’s
you travel? Would you do anything special? poorest countries. She wants everyone to
Well, some celebrities do many special know about problems there.
things, and they help millions of people.
Elton John, who has played over 3,000
Bill Gates, one of the richest people in concerts in over 75 countries, is one of
the world, and his wife, created the Bill the world’s greatest singers. He has seen
and Melinda Gates Foundation. It’s the many of his friends die from AIDS, so he
largest foundation in the world, and it created the Elton John AIDS Foundation.
has $31 billion to spend on health and It has raised over $125 million to support
education in poor countries. programs on prevention and to help
people living with AIDS around the world.
Angelina Jolie and Brad Pitt, the famous
actors, give a lot of money to charity. But you don’t have to be rich and famous
They sold pictures of their twin babies to help. Everyone can do something. If
to a magazine for $14 million! But they you could do something for the world,
gave all the money to charity. And in her what would you do?
More Vocabulary
Practice?
B T.128
C Are these statements true or false? Write True or False.
Then correct the false statements.
1. Bill and Melinda Gates created their foundation to help people in poor countries.
True.
2. Brad Pitt and Angelina Jolie sold pictures of their house.
False Brad Pitt and Angelina Jolie sold pictures of their twin babies.
3. Angelina visits many places to talk about problems in the world.
True
4. Elton John donates money to education.
False Elton John created a foundation to help people with AIDS.
5. You can only help people if you’re rich and famous.
False Everyone can do something.

A: Sue went somewhere exciting this year. A: Paul went somewhere exciting this year.
B: That’s right. She went to Bermuda. B: That’s wrong. He didn’t go anywhere
exciting. He met someone special
at a party.
• Dê tempo aos alunos para que tentem lembrar o máximo possível das informações que compartilharam na
Parte B do exercício de Speaking da Lesson 32.
• Peça-lhes que leiam os diálogos da lousa. Em seguida, use suas anotações da última aula para
dizer frases que descrevam o que os alunos fizeram no ano anterior. Certifique-se de que haja
frases corretas e algumas incorretas.
• Após cada frase, convide um voluntário para que faça comentários, como nos exemplos da
lousa. Finalmente, peça ao aluno citado que diga se as informações estão corretas ou não.
Read
Neste exercício, pratica-se a leitura para identificar informações sobre como
pessoas famosas ajudam outras ao redor do mundo.
A AIDS. Traduza ou explique os significados. (Celebrity:

famous person or star; foundation: an organization that
• Os alunos leem o título do artigo e observam as fotos.
helps people; billion: a very large amount − a billion dollars
Pergunte: Do you know who any of these people are? (Bill
is a lot of money; education: what you learn in school; role:
and Melinda Gates, Brad Pitt and Angelina Jolie, and Elton
a job or part you play; ambassador: someone who visits a
John.)
country as a representative of the United Nations or of a
government; AIDS: a serious disease caused by a virus
Nota Cultural which destroys the body's natural protection.)
Bill Gates fundou a Bill and Melinda
Gates Foundation no ano 2000. Em 2006, Bill Gates • Os alunos leem o artigo novamente.
deixou seu trabalho como líder da Microsoft • Os alunos verificam suas respostas da Parte A em pares.
Corporation para se dedicar em tempo integral à Incentive um par a dizer as respostas.
fundação. O lema da fundação é “All lives have equal
value” (Todas as vidas têm valores iguais). Nos Estados • Atividade Opcional Toque o áudio. Os alunos ouvem e
Unidos, a fundação enfoca a construção de melhores acompanham a leitura.
bibliotecas em escolas e trabalha para oferecer
melhores oportunidades educacionais aos alunos de Transcrição do áudio
baixa renda. Na África também há projetos Mesmo artigo do Livro do Aluno.
relacionados à agricultura e à saúde.
Caso haja tempo, os alunos fazem o exercício da página
• Convide um voluntário para ler as instruções e as palavras 125 do Livro do Aluno em sala de aula ou como lição de
do quadro. Relembre os alunos que eles devem ler com casa. (As respostas encontram-se na página 125 do Livro
rapidez para encontrar as respostas e que não devem ler do Professor.)
cada palavra cuidadosamente.
• Os alunos trabalham individualmente para ler o artigo
rapidamente e circular as palavras. Não verifique as
C
respostas neste momento. • Um voluntário lê as instruções e a primeira afirmação.
• Pergunte: Did Bill and Melinda Gates create their
B T.128 foundation to help people in poor countries? (Yes.)
• Convide um voluntário para ler as instruções. Relembre-os de Pergunte: So is the statement true or false? (True.)
que devem ler devagar e cuidadosamente, concentrando-se • Os alunos trabalham individualmente para escrever True ou
no significado do texto inteiro. False. Em seguida, eles corrigem as afirmações falsas.
• Liste na lousa o novo vocabulário: celebrity (celebridade), • Verifique as respostas com a turma. Convide voluntários
foundation (fundação), billion (bilhão/ões), education para que leiam suas respostas em voz alta.
(educação), role (papel), ambassador (embaixador),

Listen
Neste exercício, os alunos ouvem para identificar opiniões sobre ter muito dinheiro.
A T.129 B
• Chame a atenção dos alunos para a foto. Pergunte: What do • Os alunos leem as instruções e as perguntas.
you see in the photo? (O que vocês veem na foto?) (A wallet • Leia a primeira pergunta com a turma e incentive diversos
with a lot of money.) alunos a dizer as respostas. Relembre os alunos que não há
• Diga aos alunos que eles ouvirão dois amigos, Laurie e respostas certas ou erradas para esse exercício – eles estão
Scott, conversando sobre o que eles fariam se tivessem um apenas expressando suas opiniões.
milhão de dólares e se isso os faria felizes. • Os alunos trabalham individualmente para responder às
• Os alunos leem a primeira pergunta e a resposta do perguntas com suas próprias informações ou ideias e
exemplo. justificam suas respostas.
• Explique aos alunos que eles devem ouvir o diálogo e • Os alunos trabalham em pares para comparar as respostas
responder às perguntas. ou então; incentive voluntários a dizer suas opiniões.

perguntas.
suas respostas.
de voluntários para que leiam em voz alta as perguntas e as
respostas.
Write
ter um milhão de dólares.
A B
instruções e a primeira pergunta. Incentive os alunos a dizer alta. Diga aos alunos que eles usarão as respostas da Parte A
algumas respostas possíveis. para ajudá-los a escrever sobre o que fariam se tivessem um
• Os alunos trabalham individualmente para responder às milhão de dólares.
perguntas sobre o que fariam se tivessem um milhão de • Os alunos trabalham individualmente para escrever seus
dólares. parágrafos.
• Atividade Opcional Em pares, os alunos fazem e respondem • Convide diversos voluntários para que leiam seus
às perguntas. parágrafos para a turma.
devem comparar suas ideias. Quais alunos tiveram ideias
semelhantes? Quem teve a ideia mais inusitada do grupo?
Livro de Atividades

If I had a million dollars . . . Listen
A T.129
Laurie and Scott talk about being rich. Listen and answer the questions.
1. Why can’t Scott get something nice for his mother? He doesn’t have enough money.
Her parents say studying is more
2. Why doesn’t Laurie get a part-time job? important than getting a part-time job.
3. What would Scott do for his parents if he had a million dollars?

He’d give half the money to his parents so they wouldn’t have to work so hard.
4. Would he buy anything for himself? Yes, he would.

5. Does Laurie need a lot of money to have fun?
No, she doesn’t.
1. Do you think it’s a good idea for students to work part-time?
2. Do you think parents should give a lot of money to their children?
3. Do you think it’s important to give money to charity?

4. Do you agree that you don’t need money to have fun?
Your turn Write

A Imagine you have one million dollars. What would you do? Answer the questions.
1. How would you feel if you won a million dollars?
2. Would you give any to charity? If yes, which ones?
3. Would you give money to anyone? Who?
4. What would you buy for yourself?
5. Would you save any of the money? Why?
B Write a paragraph about having a million dollars. Use the answers in Part A to help you.
If I had a million dollars, I’d . . .

UNIT 8 Review
If clauses with could . . . would Infinitives to give a reason
If I could learn any language, I’d I’m going to be a detective. I want to solve mysteries.
learn Japanese. I’m going to be a detective to solve mysteries.
If he could change the way he She wants to be a carpenter. She wants to make furniture.
looks, he’d be taller. She wants to be a carpenter to make furniture.
A Look at the pictures. Then write sentences about the people’s

dreams with the words in the box.
buy anything: video arcade – play games all day

have any job in the world: be an astronaut – travel in outer space
play any sport: soccer – score a lot of goals
✓ visit any city in the world: Paris – see the Eiffel Tower
1. If she could visit any city in the 2. If he could buy anything, he’d buy
world, she’d visit Paris. She wants a video arcade. He wants to buy
to visit Paris to see the Eiffel a video arcade to play games all day.
Tower.
3. If they could play any sport, they’d 4. If she could have any job in the
play soccer. They want to play world, she’d be an astronaut. She
soccer to score a lot of goals. wants to be an astronaut to
travel in outer space.

UNIT 8 Review

Nestes quadros, resumem-se os principais pontos gramaticais
apresentados e praticados na Unit 8.

A B
1. If I could learn any language, a. to solve mysteries.
2. I'm going to be a detective b. I'd learn Japanese.
3. If he could change the way he looks, c. to make furniture.
4. She wants to be a carpenter d. he'd be taller.
• Os alunos trabalham em pequenos grupos para associar as frases das colunas A e B.

(1.b; 2.a; 3.d; 4.c.)
• Chame a atenção dos alunos para as frases 1 e 3. Convide voluntários para que deem mais exemplos
de frases com If clauses com could . . . would.
• Chame a atenção para as frases 2 e 4. Relembre que os infinitivos são usados para apresentar um
motivo.
• Livros abertos. Os alunos estudam os quadros.

Observação: Os alunos podem fazer estes exercícios como lição de casa ou em sala. Eles devem
fazê-los com o mínimo de ajuda do professor. Se você optar por indicar os exercícios como lição de
casa, rapidamente revise em aula as instruções desses exercícios. Certifique-se de que os alunos
entenderam o que devem fazer. Verifique as respostas com a turma na aula seguinte. Se optar por
fazer os exercícios em aula, siga as instruções a seguir.
Exercício A • Os alunos trabalham individualmente para escrever frases

sobre os sonhos das pessoas, usando as palavras do quadro.
• Os alunos leem as instruções e observam as ilustrações. Relembre-os de que devem escrever duas frases para cada
resposta.
• Convide voluntários para que leiam em voz alta as palavras
do quadro e as duas frases do exemplo. • Verifique as respostas com a turma.

Neste quadro, resume-se a gramática adicional Project da Unit 8, na página 133 do Livro do Aluno.
• Os alunos estudam os exemplos do quadro da parte Livro de Atividades
superior. • Indique o Check Yourself da Unit 8, na página 57 do Livro de
• Relembre os alunos de que frases com condições irreais
usam o simple past na If clause e would + verbo na oração
principal. Essas frases nunca usam would na If clause.
• Os alunos estudam os exemplos do quadro da parte inferior.
Relembre os alunos de que usamos pronomes indefinidos
na página T-158.
que começam com any- em negações e perguntas. Usamos
pronomes que começam com some- em afirmações.
Extra Speaking Practice Worksheet
tenham.
página T-175.
Exercício B Arcade Activities

• Convide alunos para que leiam as instruções e as respostas • Indique as atividades da Unit 8 do Connect Arcade no site:
no diálogo do exemplo. www.cambridge.org/connectarcade
segundo diálogo. Learning Log
Exercício C
• Os alunos leem as instruções e a frase do exemplo. Quiz
• Os alunos trabalham individualmente para completar a • Faça o Quiz da Unit 8, na página T-185.
resenha com pronomes indefinidos.
Prova
para que leiam a resenha em voz alta. • Aplique o Unit 8 Test (Form A e/ou Form B). Ele pode ser
Take another look!
• Os alunos trabalham individualmente para circular T (True)
ou F (False).

• Os alunos trabalham em pares para formar novas frases
com as expressões do Exercício A. Por exemplo, eles
podem iniciar uma frase com If I could buy anything in
the world, . . . e em seguida concluí-la com suas próprias
ideias. Eles devem acrescentar mais uma frase, como no
Exercício A.
• Os alunos trabalham em pares para ler os diálogos do
Exercício B. Em seguida, eles criam um novo diálogo
com suas próprias ideias.
• Os alunos escrevem uma resenha de um livro que tenham
lido ou de um filme que tenham assistido, usando o
Exercício C como modelo. Eles devem usar diferentes
adjetivos para expressar suas próprias opiniões.

Unreal conditional with if clauses
What would you do if you found an expensive ring on the street?
If I found an expensive ring on the street, I’d give it to the police.
I’d give it to the police.
Indefinite pronouns
Questions Negative statements Affirmative statements
Have you done anything crazy? I haven’t done anything crazy. I did something crazy.
Have you been anywhere fun? I haven’t been anywhere fun. I went somewhere fun.
Did you meet anyone special? I didn’t meet anyone special. I met someone very special.
B Complete the conversations.

1. A What would you do (you / do) if you saw (you / see) a snake?
B I’d scream (I / scream)!
2. A If someone asked (someone / ask) me to give him the answers to a test,
I’d say (I / say) no. What would you (you / do)?
B I’d say (I / say) no, too. Do you think you’d tell (you / tell)
the teacher?
A No, I wouldn’t tell (I / not tell) the teacher. I’d tell (I / tell) the principal!
C Complete the book review with anything, something, anyone, someone,

anywhere, or somewhere.
Have you read anything interesting this month? Well, I have

something fun and fascinating for you. It’s How to Be Someone
Special, Melissa Costa’s new book for teens. I haven’t read
anything as interesting as this in a long time. I don’t know
anyone who doesn’t like this book. The writer tells us we don’t
have to go anywhere unusual or do anything fascinating to be
happy. We just have to use our imaginations! Go somewhere quiet and
read this book. Then give it to someone special.
Take another look!

Circle T (true) or F (false).
1. I n the sentence “If I found a lot of money, I’d keep it,” ’d is the
contraction for would. T F
2. Questions with “What would you do if . . . ?” are asking about Time for the
things that can never happen. T F Theme Project?
See page 133.

UNIT 1 Game Memory game
A What were these people doing one hot afternoon last summer at one
o’clock? Look at the picture for two minutes. Then close your book,
and write six questions and answers about the picture on a separate
piece of paper. Open your book and check your answers.
Angelina
Nancy Ted
Mr. & Mrs. Somoza Mark

Mr. Philips
Leonardo & Bingo Mr. Bertoli

Mr. Wilson
Lara
Kaori
Mr. Zapata
Mrs. Harper
B Work with a classmate. Close your books and put away your papers.
Take turns asking your questions. Who remembers the most?
You Were Angelina and Mark Classmate What was Mrs. Harper
playing volleyball? doing?
Classmate No, they weren’t. They You She was talking on her
were playing basketball. cell phone.
You You’re correct. Classmate That’s right.
114 Unit 1 Game © Cambridge University Press 2015

UNIT 1 Game Memory game
Neste jogo, revisa-se o past continuous.
A B
• Livros fechados. Diga aos alunos que eles jogarão um • Os alunos leem as instruções e os exemplos.
memory game (jogo da memória). Você dará dois minutos • Demonstre a atividade lendo as perguntas e respostas do
para que os alunos observem a ilustração que mostra exemplo com um voluntário.
diferentes pessoas fazendo atividades às 13:00hs. em uma
tarde de calor no último verão. Depois que você anunciar o • Os alunos trabalham em pares para fazer o exercício.
término do tempo, os alunos devem fechar seus livros e Certifique-se de pedir aos alunos que façam algumas
escrever perguntas e respostas sobre a ilustração. perguntas que gerem respostas negativas.
• Escreva na lousa os seguintes exemplos: • Para encerrar, pergunte qual aluno em cada par conseguiu
se lembrar mais sobre a ilustração.
Were Angelina and Mark playing volleyball?
• Atividade Opcional Divida a turma em dois grupos: Group A
No, they weren’t. They were playing basketball. e Group B. Com os livros ainda fechados, o Group A faz
What was Mrs. Harper doing? uma pergunta sobre a ilustração ao Group B. O Group B
She was talking on her cell phone. trabalha em conjunto para responder à pergunta. Os grupos
descobrem a ilustração para verificar a resposta. Cada
• Os alunos abrem seus livros e observam a ilustração. resposta correta vale um ponto para o grupo. As perguntas
• Após dois minutos, peça para que os alunos fechem seus não podem ser repetidas. Deduza pontos por respostas
livros. Os alunos trabalham individualmente para escrever incorretas. O grupo com o maior número de pontos é o
seis perguntas e respostas sobre a ilustração, como os vencedor.
exemplos da lousa. Quando estiverem prontos, eles devem Observação: Para turmas numerosas, os alunos jogam em
observar a ilustração novamente e verificar seu trabalho. grupos menores de quatro a seis alunos. Divida cada grupo
pela metade, A e B.
© Cambridge University Press 2015 Unit 1 Game T-114

UNIT 2 Game What will happen?
Neste jogo, revisa-se como falar sobre o futuro com will.
• Dê tempo para que os alunos leiam as instruções e as regras • Explique o significado de Free Space. (Os alunos fazem
e estudem o jogo de tabuleiro. Enquanto isso, desenhe na qualquer pergunta.)
lousa uma versão simplificada da linha inicial do jogo. • Convide um voluntário para que venha até a lousa para
• Explique ou traduza o significado de game marker demonstrar o jogo com você. Jogue a moeda. Diga heads ou
(marcador). Os alunos utilizam algum objeto de suas bolsas tails e ande uma ou duas casas. Faça uma pergunta usando
ou mochilas como marcador. Eles precisam escolher algo as palavras da casa e will.
pequeno que se encaixe com as casas do jogo de tabuleiro, • Um voluntário responde à pergunta.
como uma borracha ou um clipe de papel.
• Convide um voluntário para que repita os passos.
• Pegue uma moeda e mostre aos alunos o lado cara (heads) e
o lado coroa (tails). Pergunte: How many spaces do you • Os alunos jogam em pares.
move with heads? (Quantas casas vocês andam com cara?) • Atividade Opcional Convide voluntários para que venham
(One.) How many with tails? (Quantas casas com coroa?) até a lousa para escrever suas perguntas.
(Two.) What do you do if you don’t make a mistake? (O
que vocês fazem se não cometerem um erro?) (Stay in the
space.) What if you make a mistake? (E se cometerem um
erro?) (Go back one space.) Who wins? (Quem vence?)
(The person who gets to Finish first.)
T-115 Unit 2 Game © Cambridge University Press 2015

UNIT 2 Game What will happen?
What will you do before you graduate from high school? Play the game
with a classmate. Use things in your bag as game markers. Use a coin to find
out how many spaces to move. Heads = 1, Tails = 2.
Rules:
• Take turns. Flip a coin and move your marker to the correct space.
Your classmate asks a question with the cue in the space. You answer,
using will.
Classmate 1 Will you travel to a different country before you graduate
from high school?
Classmate 2 Yes, I’ll travel to Chile before I graduate from high school.
No mistakes? Stay on that space.
Mistakes? Move back one space.
• On a “free space,” ask your classmate any question.
• The person who gets to FINISH first, wins.
© Cambridge University Press 2015 Unit 2 Game 115

UNIT 3 Game Invitations, permission, and requests
A Play the game with a classmate. Classmate 1 is X. Classmate 2 is O.
Classmate 1 Choose any space. Follow the instructions.
Ask Classmate 2 a question.
Classmate 2 Answer the question. Say yes or no.
Classmate 1 Was the question correct? Mark the box in the space with an X.
Did you make a mistake? Do not mark the box in the space.
Classmate 2 Take your turn. Choose a different space and ask Classmate 1
a question.
Continue playing until all spaces have been marked. The person with the
most Xs or Os is the winner.
B Choose two spaces you did not ask questions about.

Write questions and answers. (Answers will vary.)
Q:
1.
A:
Q:
2.
A:

UNIT 3 Game Invitations, permission, and requests
Neste jogo, revisam-se Would you like to . . . ? para fazer convites e Can / Could para
pedir permissão e pedidos.
A B
• Dê tempo aos alunos para que leiam as instruções do jogo e • Os alunos leem as instruções, escolhem duas casas sobre as
estudem o jogo de tabuleiro. quais não fizeram perguntas e escrevem perguntas e
• Certifique-se de que os alunos entenderam as instruções. respostas.
Pergunte: Do you play individually or in pairs? (Vocês • Verifique as respostas com a turma. Convide diversos pares
jogam individualmente ou em pares?) (In pairs.) Do you de voluntários para leiam uma das perguntas e respostas
play against your partner? (Vocês jogam contra o colega?) que escreveram.
(Yes.) How does the game work? (Como funciona o jogo?) • Atividade Opcional Os pares decidem se a pergunta de cada
(Players choose a space, read the information, and ask a casa do jogo está relacionada a fazer um convite, pedir
question. If the question is correct, the player marks the permissão ou fazer um pedido.
space. The other player answers the question.) Can you
choose any space? (Vocês podem escolher qualquer casa?)
(Yes.) How do you mark your spaces? (Como vocês
marcam a casa?) (One player always marks X, and the other
always marks O.) Who wins? (Quem vence?) (The player
with the most Xs or Os at the end of the game.)
• Os alunos jogam em pares.

Incentive os alunos a deduzir as
regras do jogo por si mesmos primeiro. Em seguida,
verifique a compreensão e ajude conforme necessário.

UNIT 4 Game Guess the person
Neste jogo, revisam-se adjetivos usados para descrever tipos de personalidade.
• Os alunos leem as instruções do jogo. • Dê tempo para que os alunos leiam as informações sobre os
• Certifique-se de que os alunos entenderam as instruções. oito adolescentes descritos.
Pergunte: Do you play individually or in pairs? (Vocês • Demonstre o jogo com um voluntário.
jogam individualmente ou em pares?) (In pairs.) How does • Os alunos jogam em pares.
the game work? (Como funciona o jogo?) (Students take
turns pretending to be one of the eight teens described.
Their partners guess who.) What should you do before you
start the game? (O que vocês devem fazer antes de iniciar o
jogo?) (Read the information carefully about each of the
eight people.)

UNIT 4 Game Guess the person
Read about these teens. Then play a guessing game with a classmate. Take turns.
Classmate 1 Choose a teen below. Pretend to be that person. Don’t tell
Classmate 2 who it is. Answer Classmate 2’s questions.
Classmate 2 Classmate 1 is pretending to be a teen below. Try to guess who.
Ask questions.
Classmate 2 Do you like chatting online?

Classmate 1 Yes, I do.
Classmate 2 Are you outgoing?
Classmate 1 Yes, I am.
Classmate 2 Is drawing pictures your hobby?
Classmate 1 Yes, it is.
Classmate 2 You’re Kwan!
I enjoy writing e-mails to friends. I’m organized. I enjoy speaking French. I like
Collecting comic books is my hobby. drawing pictures. I’m creative. Chatting online
I like going to rock concerts. I’m is my favorite free-time activity.
outgoing.
I like chatting online.

Drawing pictures is my hobby.
Andre I enjoy listening to rock music.
I’m outgoing.
Writing e-mail
Jane messages to my Ana
friends is my favorite
free-time activity. I
enjoy dancing. I’m
hardworking. I like
playing baseball.
Ryan Kwan
I enjoy talking on the I enjoy listening to rap music.

phone with my friends. Collecting comic books is my
I’m creative. I enjoy hobby. I’m outgoing. Playing soccer
writing stories about is my favorite sports activity.
life in the future. I’m Elena
Sophie
trustworthy. When I
make a promise, I keep I enjoy speaking French. I
it. Playing soccer is my like talking on the phone
favorite free-time activity. with friends. Dancing is I enjoy playing baseball. I’m trustworthy. When I
my favorite free-time Gabriel promise to do something, I do it. Listening to rap music
activity. I’m hardworking. is my favorite free-time activity. I’m organized.
I spend a lot of time on
homework and chores.
UNIT 5 Game Crossword puzzle
A Complete the story with the past participles of the verbs in the box.
Then complete the puzzle.
act do hang meet rent travel

be go make read sing win
Hi, I’m Hank. I’ve [7 down] really busy this year.
Here are some of the things I’ve [4 down] . I love
reading science fiction. I’ve [8 down] 40 science
fiction books this year. I love movies, too. I’ve
[3 down] about 60 DVDs. I play soccer on my school’s team, but we
haven’t [2 across] any games this year. I’ve [12 across] in three
concerts with a singing group at school. I’m in the drama club, and I’ve [11
across] in two plays. With all of these activities,
I’ve [9 down] a lot of people, and I’ve [6 down] some great
friends. I’ve also [10 across] a lot this year. I’ve [5 across] to
three different countries, but I haven’t [1 down] out at the mall with my
friends. We’re all too busy for that!
1
H
U
2 3 4
W O N R D
5
G O N E O
6 7
N M N B
8 9 10
R M T R A V E L E D
E E E D E
11 12
A C T E D E S U N G
D
B Work with a classmate. Make sentences about what you’ve done this year.
Each person writes as many sentences as possible in two minutes using
the past participles in Part A. Who wrote the most correct sentences? (Answers will vary.)

UNIT 5 Game Crossword puzzle
Neste jogo, revisam-se os particípios passados de verbos.
A B
• Convide um voluntário para que leia em voz alta as • Convide um voluntário para que leia em voz alta as
instruções. instruções.
• Chame a atenção dos alunos para a história. Dê tempo para • Os alunos trabalham em pares para escrever frases sobre o
que eles leiam a história. Pergunte: What does Hank talk que fizeram nesse ano, usando os particípios passados da
about? (Sobre o que Hank fala?) (Respostas possíveis Parte A.
incluem: science-fiction books, movies, soccer, the drama • Controle o tempo da atividade. Depois de dois minutos,
club e his friends.) diga-lhes que parem de escrever.
• Leia a primeira frase da história com os alunos. Pergunte: • Pergunte aos pares quantas frases escreveram. Convide o
Which verb goes in this sentence? (Qual verbo preenche par que escreveu o maior número de frases para que leia as
essa frase?) (Be.) What’s the past participle? (Qual é o frases para a turma. A turma diz se as frases estão corretas
particípio passado?) (Been.) Os alunos completam a frase. ou não. Caso haja erros, convide o par com o segundo maior
• Chame a atenção dos alunos para as palavras cruzadas. número de frases para que leia suas frases em voz alta.
Explique que 7 down, ao lado da primeira lacuna, é • Repita o procedimento até chegar a um vencedor.
referente às palavras cruzadas. Os alunos localizam os
espaços corretos nas palavras cruzadas e em seguida
preenchem esses espaços com B-E-E-N.
• Depois de se certificar que os alunos entenderam como a
história e as palavras cruzadas funcionam de forma
conjunta, os alunos trabalham individualmente para
completar tanto a história quanto as palavras cruzadas.
Observação: Alguns alunos preferem completar toda a história
primeiro e então fazer as palavras cruzadas. Outros podem
optar por alterná-los. À medida que os alunos preenchem as
letras nas cruzadas, as próprias letras acabam por dar dicas
sobre as demais respostas.
• Os alunos trabalham em pares para comparar suas
respostas à história e as palavras cruzadas.
para que leiam em voz alta uma frase da história,
preenchendo o particípio passado correto dos verbos no
quadro.

UNIT 6 Game Guessing game
Neste jogo, revisam-se o present perfect com never e contrasta-se o present perfect
com o simple past.
A B
• Peça aos alunos para que cubram a página 119 com uma • Os alunos leem as instruções, as perguntas e as respostas
folha de papel, com exceção das quatro primeiras linhas (o dos balões e o quadro. Estabeleça um limite de tempo para
título, as instruções da Parte A e o primeiro item marcado a atividade.
com um bullet.) Os alunos leem as instruções no primeiro • Os alunos fazem a atividade, localizando colegas que
item marcado com um bullet. tenham feito as cinco atividades listadas no quadro. Em
• Dê tempo aos alunos para que pensem em atividades seguida, os alunos escrevem no quadro os nomes dos
divertidas ou inusitadas que já fizeram. Em seguida, peça- colegas e quando eles fizeram essas atividades pela última
lhes que conversem sobre essas atividades com um colega vez.
por um minuto. Controle o tempo da atividade. • Para encerrar, convide voluntários para que relatem à turma
• Peça aos alunos para que descubram a página. Peça-lhes uma de suas descobertas. Por exemplo, Sergio has chatted
que leiam o segundo bullet e as informações do quadro. online.
Pergunte: What do you have to do first? (O que vocês
devem fazer primeiro?) (Check the activities we have never Dica para o Professor
done.) What should you do next? (Check the activities we Mesmo quando instruções
think the classmate we talked to has never done.) detalhadas para uma atividade são apresentadas na
página do Livro do Aluno, como acontece na Parte A do
• Dê tempo para que os alunos completem o quadro.
jogo acima, caso uma atividade tenha vários passos,
• Os alunos leem as instruções do terceiro e do quarto bullets torna-se mais produtivo apresentar as instruções aos
e as duas linhas abaixo do quadro. Pergunte: What do you alunos em etapas. Fazer com que os alunos leiam todas
have to do now? (O que vocês devem fazer agora?) (Find as instruções de uma única vez provavelmente irá
out which of the activities in the chart our classmate has in confundi-los e fazer com que tenham a impressão de
fact never done.) What kind of questions should you ask? que a atividade é complicada demais.
(Que tipo de perguntas vocês devem fazer?) (Have you ever
. . . ? questions.) What do you do with the answers you
guessed right? (O que vocês fazem com as respostas que
adivinharam corretamente?) (Circle them.) Once you have
both asked all questions, what should you do? (Depois de
fazer todas as perguntas, o que vocês devem fazer?)
(Calculate the total number of activities circled.)
• Os alunos fazem a atividade.
• Peça a voluntários para que digam à turma as atividades
interessantes ou inusitadas feitas pelos colegas.

UNIT 6 Game Guessing game
A Play the game with a classmate. Take turns. (Answers will vary.)
• Do not look at the chart below. For one minute, talk to a classmate
about some fun or unusual things you’ve done. Use I’ve.
• Now look at the activities in the chart. Check (✓) the activities
you have never done. Then check (✓) the activities you think your
classmate has never done.
• Ask your classmate about the activities in the chart.
Use Have you ever . . . ? For example: Have you ever eaten chocolate ants?
• Circle each of your classmate’s answers that you guessed right.
You Your classmate

eat chocolate ants
go snorkeling
see an elephant
try Indian food
go to a fireworks show
climb a mountain
read a book in English
sing on a stage
play a musical instrument
have a pen pal in another country
travel to another city
explore a rain forest
ride a horse
Number of activities I circled:

Number of activities my classmate circled:
B Walk around the classroom. Find classmates who have done the
activities in the chart below. Write their names and ask when
they last did these activities. (Answers will vary.)
Hi, Sergio. Have you ever Yes, I have. When did you last Two weeks ago.
chatted online? chat online?
Name When
chat online Sergio two weeks ago
speak English at home
cook a meal
go to a rock concert
get 100 percent on a test
UNIT 7 Game Mark the space
A Play the game with a classmate. Classmate 1 is X. Classmate 2 is O.
Classmate 1 Choose any space. Make statements using the words as cues.
My cousin’s cat is the cutest cat I’ve ever seen.
Is the statement correct? Mark the box in the space with an X.

Not correct? Do not mark the box in the space.
Classmate 2 Take your turn.
Continue playing until all spaces have been marked. The person with the
most Xs or Os is the winner.

UNIT 7 Game Mark the space
Neste jogo, revisa-se o superlativo + . . . have never . . .
• Dê tempo aos alunos para que leiam as instruções do jogo e • Atividade Opcional Os alunos escrevem duas afirmações
estudem o jogo de tabuleiro. que disseram, deixando uma linha entre elas. Abaixo de
• Certifique-se de que os alunos entenderam as instruções. cada afirmação, eles devem escrever uma breve descrição
Pergunte: Do you play individually or in pairs? (Vocês da ilustração a qual a afirmação se refere.
jogam individualmente ou em pares?) (In pairs.) Do you Por exemplo:
play against your partner? (Vocês jogam contra o colega?)
It’s the most boring DVD I’ve ever watched.
(Yes.) How does the game work? (Como funciona o jogo?)
(Players choose a space, read the cues, and make a There’s a boy. He’s watching a DVD. He’s sleeping.
statement. If the statement is correct, the player marks the Proponha um jogo da memória. Livros fechados. Um aluno
box in the space.) How do you mark your spaces? (Como lê em voz alta a descrição da ilustração. Outro aluno diz a
vocês marcam as casas?) (One player always marks X, and afirmação correspondente à ilustração.
the other always marks O. If the statement is not correct,
the box in the space should not be marked.) Can you choose
any space? (Vocês podem escolher qualquer casa?) (Yes.)
Who wins? (Quem vence?) (The player with more Xs or Os
at the end of the game.)
• Os alunos jogam em pares.

UNIT 8 Game What would you do if . . . ?
Neste jogo, revisa-se o condicional irreal com if clauses.
• Dê tempo aos alunos para que leiam as instruções do jogo e • Explique o significado de Take another turn. (Os alunos
estudem o jogo de tabuleiro. Enquanto isso, desenhe uma fazem outra pergunta.)
versão simplificada da linha inicial do jogo. • Convide um voluntário para que venha até a lousa para
• Relembre os alunos o que é um game marker (marcador). demonstrar o jogo com você. Jogue uma moeda. Diga heads
Peça-lhes que utilizem algum objeto de suas bolsas ou ou tails e ande uma ou duas casas. Faça uma pergunta
mochilas como marcador. Eles precisam escolher algo usando What would you do if . . . ? e a dica da casa.
pequeno que se encaixe com as casas do jogo de tabuleiro, • Um voluntário responde à pergunta.
como uma borracha ou um clipe de papel.
• Convide um voluntário para que repita os passos.
• Pegue uma moeda e mostre aos alunos o lado cara (heads) e
o lado coroa (tails). Pergunte: How many spaces do you • Os alunos jogam em pares.
move with heads? (Quantas casas vocês andam com cara?) • Atividade Opcional Convide voluntários para que venham
(One.) How many with tails? (Quantas casas com coroa?) até a lousa para escrever as perguntas usando What would
(Two.) What do you do if you don’t make a mistake? (O you do if . . . ?
que vocês fazem caso não cometam erros?) (Stay in the
space.) What if you make a mistake? (E caso cometam um
erro?) (Move back one space.) Who wins? (Quem vence?)
(The person who gets to Finish first.)

UNIT 8 Game What would you do if . . . ?
Play the game with a classmate. Use things in your bag as game
markers. Use a coin to find out how many spaces to move. Heads = 1,
Tails = 2.
Rules:
• Take turns. Flip a coin and move your marker to the correct space. Follow
the directions or ask a question with What would you do if . . .?
and the cue in the space. Your classmate answers the question.
Classmate 1 What would you do if you found an expensive ring on the street?
Classmate 2 I’d take it to my parents.
Classmate 1, no mistakes? Stay in that space.
Classmate 1, mistakes? Move back one space.
• The person who gets to FINISH first, wins.

Get Connected Vocabulary Practice
UNIT 1
Complete the advertisement with the words in the box.
best-loved (adj.) ✓gymnast (n.) scrapbook (n.) train (v.)
Be a Champion!
Would you like to be a top gymnast ? Would you like to
train with the sport’s top coaches? Become a winner
at Champion’s Gymnastics Center! We have classes for children of all
ages and levels. You can see pictures of all of our gymnastics stars in
our online scrapbook . Find out why gymnastics is one of
America’s best-loved sports. The center is open Monday to
Saturday from 9:00 a.m. to 5:00 p.m.
UNIT 2
Complete the sentences with the words in the box.
certain (adj.) cure (v.) ✓flying (adj.) gas (n.) headlines (n.) medicines (n.)
1. I had a crazy dream about a flying bicycle. I was riding it in the air!
2. I don’t always have time to read all of the newspaper, but I try to look
at the headlines .
3. My grandmother is 100 years old and takes many different medicines .
4. You should try some chicken soup when you have a cold.
It can help cure it.
5. He might go to the party, but he’s not certain .
6. I don’t have enough gas in my car, so let’s take your car.
122 Get Connected Vocabulary Practice © Cambridge University Press 2015

Exercícios
UNIT X de Game Name Get
Vocabulário It! Connected
UNIT 1
Este exercício proporciona prática do novo vocabulário da leitura de Get Connected da
Unit 1, na página 12 do Livro do Aluno.
• Diga aos alunos que este exercício os ajudará a lembrar o • Os alunos trabalham individualmente para completar o
novo vocabulário que aparece em negrito no artigo. anúncio com as palavras do quadro.
• Os alunos leem as instruções e a frase do exemplo. • Os alunos trabalham em pares para verificar suas respostas.
• Chame a atenção dos alunos para os itens do quadro. Leia • Verifique as respostas com a turma. Convide voluntários
cada item de vocabulário em voz alta. Os alunos ouvem e para que leiam as frases completas em voz alta.
repetem. • Atividade Opcional Indique o exercício de prática de
• Convide voluntários para que tentem explicar o significado vocabulário como lição de casa.
de cada item de vocabulário. Caso não consigam fazê-lo,
peça-lhes que consultem o artigo na página 12 do Livro do
Aluno. Os alunos leem as frases onde aparecem os itens de
vocabulário e tentam adivinhar os significados novamente.
UNIT 2
• Diga aos alunos que este exercício os ajudará a lembrar o • Os alunos trabalham individualmente para completar as
novo vocabulário que aparece em negrito no site. frases restantes com as palavras do quadro.
peça-lhes que consultem o site na página 26 do Livro do
© Cambridge University Press 2015 Get Connected Vocabulary Practice T- 122

UNIT 3
• Diga aos alunos que este exercício os ajudará a lembrar o • Os alunos trabalham individualmente para associar as
novo vocabulário que aparece em negrito no artigo. palavras restantes aos significados corretos.
• Os alunos leem as instruções e o item do exemplo. • Os alunos trabalham em pares para verificar suas respostas.
• Chame a atenção dos alunos para as palavras da coluna da • Verifique as respostas com a turma. Convide voluntários
esquerda. Leia cada item de vocabulário em voz alta. Os para que leiam suas respostas em voz alta.
alunos ouvem e repetem. • Atividade Opcional Indique o exercício de prática de
UNIT 4
novo vocabulário que aparece em negrito no artigo. frases restantes com as palavras do quadro.
T-123 Get Connected Vocabulary Practice © Cambridge University Press 2015

UNIT 3
Match the words to the correct meanings.
1. texting (n.) f a. not sure
2. convenient (adj.) e b. an online “meeting” place
3. e-vite (n.) d c. very sure
4. fuzzy (adj.) a d. an online invitation
5. firm (adj.) c e. easy or useful
6. social networking Web site (n.) b f. sending messages from a cell phone
UNIT 4
birth order (n.) firstborn (adj.) middle (adj.) researchers (n.)

boss (n.) ✓leaders (n.) peace (n.)
1. The city’s leaders are hard-working, organized people.
2. Researchers have discovered cures for many sicknesses.
firstborn child.
3. John is the oldest child in his family. He’s the
4. My father owns a successful business. He’s the boss .
5. Julie is the middle child. She’s younger than Mary and
older than Dave.
6. World peace should be important to everyone.
7. Knowing a friend’s birth order can help you understand his or
her personality.
© Cambridge University Press 2015 Get Connected Vocabulary Practice 123

UNIT 5
audition (n.) comedian (n.) ✓reality show (n.) viewers (n.)

career (n.) go ahead (v.) recording contract (n.)
1. That dancing reality show isn’t very interesting, so I don’t watch it.
2. I saw that comedian on TV last night and he was very funny.
3. Being a doctor is a great career because you help people.
4. Go ahead and try that math problem. It’s really easy!
5. His audition was really bad so they didn’t ask him to be
on the show.
6. That show is really popular. It has more viewers than any
other TV show this year.
7. Chris Daughtry didn’t win a recording contract on American Idol,
but he’s still very successful.
UNIT 6
Circle the correct words to complete the sentences.
1. My sister made this (stunt / bowl) in her art class.
2. We didn’t know Jim could play the piano so well.
We were (disappointed / amazed).
3. The cat climbed up the (pole / bowl) and couldn’t get down.
4. He likes to do amazing (audiences / stunts). Last month,
he stayed in a very small room with no sleep for four days.
5. The artist made a sculpture from a (block / pole) of ice.
124 Get Connected Vocabulary Practice © Cambridge University Press 2015

UNIT 5
novo vocabulário que aparece em negrito no artigo. frases restantes com as palavras do quadro.
UNIT 6
• Diga aos alunos que este exercício os ajudará a lembrar o • Os alunos trabalham individualmente para circular as
novo vocabulário que aparece em negrito no artigo. palavras corretas para completar as frases restantes.
• Chame a atenção dos alunos para as palavras entre • Verifique as respostas com a turma. Convide voluntários
parênteses em cada frase. Leia cada item de vocabulário em para que leiam as frases completas em voz alta.
voz alta. Os alunos ouvem e repetem. • Atividade Opcional Indique o exercício de prática de
© Cambridge University Press 2015 Get Connected Vocabulary Practice T- 124

UNIT 7
novo vocabulário que aparece em negrito no site. frases restantes com as palavras do quadro.
peça-lhes que consultem o site na página 96 do Livro do
UNIT 8
• Diga aos alunos que este exercício os ajudará a lembrar o • Os alunos trabalham individualmente para completar o
novo vocabulário que aparece em negrito no artigo. anúncio com as palavras do quadro.
cada item de vocabulário em voz alta. Os alunos ouvem e para que leiam o anúncio completo em voz alta.
T-125 Get Connected Vocabulary Practice © Cambridge University Press 2015

UNIT 7
community work (n.) memorable (adj.) wilderness skills (n.)

✓farmers (n.) pandas (n.)
1. When there is no rain, farmers can’t grow vegetables.
2. The teens in our school do a lot of community work .
3. Wilderness skills are important if you like to hike and camp
for a week in forests.
4. All my family is here. This is the most memorable birthday party
I’ve ever had.
5. There aren’t as many pandas in China as there were
10 years ago.
UNIT 8
Complete the advertisement with the words in the box.
ambassador (n.) AIDS (n.) education (n.) ✓role (n.)

billion (adj.) celebrities (n.) foundation’s (n.)
You can play an important role

in helping to find a cure for AIDS. Come
to our foundation’s annual fashion
show at 3:00 p.m. on October 25th. See the
latest fashions, famous celebrities ,
and even the French ambassador .
We will donate all of the money to health,
education , and AIDS
research. Last year we raised one
billion dollars!
© Cambridge University Press 2015 Get Connected Vocabulary Practice 125

Theme Project: Make a group booklet about people who make a difference.
UNIT 1 Theme: Citizenship; environmentalism

Goal: To learn more about people who help other people, animals, or the earth
At Home
Read about a young man who has helped wildlife and nature.
Jeff Howard is in the 11th grade in Ontario, Canada. He’s an environmentalist. He loves
wildlife and nature. When he was growing up, while other kids were playing computer games,
texting, or talking to friends, Jeff helped to preserve nature and wildlife. He cleaned streams,
counted birds, and rescued wild animals. He received awards for his work. Jeff really loves
water birds. Once when he was out on a lake, Jeff saw a man being unkind to an injured
swan. Jeff took a picture and reported the man to the police. His mom says, “We need youth
to be interested and involved in nature.”
Think of a person who has helped other people, animals, or the earth.
Complete the chart. Use your dictionary and the Internet, if necessary. (Answers will vary.)
Name:
Special activity:
Age when this person
started the special activity:
Other information:
Draw a picture or bring a photo of the person to class.
In Class
Make a page of your person. Use the
sample booklet page as a model.
Tell your group about your person.
This is Marcelo Duarte. When he was

eight, he started collecting books and . . .
Name: Marcelo Duarte

ake a group booklet. Make a cover for
M Special activity: Collecting books
your booklet. Then staple together all of and giving them to poor children
your pages and the cover to make your Age when he started: 8
booklet. Other: He was on a famous
TV show.
Pass around the booklets. Which person
made the greatest difference?
Sample booklet page
126 Unit 1 Theme Project © Cambridge University Press 2015
UNIT 1 Theme Project
Preparação do projeto • Os alunos formam grupos e apresentam suas páginas para
seu grupo, usando o conteúdo linguístico do balão como
• Uma aula antes do projeto, peça para que os alunos leiam as sugestão.
informações em Theme Project, Theme e Goal. Explique
que este projeto os ajudará a aprender mais sobre pessoas • Cada grupo prepara uma capa e grampeia todas as páginas
que ajudam outras pessoas, animais ou a Terra. para formar um livreto do grupo.
• Chame a atenção dos alunos para a página do livreto no • Os grupos circulam os livretos até que cada grupo tenha
Livro do Aluno. Diga: Look at the sample booklet page. You visto todos os livretos dos demais grupos.
will make a booklet page like this one about a person who • Para encerrar, peça a voluntários que digam qual pessoa fez
has helped other people, animals, or the earth.(Observem a a maior diferença.
página do livreto do exemplo. Vocês prepararão uma página
de livreto como essa sobre uma pessoa que tenha ajudado
outras pessoas, os animais ou a Terra.) Opcional
• Chame a atenção dos alunos para a seção At Home. Os grupos preparam um quiz sobre as pessoas de seus
Explique-lhes que ela deve ser feita como lição de casa. livretos. Chame a atenção para as Wh- questions. Por
exemplo: Where’s Jeff Howard from? ou How many books did
• Os alunos leem as instruções e verificam se entenderam o Brandon’s group give away? Dois grupos trocam de livretos e
que devem fazer. Em casa, eles devem ler o texto sobre Jeff os estudam com os colegas do seu grupo. Em seguida, os
Howard e completar o quadro sobre uma pessoa que tenha alunos de cada grupo fazem o quiz do outro grupo. Os alunos
ajudado outras pessoas, os animais ou a Terra. Os alunos que elaboraram o quiz podem ler as perguntas ou escrevê-las
podem escolher uma pessoa famosa ou alguém que no quadro.
conheçam ou sobre quem tenham ouvido falar ou lido a
respeito. Relembre-os que eles podem consultar seus
dicionários para procurar os significados de palavras Uso futuro dos livretos
desconhecidas. Eles também podem consultar a Internet Guarde os livretos para praticar who clauses e gerúndios
para escolher a pessoa para o seu quadro. Os alunos devem como sujeito na Unit 4. Convide voluntários para que
selecionar e trazer na aula seguinte uma foto da pessoa escrevam frases sobre as pessoas do livreto de seu grupo. Por
escolhida. Diga-lhes que caso não encontrem uma foto, eles exemplo, Marcelo Duarte is a person who thinks reading is
podem fazer um desenho. important OU Reading is important to Marcelo Duarte.
• Para encerrar, convide voluntários para que digam algumas
das atividades que as pessoas fazem para ajudar outras Nota Cultural
pessoas, os animais ou a Terra. Anote as respostas dos Steve Irwin, também conhecido como
alunos na lousa. “The Crocodile Hunter” (O caçador de crocodilos), foi
uma famosa personalidade da TV, um especialista em
vida silvestre e proprietário de um zoológico. Até sua
Dia do Projeto morte em 2006, o senhor Irwin usou seu programa de
TV e muitos outros documentários sobre a vida
Materiais necessários silvestre para ensinar as pessoas sobre os animais
Papel branco ou colorido para cada aluno, fita adesiva selvagens e seus ambientes ameaçados. Desde sua
ou cola, canetas, grampeador. morte, sua filha Bindi Sue segue os passos do pai. Aos
10 anos de idade ela era a apresentadora de um
• Explique aos alunos que eles trabalharão individualmente documentário de 26 partes sobre a vida silvestre
para preparar uma página como a página do livreto do chamado Bindi the Jungle Girl. Além disso, ela
exemplo, usando as informações de seus quadros e as fotos participa de muitos programas de TV para educar as
ou desenhos que trouxeram para a aula. pessoas sobre os animais silvestres e como proteger o
• Distribua os materiais. Cada aluno prepara uma página meio onde vivem. Em 2002, a família de Bindi fundou
individual do livreto. uma instituição de caridade chamada Wildlife Warriors
para a qual ela doa 10% dos seus ganhos anuais.
© Cambridge University Press 2015 Unit 1 Theme Project T-126

Preparação do projeto • Os alunos formam grupos. Em seguida, eles colocam no
centro do grupo todos os marcadores, desenhos ou fotos.
• Uma aula antes do projeto, peça para que os alunos leiam as Um integrante do grupo escolhe um marcador e lê as
informações em Theme Project, Theme e Goal. Explique que informações para o grupo, usando o conteúdo linguístico
este projeto os ajudará a refletir e compartilhar informações dos balões como sugestão. Os alunos adivinham a qual
sobre o futuro. integrante do grupo aquele marcador pertence. Os alunos
• Chame a atenção dos alunos para o marcador de livro no colocam os desenhos ou fotos nos marcadores corretos.
Livro do Aluno. Diga: Look at this sample bookmark. You • Exponha os marcadores na sala de aula. Os alunos circulam
will make a bookmark like this one about things you will para observá-los.
or won’t do in the future. (Observem o marcador de livros
do exemplo. Vocês prepararão um marcador como esse • Para encerrar, pergunte a voluntários quantas ideias foram
sobre as coisas que farão ou não no futuro.) semelhantes às suas.
• Chame a atenção dos alunos para a seção At Home.
Explique-lhes que ela deve ser feita como lição de casa. Opcional
• Os alunos leem as instruções e verificam se entenderam o Use os marcadores para compartilhar informações sobre o
que devem fazer. Em casa, eles devem ler o texto sobre futuro de cada aluno e para praticar o futuro com will. Por
Griffin Stevens e escrever três ideias sobre o que farão ou exemplo: Will Griffin do well in his classes?
não no futuro. Relembre-os que eles podem consultar seus
dicionários para procurar os significados de palavras
desconhecidas. Os alunos devem selecionar e trazer na aula Uso futuro dos marcadores
seguinte uma foto de si mesmos. Diga-lhes que caso não Guarde os marcadores para praticar if com will / will
encontrem uma foto, eles podem fazer um desenho. probably / won’t / might na Unit 3. Convide voluntários para
que escrevam frases condicionais sobre o futuro dos colegas.
• Para encerrar, convide voluntários para que digam algumas
Por exemplo: If Leon studies hard, he’ll probably get into a
coisas que poderão fazer em momentos futuros (por
good college. If Andrea doesn’t get good grades in math, she
exemplo, next year, in high school ou after high school).
probably won’t be an architect.
Escreva as respostas dos alunos na lousa.
Dia do Projeto Nota Cultural

Pais e professores acreditam que redes
Materiais necessários sociais como Twitter, Facebook ou YouTube são um
Papel-cartão ou cartolina do tamanho de um marcador desperdício de tempo, mas muitos líderes executivos
de livros para cada aluno, canetas ou lápis coloridos. pensam de forma diferente. Eles estão entusiasmados
com a possibilidade de tirar proveito dessas redes
• Explique aos alunos que eles trabalharão individualmente sociais para identificar e vender novos produtos. Eles
para preparar um marcador como o marcador do exemplo, acreditam que os jovens estejam definindo a forma
usando as informações de seus quadros. Relembre os alunos futura de como fazer negócios. Essas redes sociais
que eles não devem colocar sua foto ou desenho no permitem que pessoas de todo o mundo compartilhem
marcador. ideias e preferências com grandes plateias. Por
exemplo, Sandi Thom, uma cantora de 26 anos que
• Distribua os materiais. Cada aluno prepara um marcador
vive no Reino Unido, fez shows em seu porão e os
individual.
colocou na Internet. Mais de 100.000 pessoas
assistiram suas performances on-line e ela acabou
assinando um contrato com uma gravadora sem nunca
ter se apresentado ao vivo para uma plateia.
T-127 Unit 2 Theme Project © Cambridge University Press 2015

Theme Project: Make a bookmark about your future.
UNIT 2 Theme: Ethics and citizenship; diversity

Goal: To think about and share information about the future
At Home
Read about Griffin’s ideas about his future.
Griffin Stevens is 13 years old and goes to Saint Ann’s School in Brooklyn,
New York. This is what he thinks about his future:
• I’ll do well in my classes.
• I’m going to work hard on my soccer and basketball skills.
• I’ll probably join the high school soccer team.
• I probably won’t become a professional athlete.
• I might go to a very good college.
What do you think you will or won’t do in your future? Write three of your ideas.
Use your dictionary, if necessary. (Answers will vary.)
1.
2.
3.
Draw a picture or bring a photo of yourself to class.
In Class
Make a bookmark. Do not put your
picture or photo on it. Use the sample
bookmark as a model.
Put all the bookmarks and the pictures

or photos in the center of your group.
Choose a bookmark that isn’t yours and
read the information to your group. The
other group members guess the person.
Finally, put the correct pictures or
photos on the bookmarks.
I won’t become
an architect.
This person won’t become an architect. I might try out for
This person might try out for . . . a sports team.
I probably won’t quit
Is it Oren? my part-time job.
isplay the bookmarks in your classroom.

D
Walk around and look at all of them. How Sample bookmark
many ideas were the same as yours?
© Cambridge University Press 2015 Unit 2 Theme Project 127
Theme Project: Make fact cards about an environmental issue.
UNIT 3 Theme: The environment and its preservation

Goal: To share information about ways to help the environment
At Home
Read about ways to save the environment.
People are chopping down too many trees. If we don’t stop cutting down trees,
many animals will die because they won’t have a place to live. There are many
ways that you can help save trees.
• Recycle your paper.
• Use recycled paper products.
• Send e-greetings. Don’t send paper cards.
• Take your own bags to stores when you go shopping.
• Don’t use paper plates or cups.
Think of an environmental problem and how to solve it. Complete the chart.
Use your dictionary or the Internet, if necessary. (Answers will vary.)
Describe the problem:

Result of the problem:
Solution to the problem:
Draw a picture or bring a photo that shows the problem to class.
In Class
Make a card about your environmental
problem. Use the sample card as a
model.
Tell your group about your problem.
My problem is our air is dirty. If we

don’t clean the air, more people and
animals will get sick, and . . . Our air is dirty.
If we don’t clean the air, more people
and animals will get sick, and more
Choose a group leader. Present your plants will die.
cards to another group. Walk or bicycle to places. Don’t go
by bus or car.
Display the fact cards in your classroom. Use machines that don’t use gas –
Walk around and look at all of them. like a lawnmower you push.
What problem did most people choose? Use fans, not air conditioners.
Sample fact card

Preparação do projeto • Cada grupo escolhe um líder que junta-se a um outro grupo.
Cada líder apresenta para o outro grupo os cartões do seu
• Uma aula antes do projeto, peça para que os alunos leiam as grupo, usando o conteúdo linguístico do balão como
informações em Theme Project, Theme e Goal. Explique que sugestão.
este projeto os ajudará a compartilhar informações sobre
maneiras de ajudar o meio ambiente. • Exponha os cartões na sala de aula. Os alunos circulam e
observam todos os cartões.
• Chame a atenção dos alunos para o para o fact card (cartão
com fatos) do exemplo no Livro do Aluno. Diga: Look at • Para encerrar, pergunte aos voluntários qual problema foi
this sample fact card. You and your group will make fact escolhido pela maioria dos alunos.
cards like this one about an environmental problem and
possible ways to solve it. (Observem o cartão do exemplo.
Vocês e seus grupos prepararão cartões como esse sobre
Opcional
um problema ambiental e possíveis soluções para esse Peça aos alunos que façam um quiz uns aos outros. Os alunos
problema.) leem as soluções para cada problema ambiental e os colegas
são desafiados a adivinhar qual é o problema.
Explique-lhes que ela deve ser feita como lição de casa.
• Os alunos leem as instruções e verificam se entenderam o Uso futuro dos cartões
que devem fazer. Em casa, eles devem ler o texto sobre Guarde os cartões para praticar good / better / the best e bad /
maneiras para salvar o meio ambiente e completar o quadro. worse / the worst na Unit 7. Convide alunos para falar sobre os
Relembre-os que eles podem usar seus dicionários para problemas ambientais e as soluções. Por exemplo: Chopping
buscar os significados de palavras desconhecidas. Os alunos down too many trees is the worst environmental problem.
também podem consultar a internet para pesquisar sobre Sending e-greetings is one possible solution to this problem.
um problema ambiental e possíveis soluções para esse
problema. Eles devem selecionar e trazer na aula seguinte
uma foto que ilustre o problema ambiental. Diga-lhes que Nota Cultural
caso não encontrem uma foto, eles podem fazer um Um modo de ajudar o meio ambiente é
desenho. comprar produtos e serviços de “empresas verdes”.
• Para encerrar, convide voluntários para que mencionem Uma “empresa verde” tenta ajudar o meio ambiente –
alguns problemas ambientais da sua comunidade, do país ou pelo menos causar o mínimo dano possível ao meio
ou do mundo. Anote os problemas na lousa. ambiente. Essas empresas também estão
comprometidas com políticas sociais justas como o
fair trade (comércio justo), sustentabilidade e
Dia do Projeto produtos feitos sem crueldade animal. Nos Estados
Unidos, a empresa Co-op America publica um livro
Materiais necessários chamado National Green Pages. Trata-se de um
Papel-cartão ou cartolina colorida do tamanho de um catálogo de empresas verdes. Para ser incluída nesse
cartão para cada aluno, fita adesiva ou cola, canetas. catálogo, cada empresa precisa ser aprovada por um
comitê.
• Explique aos alunos que eles trabalharão individualmente
para preparar um cartão como aquele do exemplo, usando o
problema ambiental descrito em seus quadros e as fotos ou
desenhos que trouxeram para a aula.
• Distribua os materiais. Cada aluno prepara um cartão
individual.
• Os alunos formam grupos e apresentam seus cartões para
sugestão.

Preparação do projeto • Os grupos circulam os livretos até que os grupos tenham
visto todos os livretos dos demais grupos.
• Uma aula antes do projeto, peça para que os alunos leiam as
informações em Theme Project, Theme e Goal. Explique • Para encerrar, pergunte aos voluntários quem são os dois
que este projeto os ajudará a criar laços mais fortes na sala alunos que têm mais características em comum.
de aula.
• Chame a atenção dos alunos para a página do livreto no Opcional
Livro do Aluno. Diga: Look at the sample booklet page. You Os alunos usam as informações dos livretos com perfis de
and your group will make a booklet page like this one for a personalidade para revisar too e either na Unit 4. Por exemplo:
booklet of personality profiles. (Observem a página do Carla is a little shy. I am, too. Diego doesn’t like cleaning his
exemplo. Vocês e seus grupos prepararão uma página de room. I don’t, either.
livreto como essa para um livreto sobre perfis de
personalidade.)
• Chame a atenção dos alunos para a seção At Home. Uso futuro dos livretos
Explique-lhes que ela deve ser feita como lição de casa. Guarde esses livretos para praticar o present perfect com
since e for na Unit 5. Convide voluntários para que escrevam
• Os alunos leem as instruções e verificam se entenderam o
frases sobre há quanto tempo fazem algo em que são bons e de
que devem fazer. Em casa, eles devem ler os perfis de
que gostam. Por exemplo: I have played soccer for ten years. I
personalidade de Diego e Carla e completar o quadro com
have played video games for seven years. I have had piano
suas próprias informações. Relembre os alunos que eles
lessons since 2009. Em seguida, reúna e use todas as frases
podem usar seus dicionários para buscar os significados de
em um Guessing game. Por exemplo:
palavras desconhecidas. Eles devem selecionar e trazer na
aula seguinte um foto de si mesmos. Diga-lhes que caso não Teacher: I ’m thinking of a student. He has played soccer
encontrem uma foto, eles podem fazer um desenho. for ten years.
• Para encerrar, convide voluntários para que mencionem Student A: Is it Edwin?
atividades em que sejam bons, coisas que gostam de fazer e Teacher: N
o, it’s not. Edwin has played baseball for ten
algumas que não gostam de fazer. Anote as respostas dos years.
alunos na lousa.
Student B: Is it Carlos?
Teacher: No, it’s not.
Dia do Projeto
Student C: Is it Diego?
Materiais necessários Teacher: Yes, it is.
Papel branco ou colorido para cada aluno, fita adesiva
Em seguida, deixe o aluno que adivinhou corretamente tomar
ou cola, canetas, grampeador.
o lugar do professor.
para preparar uma página de perfil de personalidade como a
página do livreto do exemplo, usando as informações de Nota Cultural
seus quadros e as fotos ou desenhos que trouxeram para a Muitos norte-americanos exibem seus
aula. perfis na Internet. Apesar de ser honesto dizer a
verdade sobre quem você é, também é aconselhável
• Distribua os materiais. Cada aluno prepara uma página ser cuidadoso e não dar informações demais. Muitos
individual do livreto. sites nos Estados Unidos permitem que sejam
• Os alunos formam grupos e apresentam suas páginas para enviados e-mails para as pessoas via site, sem usar
seu grupo, usando o conteúdo linguístico do balão como endereços de e-mails pessoais ou mensagens
sugestão. instantâneas. Os sites alertam as pessoas para que não
publiquem na internet informações pessoais como
• Cada grupo prepara uma capa e grampeia todas as páginas
endereços e telefones.
para formar um livreto de perfis de personalidade do grupo.
• Cada grupo escolhe um líder que junta-se a um outro grupo.
O líder do grupo lê cada perfil de seu grupo para o outro
grupo, usando o conteúdo linguístico do balão como
sugestão. Os integrantes do outro grupo adivinham quem é
o aluno.

Theme Project: Make a group personality profile booklet.
UNIT 4 Theme: Citizenship; cultural diversity

Goal: To create stronger relationships within your classroom community
At Home
Read the personality profiles of two teens.
I’m Diego. I’m outgoing and very My name is Carla. I’m kind,
hardworking. I like making new thoughtful, and trustworthy, and
friends. I love spending time I’m a little shy. I don’t like playing
outdoors – hiking, kayaking, and sports very much. I have a Web
playing soccer. I enjoy playing site, and I write a blog. I like taking
computer games and chatting pictures with my digital camera
online, too. I don’t like cleaning and editing them online.
my room.
Write a personality profile. Complete the chart. Use your dictionary, if necessary. (Answers will vary.)
My name:
My personality:
Things I like doing:
Things I don’t like doing:
Draw a picture or bring a photo of yourself to class.
In Class
Make a profile page. Use the sample
booklet page as a model.
Present your profile to your group.
I’m creative and independent.

I like . . .
Make a group booklet. Make a cover for

your booklet. Then staple together all of
your pages and the cover to make your
booklet. I’m creative and independent.
I like hanging out with my friends.
Choose a group leader. The group leader
I don’t like doing chores.
reads the personality profiles, and the
other group members guess the student.
Pass around the booklets. Which two

classmates have the most in common? Sample booklet page
Theme Project: Make a cross-cultural experiences poster.
UNIT 5 Theme: Multiculturalism

Goal: To create stronger relationships in your classroom community
At Home
Read about cross-cultural experiences.
It’s important to know about other cultures and other people, and you don’t
need to travel to another country to do this. Have you ever talked to someone
who doesn’t speak your language? Have you ever eaten food from another
country? Have you ever seen a foreign movie on TV? Maybe you’ve read
books about people in other countries or have chatted with people from
other countries online. If you’ve done any of these things, you have learned
something about another culture and had a cross-cultural experience.
Think of cross-cultural experiences you have had. Complete the sentences.

Use the ideas in the box or your own ideas. Use your dictionary, if necessary. (Answers will vary.)
1. I have .
books movies
2. I have .
food online
3. I have . friend travel
4. I have . in school TV
Draw a picture or bring a photo of one or more of the experiences to class.
In Class Megumi has visited Colombia.

ook at all the experiences. Choose one
L
Bruno has made international
experience for each group member. friends online.
Carlo’s family has had a homestay
ake a poster. Use the sample poster
M student at their house.
as a model.
Eduardo has studied three
Choose a group leader. Present your poster languages.
to another group.
Megumi has visited

Colombia. Bruno has . . .
Display the posters in your classroom.

Walk around and look at all of them.
Which group has had the most
interesting cross-cultural experiences?
Sample poster
O líder do grupo apresenta as informações do cartaz de seu
• Uma aula antes do projeto, peça para que os alunos leiam as grupo para o outro grupo, usando o conteúdo linguístico do
informações em Theme Project, Theme e Goal. Explique balão como sugestão.
que este projeto os ajudará a aprender mais as cross-
cultural experiences (experiências que envolvem diferentes • Exponha os cartazes na sala de aula. Os alunos circulam
culturas) vividas por seus colegas e dessa maneira, criar pela sala para observá-los.
laços mais fortes na sala de aula. • Para encerrar, pergunte a voluntários qual grupo reuniu as
• Chame a atenção dos alunos para o cartaz do exemplo no experiências culturais mais interessantes.
Livro do Aluno. Diga: Look at this sample poster. You and
your group will make a poster like this one about your
cross-cultural experiences. (Observem o cartaz do exemplo.
Opcional
Vocês e seus grupos farão um cartaz como esse sobre suas Convide voluntários para que leiam para a turma suas próprias
experiências culturais.) informações do cartaz de seu grupo. Incentive o restante dos
alunos a fazer perguntas. Por exemplo:
Explique-lhes que ela deve ser feita como lição de casa. A: I’ve read a book about a girl in another country.
• Os alunos leem as instruções e verificam se entenderam o B: What was the name of the book?
que devem fazer. Em casa, eles devem ler o texto sobre
como vivenciar outras culturas e em seguida, devem
completar as frases com suas próprias informações, usando
Uso futuro do cartazes
as palavras do quadro ou suas próprias ideias. Relembre-os Guarde esses cartazes para praticar tag questions com o
que eles podem consultar seus dicionários para procurar os present perfect na Unit 6. Convide alunos para que façam e
significados de palavras desconhecidas. Os alunos devem respondam tag questions sobre as cross-cultural experiences
localizar e trazer na aula seguinte a foto de uma ou mais dos cartazes. Por exemplo:
experiências culturais. Diga-lhes que caso não encontrem A: Bruno has made international friends online,
fotos, eles podem fazer um desenho. hasn’t he?
• Para encerrar, convide voluntários para que mencionem B: Yes, he has.
exemplos de diferentes tipos de cross-cultural experiences.
Anote-as na lousa. Nota Cultural
Em Novembro de 2008, os norte-
americanos votaram em um candidato à Presidência
Dia do Projeto com uma origem que verdadeiramente abrange
diferentes culturas. De fato, Barack Obama cresceu
Materiais necessários
em um ambiente de diversidade cultural. Ele nasceu
Papel branco ou colorido para cada grupo, fita adesiva
no Havaí, filho de mãe norte-americana e pai queniano.
ou cola, canetas.
Mais tarde, a mãe de Barack casou-se com um
indonésio e Barack então foi viver na Indonésia. Cerca
• Os alunos trabalham em pequenos grupos de quatro ou
de 5 anos depois, ele retornou para o Havaí com sua
cinco. Explique-lhes que eles prepararão um cartaz como
mãe e lá seus avós ajudaram na sua criação. Já na
aquele do exemplo, usando algumas das frases que
idade adulta, após a morte de seu pai, ele visitou o
descrevem cross-cultural experiences e as fotos ou
Quênia, terra natal de seu pai.
desenhos que trouxeram para a aula.
• Distribua os materiais. Os alunos compartilham suas frases
e fotos ou desenhos em seus grupos. Cada grupo escolhe
quatro ou cinco frases (uma de cada integrante do grupo) e
suas respectivas fotos ou desenhos para formar o cartaz do
grupo. Em seguida, cada grupo prepara um cartaz sobre
cross-cultural experiences.

Preparação do projeto • Cada grupo prepara uma capa e grampeia todas as páginas
para formar um livreto do grupo.
informações em Theme Project, Theme e Goal. Explique • Exponha os livretos na sala de aula. Os alunos circulam
que este projeto os ajudará aprender mais sobre uma pessoa para observá-los.
que fez coisas impressionantes. • Para encerrar, peça para que a turma vote para escolher a
• Chame a atenção dos alunos para a página do livreto no pessoa mais extraordinária.
Livro do Aluno. Diga: Look at this sample booklet page. You
and your group will make a booklet page like this one
about a person who has done amazing things. (Observem
Opcional
a página do exemplo. Vocês e seus grupos prepararão uma Os alunos usam as informações dos livretos para revisar o
página de livreto como essa sobre uma pessoa que fez simple past e o present perfect. Por exemplo: Ethan started
coisas impressionantes.) playing piano when he was three. Ethan has been on several
TV shows.
• Os alunos leem as instruções e verificam se entenderam o Uso futuro dos livretos
que devem fazer. Em casa, eles devem ler o texto sobre Guarde os livretos para praticar If clauses com could . . .
Ethan Bortnick e completar o quadro sobre uma pessoa would na Unit 8. Escreva na lousa: If I could talk to any of the
extraordinária que talvez conheçam. É importante que a amazing people in our booklets, I’d talk to _________ .
pessoa em questão ainda esteja viva, assim os alunos serão Convide voluntários para que completem a frase. Pergunte-
obrigados a usar o present perfect, em vez do past perfect. lhes por que eles gostariam de falar sobre a pessoa que
Relembre-os que eles podem consultar seus dicionários nomearam.
para procurar os significados de palavras desconhecidas.
Eles também podem usar a Internet para escolher uma Nota Cultural
pessoa extraordinária e completar seu quadro com as O Guinness World Records (antigo
informações sobre a pessoa. Os alunos devem selecionar e Guiness Book of Records) é uma ótima fonte de
trazer na aula seguinte uma foto da pessoa. Diga-lhes que pesquisas sobre pessoas extraordinárias. Em suas
caso não encontrem uma foto, eles podem fazer um edições anuais, há uma seção inteira dedicada às
desenho. conquistas dos mais jovens membros da nossa
• Para encerrar, convide voluntários para que digam nomes sociedade. Por exemplo, a pessoa mais jovem a viajar
de pessoas famosas que fizeram coisas impressionantes. a todos os sete continentes (incluindo a Antártica) é
Thomas Lucian Staff, do Reino Unido. Em 2007, os
pais de Thomas o levaram ao redor do mundo quando
Dia do Projeto ele tinha apenas três meses de idade. Faltavam apenas
dez dias para seu primeiro aniversário quando ele
Materiais necessários chegou à Antártica, seu sétimo continente em dez
Papel branco ou colorido para cada aluno, fita adesiva meses. Isso é incrível!
ou cola, canetas, grampeador.

para preparar uma página como aquela do livreto do
exemplo, usando as informações de seus quadros e as fotos
ou desenhos que trouxeram para a aula.
• Distribua os materiais. Cada aluno prepara uma página
individual do livreto.
• Os alunos formam grupos e apresentam suas páginas para
sugestão.

Theme Project: Make a booklet about amazing people.
UNIT 6 Theme: Multiculturalism; citizenship

Goal: To learn more about a person who has done amazing things
At Home
Read about an amazing nine-year-old boy.
Jordan Hawk is nine years old and plays the piano very well. He also writes
songs. He has already composed 20 piano pieces and has recorded a DVD. He has
also given many live concerts.
Jordan started playing the piano when he was three, and he started composing his
own pieces when he was five. He has been on several TV shows. He speaks two
languages – English and Russian. He hasn’t learned Spanish yet, but he wants to.
Think of an amazing person. It can be someone you know. Complete the chart.
Use your dictionary or the Internet, if necessary. (Answers will vary.)
Name What has he or she What has he or she not done yet?
already done?
Draw a picture or bring a photo of the person to class.
In Class My brother, Jim, is

Make a page of your person. Use the amazing. He has
sample booklet page as a model. already learned
Tell your group about your person. three languages.
He has played
My brother, Jim, is on the school
amazing. He has . . . soccer team for
five years, and
has scored a lot of
Make a group booklet. Make a cover for goals. He hasn’t
your booklet. Then staple together all of finished high
your pages and the cover to make your school yet. He hasn’t traveled to
booklet. another country yet, but he wants to.
Display the booklets in your classroom.
Vote on the most amazing person.
Sample booklet page

Theme Project: Make a poster about group preferences.
UNIT 7 Theme: Cultural diversity

Goal: To share ideas about preferences
At Home
Read about parents’ preferences about schools.
Some parents in the U.S. don’t want to send their children to a regular school. They
think that homeschooling is better than studying in a regular school. There are about
2 million children in the U.S. who are homeschooled. Parents think that the best thing
about homeschooling is that it creates a closer relationship with their children.
Choose one of these topics: sports, music, pets, or TV shows. Complete the chart.
Then write sentences about your preferences. Use your dictionary, if necessary. (Answers will vary.)
Like a lot Like Like a little Don’t like Don’t like at all
I like a lot.
Draw pictures or bring photos of your topic to class.
In Class
Present your preferences to your group. Sports
I like soccer. I think it’s the most interesting Luis and Selma don’t like
sport to play. I don’t like . . . tennis at all. They think
it’s the worst sport they’ve
ever watched. They think
it’s boring.
Make a poster for the topics in your
group. Use the sample poster as a model.
Ron thinks basketball is
Choose a group leader. Present your better than baseball. He
poster to another group. doesn’t like baseball at all.
Luis and Selma don’t like Music

tennis at all. They think . . .
Suzie likes pop music
a lot. She thinks it’s
the best music she’s
Display the posters in your classroom.
ever heard.
Who had the same ideas as you?
Sample poster

O líder do grupo apresenta as informações do cartaz de seu
• Uma aula antes do projeto, peça para que os alunos leiam as grupo para o outro grupo, usando o conteúdo linguístico do
informações em Theme Project, Theme e Goal. Explique balão como sugestão.
que este projeto os ajudará a compartilhar ideias sobre suas
preferências. • Exponha os cartazes na sala de aula. Os alunos circulam
pela sala para observá-los.
• Chame a atenção dos alunos para o cartaz do exemplo no
Livro do Aluno. Diga: Look at this sample poster. You and • Para encerrar, voluntários perguntam quem teve as mesmas
your group will make a poster like this one about ideias que eles tiveram.
preferences. (Observem o cartaz do exemplo. Vocês e seus
grupos prepararão um cartaz como esse sobre
preferências.)
Uso futuro dos cartazes
Use algumas ideias dos cartazes para jogar tic-tac-toe (jogo da
• Chame a atenção dos alunos para a seção At Home. velha). Por exemplo, escreva palavras como soccer, tennis,
Explique-lhes que ela deve ser feita como lição de casa. basketball, baseball, rock music, classical music, cats e dogs
• Os alunos leem as instruções e verificam se entenderam o no jogo da velha. Divida a turma em dois grupos. O Team A
que devem fazer. Em casa, eles devem ler o texto sobre as escolhe uma palavra do jogo para descrever uma preferência.
preferências dos pais em relação a escolas. Em seguida, os Por exemplo: I think watching soccer is more interesting
alunos devem escolher um dos tópicos, completar o quadro than watching tennis. Se o grupo formar uma frase que faça
e escrever frases sobre suas preferências. Relembre-os que sentido e que seja gramaticalmente correta, os alunos do
eles podem consultar seus dicionários para procurar os grupo podem escolher marcar X ou O no quadrado. Em
significados de palavras desconhecidas. Os alunos devem seguida, o Team B joga. Ganha o grupo com três Xs ou três Os
selecionar e trazer na aula seguinte fotos que ilustrem seus na diagonal, na horizontal ou na vertical.
tópicos. Diga-lhes que caso não encontrem fotos, eles
podem fazer desenhos.
• Para encerrar, convide voluntários para que digam a você Nota Cultural
que tipos de esportes, música, animais de estimação ou Uma pesquisa recente com 2 mil jovens
programas de TV eles gostam bastante, gostam um pouco norte-americanos mostrou que 26% deles sentiriam
ou não gostam. mais falta do serviço de mensagem de texto (SMS) do
que de encontrar amigos ao vivo. Em uma das
perguntas, os entrevistados deveriam dizer de quais
Dia do Projeto meios de comunicação sentiriam mais falta. Era
possível listar até três, em ordem decrescente de
Materiais necessários prioridade. Em primeiro lugar, 58% responderam
Papel branco ou colorido para cada grupo, fita adesiva "encontros ao vivo"; 26% SMS; 5% "falar no telefone
ou cola, canetas. celular"; e 5% Facebook. Também faziam parte da lista,
mas foram pouco mencionados: falar no telefone fixo,
• Os alunos trabalham em pequenos grupos de quatro ou email, vídeochat, chat e Twitter.De acordo com os
cinco. Relembre os alunos que eles prepararão um cartaz pesquisadores, os adolescentes norte-americanos
como aquele do exemplo, usando algumas das frases que gostam de mensagens de texto porque é um meio de
escreveram sobre suas preferências. comunicação que pode ser usado sem interromper
• Distribua os materiais. Os alunos compartilham suas frases outras tarefas simultâneas: os SMS são enviados no
e fotos ou desenhos em seus grupos. Cada grupo usa os recreio, em festas, fazendo compras etc. Chamadas de
tópicos dos integrantes do grupo para o cartaz de voz e email são vistas como meios de comunicação
preferências e as fotos ou desenhos correspondentes. Em para adultos. Ainda segundo a pesquisa, o tempo
seguida, cada grupo prepara um cartaz. médio de cada ligação telefônica de 53% dos
adolescentes dos EUA é inferior a 4 minutos.

Preparação do projeto • Cada grupo prepara uma capa e grampeia todas as páginas
para formar um livreto do grupo.
informações em Theme Project, Theme e Goal. Explique que • Os grupos circulam os livretos até que cada grupo tenha
este projeto os ajudará a aprender mais sobre as visto todos os livretos dos demais grupos.
necessidades de diferentes pessoas e instituições de • Para encerrar, os alunos votam para escolher o livreto com
caridade. as ideias mais úteis.
• Chame a atenção dos alunos para a página do livreto no
Livro do Aluno. Diga: Look at this sample booklet page. You
will make a booklet page like this one about how you could
Uso futuro dos livretos
help people by giving away $5,000. (Observem a página do Os alunos usam as informações dos livretos para revisar e usar
exemplo. Vocês prepararão uma página de livreto como o unreal conditional com If clauses dessa unidade. Por
essa sobre como vocês poderia ajudar pessoas doando 5.000 exemplo:
dólares.) A: What would Sam do to help people if he had $5,000?
• Chame a atenção dos alunos para a seção At Home. B: If Sam had $5,000 to help people, he’d buy food.
• Os alunos leem as instruções e verificam se entenderam o Nota Cultural
que devem fazer. Em casa, eles devem ler o texto sobre o Anos antes de fazer o programa Big
programa Oprah’s Big Give (no Brasil o programa foi Give, Oprah fez um programa sobre pessoas que fazem
denominado “O Presente de Oprah”) e em seguida, atos de generosidade para estranhos. O tópico do
completar as quatro frases. Relembre os alunos de que eles programa era “Random Acts of Kindness” (Atos
podem consultar seus dicionários para procurar os aleatórios de gentileza). Em 1993, o Professor Chuck
significados de palavras desconhecidas. Eles devem Wall, do Bakersfield College, cunhou o termo. Ele
selecionar e trazer na aula seguinte fotos que ilustrem suas estava conversando com sua turma sobre “random
ideias. Diga-lhes que caso não encontrem fotos, eles podem acts of violence” nos noticiários. O professor então
fazer desenhos. teve a ideia de substituir a palavra violence por
kindness e disse aos alunos que a lição de casa deles
• Para encerrar, convide voluntários para que digam nomes
era praticar atos de gentileza no decorrer da semana
de pessoas, instituições de caridade e outras instituições
seguinte e fazer um relatório para a próxima aula. Os
que precisam de dinheiro, alimentos e outros tipos de ajuda.
alunos doaram cobertores para os sem-teto, salvaram
animais de rua e cederam o lugar de estacionamento
Dia do Projeto para outros. Os alunos imprimiram adesivos “Random
Acts” para seus carros. Logo, outras pessoas também
Materiais necessários estavam praticando atos de gentileza. O programa de
Papel branco ou colorido para cada integrante de cada Oprah sobre o tópico ajudou a chamar a atenção
grupo, fita adesiva ou cola, canetas, grampeador. nacional para a Random Acts of Kindness Foundation
nos Estados Unidos.
• Os alunos trabalham em pequenos grupos de quatro ou
cinco e apresentam suas ideias para o grupo, usando o
conteúdo linguístico do balão como sugestão. Em seguida, o
grupo seleciona uma ideia de cada integrante do grupo para
incluir no livreto do grupo.
• Distribua os materiais. Explique aos alunos que eles
trabalharão individualmente para preparar uma página do
livreto como aquela do exemplo, usando a ideia selecionada
pelo grupo e as fotos ou ilustrações que trouxeram. Cada
aluno prepara uma página individual do livreto.

Theme Project: Make a group booklet showing how you could help others with $5,000.
UNIT 8 Theme: Citizenship; consumerism

Goal: To learn about the needs of different people and charities
At Home
Read about a show to help people.
Oprah Winfrey is a famous TV star. In 2008 she had a special show, a reality show, called
Oprah’s Big Give. The goal of the show was to help people, and the person who helped the
most was the winner. In each show, contestants went to a different U.S. city. They received
money and a task they had to do. Sometimes they did the task alone, and sometimes they
did it in pairs or groups. Sometimes they were told who to help, and other times they had
to find people in need. At the end of each show, judges decided who spent the money in
the most helpful way. At the end of the TV series, the winner got $1 million ($500,000 for
themselves, and $500,000 to give away).
What would you do to help people? Write four sentences beginning with If I had $5,000,
I’d . . . . Use your dictionary, if necessary. (Answers will vary.)
1.
2.
3.
4.
Draw pictures or bring photos of your ideas to class.
In Class
Tell your group about your ideas.
If I had $5,000, I’d buy

food for people . . .
Choose one idea from each group

member.
Make a page of your idea. Use the

sample booklet page as a model.
Make a group booklet. Make a cover for

your booklet. Then staple together all of
Meg:
If I had $5,000, I’d buy food
your pages and the cover to make your
booklet.
for people who live on the
street, and I’d give it to them.
Pass around the booklets. Vote on the
booklet with the most helpful ideas.
Sample booklet page

Verb List
Os verbos estão listados com o número da página em que eles aparecem pela primeira vez.
Regular Verbs
Present Past Participle Page
act acted acted 4
agree agreed agreed 98
amaze amazed amazed 30
answer answered answered 12
appear appeared appeared 61
arrive arrived arrived 39
ask asked asked 14
audition auditioned auditioned 68
backpack backpacked backpacked 24
behave behaved behaved 80
believe believed believed 38
borrow borrowed borrowed 32
call called called 40
camp camped camped 2
celebrate celebrated celebrated 66
change changed changed 68
chat chatted chatted 44
cheat cheated cheated 102
clean cleaned cleaned 16
climb climbed climbed 63
close closed closed 33
collect collected collected 50
compete competed competed 61
connect connected connected 16
cook cooked cooked 16
copy copied copied 102
crawl crawled crawled 14
create created created 106
cure cured cured 26
dance danced danced 42
decide decided decided 23
depend depended depended 36
describe described described 82
design designed designed 4
disappear disappeared disappeared 82
discover discovered discovered 54
donate donated donated 110
download downloaded downloaded 44
drop dropped dropped 98
dye dyed dyed 72
eavesdrop eavesdropped eavesdropped 102
edit edited edited 22
e-mail e-mailed e-mailed 2
enjoy enjoyed enjoyed 12
enter entered entered 102
entertain entertained entertained 17
erase erased erased 89
exercise exercised exercised 10
expect expected expected 30
experience experienced experienced 96
T-134 Verb List © Cambridge University Press 2015

explain explained explained 14
explore explored explored 30
film filmed filmed 2
finish finished finished 18
fix fixed fixed 29
gossip gossiped gossiped 102
graduate graduated graduated 18
guess guessed guessed 73
happen happened happened 3
hate hated hated 43
head headed headed 30
help helped helped 8
hike hiked hiked 2
homeschool homeschooled homeschooled 78
hope hoped hoped 36
invite invited invited 42
jaywalk jaywalked jaywalked 102
join joined joined 4
jump jumped jumped 73
laugh laughed laughed 68
learn learned learned 4
lie lied lied 102
like liked liked 2
listen listened listened 12
litter littered littered 102
live lived lived 17
look looked looked 10
love loved loved 4
marry married married 81
matter mattered mattered 103
move moved moved 8
need needed needed 21
open opened opened 16
order ordered ordered 34
pack packed packed 38
pass passed passed 18
perform performed performed 8
pick picked picked 103
play played played 3
practice practiced practiced 6
push pushed pushed 8
rain rained rained 14
receive received received 62
record recorded recorded 60
relax relaxed relaxed 12
remember remembered remembered 46
rent rented rented 37
replace replaced replaced 16
report reported reported 106
rescue rescued rescued 30
return returned returned 30
review reviewed reviewed 80
save saved saved 30
scream screamed screamed 113
seem seemed seemed 12
share shared shared 18
shop shopped shopped 16
sign signed signed 23
skateboard skateboarded skateboarded 34
snorkel snorkeled snorkeled 38
© Cambridge University Press 2015 Verb List T-135

solve solved solved 106
sound sounded sounded 6
star starred starred 81
start started started 5
stay stayed stayed 2
stop stopped stopped 7
study studied studied 3
support supported supported 60
suppose supposed supposed 31
surprise surprised surprised 30
survive survived survived 110
talk talked talked 42
test tested tested 30
text texted texted 40
train trained trained 12
travel traveled traveled 2
trespass trespassed trespassed 102
try tried tried 7
turn turned turned 79
type typed typed 21
use used used 10
vacation vacationed vacationed 79
visit visited visited 2
wait waited waited 6
walk walked walked 14
want wanted wanted 3
watch watched watched 3
welcome welcomed welcomed 92
work worked worked 3
worry worried worried 30
Irregular Verbs
babysit babysat babysat 31
be was been 2
become became become 2
break broke broken 3
bring brought brought 22
buy bought bought 17
come came come 15
cut cut cut 34
do did done 3
draw drew drawn 93
drink drank drunk 28
drive drove driven 7
eat ate eaten 3
fall fell fallen 9
feed fed fed 21
fly flew flown 37
forget forgot forgotten 31
get got gotten 2
give gave given 8
go went gone 2
hang hung hung 2
have had had 2
hear heard heard 14
hit hit hit 3
T-136 Verb List © Cambridge University Press 2015

hurt hurt hurt 83
keep kept kept 46
know knew known 10
leave left left 30
let let let 33
lose lost lost 2
make made made 2
pay paid paid 25
put put put 3
read read read 14
ride rode ridden 6
ring rang rung 15
run ran run 34
say said said 12
see saw seen 2
sell sold sold 61
send sent sent 40
set set set 78
show showed shown 66
sing sang sung 60
sit sat sat 22
sleep slept slept 7
speak spoke spoken 17
spend spent spent 2
stand stood stood 14
swim swam swum 34
take took taken 2
teach taught taught 50
tell told told 14
think thought thought 6
throw threw thrown 103
understand understood understood 41
wake woke woken 7
wear wore worn 10
win won won 8
write wrote written 12
© Cambridge University Press 2015 Verb List T-137

Word List
Esta lista inclui as palavras e as frases-chave do Connect Revised Edition Combo 4. O número
que aparece ao lado de cada palavra se refere à página em que elas aparecem pela primeira vez.
Key Vocabulary
Aa bowl (82) convenient (26)
abroad (18) boyfriend (52) conversation (102)
absolutely not (33) brand-new (30) cooking (93)
act (4) broken (32) cooking class (22)
afraid (47) butterfly (51) copy (62)
Africa (71) country tour (39)
AIDS (71) Cc couple [a couple of ] (24)
album (62) campground (2) crab (109)
alike (47) campsite (7) crawl (14)
all over (2) can’t stand [hate] (86) creative (46)
all right (32) career (68) credit card (17)
amaze (30) carelessly (102) crocodile meat (88)
amazed (82) carpenter (106) cure (26)
ambassador (110) cartoon (11) cut (34)
angry (46) cartoon artist (51)
Antarctica (108) cave tour (30) Dd
anyone (14) celebrity (110) decide on (79)
anyplace (101) cellist (60) definitely (25)
appear (61) cello (60) depend on [it depends on] (36)
appearance (53) center (66) design [noun] (3)
article (22) certain (26) design [verb] (3)
as (much) as (92) champion [adjective] (8) detective (106)
astronaut (57) champion [noun] (8) digital camera (32)
at all (29) charity (60) discovery (106)
audience (60) cheat (102) disgusting (88)
audition (68) choice (94) do the dishes (86)
autograph (60) circus school (50) download (44)
award (9) close (33) dream [noun] (18)
collect (11) driver’s license (18)
Bb collection (5) during (88)
backpack [verb] (24) college (18) DVD player (33)
backstage (64) college degree (79) dye [verb] (72)
bad dream (16) color TV (67)
badminton (22) come back (30) Ee
bad-tempered (42) comedian (68) easygoing (33)
ballroom dancing class (22) commercials (15) eavesdrop (102)
basketball team (9) community work (96) ecological tour (77)
battery (21) company (67) Ecuador (3)
behave (80) compass (2) edit (22)
behavior (102) compete (61) education (110)
below (17) competition (8) e-mail [verb] (2)
best-loved (12) computer course (5) entertain (17)
better than (50) computer file (89) entertainer (60)
billion (110) computer game (4) erase (89)
birth order (54) computer programmer (106) Europe (24)
block (102) computer programming (24) evening [adjective] (32)
board game (45) computer science (81) event (101)
book report (38) connect (16) ever (64)
borrow (32) contact lenses (10) e-vite (40)
boss (54) continent (16) exchange program (75)
T-138 Word List © Cambridge University Press 2015

expect (30) husband (18) might (23)
explain (14) might not (23)
explore (30) Ii million (60)
extra (6) ice hotel (50) miniskirt (100)
if (16) moment (88)
Ff imagination (47) Mongolia (104)
fall off (9) in danger (30) motorcycle (72)
fan club (5) independent (46) mountain climbing (63)
fan letter (64) information (44) movie crew (2)
far away (18) in order (46) movie industry (66)
farmer (96) in secret (102) musical instrument (9)
fashion magazine (61) instant message (3) music lesson (4)
f ighter plane (101) intelligent (62) music show (11)
f ilm [verb] (2) international hotel (24)
f ingerprints (21) interview (60) Nn
f irm (40) invitation (35) nightmare (16)
f irst-born (54) invite (42) number (78)
f ix (29) invited [get invited] (64)
f lying (26) Oo
for (66) Jj of course (32)
foreign (51) jaywalk (102) office (23)
for fun (48) job [get a job] (18) Olympic champion (51)
forgetful (46) journalist (106) Olympic Games (61)
foundation (110) judo (22) one-man band (50)
frustrating (89) juggler (50) on stage (88)
furniture (106) on (your) own (107)
fuzzy (40) Kk orchestra (8)
karaoke (72) organized (46)
Gg karate class (58) outdoor (36)
garbage (102) kind (93) outer space (106)
gas (26) outgoing (46)
get back (38) Ll
get home (39) lazy (10) Pp
get married (18) leader (54) pack (38)
get together (38) lead singer (74) paint (48)
girlfriend (64) lend (32) panda (96)
glasses (10) let (33) paper (17)
go ahead (68) lie (102) parasailing (88)
go-cart (30) life event (8) pass (18)
gold medal (8) lightning (14) peace (54)
gossip (102) litter (102) permission (35)
graduate (18) live [adjective] (60) personality (46)
graduation (20) living space (18) personality type (46)
grand opening (30) lots of (59) photographer (4)
ground (30) luckily (2) photography club (4)
gymnast (12) piano (6)
Mm pick up (103)
gymnastics (5)
marathon (74) poet (94)
Hh marching band (22) poetry competition (108)
haircut (39) married (18) pole (82)
happen (3) marry (101) police (102)
hardworking (46) martial arts classes (22) pop culture (66)
head for (30) match [sports] (8) possible (18)
headlines (26) math whiz (78) prediction (16)
high school (18) matter (103) prince (101)
highway (7) maybe (33) principal (113)
hit [adjective] (60) mean [verb] (103) private (102)
hobbies (5) medicine (19) probably (18)
hometown (2) medicines (26) professional [adjective] (8)
honest (46) memorable (96) professor (16)
How long . . . (66) memory (71) program [noun] (106)
human (16) middle (54) promise [noun] (102)
© Cambridge University Press 2015 Word List T-139

put (3) sickness (21) though (58)
put up (7) simple (78) thoughtful (46)
since (66) thriller (87)
Rr singing competition (18) thunder (14)
racing track (30) site (3) tourist attraction (66)
racket club (22) situation (101) track (30)
radio contest (64) size (17) train [verb] (12)
reading test (80) skate park (58) trapeze (30)
reality show (68) ski pants (39) trash (42)
receive (65) ski vacation (39) trash can (103)
recently (51) skydiving (72) travel book (39)
record [verb] (60) sleeping machine (16) trespass (102)
recording contract (68) sleep over [verb] (32) trustworthy (46)
recreation leader (22) snail (65) twin (92)
reflection (7) snorkel (38) twin brother (3)
relative (75) snorkel gear (38) try out (30)
replace (17) snowboarding (93)
report on (106) social networking Web site (40) Uu
reporter (22) so far (58) understand (50)
request (35) solve (106) unforgettable (88)
researchers (54) someday (4) university (78)
rescue (30) somewhere (42) used to (10)
return (30) space (57)
review (80) sports scores (44) Vv
rich (18) spotlight (80) vacation [verb] (79)
right after (24) star (66) vacation plans (38)
risk (72) stay (2) veterinarian (106)
road (14) stay out (32) vice-president (57)
rock band (71) stop by (38) video camera (22)
rock-climbing [adjective] (73) strict (33) viewers (68)
rock climbing [noun] (71) stuntman (82) violin (11)
rock concert (64) stunts (82) virtual reality ride (30)
rock star (20) successful (81)
role (110) Ww
summer school (3)
royal family (101) weekend (30)
superhighway (16)
rumba (22) wet (14)
support (60)
while (38)
surfing lessons (38)
Ss wife (18)
Sweden (50)
samba (22) wild [noun] (104)
sweet dream (16)
save (30) wilderness skills (96)
school newspaper (4) Tt will (16)
school office (56) take off (30) without (71)
school parade (22) take risks (53) won’t (16)
school play (4) talents (18) World Cup (8)
schoolwork (44) talkative (92) worm (73)
science-fiction movie (86) Teen Center (22) worry (30)
scrapbook (12) tennis lesson (3) worse (86)
scuba diving (75) tennis match (58) worst [the worst] (86)
serious (93) tennis tournament (71) writer (18)
selection (90) test [verb] (30)
sharp [10:00 sharp] (32) Yy
texting (40)
show [verb] (66) young (8)
Thai food (76)
sick (21) yo-yo (78)
theater group (95)
T-140 Word List © Cambridge University Press 2015

Connec t
revised edition
Jack C. Richards
Carlos Barbisan
com Chuck Sandy e
Dorothy E. Zemach
Workbook

Table of Contents
Unit 1 My Life Unit 5 Entertainment
Lesson 1 Last summer . . . . . . . . . . . . . . . . . . . . . . 2 Lesson 17 For fun. . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 2 A new school year. . . . . . . . . . . . . . . 3 Lesson 18 Young entertainers . . . . . . . . . . . . . . 31
Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 3 Life events . . . . . . . . . . . . . . . . . . . . . . 5 Lesson 19 Are you a fan?. . . . . . . . . . . . . . . . . . . 33
Lesson 4 Then and now . . . . . . . . . . . . . . . . . . . 6 Lesson 20 Pop culture trivia . . . . . . . . . . . . . . . . 34
Get Connected . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Get Connected . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 2 The Future Unit 6 Experiences

Lesson 5 Predictions . . . . . . . . . . . . . . . . . . . . . . 9 Lesson 21 Taking risks. . . . . . . . . . . . . . . . . . . . . . 37
Lesson 6 When I’m older . . . . . . . . . . . . . . . . . 10 Lesson 22 What we’ve done. . . . . . . . . . . . . . . . 38
Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Mini-review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Lesson 7 Teen Center . . . . . . . . . . . . . . . . . . . . . 12 Lesson 23 Amazing teens. . . . . . . . . . . . . . . . . . 40
Lesson 8 After high school. . . . . . . . . . . . . . . . 13 Lesson 24 In the spotlight . . . . . . . . . . . . . . . . . 41
Get Connected . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Get Connected . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 3 Plans Unit 7 Teen Time

Lesson 9 Weekend plans . . . . . . . . . . . . . . . . . . 16 Lesson 25 Teen opinions . . . . . . . . . . . . . . . . . . . 44
Lesson 10 Evening plans . . . . . . . . . . . . . . . . . . . 17 Lesson 26 Unforgettable moments . . . . . . . . . 45
Lesson 11 Making plans. . . . . . . . . . . . . . . . . . . . 19 Lesson 27 Are we alike? . . . . . . . . . . . . . . . . . . . . 47
Lesson 12 Vacation plans. . . . . . . . . . . . . . . . . . . 20 Lesson 28 I’d rather… . . . . . . . . . . . . . . . . . . . . . 48
Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Unit 4 People Unit 8 Dreams and Reality

Lesson 13 Teens online. . . . . . . . . . . . . . . . . . . . . 23 Lesson 29 Our dreams . . . . . . . . . . . . . . . . . . . . 51
Lesson 14 Personality types . . . . . . . . . . . . . . . . 24 Lesson 30 What would you do?. . . . . . . . . . . . . 52
Lesson 15 Unusual people . . . . . . . . . . . . . . . . 26 Lesson 31 What I’m going to be . . . . . . . . . . . 54
Lesson 16 Who’s that girl? . . . . . . . . . . . . . . . . . 27 Lesson 32 The past year. . . . . . . . . . . . . . . . . . . . 55
Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
© Cambridge University Press 2015 Table of Contents i

Last summer
Lesson
1
1 Complete the e-mail message with the correct form of the verbs in the box.
be buy have see watch

break ✓ go play stay write
Hi, Jeff!
Did you have a good summer vacation? You went mountain climbing, right? How
was your trip? Please write me a message and tell me.
I didn’t go away this summer. I just stayed home. I saw a lot of my friends, and we
watched movies. One day, while I was playing soccer, I broke my watch. I bought a new
one the next day.
I hope you had a great vacation. See you at school!
Your friend,
Chris
2 Read the text. Then number the pictures in the correct order.
I’m Kenny Morton. I went to tennis camp with my friends last summer. We
got up at 6:00 a.m. every day. That was OK because we also went to bed early. We
practiced tennis all the time. At the end of the summer, my best friend, Teddy, was
practicing when he fell and broke his arm. That was really too bad. We had a
competition on the last day, and I won a prize! After camp was over,
UNIT 1 My Life
I had a lot of summer homework to do. Now I’m back at school.
a. 3 b. 6 c. 1 d. 4 e. 2 f. 5
3 Look at the information in Part 2 again. Write questions and answers about Kenny.
1. Q: Where did Kenny go last summer? A: He went to tennis camp.
2. Q: Who did he go with? A: He went with his friends.
3. Q: Were they practicing tennis all day? A: Yes, they were.
4. Q: What time did they get up? A: They got up at 6:00 a.m.
5. Q: Did they go to bed late? A: No, they didn’t. They went to bed early.
6. Q: What did (Kenny’s friend / Teddy) break? / A: He broke his arm.
2 What did (Kenny’s friend / Teddy) do? © Cambridge University Press 2015
A new school year
Lesson
2
1 Match the words to make verb phrases. Then write the verb phrases.
1. start e a. tennis start a CD collection
2. join f b. karate join the art club
3. play a c. good grades play tennis
4. get c d. a computer course get good grades
5. do b e. a CD collection do karate
6. take d f. the art club take a computer course
2 Complete the conversations with the correct form of would like to,
want to, be going to, or have to.
1. A Would you like to join the chess club? 4. A Are they going to see the play today?
B Yes. I’d like to join the chess club. B No, they’re not. They’re going to see the
It sounds like fun! play tomorrow.
2. A Do your sisters have to take a math 5. A Would your brother like to learn
class this year? to speak German?
B Yes, they do. They have to take math B Yes. He’d like to learn German.
every year. It’s a beautiful language.
3. A Does Alberto have to study hard 6. A Do you want to visit the U.S.
this year? next year?
B Yes. He has to study really hard! B Yes, I do. I want to visit
His parents want him to get Los Angeles and Seattle.
better grades.
3 Write sentences with your own information. Use the verb phrases in
Part 1 and would like to or want to for hopes and wishes, be going to
for definite plans, and have to for obligations. (Answers will vary.)
1. I‘d like to start a CD collection.

2.
3.
4.
5.
6.

Lessons
1&2 Mini-review
1 Write sentences about hopes and wishes, obligations, or definite plans.
1. hope: my best friend / join a new club

My best friend wants to join a new club.
OR My best friend would like to join a new club.
2. wish: Juanita / take piano lessons
Juanita (wants to / would like to) take piano lessons.
3. hope: my parents / take a trip this weekend
My parents (want to / would like to) take a trip this weekend.
4. definite plan: Jorge and Jessica / go out tonight

Jorge and Jessica are going to go out tonight.
5. obligation: Carlos / get good grades this year
Carlos has to get good grades this year.
6. definite plan: my friends and I / go camping
My friends and I are going to go camping.
7. obligation: you / get up early tomorrow
You have to get up early tomorrow.
8. wish: Laura / stay out late tonight
Laura (wants to / would like to) stay out late tonight.
9. hope: Keiko and Yuko / travel to Canada next year
Keiko and Yuko (want to / would like to) travel to Canada next year.
10. definite plan: I / go to the movies on Saturday

I’m going to go to the movies on Saturday.
2 Answer the questions with your own information. (Answers will vary.)
1. What were you doing last Saturday at 10:00 a.m.?
2. What would you like to do tomorrow?
3. What were you doing last night at 7:00 p.m.?
4. What did you do last Saturday night?
5. What would you like to do in English class?
6. What subjects do you have to study next year?
7. What do you want to do in five years?
8. What are you going to do tomorrow?

Life events
Lesson
3
1 Write sentences in the simple past.
1. Kenji / live in Argentina / learn Spanish
When Kenji lived in Argentina, he learned Spanish .
2. Maria / make new friends / join the tennis team

Maria made new friends when she joined the tennis team .
3. Kim and Cody / learn to dance / take dance lessons

Kim and Cody learned to dance when they took dance lessons .
4. Nina / fall off her horse / break her arm

When Nina fell off her horse, she broke her arm .
5. Paulo / go camping / lose his hat

When Paulo went camping, he lost his hat .
6. I / get a cell phone / start high school

I got a cell phone when I started high school .
(Answers will vary.

2 Look at the time line below. Then write sentences about the events in Andy’s life. Possible answers:)
8 years old 13 years old

took acting won talent competition;
lessons starred in school play
12 years old 18 years old

started junior graduated from high
high school; joined school; started drama
school drama club school in New York City
1. When Andy was eight, he took acting lessons. OR Andy took acting lessons when he
was eight.
2. When Andy was 12, he started junior high school. OR Andy started junior high school when he was 12.
3. When Andy was 12, he joined the school drama club. OR Andy joined the school drama club when he was 12.
4. When Andy was 13, he won a talent competition. OR Andy was 13 when he won a talent competition.
5. When Andy was 13, he starred in the school play. OR Andy starred in the school play when he was 13.
6. When Andy was 18, he graduated from high school. OR Andy was 18 when he graduated from high school.
7. When Andy was 18, he started drama school in New York City. OR Andy started drama school in New York City when he was 18.
Then and now
Lesson
4
1 Write sentences with used to and not anymore.
1. (Aria / shy) Aria used to be shy, but she isn’t anymore.
2. (I / like this song) I used to like this song, but I don’t anymore.
3. (Sandra / play the piano) Sandra used to play the piano, but she doesn’t anymore.
4. (I / take math) I used to take math, but I don’t anymore.
5. (you / play computer games) You used to play computer games, but you don’t anymore.
6. (Bill / stay up late) Bill used to stay up late, but he doesn’t anymore.
7. (Keith and Marco / wear glasses) Keith and Marco used to wear glasses, but they don’t anymore.
8. (I / drink soda) I used to drink soda, but I don’t anymore.
2 Look at the information about Marissa’s life. Then write sentences

about how her life has changed.
Before high school Now

took easy classes takes difficult classes
had lots of free time after school has no free time
knew just a few people knows many people
had a CD player has an MP3 player
listened to country music listens to rock music
read comic books reads mystery stories
stayed home on the weekend goes camping on the weekend
1. She used to take easy classes, but she doesn’t anymore. Now she takes difficult classes.

2. She used to have lots of free time after school, but she doesn’t anymore. Now she has no free time.

3. She used to know just a few people, but she doesn’t anymore. Now she knows many people.

4. She used to have a CD player, but she doesn’t anymore. Now she has an MP3 player.

5. She used to listen to country music, but she doesn’t anymore. Now she listens to rock music.

6. She used to read comic books, but she doesn’t anymore. Now she reads mystery stories.

7. She used to stay home on the weekend, but she doesn’t anymore. Now she goes camping on the weekend.


1 Read the article quickly. What’s the name of Juliet’s online store?
Candy Bands Shop
Candy Bands
When Juliet Olsen was only nine years old, she

started to make colored rubber-band bracelets to
go with her favorite clothes. She called them
Candy Bands, and she decided to sell them. Juliet
and her parents started making the Candy Bands,
and Juliet’s mother created a Web site for the other accessories. Luckily for Juliet and her family,
business. The Candy Bands are all different. Each the business is doing very well. Candy Bands
one has a different pattern. bracelets are still the best-loved items.
When Juliet was 12, people were still buying Juliet would like to write books and create videos
Candy Bands. Juliet wanted to sell more things, so about how to make rubber-band jewelry. She also
she opened an online store called Candy Bands wants to create a Candy Bands video game. Juliet
Shop. Now people from all over the U.S. can buy tells others, “Give your idea a try. You never know
earrings, necklaces, rings, hair bands, and many what might happen.”
2 Complete the sentences with the words in the box.
all over best-loved ✓ decided happen luckily

1. I decided to get new shoes with the money I got for my birthday.
2. I’d like to travel all over South America and make friends in every country.
3. I was late for class yesterday, but luckily the teacher was late, too!
4. This book is very exciting. You never know what’s going to happen next.
5. Mozart wrote some of the best-loved music in the world.
3 Read the article in Part 1 slowly. Answer the questions.
1. How old was Juliet when she started her business? She was nine years old.
2. What are Candy Bands? They're colored rubber-band bracelets.
3. Who created the Web site for the Candy Bands? Juliet's mother created the Web site.
4. What can people buy in the Candy Bands online store? They can buy earrings, necklaces, rings, hair
bands, and many other accessories.
5. What’s one plan Juliet has for the future? She'd like to write books and create videos about how to make
rubber-band jewelry. She also wants to create a video game.
UNIT 1 Check Yourself
1 Complete the sentences with the simple past or the past continuous.
1. We were walking (walk) in the park when we met (meet) some friends.
2. When he was (be) a child, Martin took (take) piano lessons.
3. When it started (start) to rain, the children were playing (play) outside.
4. I was thinking (think) about you when you called (call).
5. Kelly broke (break) her arm when she was playing (play) volleyball.
6. When I was (be) five years old, I started (start) school.
2 How did Greenville change? Look at the information. Then write sentences.
(The order of the answers may vary.)
Greenville in 1956 Greenville now
✓ small town / city had a lot of bicycles / has a lot of cars

quiet / noisy had a lot of trees / has a shopping mall
1. Greenville used to be a small town, but it isn’t anymore. Now it’s a city.
2. Greenville used to be quiet, but it isn’t anymore. Now it’s noisy.
3. Greenville used to have a lot of bicycles, but it doesn’t anymore. Now it has a lot of cars.
4. Greenville used to have a lot of trees, but it doesn’t anymore. Now it has a shopping mall.
3 Write sentences about hopes and wishes, obligations, or definite plans.
1. Liz / work in a bookstore / next summer

definite plan: Liz is going to work in a bookstore next summer.
2. I / do English and math homework / tonight
obligation: I have to do English and math homework tonight.
3. we / join a new club / in September
hope: (We’d like to / We want to) join a new club in September.
4. my classmates / go to college / next year
definite plan: My classmates are going to go to college next year.
5. Jorge / play soccer in the park / this weekend
wish: Jorge (would like to / wants to) play soccer in the park this weekend.
8 Check Yourself © Cambridge University Press 2015
Predictions
Lesson
5
1 Cara was born in April. Read the predictions for this year for people
born in April. Then answer the questions.
Were you born in April? You won’t have much money this year, so you won’t buy too many
things! You’ll take a few short trips this year, but you won’t take a long trip. You’ll have a fight
with your best friend in May. Dont worry – you’ll be friends again in June!
1. Will she have a lot of money this year? No, she won’t.
2. Will Cara buy a lot of things? No, she won’t.
3. Will she take any short trips this year? Yes, she will.
4. Will she take any long trips this year? No, she won’t.
5. Will she have a fight with a friend? Yes, she will.
2 Write questions with the verb phrases in the box.
buy the shirt cook dinner ✓ miss the bus

catch the ball go to the library see a movie
UNIT 2 The Future
1. Q: Will they miss the bus? 2. Q: Will he cook dinner? 3. Q: Will they see a movie?
A: No, they won’t. A: Yes, he will. A: Yes, they will.
4. Q: Will he catch the ball? 5. Q: Will you go to the library? 6. Q: Will she buy the shirt?
A: No, he won’t. A: No, I won’t. A: Yes, she will.
3 Toshi is thinking about the future. Write sentences about his predictions.
Use will or won’t.
1. (animals / talk) Animals will talk.
2. (people / not get sick)People won’t get sick.
3. (people / go on vacations in outer space) People will go on vacations in outer space.
4. (men / not wear ties) Men won’t wear ties.
When I'm older
Lesson
6
1 Complete the conversation with the sentences in the box.
No. She probably won’t go to college until next year. She’ll probably work for our father
No. She probably won’t go to Europe. in his office.
No, she won’t. She’ll probably travel with her friends. She probably will.
✓ She’ll probably take a trip. She probably won’t.
Your sister’s graduating from high school this year,

Kim
right? What’s she going to do?
Greg I’m not sure. She’ll probably take a trip. She wants to relax
after she graduates.
Kim Where will she go? Europe?
Greg No. She probably won’t go to Europe. She doesn’t have
a lot of money.
Kim Will she travel alone?
Greg No, she won’t. She’ll probably travel with her friends.
Kim And after that? Will she go to college?
Greg No. She probably won’t go to college until next year.
She needs to earn some money before she goes to college.
Kim So, what will she do this year?
Greg She’ll probably work for our father in his office. He needs help.
Kim Maybe someday she’ll get a great job!
Greg She probably will. She’s smart. But she’ll have to
finish college first.
Kim If she lives at home for another year, she can help you with your
Spanish homework.
Greg She probably won’t. She says I have to learn Spanish
by myself.
Kim Then we can work together. I have to study Spanish this year, too!
2 Make verb phrases with the words below and be, get, and go. (Students’ predictions will vary.)
Then make predictions about yourself. Use will probably or probably won’t.
1. famous be famous I probably won’t be famous.
2. a driver’s license get a driver’s license
3. to college go to college
4. rich be rich
5. a job get a job
6. an actor be an actor
7. a pet get a pet
8. married get married

Lessons
5&6 Mini-review
1 Complete the text with want to, will, or won’t.
I want to travel to South America. I probably

won’t visit all the countries, but I ’ll
definitely visit most of them. I’d like to go
camping most of the time, so I probably
won’t visit a lot of cities. I want to see the
rain forest, so I ’ll / want to go hiking through the
jungle or take a boat trip. I ’ll probably
see a lot of animals. I ’ll bring my
camera, but I probably won’t take very good
pictures. I’m a terrible photographer!
2 Complete the questions. Use Will, the words in the box, and the cues. Then write
answers with will, won’t, will probably, or probably won’t and your own information.
(Answers to the
buy get ✓give go to record take travel to questions will vary.)
1. your math teacher / the class a test this week
Q: Will your math teacher give the class a test this week?
A: No, she probably won’t.
2. you / a job this summer
Q: Will you get a job this summer?
A:
3. your favorite singer / some new songs this year
Q: Will your favorite singer record some new songs this year?
A:
4. you / bed early tonight
Q: Will you go to bed early tonight?
A:
5. you / a new computer next month
Q: Will you buy a new computer next month?
A:
6. your best friend / Venezuela this fall
Q: Will your best friend travel to Venezuela this fall?
A:
7. your family / a vacation this year
Q: Will your family take a vacation this year?
A:

Teen Center
Lesson
7
1 Complete the crossword puzzle with the words in the box.
activity edit learn racket

articles ✓ join martial take
1
Across A
C
2. This year I’m going to join the
photography club. T
2 3
6. A reporter writes for the newspaper. J O I N T
4
8. After you make your music video, V R A
you might need to it. 5
M I A K
6
Down
A R T I C L E S
R Y K
1. Ballroom dancing is my favorite 7
after-school . L T E
8
3. To learn salsa, a dance class! E D I T T
4. Join the club and play tennis. A A
5. Karate is a type of art. R L
7. Do you want to how to make N
a scrapbook?
2 Write sentences with might or might not.

1. Kelly loves to draw, but she’s very busy this semester.
(an art class) She might not take an art class this semester.
2. Sam and Max like to try new foods.
(cooking class) They might take a cooking class.
3. Jason and I aren’t good writers.
(reporters) We might not be reporters.
4. I play the drums.
(marching band) I might join the marching band.
5. Karen doesn’t like dancing.
(a dance class) She might not take a dance class.
6. Sheila isn’t good at badminton.
(racket club) She might not join the racket club.
7. John and Dave watch a lot of karate movies.
(a martial arts class) They might take a martial arts class.
8. We take a lot of good photos.
(make a scrapbook) We might make a scrapbook.

After high school
Lesson
8
1 Look at Serena’s and Dennis’s plans for the future. Then write sentences
with be going to, will, will probably, probably won’t, or might.
✓ = a definite plan o = a probable plan ? = a possible plan
Serena Dennis
o visit my grandparents ? take a computer class
✓ find an apartment in the city ✓ get a job
✓ go to college o take a vacation
o not take violin lessons o not go on a group tour
? take a dance class ? travel alone
1. She’ll probably visit her grandparents. He

6. might take a computer class.
2. (She’s going to / She’ll) find an apartment in the city. 7. (He’s going to / He’ll) get a job.
3. (She’s going to / She’ll) go to college. 8. He’ll probably take a vacation.
4. She probably won’t take violin lessons. 9. He probably won’t go on a group tour.
5. She might take a dance class. 10. He might travel alone.
2 Write sentences about your future plans and the plans of people you know. (Answers will vary.)
1. definite plan: my family
My family will travel to Puerto Rico this summer.
OR My family is going to travel to Puerto Rico this summer.
2. probable plan: my friend

3. possible plan: my English teacher

4. probable plan: my classmates

5. definite plan: I

6. possible plan: my favorite sports team


1 Read the article quickly. Will tests in the future be the same as tests today?
No, they won’t.
Schools of the Future

by Richard Morton
Some people predict that schools in the future will be

different from schools today. How will they be different?
First, they’ll be smaller. Many schools will have only about
100 students.
Second, schools probably won’t have different grades −
students of different ages will be in the same grade. things. For a science test, a student might have to make a
Students will also choose the subjects they want to study, robot. For a history test, a student might create a
and they’ll work together on projects. They’ll use museum exhibit. A language arts test might give students
computers to work with students around the world. a headline, and ask them to write an article about it on
Students will create virtual cities and countries and solve the computer.
problems in them. They will study a lot of languages, too. Schools in the future won’t be easier than schools today,
Tests will be very different, too. To pass them, students but one thing is certain: They will be more exciting!
won’t only answer questions − they will have to do other
ages certain headline predict ✓ virtual
1. With a computer, you can go on a virtual tour of London.

2. Exercise is good for people of all ages . Children, teens, and adults all need it.
3. When I saw the name of our school in a front-page headline , I bought the newspaper.
4. Do you believe people can predict the future?
5. I wasn’t certain about the answer to that test question, but I knew the others.
3 Read the article in Part 1 slowly. What does Richard Morton predict about schools
of the future? Write T (True) or F (False). Then correct the false statements.
smaller
1. Morton believes that schools in the future will be bigger. F
2. Students of different ages will be in the same grade. T
students
3. Students will use computers to work with teachers around the world. F
4. Students won’t only answer questions to pass tests in the future. T
exciting
5. Schools will be more boring than schools today. F

1 Look at the predictions about cars in the future. Then write sentences.
Cars in the Future

✓= will happen
✗ use gas ✓ be small ✓ fly in the sky ✓ go very fast ✗ have wheels ✗ = won’t happen
1. Cars won’t use gas.

2. Cars will be small.
3. Cars will fly in the sky.
4. Cars will go very fast.
5. Cars won’t have wheels.
2 Complete the conversations. Write sentences with will, won’t, might, or might not.
1. A Are you feeling OK?
B No, I’m not. I feel awful. (go to school today) I won’t go to school today.
2. A Are your neighbors going on vacation?
B They’re not sure. (go to Costa Rica) They might go to Costa Rica.
3. A Are you going to go to the mall with us this afternoon?
B I don’t know. I’m a little tired. (not go with you) I might not go with you.
4. A Will you walk to the park?
B No, I won’t. It’s very far away. (ride my bike) I’ll ride my bike.
5. A What will you do your report on?
B I like Magellan and I know a lot about him.
(write about him) I’ll write about him.

6. A Are you going to join the talent show?
B Yes, I am, but I’m not sure what I’ll do. (play the guitar or sing) I might play the guitar or sing.
3 Answer the questions.

1. Will Evan watch TV tonight? (no / probably) No. He probably won’t watch TV tonight.
2. Is Amy going to the concert? (yes) Yes. She’s going to the concert.
3. Will your parents drive you to my house? (yes / probably) Yes. They’ll probably drive me to your house.
4. Will you do your homework on Friday night? (no) No. I won’t do my homework on Friday night.
5. Will it rain tomorrow? (no / probably) No. It probably won’t rain tomorrow.
6. Will you go to college? (yes) Yes. I’ll go to college.
7. Will Carl buy a bike today? (yes / might) Yes. He might buy a bike today.
8. Are your parents going to go to Rio next year? (no) No. They aren’t going to go to Rio next year.
© Cambridge University Press 2015 Check Yourself 15

Weekend plans
Lesson
9
1 Complete the conversations. Accept or refuse the invitations. (Answers will vary.
Possible answers:)
1. A Would you like to play tennis with me?
B Sure, I’d love to. I’ll get my racket!
2. A Would you like to go to the park on Saturday?

B I’m sorry, but I can’t. I’m going to my cousin’s house on Saturday.
3. A Would you like to go swimming with me this afternoon?

B I’m sorry, but I can’t. I have to go to soccer practice.
4. A Would you like to go to a movie this weekend?

B Yes, I’d love to. Let’s see a comedy!
5. A Would you like to come over this weekend?

B I’d love to, but I can’t. I’m going camping with my family.
6. A Would you like to take a dance class with me?

B Sure, I’d like to. How about a ballroom-dancing class?
2 Write invitations with Would you like to.
1. watch Star Wars

Q: Would you like to watch Star Wars?
A: Sure, I’d love to. Star Wars is one of my favorite movies.
UNIT 3 Plans
2. go skiing on Saturday
Q: Would you like to go skiing on Saturday?
A: I’m sorry, but I can’t. I don’t know how to ski!
3. go to the circus
Q: Would you like to go to the circus?
A: Yes, I’d love to. I really like the circus.
4. drive go-carts
Q: Would you like to drive go-carts?
A: Sure, I’d like to. We can race each other!
5. play soccer this weekend

Q: Would you like to play soccer this weekend?
A: I’m sorry, but I can’t. Can we play next weekend?
6. have lunch
Q: Would you like to have lunch?
A: I’d love to, but I can’t. I have a chess club meeting at lunchtime.
16 © Cambridge University Press 2015
10 Evening plans
Lesson
1 Complete the conversations with the sentences in the box.
Absolutely not! You can’t drive. Sure. But please be careful with it.
No, I’m sorry. My back hurts. Sure. I’ll call you at 7:00.
No, I’m sorry. I’ll be home late. ✓ Yes, of course. I’m good at history.
1. A WB04.03.02a
Could you help me with 2. A Could you help me 3. A Can I try your digital
my homework? move this table? camera?
B Yes, of course. I’m good B No, I’m sorry. Sure. But please be
B
at history. My back hurts. careful with it.
4. A Can I borrow your car 5. A Can I come over after 6. A Could you call me
tonight, Dad? school? later?
B Absolutely not! No, I’m sorry.
B Sure. I’ll call
B
You can’t drive. I’ll be home late. you at 7:00.
2 Write questions to ask for permission or to make a request.
1. (I / use / your eraser) Can I use your eraser?

2. (you / explain / this math problem)Could you explain this math problem?
3. (I / borrow / money for lunch) Can I borrow money for lunch?
4. (you / open / the window) Could you open the window?
3 Answer the questions in Part 2.
1. (yes) Yes, of course. / Sure. 3. (yes) Yes, of course. / Sure.

2. (yes) Yes, of course. / Sure. 4. (no) No, I’m sorry. I can’t. / No, I can’t.

Lessons
9 & 10 Mini-review
1 Complete the conversations with can, could, or would.
1. A Hey, would you like to borrow this magazine?

B I have to get to class. Can I borrow it later?
2. A Can I use your new game?

B Yes. It’s a lot of fun. You’ll enjoy it.
3. A Could you help me find information for my report?

B Yes, of course. Would you like to meet tonight?
4. A Would you like to go to a movie tonight?

B Sure, but could you lend me some money? I don’t have any!
5. A Can I go to Dave’s party this weekend, Mom?

B Yes, all right. But could you clean your room first?
6. A Hi, Fran. Would you like to do something with me this weekend?

B Sure, I’d like to. Could you call me after school? We can make plans then.
2 Write questions with Would you like to, Could you, or Can I.
Then answer the questions with your own information. (Answers to the questions will vary.)
1. you / going camping

Q: Would you like to go camping?
A:
2. you / lend / your notebook

Q: Could you lend me your notebook?
A:
3. you / explore / a rain forest

Q: Would you like to explore a rain forest?
A:
4. I / stay out late / tonight

Q: Can I stay out late tonight?
A:
5. you / clean / the cafeteria

Q: Could you clean the cafeteria?
A:
6. I / borrow / your cell phone

Q: Can I borrow your cell phone?
A:

11 Making plans
Lesson
1 Complete the sentences with the clauses in the box.
Danny might lend you some money my family will probably move
✓ he’ll probably help make dinner my friends might have a barbecue
I might ask him to help me with my homework she’ll probably miss the show
I won’t watch that horror movie we’ll take the bus
1. If my father comes home early, he’ll probably help make dinner .

2. I won’t watch that horror movie if it’s too scary.
3. If the weather is nice this weekend, my friends might have a barbecue .
4. Danny might lend you some money if you ask him.
5. If Giovanni is finished with his homework, I might ask him to help me with my homework .
6. My family will probably move if we find a larger house.
7. If Carla is late, she’ll probably miss the show .
8. We’ll take the bus if we go downtown.
2 Answer the questions in two different ways. Use if and your own information. (Answers will vary.)
1. What will you do after school today?
will: (tired / not tired) If I’m tired, I’ll sleep. If I’m not tired,
I’ll play baseball.
2. What movie will you see?

might: (see a comedy / see an action movie)

3. What will you do tonight?

will probably: (have homework / don’t have homework)

4. What will you do this weekend?

won’t: (rainy / cloudy)

5. What will you buy at your favorite store?

might: (a lot of money / a little money)

6. What will you eat for lunch today?

will: (very hungry / not very hungry)


12 Vacation plans
Lesson
1 Complete these instructions for using a new computer printer with

before, while, and after.
1. Read the instructions 2. After you take the 3. Before you turn on the
before you take the printer out of the box, computer, connect it to
printer out of the box. put it on the table. the printer.
4. Turn on the printer 5. Make sure you add paper 6. And remenber – never eat
after you turn on the before you try to print! or drink while you are
computer. near your printer.
2 Write sentences.
1. Ali / going to go swimming / finish / his homework

(after) Ali is going to go swimming after he finishes his homework.
2. you / should close the door / come in

(after) You should close the door after you come in.
3. I / going to study Italian / be / in Rome
(while) I’m going to study Italian while I’m in Rome.
4. Gino and Marie / have to study / take the big test
(before) Gino and Marie have to study before they take the big test.
3 Write sentences with your own information. (Answers will vary.)

1. (before I go to bed) Before I go to bed, I might read a book. OR I might read a book
before I go to bed.
2. (after I finish this workbook page)
3. (while I’m in school next week)
4. (after I finish high school)

1 Read the blog quickly. Check (✓) the correct ending to the statement.
You should ask your parents for permission when they’re:
asking you questions. ✓ not busy. doing chores.
www.ask4permission.gc
How to Ask Permission

There’s a big party tomorrow night. You made fuzzy plans to go with your friends, but you need your parents’
permission before you can make firm plans. How do you ask for permission? Here’s some advice:
1. Before you ask, do your homework and your probably ask things like “Where’s the
chores. If you don’t, your parents might tell party?” “How are you going to get there?”
you to stay home and finish them. “What time will you get home?”
2. Choose a convenient time to ask them. Have your answers ready.
Don’t ask them when they’re busy. 5. Finally, if they say no, try to understand.
3. When you ask for permission, be sure Remember, if your parents say no,
to say please. it’s probably because they want you
to stay safe.
4. Expect some questions from them. They’ll
convenient ✓ expect firm fuzzy permission
1. I didn’t expect a birthday present from my friends. It was a great surprise.

2. I’m not sure I can go to the movies next weekend, but let’s make fuzzy
plans to go.
3. I never go out without my parents’ permission .
4. What’s a convenient time to meet to talk about our science project?
5. I know my cousin will join us soon. Our plans were firm . He’s just late.
3 Read the blog in Part 1 slowly. Circle the correct words to complete the sentences.
1. You should do your chores (after / before) you ask for permission.
2. You should choose a (convenient / calm) time to ask your parents for permission.
3. It’s important to say (you want to go / please).
4. When you ask for permission, your parents (will probably / probably won’t) ask
some questions.
5. If your parents say no, you should (understand / ask again later).

1 Write questions. Then write acceptances or refusals. (Answers to the questions will vary.)
1. invitation: play tennis with me today
Q: Would you like to play tennis with me today?
A: refuse: I’m sorry, but I can’t. I hurt my arm.
2. request: lend me $10
Q: Could you lend me $10?
A: refuse:
3. permission: stay out late tonight
Q: Can I stay out late tonight?
A: accept:
4. invitation: come over tonight
Q: Would you like to come over tonight?
A: accept:
2 Complete the cues with the words in the box. Then write sentences with if.
✓ go skiing go to sleep go to the beach not eat lunch
1. it snows / go skiing
(probably) If it snows, I’ll probably go skiing.
go to the beach
2. it’s sunny /
(might) If it’s sunny, I might go to the beach.
3. I’m not hungry / not eat lunch
(won’t) If I’m not hungry, I won’t eat lunch.
4. I’m exhausted / go to sleep
(probably) If I’m exhausted, I’ll probably go to sleep.
3 Read Jay’s notes about his ski vacation. Then write sentences with before, while, or after.
First, I’m going to find my skis. I think they’re in the garage. Then I have to buy
new gloves and a new hat. I can buy them at the same time. On vacation, I’m going
to take skiing lessons. I’m going to make friends with the other kids who are taking
lessons. When I get back, I have to write a report for school.
1. find his skis / go on vacation He’s going to find his skis before he goes on vacation.
2. buy new gloves / buy a hat He’s going to buy new gloves while he’s buying a hat.
3. take skiing lessons / find his skis He’s going to take skiing lessons after he finds his skis.
4. make new friends / take skiing lessons He’s going to make new friends while he’s taking skiing lessons.
5. write a report for school / get home He’s going to write a report for school after he gets home.

13 Teens online
Lesson
1 Complete the answers with the gerund form of the verb phrases in
the box.
(Chat) online is one of my favorite activities. (Listen) to music is great!

(Find) information online takes a long time. ✓ (Play) computer games is boring.
(Go) to the beach is nice when it’s hot. (Play) racket sports isn’t fun for me.
1. Q: Do you like computer games? A: No, I don’t. Playing computer games is boring.
2. Q: Do you like music? A: Yes, I do. Listening to music is great!
3. Q: Do you play racket sports? A: No, I don’t. Playing racket sports isn’t fun for me.
4. Q: Do you go to the beach in the summer? A: Yes, I do. Going to the beach is nice when it’s hot.
5. Q: Do you chat online? A: Yes, I do. Chatting online is one of my favorite activities.
6. Q: Do you find information online? A: No, I don’t. Finding information online takes a long time.
2 Answer the questions in Part 1 with your own information. (Answers will vary.)
1.
2.
3.
4.
5.
UNIT 4 People
6.
3 Write answers. Use short answers and gerunds as objects.
1. Q: Does Wendy like to ski?

A: (yes) Yes, she does. She likes skiing.
2. Q: Does Paul like to dance?
A: (no) No, he doesn’t. He doesn’t like dancing.
3. Q: Do your parents like to use e-mail?
A: (yes) Yes, they do. They like using e-mail.
4. Q: Does Ms. Hill like to do crossword puzzles?
A: (yes) Yes, she does. She likes doing crossword puzzles.
5. Q: Do your sisters like to do chores?
A: (no) No, they don’t. They don’t like doing chores.
6. Q: Does your father like to play video games?
A: (no) No, he doesn’t. He doesn’t like playing video games.
7. Q: Do your friends like to go to the movies?
A: (yes) Yes, they do. They like going to the movies.

Lesson
1 Complete the puzzle. Then write the mystery word for a popular
personality type.
bad-tempered ✓ forgetful independent thoughtful

creative hardworking organized trustworthy
Clues
1. Someone who doesn’t remember things is .

2. A person might be good at art or music.
3. If the things in your room aren’t in order, you should be more !
4. Don’t get angry too often. No one likes a friend!
5. Someone who is does a lot of things without help.
6. Students who are often get good grades.
7. A person does nice things for friends.
8. Your parents want you to be and honest.
1
F O R G E T F U L
2
C R E A T I V E
3
O R G A N I Z E D
4
B A D T E M P E R E D
5
I N D E P E N D E N T
6
H A R D W O R K I N G
7
T H O U G H T F U L
8
T R U S T W O R T H Y
What’s a popular personality type? friendly
2 How are these people similar? Write sentences.
1. Sebastian is outgoing. (Mei Mei and Tamia) Mei Mei and Tamia are, too.
2. Carrie is creative. (her brother) Her brother is, too.
3. My mother doesn’t want help doing things. (my father) My father doesn’t, either
4. I’m not athletic. (my cousins) My cousins aren’t, either.
5. Kenji studies hard. (Aya and Miho) Aya and Miho do, too.
6. Sue doesn’t like going out alone. (her friends) Her friends don’t, either.
7. I make friends easily. (my sister) My sister does, too.
8. Selma isn’t forgetful. (Wayne) Wayne isn’t, either.

Lessons
13 & 14 Mini-review
1 Complete the questions with gerunds as objects.
1. Q: Do you like doing crossword puzzles ?

A: Yes, I do. Crossword puzzles are great!
2. Q: Do you like going to the beach ?

A: No, I don’t. I can’t swim, and I don’t know
how to surf or water-ski.
3. Q: Do you enjoy playing chess ?

A: No, I don’t. I don’t know how to play chess!
4. Q: Do you like going to the library ?

A: Yes, I do. I go to the library every week.
5. Q: Do you enjoy doing chores ?

A: No, I don’t. But my parents always have a lot of
things for me to do, like washing the dishes.
6. Q: Do you enjoy playing games online ?

A: Yes, I do. My friends play games online, too.
2 Read Walter’s information. Write about his likes, dislikes, and personality.
Then write sentences agreeing with Walter’s preferences and personality. (Sentences
agreeing
Likes: do karate, babysit Personality: be thoughtful, be outgoing with
Dislikes: play baseball, listen to classical music Walter’s
preferences
and
personality
will vary.)
1. Walter likes doing karate. I do, too. Doing karate is fun!

2. Walter likes babysitting. I do, too. . . .
3. Walter doesn’t like playing baseball. I don’t, either. . . .
4. Walter doesn’t like listening to classical music. I don’t, either. . . .
5. Walter is thoughtful. I am, too. . . .
6. Walter is outgoing. I am, too. . . .
15 Unusual people
Lesson
1 Write sentences about the people.
1. have / history teacher / 2. know / brother and sister / 3. met / swimmer / be an

collect cars surf in competitions Olympic champion
I have a history teacher who I know a brother and sister I met a swimmer who is
collects cars. who surf in competitions. an Olympic champion.
4. met / teen / collect 5. have / friend / be good at 6. know / woman / go

spiders English camping in the snow
I met a teen who I have a friend who is I know a woman who
collects spiders. good at English. goes camping in the snow.
2 Read Ashley’s description of people in her high school. Then write

sentences about the people she knew. (Possible answers.)
When I was in high school, I knew some people with unusual hobbies.
For example, Mike collected chess pieces – and he didn’t even play chess! My
best friend, Katrina, loved animals. She went to the zoo every day after school.
A girl in my science class painted pictures of insects. Another girl in the same class
watched old movies every weekend. Two boys in my English class liked
to go hiking in the rain. The basketball coach, Miss Thomas, liked to juggle.
My math teacher, Mr. Marks, wrote poetry, and Ms. Spencer, the librarian,
made her own clothes. It was an interesting school!
1. Ashley knew a boy who collected chess pieces.

2. Ashley had a friend who (loved animals / went to the zoo every day).
3. Ashley knew a girl who painted pictures of insects.
4. Ashley knew a girl who watched old movies every weekend.
5. Ashley knew two boys who liked to go hiking in the rain.
6. Ashley knew a basketball coach who liked to juggle.
7. Ashley knew a math teacher who wrote poetry.
8. Ashley knew a librarian who made her own clothes.
16 Who's that girl?
Lesson
1 Complete the conversation with tag questions.

Cristina Hi. You’re new at this school, aren’t you ?
Yes, I am. You’re in my English class,
Anita aren’t you ?
Cristina Yes, I sit behind you. It’s a good class, isn’t it ?
Anita Yes, I think so. But the new unit is hard, isn’t it ?
Cristina Oh, it’s not too bad. Would you like some help?
Sure, that would be great. You’re good at English,
Anita aren’t you ?
Actually, you do well in all your classes, don’t you ?
Cristina No, I don’t! I’m terrible at math. But you like math, don’t you ?
Not really. Why do you think so?
Anita
Cristina Well, you’re carrying your math book, aren’t you ?
Yes, I am. We have homework tonight,
Anita don’t we ?
Cristina Yes! I forgot!
2 Write tag questions and answers.

1 2 3
4 5 6
1. your cousins / live in the city

Q: Your cousins live in the city, don't they? A: No, they don't.
2. Louisa / like cats
Q: Louisa likes cats, doesn’t she? A: No, she doesn’t.
3. Tom / be good at math
Q: Tom is good at math, isn’t he? A: Yes, he is.
4. those mountains / be very big
Q: Those mountains are very big, aren’t they? A: Yes, they are.
5. you / like music
Q: You like music, don’t you? A: Yes, I do.
6. Diego / play the guitar
Q: Diego plays the guitar, doesn’t he? A: No, he doesn’t.
1 Read the funny stories quickly. What did the actors star in?
1. Hugh Jackman starred in The Wolverine 2. Harrison Ford starred in the

and the X-Men movie series. Indiana Jones movies.
Famous People – Funny Stories

Hugh Jackman is an Australian actor who played Wolverine
in seven different movies, including The Wolverine and the
X-Men movie series. However, he didn’t have an easy start.
Just before the first movie, Jackman thought that a
wolverine was a wolf. He is a very hardworking person, so
he practiced a lot how to act like a wolf. But the director of
the X-Men said, "You’re a wolverine, not a wolf!". Jackman when fans saw him and said, “You’re Harrison Ford, aren’t
replied, "But a wolverine isn’t a real animal, is it?". "Of you?” he answered, “No, sorry, I’m not Harrison Ford. I just
course it is." the director answered. "It’s a small wild look like him.” Recently he decided that this wasn’t honest,
animal, very different from a wolf!". In the end, they both and he now always answers truthfully.
thought that Jackman’s mistake was very funny.
One day, a woman saw him and said, “You look just like
Harrison Ford is an American actor who starred in the Harrison Ford.” Ford was honest and said, “Yes, I am
Indiana Jones movies. Ford is usually a friendly and Harrison Ford.” He was surprised – the woman didn’t believe
outgoing person who seems to enjoy chatting with people. him!
He is hardly ever bad-tempered with fans. But sometimes
bad-tempered ✓ chatting hardworking just like outgoing
1. I like hanging out and chatting with my friends. We always have a lot to talk about.
2. He works every day from 8:00 a.m. to 6:00 p.m. He is very hardworking .
3. Our neighbor is very bad-tempered . He gets angry about everything.
4. My sister is really outgoing . She loves meeting new people.
5. You look just like your mother in her high school photos!
3 Read the stories in Part 1 slowly. Check (✓) the correct words to complete the sentences.
1. Hugh Jackman is ✓ an Australian actor. an American actor.
2. Before the movie, Jackman practiced how to act ✓like a wolf. like a wolverine.
✓ was funny.
3. Jackman and the director thought the story was sad.
4. Harrison Ford is usually a bad-tempered person. ✓ an outgoing person.
5. When Ford answered the woman he ✓ was honest. wasn’t honest.

1 Write tag questions. Use gerunds as subjects or objects. Then write the answers.
1. Sara / like / dance

Sara likes dancing, doesn’t she? (no) No, she doesn’t.
2. play chess / difficult
Playing chess is difficult, isn’t it? (yes) Yes, it is.
3. you / enjoy / go to the movies
You enjoy going to the movies, don’t you? (no) No, I don’t.
4. send e-mail and chat online / popular
Sending e-mail and chatting online are popular, aren’t they? (yes) Yes, they are.
2 Look at the pictures. Write sentences with too or either.
Lucinda Tino Lola Marco
1 2 3 4
Joe Kevin Tom Laurel
1. (creative) Lucinda is creative. Joe is, too.
2. (not organized) Tino isn’t organized. Kevin isn’t, either.
3. (thoughtful) Lola is thoughtful. Tom is, too.
4. (doesn’t always remember things) Marco doesn’t always remember things. Laurel doesn’t, either.
3 Look at the information. Then write sentences with who.
Usain Bolt David Wright Jennifer Garner Jennifer Lopez

sprinter baseball player actor singer
has many gold medals plays for the New York Mets likes kickboxing sings in English and Spanish
1. Usain Bolt is a sprinter who has many gold medals.

2. David Wright is a baseball player who plays for the New York Mets.
3. Jennifer Garner is an actor who likes kickboxing.
4. Jennifer Lopez is a singer who sings in English and Spanish.
17 For fun
Lesson
1 Write the present perfect form of the verb.

1. be have been 6. go have gone 11. read have read
2. call have called 7. hang out have hung out 12. rent have rented
3. clean have cleaned 8. have have had 13. see have seen
4. do have done 9. make have made 14. study have studied
5. eat have eaten 10. play have played 15. watch have watched
2 Complete the text with the present perfect.
My best friend and I have done (do) a lot of fun things this year.
We have watched (watch) six soccer games, we have gone (go)
to 12 movies, and we have hung out (hang out) at the beach every weekend.
I haven’t done (not do) all of my homework, and I haven’t cleaned (not clean)
my room. My parents aren’t happy, but I am!
3 You and your friend are planning a party. Look at your list. Then write
sentences about the things you have done (✓) and the things you
haven’t done (✘).
1. We haven’t rented movies.

To Do 2. We’ve invited friends.
✗ rent movies We’ve cleaned the kitchen.
3.
✓ invite friends
✓clean the kitchen 4. We haven’t cleaned the living room.
✗ clean the living room 5. We’ve made the decorations.
✓ make the decorations 6. We haven’t gone to the store.
✗ go to the store
7. We’ve made a cake.
✓ make a cake
✗ finish all our chores 8. We haven’t finished all our chores.
4 Write about what you have and haven’t done. (Answers will vary.)
1. (exercise today)
2. (read the newspaper today)
3. (watch TV this week)
4. (see a movie this week)
5. (go to the mountains this year)
6. (do my homework today)
7. (do chores this week)
8. (go shopping this month)

Lesson
1 Complete the verb phrases with the words in the box.
entertain give record sign ✓ star support

1. star in a movie 4. sign autographs
2. give interviews 5. support a charity
3. record a song 6. entertain a live audience
2 What have these entertainers done? What haven’t they done? Look at the (Answers may vary.
pictures. Then write sentences with the verb phrases in Part 1. Possible answers are:)
Ernesto The Country Girls

The Country Girls have entertained a live audience. /
1. Ernesto has supported a charity. 4.
The Country Girls haven’t supported a charity.
Ernesto has starred in a movie. / The Country Girls have recorded a song. /
2. Ernesto hasn’t recorded a song. 5.
The Country Girls haven’t starred in a movie.
Ernesto has given interviews. / The Country Girls have signed autographs. /
3. Ernesto hasn’t signed autographs. 6.
The Country Girls haven’t given interviews.
3 Look at the pictures. Then correct the false information. Use the present perfect.
2 9
1. Kaoru / record two CDs 2. the Hawks / win soccer games
Kaoru hasn’t recorded two CDs. She’s The Hawks haven’t won soccer games.
recorded three CDs. They’ve won basketball games.
3. Trevor / appear on TV 4. Isabel / travel to New Zealand

Trevor hasn’t appeared on TV. Isabel hasn’t traveled to New Zealand.
He’s appeared in a newspaper. She’s traveled to (London / England).
Lessons
17 & 18 Mini-review
1 Complete the sentences with the present perfect form of the verb phrases in the box.
appear in the school newspaper ✓ meet a lot of artists

give interviews record one song
have too much homework not win an Academy Award
not make a movie not win any games
1. I’m a photographer. I go to a lot of parties, and I
have met a lot of artists .
2. That new singer, Andreas, has recorded one song .
He wants to record a whole CD next year.
3. The school basketball team has practiced a lot this year,
but they haven’t won any games .
4. My friend wants to be a filmmaker. He
hasn’t made a movie , but he’s edited a movie.
5. They are very popular. They have given interviews
to every news show on TV!
6. My picture hasn’t been in any fashion magazines, but
it has appeared in the school newspaper twice.
7. Iliana hasn’t had time to hang out this week.
She has had too much homework .
8. Beyoncé is my favorite singer and actor. She hasn’t won an Academy Award ,
but she has won many Grammy Awards!
2 Complete the sentences about Cheryl. Use the present perfect. Then write
sentences about yourself and people you know. (Sentences about students and
has been
people they know will vary.)
1. Cheryl (be) busy this week.
I’ve been busy this week, too. OR I haven’t been busy this week.
2. Cheryl’s friends have had (have) a lot of homework.

3. She has seen (see) some good TV shows today.

4. Cheryl’s family hasn’t eaten (not eat) dinner together this week.

5. She hasn’t gone (not go) to the mall this month.

6. Cheryl has read (read) the newspaper every day this week.


19 Are you a fan?
Lesson
1 Complete the conversation. Write present perfect questions

with ever, and answer the questions.
Luciano I’m having trouble with my English composition. We have

to write about our lives. But I’ve had a very boring life!
Jordan No, you haven’t! Let’s think. (try / any dangerous sports)
Have you ever tried any dangerous sports?

No, I haven’t. I’m not very athletic.
Luciano (No)
Jordan (meet / movie star) Have you ever met a movie star?
Luciano (No) No, I haven’t. I’m not interested in movies.
I like music.
Jordan OK. (go / any concerts) Have you ever gone to any concerts?
Luciano (Yes) Yes, I have. My friends and I have gone to a few concerts.
Jordan (be invited / backstage) Have you ever been invited backstage?
Luciano (Yes) Yes, we have. We’ve been invited backstage a few times. It was fun.
Jordan Wow! (get / any autographs) Have you ever gotten any autographs?
Luciano (No) No, we haven’t. But maybe next time!
Jordan Maybe! And you have something to write about now.
2 Answer the questions.
1. Q: Have you ever written a fan letter? 4. Q: Have your friends ever given you
A: Yes, I have. I wrote a fan letter to presents?
David Beckham. A: Yes, they have. They give me
presents for all my birthdays.
2. Q: Have your friends ever won tickets to
a concert? 5. Q: Have you ever tried water-skiing?
A: No, they haven’t. They never win contests! A: No, I haven’t. I don’t like
water sports.
3. Q: Has your best friend ever helped
you with your homework? 6. Q: Has your mother ever gone to a
A: Yes, he has. He helps me concert?
every day. A: Yes, she has. She went to a lot
of concerts when she was younger.
1. Have you ever been interviewed?
2. Has your best friend ever appeared on TV?
3. Has your school ever been in the newspaper?
4. Has your favorite singer ever won an award?
5. Have you ever traveled to another city?
6. Have you ever gotten a star’s autograph?

Lesson
1 Write questions and answers.

1. (Daniel Radcliffe / be an actor) How long has Daniel Radcliffe been an actor?
(2000) He’s been an actor since 2000.
How long has LeBron James played
2. (LeBron James / play professional basketball) professional basketball?
(2003) He’s played professional basketball since 2003.
3. (Katy Perry / live in California) How long has Katy Perry lived in California?
(all her life) She’s lived in California all her life.
How long have Akai Osei and Theo Stevenson
4. (Akai Osei and Theo Stevenson / work as actors ) worked as actors?
(more than nine years) They’ve worked as actors for more than nine years.
How long has Ginnifer Goodwin
5. (Ginnifer Goodwin / star in Once Upon a Time) starred in Once Upon a Time?
(2011) She’s starred in Once Upon a Time since 2011.
6. (Rafael Nadal / be a tennis player) How long has Rafael Nadal been a tennis player?
(more than fifteen years) He's been a tennis player for more than fifteen years.
How long has Master Chef Junior
7. (Master Chef Junior / be a popular TV show) been a popular TV show?
(about 2013) Master Chef Junior has been a popular TV show since about 2013.
8. (Beyoncé / be a professional singer) How long has Beyoncé been a professional singer?
(more than 18 years) She's been a professional singer for more than 18 years.
2 Look at the chart. Write questions and answers about Elias.
played the guitar – since he was 11

written music – 2010
lived in Los Angeles – 5 years
worked as a musician – 3 years
played in a band – 2013
1. Q: How long has Elias played the guitar?

A: He’s played the guitar since he was 11.
2. Q: How long has he written music?
A: He’s written music since 2010.
3. Q: How long has he lived in Los Angeles?
A: He’s lived in Los Angeles for five years.
4. Q: How long has he worked as a musician?
A: He’s worked as a musician for three years.
5. Q: How long has he played in a band?
A: He’s played in a band since 2013.
1 Read the Web site about Jennifer Lawrence quickly. What sport does she like most?
basketball
www.actorlawrence.gc
Jennifer Lawrence
When Jennifer Lawrence was a child, she was very athletic, and she wanted to
be a doctor. She never dreamed that she’d become an actress. But she's
become a great success in movies, especially with young viewers.
Her full name is Jennifer Shrader Lawrence. She was born in 1990 in the state
of Kentucky in the U.S., but she and her family have lived in California since
2004. They moved there because of Jennifer’s career.
She has acted in a lot of movies and has worked with other famous actors,
including Hugh Jackman (in X-Men: Days of Future Past). She has won many
awards. She won an Academy Award for Best Actress for her performance in
Silver Linings Playbook. And she received two Golden Globe Awards for her
work in Silver Linings Playbook and American Hustle.
Jennifer also plays the guitar, surfs, and paints. Her favorite sport is basketball. She
likes to help other people. She is very involved in charity: She supports actions
such as the World Food Programme, Feeding America, and The Thirst Project.
athletic career ✓ charity received viewers
1. Many stars donate a lot of money to charity .

2. I still haven’t received the postcard you sent from Hawaii.
3. Kevin plays sports all day. He’s very athletic .
4. Do you know how many viewers watched the Olympics on TV?
5. I’d like to have a career that helps people.
3 Read the Web site in Part 1 slowly. Answer the questions.

1. When was Jennifer Lawrence born? She was born in 1990.
2. Where do Jennifer and her family live?They live in California.
3. How long have they lived there? They have lived there since 2004.
4. Has she ever acted in a movie with Hugh Jackman? Yes, she has.
She received an Academy Award
5. What awards did she receive for Silver Linings Playbook? and a Golden Globe Award.
She likes to play the guitar, surf, and paint. / She likes
6. What does she like to do when she isn't working? to help other people. / She is very involved in charity.

1 Write questions and answers with the present perfect.
1. A (you / ever meet a sports star) Have you ever met a sports star?
B (no) No, I haven’t.
2. A (your parents / ever listen to your CDs) Have your parents ever listened to your CDs?
B (yes) Yes, they have.
3. A (you / be busy / this month) Have you been busy this month?
B (yes) Yes, I have.
4. A (you / buy any new clothes / this week) Have you bought any new clothes this week?
B (no) No, I haven’t.
5. A (Luis and Ramon / ever join a fan club) Have Luis and Ramon ever joined a fan club?
B (yes) Yes, they have.
2 Dennis and Fernando are musicians. Look at the information. Then write
sentences about what they have done (✓) and have not done (✗).
1. Dennis has written songs.

2. Dennis hasn’t played the guitar.
3. Dennis hasn’t recorded a song. DENNIS FERNANDO
4. Dennis has entertained a live audience. ✓ write songs ✓ play the guitar
5. Fernando has played the guitar. ✗ play the guitar ✓ play at a club
6. Fernando has played at a club. ✗ record a song ✗ play with a band
7. Fernando hasn’t played with a band. ✓ entertain a live audience ✓ win a talent competition
8. Fernando has won a talent competition.
1. Q: (you / be a student at this school) How long have you been a student at this school?
A: (September) I’ve been a student at this school since September.
How long has Alicia lived here?
2. Q: (Alicia / live here)
A: (three months) She’s lived here for three months.
3. Q: (your parents / have their car) How long have your parents had their car?
A: (a year) They’ve had their car for a year.
4. Q: (Tomas and Sarah / be Madonna fans) How long have Tomas and Sarah been Madonna fans?
A: (1985) They’ve been Madonna fans since 1985.
5. Q: (your brother / speak Portuguese) How long has your brother spoken Portuguese?
A: (two years) He’s spoken Portuguese for two years.
6. Q: (you / play in a rock band) How long have you played in a rock band?
A: (2003) I’ve played in a rock band since 2003.
21 Taking risks
Lesson
1 Make verb phrases with the words below and the verbs in the box.
Then write sentences with the verb phrases and your own information.
dye ✓ go ride start (Students’ own information will vary.)

explore go out sing try
1. skydiving go skydiving I’ve never gone skydiving.

2. my hair dye my hair
3. a band start a band
4. a cave explore a cave
5. a motorcycle ride a motorcycle
6. new food try new food
7. karaoke sing karaoke
8. without permission go out without permission
2 The Medina family has not done any of these things.

UNIT 6 Experiences
Write questions and answers.
1. Q: Have Mr. and Mrs. Medina ever been in a

sports competition?
A: No, they haven’t. They’ve never been in a sports
competition. OR No, never.
2. Q: Have Darin and Tessa ever sung karaoke?

A: No, they haven’t. Darin and Tessa have never
sung karaoke.
3. Q: Has Tessa ever gone horseback riding?

A: No, she hasn’t. Tessa has never gone horseback riding.
4. Q: Have the Medinas ever gone hiking in the jungle?
A: No, they haven’t. They’ve never gone hiking in the jungle. / No, never.
5. Q: Has Darin ever acted in a play?
A: No, he hasn’t. He’s never acted in a play. / No, never.

6. Q: Has Max ever gone camping with the family?
A: No, he hasn’t. He’s never gone camping with the family. / No, never.

22 What we've done
Lesson
1 Complete the sentences with ago, for, since, or so far.
1. I’ve liked classical music for many years.

2. She hasn’t read comic books since she was a child.
3. Our volleyball team has done really well so far .
4. I’ve studied English for five years.
5. Enrique met his new teacher a week ago .
6. Carlo hasn’t scored a goal in this game so far .
7. I went to Puerto Rico with my family two months ago .
8. I haven’t gotten any e-mail messages since Friday.
2 Complete the conversation with the simple past or the present perfect.
Josh Hi, Emily. Where have you been (you / be)? I haven’t seen (I / not see)
you for a long time.
Emily I know. I’ve been / I was (I / be) in Dallas with my cousins.

I came back (I / come back) a week ago.
Josh What did you do (you / do) there?
Emily I went (I / go) horseback riding every day.

My cousins have had (My cousins / have) their own horses since
they were (they / be) young kids.
Josh Do you like horseback riding? Did you fall off the horse?
Emily I love it, and I didn’t fall off (I / not fall off) at all! Actually, I think horseback
riding is the best thing I’ve done (I / do) so far this year.
1. What’s something you’ve done since you were a small child?

2. What did you do last weekend?

3. What have you done since last summer?

4. What holiday or event has your family celebrated for many years?

5. What’s the most interesting thing you’ve learned so far this year?


Lessons
21 & 22 Mini-review
1 Choose the correct word to complete the sentences.
1. Have you ever (ever / never) tried Indian food?

2. Two of my friends went (have gone / went) skydiving last week.
3. I’ve had a lot of interesting experiences since (for / since) last year.
4. My father ran a marathon two months ago (ago / since).
5. Did you have (Did you have / Have you had) a good time yesterday?
6. Cindy has never (ever / never) played with a rock band.
7. Ken hasn’t won any prizes so far (since / so far).
8. I haven’t seen my best friend for (for / since) two weeks.
2 Look at the information. Then write questions and long answers about Christina.
Christina
1. sail a boat ➞ two weeks ago
2. meet a rock star ➞ never
3. have a pet ➞ since she was five
4. be a recreation leader ➞ for a long time
5. run a marathon ➞ last year
6. write e-mail messages in English ➞ never
1. Q: Has Christina ever sailed a boat?

A: Yes, she has. She sailed a boat two weeks ago.
2. Q: Has Christina ever met a rock star?

A: No, she hasn’t. She’s never met a rock star.
3. Q: Has Christina ever had a pet?
A: Yes, she has. She’s had a pet since she was five.
4. Q: Has Christina ever been a recreation leader?
A: Yes, she has. She’s been a recreation leader for a long time.
5. Q: Has Christina ever run a marathon?
A: Yes, she has. She ran a marathon last year.
6. Q: Has Christina ever written e-mail messages in English?
A: No, she hasn’t. She’s never written e-mail messages in English.

23 Amazing teens
Lesson
1 Luiz and Paco are traveling around Australia. Write sentences about
what they have already done and what they have not done yet.
1. They’ve already hiked in the rain forest.

THINGS TO DO IN AUSTRALIA
2. They’ve already gone to a rock concert. ✓ Tasmania: hike in rain forest
3. They’ve already seen the Sydney Opera House. ✓ Melbourne: go to a rock concert
✓ Sydney: see the Sydney Opera House
4. They haven’t gone scuba diving yet.
the Gold Coast: go scuba diving
5. They’ve already toured the crocodile farm. ✓ Darwin: tour the crocodile farm
6. They haven’t climbed the rock yet. Uluru: climb the rock
Perth: try surfing
7. They haven’t tried surfing yet.
2 Correct the false statements about Luiz and Paco.
1. Paco hasn’t been to Tasmania yet. Darwin
He’s already been to Tasmania.
2. Luiz and Paco have already visited Perth. AUSTRALIA

Uluru
They haven’t visited Perth yet.
Gold
Coast
3. Luiz and Paco have already visited the Perth
Sydney
Gold Coast.
Melbourne
They haven’t visited the Gold Coast.
Tasmania
4. Luiz hasn’t been to Darwin yet.
He’s already been to Darwin.

5. Paco and Luiz haven’t been to Melbourne yet.
They’ve already been to Melbourne.

6. Luiz has already tried surfing.
He hasn’t tried surfing yet.

7. Luiz and Paco have already been to Uluru.
They haven’t been to Uluru yet.

8. Paco hasn’t seen the Sydney Opera House yet.
He’s already seen the Sydney Opera House.

24 In the spotlight
Lesson
1 Complete the conversation with tag questions.
Mrs. Nelson Hello. You’re in my math class this year, aren’t you ?
Uh, no, I’m not. I’m in Mrs. Smith’s class.
Curtis
Mrs. Nelson Really? But you took her class two years ago, didn’t you ?
No, I didn’t.
Curtis
Mrs. Nelson But she’s taught tenth-grade math for a long time, hasn’t she ?
Yes, she has. But I’ve never taken her class before.
Curtis
Mrs. Nelson But you’ve been a student here since sixth grade, haven’t you ?
Yes, I have . . .
Curtis
Mrs. Nelson And you’ve finished ninth grade, haven’t you ?
Yes, I have. I’m in tenth grade now.
Curtis
Mrs. Nelson Wait a minute. Are you Chris Wilson?
No, I’m not. I’m his younger brother, Curtis!
Curtis
Mrs. Nelson Oh. I’m sorry. Then Chris is in my class, and so is your cousin, Emma.
They’ve always been good at math, haven’t they ?
2 Write tag questions. Then answer them with your own information. (Answers to the
questions will vary.)
1. you / be a student / at this school / three years
Q: You’ve been a student at this school for three years, A: Yes, I have.
haven’t you?
2. last summer / be very hot
Q: Last summer was very hot, wasn’t it? A:
3. you / pass sixth-grade math
Q: You passed sixth-grade math, didn’t you? A:
4. your classmates / always be / good students
Q: Your classmates have always been good students, haven’t they? A:
5. soccer / be a popular sport in your country / long time
Q: Soccer has been a popular sport in your A:
country for a long time, hasn’t it?
6. your friends / live in this town / they were born
Q: Your friends have lived in this town since A:
they were born, haven’t they?
7. you / speak English / five years
Q: You’ve spoken English for five years, haven’t you? A:
8. your English teacher / give a lot of homework / yesterday
Q: Your English teacher gave a lot of homework, A:
yesterday, didn’t he / she?

1 Read the Web site quickly. What’s in a letterbox?
A little notebook is in the letterbox.

www.letterbox.gc
Letterboxing
Have you ever wanted to have a puts the directions on the
big adventure without taking a Internet. Then letterboxers use
big risk? Try letterboxing. It’s the directions to try to find the
really exciting. letterbox.
Letterboxing is like hiking and People who have never gone
exploring − with a special letterboxing should try it once.
challenge. The challenge starts It’s really fun! It might not be as
when someone creates a exciting as skydiving or rock
letterbox − a small plastic box climbing, but it’s a great activity.
with a little notebook in it. The It’s an excellent mental and
person hides the letterbox in a physical challenge. And it’s a
park, a forest, a city, or some thrilling feeling to open a
other place. Next, the person letterbox and find out that no
writes directions to the box and one else has discovered it yet!
hides mental risk ✓ rock climbing skydiving
1. We did some rock climbing when we took a vacation in the mountains.

2. I don’t want to go skydiving because I’m afraid of flying.
3. My father always hides our birthday presents, and we have to find them.
4. Stress isn’t good for your body, and it’s not good for your mental health, either.
5. I don’t think it’s a good idea to take a risk with your safety.
3 Read the Web site in Part 1 slowly. Circle the correct words to complete the sentences.
1. Letterboxing is ( an exciting / a risky) activity.
2. When people go letterboxing, they are also (hiking / rock climbing).
3. In this article, a letterbox is (a place to mail a letter / a little plastic box).
4. You can find directions to letterboxes (in the forest / on the Internet).
5. People who have never gone letterboxing (should never do it / should do it once).
6. When someone opens a letterbox (many people have / no one has) discovered it yet.

1 Choose the correct words to complete the sentences.
1. I studied art for (for / since) two weeks last summer.

2. Our last concert was two months ago (since / ago).
3. They’ve already (already / yet) finished their science projects.
4. I haven’t gone shopping since (so far / since) last weekend.
5. We haven’t found summer jobs yet (already / yet).
6. Laura has done very well in class so far (so far / ago).
7. I’ve learned a lot of new English words so far (ago / so far) this year.
8. Danny has already (yet / already) cleaned his room.
2 Complete the interview with tag questions and answers.
Reporter Hello, Charlie. I’m going to ask you some questions.

You’ve been (you / be) a violinist since you were
about six years old, haven’t you ?
Charlie Yes, I have .
Reporter Your parents bought (buy) you your first
violin a long time ago, didn’t they ?
Charlie No, they didn’t . My brother bought it for me. He’s a great brother.
Reporter You entertained a live audience (you / entertain a live audience)
for the first time when you were 11, didn’t you ?
Charlie Yes, I did . I was very proud!
Reporter And since then, you’ve played (you / play) in many countries, haven’t you ?
Charlie No, I haven’t . I’ve never performed outside the U.S.!
3 Write present perfect questions with ever. Then write answers with never.
1. Q: (you / travel to England) Have you ever traveled to England?

A: No, I haven’t. I’ve never traveled to England. OR No, never.
Has Maria ever gone to a rain forest?
2. Q: (Maria / go to a rain forest)
A: No, she hasn’t. She’s never gone to a rain forest. OR No, never.
3. Q: (you / dye your hair) Have you ever dyed your hair?
A: No, I haven’t. I’ve never dyed my hair. OR No, never.
4. Q: (John / try rock climbing) Has John ever tried rock climbing?
A: No, he hasn’t. He’s never tried rock climbing. OR No, never.
5. Q: (Jen and Ron / win a marathon) Have Jen and Ron ever won a marathon?
A: No, they haven’t. They’ve never won a marathon. OR No, never.
6. Q: (Martina / meet a famous person) Has Martina ever met a famous person?
A: No, she hasn’t. She’s never met a famous person. OR No, never.

25 Teen opinions
Lesson
1
Complete the sentences with the correct forms of the adjectives.
1. Iron Man was the best (good) movie of the year!

2. My mother’s cookies are better than (good) your mother’s cookies.
3. The worst (bad) show on TV is Tough Times. I don’t like it at all.
4. Mary Ann is a good (good) friend. She always talks to me when I feel sad.
5. I don’t like watching sports very much. I think watching basketball games is
worse than (bad) watching tennis matches. Basketball is so boring.
6. It’s a good (good) song. I really love it!
7. I don’t like this food. It tastes pretty bad (bad).
8. I think Saturday is the best (good) day of the week. I can sleep late on Saturdays!
2 Write sentences with the comparative or superlative form of the adjectives.

1. The Adventures of Huckleberry Finn / good / book in the library
Superlative: The Adventures of Huckleberry Finn is the best book in the library.
2. your grades / good / my grades
Comparative: Your grades are better than my grades.
UNIT 7 Teen Time
3. Gregorio’s Restaurant / have / bad pizza in town

Superlative: Gregorio’s Restaurant has the worst pizza in town.
4. this band / play / good music / that band
Comparative: This band plays better music than that band.
5. P.E. / bad / math
Comparative: P.E. is worse than math.
6. Monday / bad / day of the week
Superlative: Monday is the worst day of the week.
7. cats / good / dogs
Comparative: Cats are better than dogs.
8. soccer / good / sport to play
Superlative: Soccer is the best sport to play.
3 Write sentences with the adjectives and your own information.

1. (messy) My room is always messy.
2. (beautiful)
3. (entertaining)
4. (awful)
5. (difficult)
6. (scary)

Lesson
1 Write the superlative form of the adjectives.

1. disgusting the most disgusting 6. short the shortest
2. thrilling the most thrilling 7. funny the funniest
3. difficult the most difficult 8. exciting the most exciting
4. beautiful the most beautiful 9. young the youngest
5. happy the happiest 10. unforgettable the most unforgettable
2 Answer the questions. Use the superlative + have ever.

1. A Is the movie good?
B Yes, (movie / see) it is. It’s the best movie I’ve ever seen .
2. A Is the book you’re reading scary?
B Yes, (book / read) it is. It’s the scariest book I’ve ever read .
3. A Is your cousin forgetful?
B Yes, (person / meet) (he / she) is. (He’s / She’s) the most .
forgetful person I’ve ever met
4. A Is the homework assignment frustrating?
B Yes, (assignment / do) it is. It’s the most frustrating .
homework assignment I’ve ever done
5. A Is your brother’s room messy?
B Yes, (room / see) it is. It’s the messiest room I’ve ever seen .
6. A Are your classes interesting?
B Yes, (classes / take) they are. They’re the most .
interesting classes I’ve ever taken
7. A Is the food at that restaurant bad?
B Yes, (food / eat) it is. It’s the worst food I’ve ever eaten .
8. A Is your family’s new car big?
B Yes, (car / have) it is. It’s the biggest car we’ve ever had .
1. Who’s the tallest person you’ve ever met?
My uncle is the tallest person I’ve ever met.
2. What’s the longest book you’ve ever read?

3. What’s the scariest movie you’ve ever seen?

4. What’s the hardest class you’ve ever taken?

5. Who’s the funniest person you’ve ever met?

6. What’s the most delicious food you’ve ever eaten?


Lessons
25 & 26 Mini-review
1 What are these people saying? Look at the pictures, and write sentences.
1. (desk / messy) Your desk is very messy. 2. (bicycle / nice) Your bicycle is very nice.
It’s messier than my desk. It’s the It’s nicer than my bicycle.
messiest desk I’ve ever seen. It’s the nicest bicycle I’ve ever seen.
3. (pet / scary) Your pet is very scary. 4. (printer / fast) Your printer is very fast.
It’s scarier than my pet. It’s faster than my printer.
It’s the scariest pet I’ve ever seen. It’s the fastest printer I’ve ever seen.
2 Look at Damon’s list. Then write sentences using the superlative + have ever.
1. (sport / try) Skiing is the most difficult sport he’s ever tried. difficult sport — skiing
2. (movie / see) School Vacation is the funniest movie he’s ever seen. funny movie — School Vacation
bad book — The Long Road
3. (book / read) The Long Road is the worst book he’s ever read.
interesting person — Professor Alden
4. (person / meet) Professor Alden is the most interesting good CD — The Greatest Hits
person he’s ever met.
5. (CD / buy) The Greatest Hits Collection by Alan Jackson Collection by Alan Jackson
is the best CD he’s ever bought. beautiful place — Ipanema Beach
6. (place / visit) Ipanema Beach is the most beautiful
place he’s ever visited.

27 Are we alike?
Lesson
1 Write sentences comparing the people and the items.

1 2
Don Dora
Don / Dora / tall / short black skirt / white skirt / expensive
1. Don isn’t as tall as Dora. 2. The black skirt is as expensive as the white skirt.
Dora isn’t as short as Don. The white skirt is as expensive as the black skirt.
3 4
Tina Gina
small car / big car / fast / slow Tina / Gina / sad / happy
3. The small car isn’t as fast as the big car. 4. Tina isn’t as sad as Gina.
The big car isn’t as slow as the small car. Gina isn’t as happy as Tina.
2 Read about Ramona’s family. Then write sentences using formal comparisons for
numbers 1–4 and informal comparisons with object pronouns for numbers 5–8.
I have a twin brother, Ricardo. We look alike: I’m as

tall as him, and I’m as athletic as him. Of course,
I’m as old as him! Our personalities are similar, too.
We’re both artistic, but I’m not as artistic as Ricardo.
He isn’t as outgoing as me. But we’re both very funny.
We have two younger sisters. They’re cute, but they
aren’t as funny as us! They’re really shy. We’re not
as shy as them.
1. (Ramona / tall / Ricardo) Ramona is as tall as he is.

2. (Ramona / athletic / Ricardo) Ramona is as athletic as he is.
3. (Ramona / artistic / Ricardo) Ramona isn’t as artistic as he is.
4. (their sisters / old / Ricardo and Ramona) Their sisters aren’t as old as they are.
5. (Ricardo / outgoing / Ramona) Ricardo isn’t as outgoing as her.
6. (Ramona / funny / Ricardo) Ramona is as funny as him.
7. (Ramona / old / Ricardo) Ramona is as old as him.
8. (Ramona and Ricardo / shy / their sisters) Ramona and Ricardo aren’t as shy as them.

28 I'd rather . . .
Lesson
1 Look at the pictures. Then write sentences with would rather.

1 2 3
4 5 6
1. (Lucia / take piano lessons / dance lessons) Lucia would rather take dance lessons
than piano lessons.
2. (Pete and Rick / read books / watch TV) Pete and Rick would rather read books than
watch TV.
3. (Justin / play soccer / play chess) Justin would rather play chess than soccer.

4. (Katie / eat fruit / eat ice cream) Katie would rather eat ice cream than eat fruit.

5. (Linda / meet a movie star / meet a sports star) Linda would rather meet a movie star
than a sports star.
6. (Paul / stay home / go out) Paul would rather go out than stay home.

2 Write questions with the verb phrases in the box. Then answer them with
your own information. (Answers to the questions will vary.)
be funny / be artistic ✓ buy a radio / buy an MP3 player
be tall / be short explore an old house / explore a cave
1. Q: Would you rather buy a radio or an MP3 player?
A: I’d rather buy an MP3 player.
2. Q: Would you rather be funny or artistic?
A:
3. Q: Would you rather be tall or short?
A:
4. Q: Would you rather explore an old house or a cave?
A:

1 Read the article quickly. Who has a job? Check (✓) the correct answer(s).
✓ Carlos Sherry ✓ Katie
Are teens today lazier than teens in past Sherry Nelson, 16: My parents
Lazy teens? generations? No way! Between school,

homework, chores, and part-time jobs
think I’m too young to have a part-time
job. They think a job isn’t as important
No way! the average teen works over 50 hours a

week. Read what these hardworking
as school. They say the most important
thing is studying and getting good
teens say about jobs and their busy grades, and I agree. I play sports after
lives. school and do a lot of chores at home,
Carlos Fuentes, 17: I really like so I really don’t have time for a job.
my job. I’d rather work than hang out Katie Wu, 17: Doing community
at home or the mall. Working is the work as a volunteer can give you
best way to learn job skills. And I like valuable and memorable experiences.
the money. I’m saving for college When I’m at work, I meet a lot of
because the college I want to go to is different people and I have to use my
the most expensive college in my city. time well. Work isn’t as difficult as
school, and I like them both.
community work generation job skills memorable ✓ valuable
1. Money and success are great, but nothing is more valuable than your health.
2. Don’t expect to find work if you don’t have any job skills .
3. People of all ages helped with community work in our neighborhood last year.
4. You can have memorable experiences as a volunteer.
5. John’s grandparents try hard to understand people in John’s generation .
3 Read the article in Part 1 slowly. Match the people with the opinions.
Write C (Carlos), S (Sherry), or K (Katie).
1. When I’m at work, I have to use my time well. K
2. A job isn’t as important for teens as school and other activities. S
3. Working is a better way to spend free time than hanging out at home. C
4. I really don’t have time for a job. S
5. Volunteer work gives teens valuable experiences. K
6. Working is a good way to get money for your education. C

1. have a cat / have a dog

Q: Would you rather have a cat or a dog?
A: (cat / cute) I’d rather have a cat than a dog. Cats are cuter than dogs.
2. study German / study Italian

Q: Would you rather study German or Italian?
A: (Italian / not difficult) I’d rather study Italian than German. Italian isn’t as difficult as German.
3. watch The Dark Cave / watch Spider-Man

Q: Would you rather watch The Dark Cave or Spider-Man?
A: (Spider-Man / not scary) I’d rather watch Spider-Man than The Dark Cave.
Spider-Man isn’t as scary as The Dark Cave.
4. eat at Bono’s Burgers / eat at the Golden Palace
Q: Would you rather eat at Bono’s Burgers or the Golden Palace?
A: (the Golden Palace / better food) I’d rather eat at the Golden Palace than Bono’s Burgers.
The Golden Palace has better food than Bono’s Burgers.
2 Look at the information. Compare the items using formal and
informal comparisons.
Tall Active Friendly Artistic
Linda Andy Linda Andy
Andy Linda Andy
Linda
1. (Andy / tall) Andy isn’t as tall as she is. Andy isn’t as tall as her.
2. (Linda / active) Linda isn’t as active as he is. Linda isn’t as active as him.
3. (Andy / friendly) Andy is as friendly as she is. Andy is as friendly as her.
4. (Linda / artistic) Linda is as artistic as he is. Linda is as artistic as him.
3 Complete the text with the superlative forms of the words + have ever.
If you want to go on a great vacation, go to the Rolling River Ranch. It’s

the best place I’ve ever visited (good place / visit)! I went horseback riding for the
first time there. Horseback riding is the hardest sport I’ve ever tried (hard sport / try),
but I liked it. The horses there were the biggest horses I’ve ever seen (big horses / see).
I only fell off once – when I saw a cute boy. That’s the most embarrassing experience
I’ve ever had
(embarrassing experience / have). But it was OK. He didn’t laugh, and we became
friends. He’s the nicest boy I’ve ever met. (nice boy / meet). Too bad he doesn’t live in
my town! But he sends me the longest e-mails I’ve ever read (long e-mails / read). Maybe I’ll
see him again when I go back to the ranch next year.

29 Our dreams
Lesson
1 Write sentences.
1. Maria / take a trip next summer / Belize

If Maria could take a trip next summer, she’d take a trip to
Belize.
2. Luis and Reinaldo / watch any movie / that new comedy
If Luis and Renaldo could watch any movie, they’d watch that new comedy.
3. Mariza and Eliot / join a new club / the photography club
If Marissa and Eliot could join a new club, they’d join the photography club.
4. Gisele / buy new clothes / a black dress
If Gisela could buy new clothes, she’d buy a black dress.
5. my sister / learn a new sport / snowboarding
If my sister could learn a new sport, she’d learn snowboarding.
6. we / be good at any activity / painting
If we could be good at any activity, we’d be good at painting.
7. we / live in any city / San Juan
If we could live in any city, we’d live in San Juan.
8. Jessica and Aileen / have any kind of dessert / chocolate cake
If Jessica and Aileen could have any kind of dessert,
they’d have chocolate cake.
2 Complete the sentences.
1. If I could visit any country , I’d visit Japan.

2. If I could try any sport , I’d try bowling.
3. If I could talk to any person , I’d talk to Barack Obama.
4. If I could get any pet , I’d get a dog.
5. If I could look like any person , I’d look like my favorite star.
6. If I could be good at any sport , I’d be good at tennis.
7. If I could buy any CD , I’d buy a new tablet.
3 Look at Part 2. Rewrite the sentences with your own information. (Answers will vary.)
1. If I could visit any country, I’d visit Italy.
2.
3.
4.
5.
6.
7.

Lesson
1 Complete the sentences.
1. If Carrie won a lot of money, she’d give (give) it to charity.

2. What would you do (you / do) if you found a lost dog?
3. If you broke your promise, I’d be (I / be) very angry.
4. What would Lana do (Lana / do) if she didn’t pass (not pass) her test?
5. If I lost (lose) this camera, I wouldn’t buy (not buy) a new one.
2 Complete the sentences with the sentences in the box.
I’d lend it to him I’d take it to the Lost and Found

✓ I’d put the garbage in the trash can I wouldn’t litter. I’d throw it in the trash can
1. If I saw someone litter, I’d put the garbage in the trash can .
2. If I found an expensive bracelet in the school bathroom, I’d take it to the Lost and Found .
3. If I had some garbage, I wouldn’t litter. I’d throw it in the trash can .
4. If my friend needed to borrow some money, I’d lend it to him .
3 Write questions. Then match the questions to the answers.

1. your friend / ask you to trespass a. I’d be angry. Breaking promises
What would you do if your friend is really awful.
asked you to trespass? e b. I’d tell him to gossip with

someone else.
2. your friend / want to gossip
What would you do if your c. I’d move to another place to talk.
friend wanted to gossip? b d. I’d say, “Jaywalking isn’t good.
3. your sister / break a promise to you You could get hit by a car.”
What would you do if your sister e. I’d refuse. Trespassing is

broke a promise to you? a dangerous.
4. your friend / lie to you f. I’d say, “That isn’t true.”

What would you do if your
friend lied to you? f
5. you see someone / eavesdropping on
your conversation
What would you do if you saw someone
eavesdropping on your conversation? c
6. your brother / cross in the middle of the street
What would you do if your brother
crossed in the middle of the street? d
Lessons
29 & 30 Mini-review
1 Write sentences with if clauses and could.
1 2 3 4
1. he / go / moon
If he could go anyplace, he’d go to the moon.
2. Carolyn / meet / Bradley Cooper
If Carolyn could meet any person, she’d meet Bradley Cooper.
3. Andy and Ann / buy / a boat
If Andy and Ann could buy anything, they’d buy a boat.
4. Romeo / live / on an island
If Romeo could live anyplace, he’d live on an island.
2 Write questions. Then answer the questions with your own information.
(Answers to the questions will vary.)
1. you / find an expensive ring
Q: What would you do if you found an expensive ring?
A: If I found an expensive ring, I’d try to find the owner.
2. you / lose your English book
Q: What would you do if you lost your English book?
A:
3. your friend / ask you for some money
Q: What would you do if your friend asked you for some money?
A:
4. your brother / lie to you
Q: What would you do if your brother lied to you?
A:
5. you / fail a test
Q: What would you do if you failed a test?
A:
6. you / meet a famous person
Q: What would you do if you met a famous person?
A:

31 What I'm going to be
Lesson
1 Circle the two jobs that best match each description.
1. A person who asks many questions detective carpenter scientist

2. A person who flies in a vehicle astronaut pilot computer programmer
3. A person who likes adventure detective veterinarian astronaut
4. A person who makes things astronaut artist carpenter
5. A person who writes a lot journalist author astronaut
2 Write sentences with infinitives to give a reason.
1. I want to make furniture.

(carpenter) I want to be a carpenter to make furniture.
2. Michael wants to paint pictures.
(artist) Michael wants to be an artist to paint pictures.
3. Carlita is going to work with animals.
(veterinarian) Carlita is going to be a veterinarian to work with animals.
4. Clara is going to work with children.
(teacher) Clara is going to be a teacher to work with children.
5. Will is going to teach martial arts.
(karate instructor) Will is going to be a karate instructor to teach martial arts.
6. Sarah and Jocelyn would like to travel to outer space.
(astronauts) Sarah and Jocelyn would like to be astronauts to travel to outer space.
7. Carmen is going to write funny stories for children.
(author) Carmen is going to be an author to write funny stories for children.
8. My best friend and I want to work with the latest technology.
(computer programmers) My best friend and I want to be computer
programmers to work with the latest technology.
3 Answer the questions with the verb phrases in the box.
make discoveries star in movies

✓ report on events and write articles travel to interesting places
solve mysteries write stories
1. Why are you going to be a journalist? I’m going to be a journalist to report on events
and write articles.
2. Why is Carol going to be a detective? Carol is going to be a detective to solve mysteries.
3. Why does your sister want to be a pilot? My sister wants to be a pilot to travel to interesting places.
4. Why would Hector like to be an actor? Hector would like to be an actor to star in movies.
5. Why are you and Amelia going to be authors? (We / Amelia and I) are going to be authors to write stories.
6. Why do Camille and Chloe want to be scientists? Camille and Chloe want to be
scientists to make discoveries.
32 The past year
Lesson
1 Choose the correct words to complete the sentences.
1. I can’t think of anything (anything / something) to do today.

2. My uncle is someone (anyone / someone) I admire.
3. I haven’t met anyone (anyone / someone) famous.
4. I don’t want to go anywhere (anywhere / somewhere) this weekend.
5. Tom went somewhere (anywhere / somewhere) really cool last weekend.
6. My teacher said something (anything / something) that I don’t understand.
2 Complete the conversation with anyone, anything, anywhere, someone,

something, or somewhere.
Melinda Hi, Gloria. What are you doing here?

Gloria I’m looking for a birthday present for someone .
Melinda Oh? Is the present for anyone I know?
Gloria Well, . . . it’s for Brad, my boyfriend.
Melinda I see! It’s for someone special. What are you going to buy?
Gloria I don’t know! I can’t think of anything he likes.
Melinda He likes baseball, doesn’t he? Buy him something he can use
when he plays baseball. How about a glove?
Gloria A glove? I can’t buy him anything like that! That’s too weird.
Melinda OK. Then buy him a gift certificate for a restaurant. Then he can
take you somewhere nice.
Gloria Good idea! Can you think of anywhere I can buy one?
3 Write questions. Then answer them with your own information. (Answers to questions will vary.)
1. meet someone special / this year
Q: Have you met anyone special this year? A: Yes. I met someone at the beach.
OR No, I haven’t met anyone special this year.
2. go somewhere new / last week
Q: Did you go anywhere new last week? A:
3. have / do something fun / this month
Q: Have you done anything fun this month? A:
4. there is something new / on TV / tonight
Q: Is there anything new on TV tonight? A:
5. give someone a present / last month
Q: Did you give anyone a present last month? A:
6. eat somewhere special / last month
Q: Did you eat anywhere special last month? A:

1 Read the Web site quickly. Whose idea do you think is best? (Answers will vary.)
www.fighthunger.gc
Help Fight What would you do if you wanted to

help hungry people in the world
but you didn’t have billions of dollars?
if these children were yours? I would
also list the names of organizations
that help fight world hunger. Then I
World Hunger We asked some students for

their ideas.
would send the link for the Web site to
people and ask them to donate money
to help hungry children.
Timothy: If a friend would join me, I’d
volunteer with an organization or Ray: I’d write a letter to a celebrity. In
foundation that works to fight world the letter, I’d ask the celebrity to come
hunger. Maybe we could travel to and talk at our school. I’d ask all of the
another country to help people. It students in our school to sign the
would be a good education about letter. People would pay money to go to
other countries for us, too. the talk, and we would use the money
to help fight hunger.
Gwen: I would get photographs of
These are great ideas – but send us
children who don’t have enough to eat.
yours! What could you do to help
I would put the photos on a Web site
hungry people?
with this question: What would you do
billions ✓ celebrity donate education foundations
1. My favorite celebrity does a lot of work for charity.

2. A lot of money for charities comes from big foundations .
3. When you get a new computer, donate your old one to a charity.
4. The Internet isn’t just for entertainment. It also helps with education .
5. I think countries should stop spending billions of dollars to fight with
each other.
3 Read the Web site in Part 1 slowly. Write the name of the correct student
or students.
1. Timothy would travel to another country.
2. Ray would ask someone to come to the school and talk.
3. Gwen would use photographs.
4. Ray would ask people to pay money to attend an event.
5. Timothy would volunteer.
6. Ray and Gwen want to raise money.

1 What are Missy’s dreams? Write sentences.
1. travel to any country

If Missy could travel to any country, she’d travel to Brazil.
2. get any gift
If Missy could get any gift, she’d get a new tablet.
3. meet any movie star
If Missy could meet any movie star, she’d meet Angelina Jolie.
4. study any subject • travel to Brazil • meet Angelina Jolie
• get a new tablet • study computer science
If Missy could study any subject, she’d study computer science.
2 Write sentences about Missy’s reasons for her choices. Use the
information from Part 1 and the verb phrases in the box.
get an autograph learn to design Web sites ✓ see the rain forest read an e-book
1. She’s going to travel to Brazil to see the rain forest.

2. She’s going to get a new tablet to read an e-book.
3. She’s going to meet Angelina Jolie to get an autograph.
4. She’s going to study computer science to learn to design Web sites.
3 Complete the sentences with anyone, anything, anywhere, someone,

something, or somewhere.
1. Did you do anything special last weekend?

2. I’m going to meet someone special tonight – my girlfriend.
3. I did something interesting this month. I built my own computer!
4. I can’t think ofanyone else to invite to my party.
5. I want to go somewhere warm this winter.
6. They didn’t go anywhere last summer.
4 Complete the questions and answers with the correct conditional form
of the verbs.
1. Q: What would you do (you / do) if you won (you / win) a lot of money?
A: If I won a lot of money, I’d take a trip (take a trip) somewhere.
2. Q: What would (your parents / do) if you stayed (you / stay out late)?
out late
A: If I stayed out late, they’d be (they / be) angry.
3. Q: What would (your sister / do) if you went (you / go) into her room
without permission?
A: If I went into my sister’s room without (she / tell) my parents.
permission, she’d tell

Introdução aos Exercícios
Extra Practice
Esta seção apresenta um conjunto de materiais fotocopiáveis. Esse conjunto
contém oito páginas de Extra Practice, uma para cada unidade de Connect. Além
disso, há quatro revisões de Extra Practice, com três páginas cada uma, que
revisam duas unidades.
As páginas de Extra Practice proporcionam aos alunos prática adicional no
trabalho com as palavras (ortografia, vocabulário, gramática ou pronúncia) e na
identificação e correção de erros em frases.
As páginas de revisões de Extra Practice dão aos alunos oportunidades adicionais
para que pratiquem e personalizem o novo vocabulário, os conteúdos linguísticos
e as habilidades de leitura e de escrita que aprenderam nas unidades anteriores.
Características do Extra Practice

• O conteúdo dos exercícios de Extra Practice é estritamente limitado aos
conteúdos linguísticos e às habilidades apresentadas e praticadas nas lições
de cada unidade do Livro do Aluno.
• O foco de cada página de Extra Practice está nos conteúdos linguísticos e nas
habilidades específicas da unidade correspondente, mas assume-se que os
alunos tenham conhecimento do conteúdo das unidades anteriores.
• Os tipos de exercícios de Extra Practice são similares aos das lições.
• O foco das revisões de Extra Practice está no vocabulário, nas habilidades
linguísticas (completar diálogos), leitura e escrita, usando personalização.
Indicando as páginas de Extra Practice

• Essas páginas podem ser indicadas como lição de casa ou podem ser feitas
em aula.
• Faça uma cópia da(s) página(s) de Extra Practice para cada aluno em
sua sala.
• Se indicar essas páginas como lição de casa, lembre-se de verificar as
respostas na aula seguinte.
• Se optar por fazer essas páginas em aula, peça aos alunos que trabalhem
individualmente e depois corrijam as respostas em pares.
Lista de Exercícios de Extra Practice

Unit 1 Página T-142 Unit 5 Página T-152
Units 1 & 2 Página T-144 Units 5 & 6 Página T-154
Units 3 & 4 Página T-149 Units 7 & 8 Página T-159
Respostas Página T-162
© Cambridge University Press 2015 Extra Practice T-141

Extra Practice
UNIT 1 My Life
1. Word work
Circle the correct verb to complete the sentences.
1. I’m going to go skiing next month. I hope I don’t ( break / make) my leg.
2. My parents are going to (live / move) to the city soon.
3. I want to (play / do) gymnastics next year at school.
4. I usually (learn / get) good grades.
5. My family (travels / goes) on a trip every summer.
6. There are lots of after-school activities. You can ( join / sign)
a club or play a sport.
7. I’m going to France. I have to (learn / say) French.
8. I’m in an English club. It’s a great way to (meet / visit) people.
9. I want to (make / play) a Web site.
10. We all (play / make) volleyball in my class.
11. My brother has some old comic books. He’s going to
(start / open) a collection.
12. My sister is going to (have / take) a course in photography.
13. We like to (go / visit) museums.
14. You can (win / have) an award at our school for the best
math grades.
2. What’s wrong?
There is one mistake in each of the underlined sentences.
Correct the sentences.
It was nice to chat with you yesterday.

From: D
To: C
Subject: Hi!

Dear C,
It is nice to chat with you yesterday.

I like to know your name. I just know
that your first initial is C.
So you go to Miami last summer. I was there, too!

Where you stay? Did you went to the salsa festival?
How many days did you spent there? I was meeting
a nice guy there. Guess what? His first initial is C,
too.
You are going to be online later?
I’m going to write to you again, OK?
D
T-142 Extra Practice Photocopiable © Cambridge University Press 2015

Extra Practice
UNIT 2 The Future

1. Word work
Choose the correct word to complete the sentences.
1. Hiromi plays the drums. She might
( join / travel) the marching band.
2. Joey wants to (learn / make) money. He’s
going to (play / get) a job.
3. Hilary doesn’t want to go to college right
after high school. She wants to (take / travel)
abroad first.
4. We want to write articles for the school
newspaper. We’re going to (make / be)
reporters.
5. Mr. and Mrs. Rodriguez want to visit a lot of
countries. They’re going to (go / join) around the world.
6. I might (travel / learn) how to make a music video. It sounds like fun.
7. Sergio likes to try different foods. He’s going to (take / make) a cooking class.
8. Daniela likes to play games with children. She wants to (join / be) a
recreation leader.
9. Kaori gets good grades. He’d like to (go / learn) to college someday.
10. Students (be / play) badminton in the racket club.
2. What’s wrong?
One sentence in each pair is correct. Check (✓) it.
1. English will become probably the most important subject at school next year.
✓ English will probably become the most important subject at school next year.
2. Computers won’t replace teachers in the future.
Computers won’t to replace teachers in the future.
3. Many students might want not to study in online schools.
Many students might not want to study in online schools.
4. E-books might become popular soon.
E-books might to become popular soon.
5. Most people won’t probably shop online for food in the future.
Most people probably won’t shop online for food in the future.
6. I’m going to go to college next year.
I going to go to college next year.
© Cambridge University Press 2015 Photocopiable Extra Practice T-143

Extra Practice
UNITS 1 & 2
1. Vocabulary
A Read Rita’s e-mail to her cousin. Then complete the text with the simple past.
Dear Juan,
Hi! How are you? I’m writing to tell you about my last year at school.
It was a very busy and exciting year for me. First, you know that my family and I moved (move) to the city. I was very
sad to leave my friends, so my parents (get) a pet to cheer me up. He’s a cute little dog! His name is Toby. I
(join) the soccer team at school and made some new friends. Then last summer, we (go) on a
trip to the U.S. We (eat) American food every day. I was so happy because I (learn) English in
school. We (meet) my best friend in New York City for two days. It was great!
Write soon.
Rita
B Match the parts of the sentences.

1. I want to buy expensive things, a. get a driver’s license.
so I’ll need to e
b. be famous.
2. I want to buy a new car. But first, c. go to college.
I need to
d. travel abroad.
3. I love children. I’ll probably
e. be rich.
4. I might become an engineer. f. have a big family.
So I’ll probably
5. This summer, I want to see Italy,
Spain, and France. I’m going to
6. When I become a movie star,
I’ll probably
C Circle the correct word to complete each verb phrase.

1. ( join / make / be) the racket club
2. (go / be / learn) a reporter
3. (take / become / meet) a cooking class
4. (go / take/ learn) how to edit a music video
5. (be / go / play) a recreation leader

2. Language focus
A Look at the pictures of Henry. Then write sentences about what used to be
true about Henry and what is true now.
1. Henry used to have long hair . Now he .
2.
3.
4.
5.
B Complete the sentences with the simple past or the past continuous.
Last week I was at home with my little brother. It was late at night, and
I (study) English in my room. My brother (sleep) in
his room. Suddenly, I (hear) a noise. I looked out of the window.
It (rain), and the wind (blow). I (be) scared.
But then I heard the noise again – it was a quiet knocking on my door!
Suddenly, the door (open) and my brother (jump) into
my room. I (be) really surprised!
C Look at each picture. Then check (✓) the correct sentence.

1. Andre is going to go to France.
Andre might go to France.
Andre probably won’t go to France.
2. Marcia probably won’t become a soccer player.

Marcia might not become a soccer player.
Marcia is going to become a soccer player.
3. Juan will get a driver’s license today.

Juan might get a driver’s license today.
Juan isn’t going to get a driver’s license today.

3. Reading
A Read Lina’s e-mail to her new e-pal.
Hi, Louisa!
My name is Lina. I’m 16 years old. I’m from India. I’m a student at Howard International School in New York City. It’s
September, and I’m happy to be back in school. Last summer, I visited my family in India. I hung out with my best
friend. We went traveling to some smaller cities in India. This year, I’m going to try some new things at school.
I’d like to join the drama club, but I probably won’t. I’m very shy. I’m going to learn how to play the violin. I have to
study very hard this year to get good grades. I’ll probably stay at Howard International School next year. I love it here!
Please write soon!

Lina
B Answer the questions.

1. Where’s Lina from?
2. What did she do last summer?
3. Is Lina going to join the drama club this year? Why or why not?
4. What instrument is Lina going to learn how to play?

5. What else does Lina have to do this year?
4. Writing
Imagine that you are writing for the first time to your e-pal. Complete the
information about yourself. Then write an e-mail about yourself to your e-pal.
What’s your name? How old are you?
Where are you from? Where do you go to school?
What did you do last summer?
Do you want to try anything new at school this year?
What after-school activities are you going to join?
What’s something you have to do this year?
Hello, !
My name’s .

Extra Practice
UNIT 3 Plans
1. Word work
The underlined words belong in other places in each e-mail.
Write the words where they belong.
1 2
From: Max From: Colleen
To: Ben To: Joe
Subject: Sunday Subject: Sunday
Hi, Ben! Hi, Joe!

Come and spend Sunday with me. Come to Virtual World with us on Sunday. We’re going to
go
We can play biking, rent a kite, fly a head for on a rocket, come back Mars, and take off it!
DVD, or go computer games. Then we’ll explore to Earth. All in just 20 minutes!
Max Colleen
3
From: Kayo
To: Pam
Subject: Sunday
Hi, Pam!
I tried out to see you at computer club, but you weren’t there. We rescued a new computer game. In
the game, we expected some campers lost on a mountain. It was a lot of fun!
Kayo
2. What’s wrong?
Correct the sentences. There is one mistake in each sentence.
1. A Would you like visit the museum? Would you like to visit the museum?
B Sure, I love to.
2. A Can I to stay out until 11:00?
B Sorry, that’s fine.
3. If the weather will be nice, I’ll go out.
4. I not fly my kite if it rains.
5. A You could order a pizza?
B I’d love to, but I don’t.

Extra Practice
UNIT 4 People
1. Word work
1
Complete the crossword puzzle.
Across
3. My mom always thinks about other people. 2
She’s really .
3T H O U G H T F U L
6. Miguel and Ana keep things in order.
4
They’re .
7. Bobby never remembers things.
5
He’s very .
6
Down
1. My sister is very . She never
tells anyone what you tell her.
2. I love parties and meeting people. I’m
very .
4. Alice likes to do things on her own. She’s
7
very .
5. Artists are usually very . They
have good imaginations.
2. What’s wrong?
Check (✓ ) the correct sentence.
1. Chatting online is one of my favorite activities.
Chat online is one of my favorite activities.
2. I enjoy find interesting new sites.
I enjoy finding interesting new sites.
3. I have an e-pal who lives in Cape Town.
I have an e-pal lives in Cape Town.
4. Computers are fascinating machines, don’t they?
Computers are fascinating machines, aren’t they?
5. My sister is hardworking. I do, too.
My sister is hardworking. I am, too.
6. He lives in San Francisco, isn’t he?
He lives in San Francisco, doesn’t he?

Extra Practice
UNITS 3 & 4
1. Vocabulary
A Read the clues. Then write the words.
1. Travel around a place to learn about it: explore
2. Leave the ground and start flying:
3. Think that something will happen:
4. Return:
5. Move toward a place:
6. Save someone in danger:
7. Surprise very much:
8. Test something by using it:
B Read the sentences. Then write the words from the box.
bad-tempered ✓forgetful independent thoughtful
creative hardworking outgoing trustworthy
1. Anthony never remembers things. forgetful
2. My best friend always sends me a letter on my birthday.
3. Sam is very honest and always does what he says he’ll do.
4. Hannah makes all her own clothing. It’s beautiful!
5. Elaine is always angry about something.
6. He’s so friendly. He loves to talk to people and isn’t shy.
7. She gets really good grades. She studies a lot.
8. Sue likes to do things on her own and without a lot of help.
C Complete the sentences with the words in the box.

doing chores going to the movies playing the piano
doing homework online playing board games playing soccer
1. is one thing I hate. I think cleaning my room is so boring!

2. is one of my favorite weekend activities. I play on a team with kids
from my school.
3. My aunt and I love when she visits. We play for hours.
She always wins!
4. is a great thing. I send it to my teacher, and she checks it
and sends it back. It’s so fast!
5. My favorite after-school activity is . I can play two pieces
of music by Chopin.
6. is great to do on the weekends. I’ve seen three new movies
in three weeks!

2. Language focus
A Look at the pictures. Then write sentences with If and will / won’t.
1.

2.

3.

4.

B Complete the sentences with before, while, or after.

(1) I’m at the library, I’m going to find information for my
project. I’m going to go to the movies with my friends (2) I
finish my project. (3) I give my project to the teacher, I’m going
to check it for mistakes. I’m going to work hard (4) I’m at the library.
C Complete the conversations with the words in the box.

I am, too. I don’t, either. I do, too. I’m not, either.
1. A I don’t like hot dogs. 3. A I love dancing.

B B
2. A I’m usually friendly. 4. A I’m not outgoing.
B B
D Match the sentences to the correct tag questions.

1. They’re from Japan, a. isn’t he?
2. She lives in Peru, b. don’t you?
3. He’s her boyfriend, c. aren’t you?
4. You like classical music, d. doesn’t she?
5. You’re 17, e. aren’t they?
6. We’re good at English, f. aren’t we?

3. Reading
A Read Shannon’s e-mail to her new e-pal, Marie.
Hi, Marie!
I’m going to tell you a little about me. I have curly red hair, and I wear glasses. I have blue eyes. I’m very
independent but also outgoing. My friends tell me I’m very trustworthy. What do I like to do in my free
time? Well, I don’t like cleaning my room and doing chores at home, but I love hanging out with my friends
and chatting online. Going to the movies is my favorite activity. How about you?
Write soon!
Shannon
B Are these sentences true or false? Check (✓) T (true) or F (false).

T F
1. Shannon has straight red hair.
2. She doesn’t like doing chores at home.
3. She doesn’t have any friends.
4. She likes chatting online.
5. Her favorite activity is going to
the mall with her friends.
4. Writing
Imagine that you are writing another e-mail to a new e-pal. Complete the
information about yourself. Then write an e-mail about yourself to your e-pal.
Describe your appearance.
Describe your personality.
Describe your favorite free-time activities.
What do you enjoy doing?
What don’t you enjoy doing?
Hi, !
.

Extra Practice
1. Word work
Choose the correct word or words to complete each verb phrase.
1. sign autographs (money / a friend / autographs)
2. record (chores / a song / autographs)
3. give (exercises / a game / interviews)
4. become (plans / a big star / a song)
5. have (a hit TV show / sports / this week)
6. make (autographs / a charity / a movie)
7. win (a hit TV show / a live audience /
a great award)
8. support (the piano / a charity / a great award)
9. entertain (a live audience / a movie / a cake)
2. What’s wrong?
Write a check (✓) if the sentence is correct and an X if it is incorrect. For incorrect
sentences, write the correct sentences.
X 1. How long you have lived here?
How long have you lived here?
2. Has you ever been to a rock concert?

3. Who has met a famous TV star?

4. I’ve been a fan of Brad Pitt for two years.

5. How much time have you known him?

6. I’ve done any fun activities this week.

7. We’re studied French since September.

8. They haven’t acted in a movie.


Extra Practice
UNIT 6 Experiences
1. Word work
Circle the correct verb to complete the sentences.
1. Beth likes to (go / explore) rock climbing every weekend.
2. Melissa likes to (try / start) new foods.
3. It’s fun to (dye / explore) a cave.
4. Soo’s friends (sing / go) karaoke every weekend.
5. Adriana doesn’t like to (dye / ride) her hair.
6. Mrs. Rodriguez’s children never (try / go out) without permission.
7. I want to (go / ride) skydiving.
8. Carmen and Li want to (ride / dye) a motorcycle.
9. They want to (explore / start) a rock band.
2. What's wrong?
Correct the students’ notes. There is one mistake in one of the sentences
in each message.
1 2 3
Look at the teacher’s You watched TV last Look at Kate’s
hair! She’s done night, don’t you? shoes. I’ve seen never
something weird to it, Amanda
haven’t she? shoes like that.
M. Aren’t they cool?
Maria
She’s done something

weird to it, hasn’t she?
4 5 6
I’ve gone to the This exercise is Bob tells Rita
movies last night. I saw difficult! I haven’t about her surprise party,
the new Tom Cruise didn’t he? Now
finished it already.
movie. we have to change
R. L.
the date.
Amy

Extra Practice
UNITS 5 & 6
1. Vocabulary
A Circle the correct word to complete each verb phrase.
1. (play / do) chores 5. (play / work) a game
2. (make / play) the piano 6. (do / play) homework
3. (do / make) friends 7. (make / try) money
4. (make / play) plans 8. (play / make) a cake
B Match the sentences to the correct pictures.

1. Study a foreign language. 4. Turn 16 years old.
2. Get a job. 5. Get a driver’s license.
3. Vacation in a foreign country. 6. Get a college degree.
a b c
d e f
become entertain ✓ give have make record sign

1. My favorite actor doesn’t like to give interviews. He never talks
to reporters.
2. Some stars don’t like to autographs.
3. I’ve always wanted to a movie. Maybe I can write one!
4. My best friend is a good singer. He’s going to one of his songs for me!
5. To a hit TV show, you have to do something interesting for young people.
6. I wouldn’t like to a live audience. I would be really nervous.
7. This new singer is really good. I think he’s going to a big star!

2. Language focus
A Write the questions in the present perfect.
1. Q:
A: Yes, I have. I’ve gotten Pink’s autograph.
2. Q:
A: I’ve had my new computer since Monday.
3. Q:
A: Yes, he has. He went skydiving last weekend.
4. Q:
A: She’s had short hair for two years.
5. Q:
A: I’ve read three books this week.
B It’s 2009. Look at the chart of Stella’s life. Are the sentences true or false?
Check (✓ ) T (true) or F (false).
What When What When

get a driver’s license 2010 go skydiving 2006, 2008, 2010
ride a motorcycle go to Europe 2010
go rock climbing 2006, 2008 dye my hair
T F
1. Stella hasn’t gotten her driver’s license yet.
2. She’s already gone rock climbing once.
3. She’s already gone skydiving.
4. She’s been to Europe three times since 2006.
5. She’s never ridden a motorcycle.
6. She’s never dyed her hair.
C One sentence in each pair is correct. Check (✓) it.

1. Tomas has learned a lot since last year.
Tomas learned a lot since last year.
2. You have taken dance lessons for eight years, didn’t you?
You have taken dance lessons for eight years, haven’t you?
3. She has lived in the same city for ten years, hasn’t she?
She lived in the same city for ten years, hasn’t she?
4. I’ve read two magazines last night.
I read two magazines last night.
5. We sang karaoke five times.
We’ve sung karaoke five times.
6. The first place we stayed in New York was noisy.
The first place we stayed in New York has been noisy.

3. Reading
A Read about Gordon.
My name’s Gordon. I’m 17 years old, and I guess I’ve done some fun
things in my life. Actually, I think I’ve done a lot for someone my age.
I got my driver’s license this year, but I haven’t bought my own car yet. I’ve
been to several Taylor Swift concerts, but I haven’t gotten her autograph.
She’s my favorite musician. I learned how to play the guitar last year, and
I’ve written a lot of songs. I’d love to record some of them one day, but that
hasn’t happened yet. I’ve started a band with some of my friends. We haven’t
performed yet, but we want to perform next year.
B Read the sentences. Then check (✓) T (true), F (false), or NI (no information).
T F NI
1. Gordon is British.
2. He has his own car.
3. His favorite musician is Taylor Swift.
4. He learned to play the drums last year.
5. He would like to perform with his band.
4. Writing
Complete the information about yourself. Then write about what you have
done and not done in your life so far.
What’s your name?
How old are you?
What have you done so far?
What haven’t you done so far?
What are your hopes for the future?
My name’s .

Extra Practice
UNIT 7 Teen Time

1. Word work
Which adjectives describe people? Which adjectives describe events? Which
ones describe both? Complete the chart. Check (✓) the correct boxes.
People Events Both People Events Both

active ✓ messy
artistic musical
athletic outgoing
bad-tempered scary
excellent serious
forgetful smart
friendly strong
hardworking thoughtful
kind thrilling
lazy trustworthy
2. What's wrong?
The underlined words belong in other sentences. Write the words where
they belong.
1. My mom is the better thoughtful person I’ve ever met.
She’s always very kind. most
2. Math isn’t as difficult than science. Math is
easier than science.
3. I’d rather watch soccer ever volleyball. Volleyball
isn’t as interesting for me.
4. Freddie loves to talk. He’s the most outgoing person
I’ve as met.
5. I’d rather read a book than a magazine. I like books
worst than magazines.
6. Blue is a better movie than Waterfall. Waterfall is
the most movie of the year.

Extra Practice

1. Word work
break a promise ✓ eavesdrop jaywalk litter

cheat on a test gossip lie trespass
1. Hey! Stop listening to our conversation. You shouldn’t

eavesdrop .
2. You’re saying things that aren’t true! You shouldn’t
.
3. You said you would babysit – and now you won’t?
You shouldn’t .
4. Stop talking about him! You shouldn’t
.
5. Hey! You need to pick up your trash. You shouldn’t
.
6. Please get out of my yard! You shouldn’t
.
7. Don’t cross the street in the middle of the block. You shouldn’t T04.21 .
8. Don’t look at her answers! You shouldn’t .
2. What's wrong?
One sentence in each pair is correct. Check (✓) it.
1. If she could buy anything she wanted, she buy a house in the mountains.
If she could buy anything she wanted, she’d buy a house in the mountains.
2. If I see someone littering, I’d ask him to throw the garbage in the trash can.
If I saw someone littering, I’d ask him to throw the garbage in the trash can.
3. I want being a journalist to report on important events.
I want to be a journalist to report on important events.
4. I met someone really special at a party last month.
I met anyone really special at a party last month.
5. They haven’t been somewhere interesting
this year.
They haven’t been anywhere
interesting this year.

Extra Practice
UNITS 7 & 8
1. Vocabulary
A Write the word from the box that means the opposite.
awful ✓dangerous difficult excellent hardworking messy thrilling
1. safe dangerous 5. nice

2. very bad 6. boring
3. clean 7. lazy
4. easy
B Read the clues. Then write the words.

1. Talk about other people’s lives: gossip
2. Say things that are not true:
3. Listen in secret to someone’s conversation:
4. Enter a private place without permission:
5. Leave paper or garbage around carelessly:
6. Copy someone’s answers:
7. Not do something you said you’d do:
8. Cross the street in the middle of the block:
creates programs help sick animals report on events and people travel in outer space
fly planes ✓make furniture solve mysteries write stories
1. I’d really like to make furniture , like

chairs and tables.
2. My brother loves cats and dogs. He really likes
to .
3. We really enjoy our English class. We read a lot of
interesting books and .
4. My friend works for a magazine. It’s a fun job. She has
to .
5. My friend loves computers. She to help with homework.
6. My uncle used to . He was a pilot.
7. I’ve always wanted to . I’d love to go to the moon!
8. My favorite books are about detectives. I like it when they .

2. Language focus
A Write sentences using the superlative form of each
adjective + I’ve ever.
1. boring + movie + see It's the most boring movie I've ever seen.
2. handsome + boy + meet
3. difficult + test + take
4. long + book + read
5. messy + apartment + visit
6. big + horse + ride
7. good + pizza + eat
B Write sentences to describe the pictures. Use the comparatives as . . . as

for number 1 and not as . . . as for number 2.
Mark Bob
2
C Circle the correct words to complete each verb phrase.

1. If I had a million dollars, (I’m so happy / I’d be so happy / I will be happy).
2. If I could meet anyone, (I’m meeting / I meet / I’d meet) my favorite movie star.
D One sentence in each pair is correct. Check (✓) it.

1. Has he been somewhere thrilling this year?
Has he been anywhere thrilling this year?
2. I haven’t done anything interesting.
I haven’t done something interesting.
3. She did something great last week.
She did anything great last week.
4. Have you gone somewhere fun this year?
Have you gone anywhere fun this year?
5. I don’t know anyone from England.
I don’t know someone from England.
6. We drank anything delicious last night.
We drank something delicious last night.

3. Reading
A Read about Marie.
My name’s Marie. I’m 16 years old. I’m from France. I spent a semester in the
U.S. I studied at a university in Texas. It’s the scariest thing
I’ve ever done. I knew my English was good. I’m really hardworking and one of
the best students in my English class. But when I arrived in Texas,
I was scared. I thought my English was awful. I thought I wasn’t as good
as the other students from other countries. This was the most difficult part
of my stay. But after a few weeks, things were better. I made friends. I had as
many friends as I did in France, maybe more! Going to study in Texas was the
best thing I’ve ever done, even if it was also the most difficult.
B Are these sentences true or false? Check (✓) T (true) or F (false).

T F
1. Marie is French.
2. She studied English in France.
3. She was scared when she arrived in Texas.
4. The first part of her stay in Texas was easy.
5. She thinks that going to study in Texas was
the worst mistake she’s ever made.
4. Writing
Complete the information about yourself. Then write about a difficult or
scary experience you have had.
What’s your name?
Where are you from?
What’s the scariest experience you’ve ever had?
Describe the experience. How did you feel?
Did things get better? Worse?
How do you feel about the experience now?
My name’s .

Respostas dos Exercícios
Extra Pratice
Observação: Respostas múltiplas em uma frase ou de um único falante são separadas por um
ponto-e-vírgula (;). Respostas alternativas são separadas por uma barra (/).
Unit 1 • My Life 2. What’s wrong?

1. E
nglish will probably become the most
1. Word work important subject at school next year.
1. break 2. C
omputers won’t replace teachers in the future.
2. move 3. Many students might not want to study in
3. do online schools.
4. get 4. E-books might become popular soon.
5. goes 5. Most people probably won’t shop online for food
6. join in the future.
7. learn 6. I’m going to go to college next year.
8. meet
9. make
10. play
11. start
Extra Practice • 1 & 2
12. take 1. Vocabulary
13. visit
A Dear Juan,
14. win
Hi! How are you? I’m writing to tell you about my
last year at school. It was a very busy and exciting
2. What’s wrong? year for me. First, you know that my family and
It was nice to chat with you yesterday. I moved to the city. I was very sad to leave my
I’d like to know your name. friends, so my parents got a pet to cheer me up.
So you went to Miami last summer. He’s a cute little dog! His name is Toby. I joined
Where did you stay? the soccer team at school and made some new
Did you go to the salsa festival? friends. Then last summer, we went on a trip to
How many days did you spend there? the U.S. We ate American food every day. I was so
I met a nice guy there. happy because I learned English in school. We met
Are you going to be online later? my best friend in New York City for two days. It
was great!
Write soon.
Unit 2 • The Future B

Rita
1. e C 1. join
2. a 2. be
1. Word work
3. f 3. take
1. join 4. c 4. learn
2. make; get 5. d 5. be
3. travel 6. b
4. be
5. go
2. Language Focus
6. learn
7. take A 1. H
enry used to have long hair. Now he has short
8. be hair.
9. go 2. Henry used to do karate. Now he plays tennis.
10. play 3. H enry used to play the guitar. Now he plays the
violin.
4. H enry used to have one dog. Now he has three
dogs.
5. Henry used to eat cookies. Now he eats fruit.
T-162 Answer Key - Extra Practice © Cambridge University Press 2015
B
Last week I was at home with my little brother. 2. A Can I stay out until 11:00?
It was late at night, and I was studying English B (Sure, / Yes,) that’s fine.
in my room. My brother was sleeping in his 3. If the weather is nice, I’ll go out.
room. Suddenly, I heard a noise. I looked out 4. I won’t fly my kite if it rains.
of the window. It was raining, and the wind 5. A Could you order a pizza?
was blowing. I was scared. But then I heard B I’d love to, but I can’t.
the noise again – it was a quiet knocking on my
door! Suddenly the door opened and my brother
jumped into my room. I was really surprised! Unit 4 • People
C 1. Andre might go to France.
2. Marcia probably won’t become a soccer 1. Word work
player. Across
3. Juan isn’t going to get a driver’s license today. 3. THOUGHTFUL
6. ORGANIZED
3. Reading 7. FORGETFUL
B 1. She’s from India. Down
2. She visited her family in India. 1. TRUSTWORTHY
3. No, she probably won’t. She’s very shy. 2. OUTGOING
4. She’s going to learn how to play the violin. 4. INDENPENDENT
5. She has to study very hard this year to get good 5. CREATIVE
grades.
2. What’s wrong?
4. Writing 1. Chatting online is one of my favorite activities.
Respostas variadas. Resposta possível: 2. I enjoy finding interesting new sites.
Hello, Ben! 3. I have an e-pal who lives in Cape Town.
My name’s Hugo. I’m 15 years old. I’m from 4. Computers are fascinating machines, aren’t they?
Germany. I’m a student at Kirkwood High School 5. My sister is hardworking. I am, too.
in Denver, Colorado. Last summer, I traveled all 6. He lives in San Francisco, doesn’t he?
over Arizona and Nevada with my family. We
visited the Grand Canyon in Arizona, and we
stayed in a houseboat on Lake Powell, Nevada. Extra Practice • 3 & 4
This year I’m going to try something new at
school. I want to join the computer club. I got a 1. Vocabulary
new computer for my birthday. I want to learn A 1. explore
how to design Web sites. I have to practice the 2. take off
violin more this year. I want to play in the school 3. expect
concert at the end of the year. 4. come back
5. head for
6. rescue
Unit 3 • Plans 7. amaze
8. try out
1. Word work B 1. forgetful
1. W
e can go biking, fly a kite, rent a DVD , or play 2. thoughtful
computer games. 3. trustworthy
4. creative
2. W
e’re going to take off on a rocket, head for Mars, 5. bad-tempered
and explore it! Then we’ll come back to Earth. 6. outgoing
3. I expected to see you at computer club, but you 7. hardworking
weren’t there. We tried out a new computer game. 8. independent
In the game, we rescued some campers lost on a
mountain.
2. What's wrong?
1. A Would you like to visit the museum?
B Sure, I’d love to.
© Cambridge University Press 2015 Answer Key - Extra Practice T-163

C 1. Doing chores Unit 5 • Entertainment
2. Playing soccer
3. playing board games 1. Word work
4. Doing homework online
5. playing the piano 1. autographs
6. Going to the movies 2. a song
3. interviews
4. a big star
2. Language Focus 5. a hit TV show
A 1. If (the weather is / it’s) (nice / sunny), she 6. a movie
won’t watch TV. 7. a great award
2. If he’s not feeling well, he won’t go to school. 8. a charity
3. If it snows, she’ll go skiing. 9. a live audience
4. If he has money, he’ll buy a (new CD / CD).
B 1. While 2. What’s wrong?
2. after 1. How long have you lived here?
3. Before 2. Have you ever been to a rock concert?
4. while 3. ✓
C 1. I don’t, either. 4. ✓
2. I am, too. 5. How long have you known him?
3. I do, too. 6. I haven’t done any fun activities this week. /
4. I’m not, either. I’ve done some fun activities this week.
7. We’ve studied French since September.
D 1. e
8. ✓
2. d
3. a
4. b
5. c Unit 6 • Experiences
6. f
1. Word work
3. Reading 1. go
B 1. F 2. try
2. T 3. explore
3. F 4. sing
4. T 5. dye
5. F 6. go out
7. go
8. ride
4. Writing 9. start
Respostas variadas. Resposta possível:
Hi, Sandra! 2. What’s wrong?
I’m going to tell you a little about me. I’m from
Boston, Massachusetts. I have long, straight, brown 1. She’s done something weird to it, hasn’t she?
hair. I have brown eyes, and I don’t wear glasses. 2. You watched TV last night, didn’t you?
I’m outgoing and creative. My family and friends 3. I’ve never seen shoes like that.
say I’m very thoughtful. I do lots of things in my 4. I went to the movies last night.
free time. I love chatting online with my best 5. I haven’t finished it yet.
friend, Allison. I also like listening to music and 6. Bob told Rita about her surprise party,
doing crossword puzzles. I don’t like doing my didn’t he?
math homework! My favorite activity is
shopping for clothes.

Extra Practice • 5 & 6 4. Writing
Respostas variadas. Resposta possível:
1. Vocabulary My name’s Bruno. I’m 16 years old. I haven’t done
A 1. do 5. play too many interesting things in my life. Mostly I go
2. play 6. do to school and do homework. I had a job last
3. make 7. make summer at a swimming pool. I made a lot of
4. make 8. make money, but I haven’t bought anything yet. I’m
saving my money to buy a nice car next year. I’ve
B 1. b 4. d
studied Italian for four years, but I haven’t been
2. f 5. a
to Italy. I’d like to visit Rome and Florence. I want
3. e 6. c
to see all the beautiful buildings, and I want to eat
C 1. give some great Italian food.
2. sign
3. make

4. record
5. have
Unit 7 • Teen Time
6. entertain
7. become 1. Word work
active: people
2. Language focus artistic: both
athletic: both
A 1. H
ave you ever gotten a star’s autograph?
bad-tempered: people
2. How long have you had your new computer?
excellent: both
3. Has he ever gone skydiving?
forgetful: people
4. How long has she had short hair?
friendly: people
5. How many books have you read this week?
hardworking: people
B 1. T kind: people
2. F lazy: people
3. T messy: p eople / both (in the case of specific events,
4. F such as food-eating contests)
5. T musical: both
6. T outgoing: people
C 1. Tomas has learned a lot since last year. scary: both
2. You have taken dance lessons for eight years, serious: both
haven’t you? smart: people
3. She has lived in the same city for ten years, strong: people
hasn’t she? thoughtful: people
4. I read two magazines last night. thrilling: events
5. We’ve sung karaoke five times. trustworthy: people
6. The first place we stayed in New York was
noisy. 2. What’s wrong?
1. most
3. Reading 2. as
B 1. NI 3. than
2. F 4. ever
3. T 5. better
4. F 6. worst
5. T
© Cambridge University Press 2015 Answer Key - Extra Practice T-165

Unit 8 • Dreams and Reality 2. Language focus
A 1. It’s the most boring movie I’ve ever seen.
1. Word work 2. He’s the most handsome boy I’ve ever met.
1. eavesdrop 3. It’s the most difficult test I’ve ever taken.
2. lie 4. It’s the longest book I’ve ever read.
3. break a promise 5. It’s the messiest apartment I’ve ever visited.
4. gossip 6. It’s the biggest horse I’ve ever ridden.
5. litter 7. It’s the best pizza I’ve ever eaten.
6. trespass B 1. Mark is as tall as Bob.
7. jaywalk 2. Tina isn’t as thin as Jane.
8. cheat on a test
C 1. I’d be so happy.
2. I’d meet
2. What’s wrong?
D 1. Has he been anywhere thrilling this year?
1. If she could buy anything she wanted, she’d buy a 2. I haven’t done anything interesting.
house in the mountains. 3. She did something great last week.
2. If I saw someone littering, I’d ask him to throw 4. Have you gone anywhere fun this year?
the garbage in the trash can. 5. I don’t know anyone from England.
3. I want to be a journalist to report on important 6. We drank something delicious last night.
events.
4. I met someone really special at a party last month.
5. They haven’t been anywhere interesting this year.
3. Reading
B 1. T
2. T
Extra Practice • 7 & 8

3. T
4. F
5. F
1. Vocabulary
A 1. dangerous 5. awful
2. excellent 6. thrilling
4. Writing
3. messy 7. hardworking Respostas variadas. Resposta possível:
4. difficult My name’s Juana. I’m 17 years old. I’m from
Texas. The scariest thing I’ve ever done is act in a
B 1. gossip
school play. I wanted to be in the school play last
2. lie
year. I tried out for a small part, and I got it! At
3. eavesdrop
first, I had trouble remembering my lines. I didn’t
4. trespass
think I was as good as all the other kids. Then
5. litter
Mrs. Turner, the play advisor, told me to relax
6. cheat on a test
and enjoy myself. Things got a little better. On the
7. break a promise
night of the play, I forgot all my lines right before I
8. jaywalk
went on stage. I remembered Mrs. Turner’s advice.
C 1. make furniture I went on stage, and I only forgot a few of my
2. help sick animals lines. Acting on stage was a scary experience, but I
3. write stories had a lot of fun. I’d like to do it again.
4. report on events and people
5. creates programs
6. fly planes
7. travel in outer space
8. solve mysteries

Introdução aos Exercícios
Extra Speaking Practice
Esta seção apresenta um conjunto de materiais fotocopiáveis de Extra
Speaking Practice.
Esse conjunto contém oito páginas de Extra Speaking Practice, uma para cada
unidade de Connect. Essas páginas de Extra Speaking Practice, que em sua maioria
são diálogos interativos, dão aos alunos uma oportunidade adicional para praticar e
personalizar os conteúdos linguísticos e as habilidades que aprenderam em
cada unidade.
Características do Extra Speaking Practice

• O conteúdo dos exercícios de Extra Speaking Practice é estritamente limitado aos
conteúdos linguísticos e às habilidades apresentadas e praticadas nas lições de cada
unidade do Livro do Aluno.
• O foco de cada exercício de Extra Speaking Practice está nos conteúdos linguísticos
e nas habilidades específicas da unidade correspondente, mas assume-se que os
alunos tenham conhecimento do conteúdo das unidades anteriores.
• Muitos tipos de exercícios no Extra Speaking Practice, tais como completar os
diálogos, perguntar e responder, falar com os colegas e jogos de adivinhação são
similares aos das lições, enquanto outros ampliam as atividades proporcionando
aos alunos múltiplas oportunidades para praticar dramatizações interativas.
• As páginas de Extra Speaking Practice dão aos alunos uma oportunidade de praticar
o vocabulário e a gramática de cada unidade em um contexto natural ao mesmo
tempo em que promovem a comunicação e a interação na sala de aula.
Indicando as páginas de Extra Speaking Practice

• Essas páginas são indicadas para que sejam feitas em aula, normalmente em pares.
• Faça uma cópia da(s) página(s) de Extra Speaking Practice para cada aluno em sua
sala.
• Os alunos praticam os diálogos em pares ou em grupos pequenos.
• Circule pela sala monitorando e auxiliando.
• Convide voluntários para que leiam os diálogos para a turma.
Lista de Exercícios de Extra Speaking Practice

© Cambridge University Press 2015 Extra Speaking Practice T-167

UNIT 1 My Life
A Look at the chart. Then interview your classmates.
Find one classmate who says yes for a category.
Write his or her name. Do not write the same name twice.
Did you go to the beach last summer? Yes, I did.
Would you like to study Web design? Yes, I would.
Find someone who . . . Classmates

went to the beach last summer
would like to study Web design
wants to join a sports team
used to live in a different city
is going to go on a trip this year
made new friends last summer
would like to take music lessons
was traveling at the end of the summer
used to look very different
isn’t going to go on a trip this year
B Tell your classmates about the people in your chart.
Roberto went to the beach last summer. Keiko would like to

study Web design. Sue wants to join. . .
T-168 Extra Speaking Practice Photocopiable © Cambridge University Press 2015

UNIT 2 The Future
Different from Classmate 2: Same as Classmate 2:
Yes, I do. In 50 years, do you think people will live longer?
7. teens will have more free time than now

6. there will be more pollution in the world
5. there will be fewer poor people in the world
4. we will completely depend on computers
3. robots will do most of our work
2. students will study from their homes
1. people will live longer
Yes No
Yes No
answers In 50 years, do you think . . . ?
Your answers Classmate 2’s
How many answers are the same? How many are different?
Complete the predictions survey for yourself. Then ask a classmate the questions.
Classmate 1
Classmate 2
Complete the predictions survey for yourself. Then ask a classmate the questions.
How many answers are the same? How many are different?
In 50 years, do you think . . . ? Your answers Classmate 1’s

answers
Yes No Yes No
1. people will fly to work
2. there will still be major sicknesses
3. more people will travel in space
4. students won't learn in classrooms
5. the temperature will be hotter than now
6. people will grow food under the sea
7. teens will be in school more years than
they are now
In 50 years, do you think people will fly to work? No, I don’t.
Same as Classmate 1: Different from Classmate 1:
© Cambridge University Press 2015 Photocopiable Extra Speaking Practice T-169

UNIT 3 Plans
Yes, I’d love to! Classmate 2
Well, would you like to go the mall on Wednesday evening? Classmate 1
I’d love to, but I can’t. I have to have dinner with my grandparents. Classmate 2
Would you like to go to the movies with me on Monday night? Classmate 1
Invite Classmate 2. Find an evening you are both free. B
2.
1.
Sunday evening:
Saturday evening: party at Ron’s
Friday evening:
Thursday evening: go to the movies with Pat
Wednesday evening:
Tuesday evening: babysit little cousin
Monday evening:
This week
Read your schedule. Then write invitations for two evenings you are free. A
Classmate 1
Classmate 2
A Read your schedule. Then write invitations for two evenings you are free.
This week
Monday evening: dinner with grandparents
Tuesday evening: study for the history test
Wednesday evening:
Thursday evening:
Friday evening: watch soccer game
Saturday evening:
Sunday evening:
1.
2.
B Invite Classmate 1. Find an evening you are both free.

Classmate 2 Would you like to go to a baseball game with me Saturday evening?
Classmate 1 I’m sorry, but I can’t. I’m going to Ron’s party.
Classmate 2 Well, would you like to go the movies on Sunday evening?
Classmate 1 Sure, I’d like to.

UNIT 4 People
1. Practice
A Look at the chart. Then interview your classmates. Find one classmate who says yes
for a category. Write his or her name. Do not write the same name twice.
Do you enjoy . . . ? Classmates Do you enjoy . . . ? Classmates

listening to classical music chatting online
going to bed late going dancing
studying history staying at home on Saturdays
B Share the information with the class.
Alejandro enjoys listening to classical music. Maria enjoys going to bed late.
2. Practice
Answers for Classmate 2: 1. WS 2. WS 3. AK 4. WS 5. AK
Yes, they are. Ashton Kutcher and his brother are twins, aren’t they?
Check your guesses with Classmate 2. How many did you guess correctly? B
4. His daughter’s name is Willow. 2. He has a sister, Tausha.

3. He has many hit songs. 5. His real name is Christopher. 1. He and his brother are twins.
Will Smith. Write AK or WS next to the fact you think is correct.

A Each of these facts is true about either Ashton Kutcher or
Classmate 1
Classmate 2
A Each of these facts is true about either Ashton Kutcher or
Will Smith. Write AK or WS next to the fact you think is correct.
1. He’s from Pennsylvania. 3. He grew up on a farm. 5. He was a model.

2. His brother and sister are twins. 4. He was a rap star.
B Check your guesses with Classmate 1. How many did you guess correctly?
Will Smith is from Pennsylvania, isn’t he? Yes, he is.
Answers for Classmate 1: 1. AK 2. AK 3. WS 4. WS 5. AK

Since 2009. How long has Shakira had a star on the Walk of Fame?
B Check your answers with Classmate 2.
competed in the Olympic Games. a. Yes b. No
6. No. David Beckham hasn't 6. Ronaldo has competed in the Olympic Games.
Academy Award. a. Yes b. No
5. No. Tom Cruise hasn’t won an 5. Nicole Kidman has won an Academy Award.
the Walk of Fame since 1999.
a. Yes b. No
4. Johnny Depp has had a star on
4. Taylor Swift has been on a TV show.
big star since 1998.
3. Justin Timberlake has been a a. 2007 b. 2000
movies for over five years. . 3. Jordin Sparks has been a big star since
2. Anne Hathaway has acted in b. for over 15 years a. for less than 15 years
the TV show Friends. . 2. Brad Pitt has acted in movies
1. Yes. Julia Roberts has been on a. 2009 b. 2006
Answers for Classmate 2 . 1. Shakira has had a star on the Walk of Fame since
A How good are you at entertainment trivia? Circle the correct answers.
Classmate 1
Classmate 2
A How good are you at entertainment trivia? Circle the correct answers.
1. Julia Roberts has been on a TV show. Answers for Classmate 1

a. Yes b. No 1. Shakira has had a star on the
2. Anne Hathaway has acted in movies . Walk of Fame since 2009.
a. for less than five years b. for over five years 2. Brad Pitt has acted in movies
3. Justin Timberlake has been a big star since . for over 15 years.
a. 1988 b. 1998 3. Jordin Sparks has been a big
star since 2007.
4. Johnny Depp has had a star on the Walk of Fame since .
a. 1999 b. 2000
4. Yes. Taylor Swift has been on the TV
show CSI: Crime Scene Investigation.
5. Tom Cruise has won an Academy Award. 5. Yes. Nicole Kidman won an
a. Yes b. No
Academy Award in 2002.
6. David Beckham has competed in the Olympic Games. 6. Yes. Ronaldo competed in the
a. Yes b. No Olympic Games in 1996.
B Check your answers with Classmate 1.
Has Julia Roberts ever been on a TV show? Yes, she has. She was on Friends.

UNIT 6 Experiences
1. Practice
Complete the crossword puzzle with the present perfect form of the verbs.
Work with a classmate, and take turns giving each other the cues.
1 2
One down. Stay. Have . Have stayed. Yes! S
3
T
Across A
Down
3. start 1. stay Y
5. practice 2. see 4
E
6. have 4. ride 5
7. dye D
8. eat
9. sing 10. get
11. take 6
12. buy
7 8
13. be
9 10
11
12
13
2. Practice
Look at the survey. Answer the questions about yourself. Then interview a
classmate. How many answers are the same? How many are different?
Have you ever . . . ? Your Your classmate’s

answers answers
Yes No Yes No Have you ever dyed
1. dyed your hair your hair?
2. gone out without permission
3. tried an unusual food
4. flown a plane
5. had a strange pet Yes, I have. I dyed it
6. ridden a motorcycle purple last summer!
7. read a book in English
Same as Classmate: Different from Classmate:

UNIT 7 Teen Time

A Complete the sentences about the topics in parentheses. Give your own opinions.
(best singer) I think Avril Lavigne is the best singer I’ve ever heard.
1. (best singer) I think I’ve ever heard.
2. (actors) I think is a better actor than .
3. (worst TV program) I’ve ever seen.
4. (movies) I think is worse than .
5. (Web sites) I think is as interesting as .
6. (school subjects) I think isn’t as difficult as .
7. (personal qualities) I'd rather be than .
8. (things) I’d rather have a(n) than a(n) .
B Work in groups of three. Share your opinions about the topics in Part A with your group
members. Do they agree or disagree? Complete the chart.
I think Avril Lavigne is the best singer I’ve ever heard. I agree. I disagree.
Classmate 1 Classmate 2
Agree Disagree Agree Disagree
1. best singer
2. actors
3. worst TV program
4. movies
5. Web sites
6. school subjects
7. personal qualities
8. things
C Share an opinion you and one other group member have in common.
Maria and I think Avril

Lavigne is the best singer
we’ve ever heard.


A What would you do in these situations? Write sentences.
1. A friend calls you at 3:00 a.m.

2. A classmate wants to copy your homework.

3. You don’t have money to buy something you really want.

4. The elevator doesn’t work. You can’t get up to your apartment.

5. You see a classmate cheating on a test.
ES04.10

6. You’re talking on the phone. A friend is eavesdropping.

B Find classmates who would do the same thing as you in the

situations in Part A.
What would you do if a friend called you at 3:00 a.m.?
If a friend called me at 3:00 a.m., I’d answer the phone.
Classmates
Situation 1
Situation 2
Situation 3
Situation 4
Situation 5
Situation 6
C Share some of your results with the class.
If a friend called Marc or me at 3:00 a.m., we’d answer the phone.

Respostas dos Exercícios
Unit 1 • My Life Unit 6 • Experiences
Respostas variadas.
1. Practice
Across
Unit 2 • The Future 3. STARTED
5. PRACTICED
Respostas variadas. 6. HAD
7. DYED
9. SUNG
Unit 3 • Plans 11. TAKEN
12. BOUGHT
Respostas variadas. 13. BEEN
Down
Unit 4 • People 1. STAYED

2. SEEN
4. RIDDEN
1. Practice 8. EATEN
Respostas variadas. 10. GOTTEN
2. Practice 2. Practice
Respostas variadas.
A As respostas dos alunos irão variar.
B As perguntas e respostas dos alunos irão variar.
A informação correta sobre cada ator está na
página T-171. Unit 7 • Teen Time
Respostas variadas.
Unit 5 • Entertainment
A As respostas dos alunos irão variar. Unit 8 • reams and
D
B As perguntas e respostas dos alunos irão variar. Reality
As respostas corretas estão na página T-172.
Respostas variadas.
T-176 Extra Speaking Practice Answer Key © Cambridge University Press 2015
Introdução aos Quizzes
Esta seção apresenta um conjunto de materiais fotocopiáveis de avaliação. Esse
conjunto contém oito Quizzes curtos, um para cada unidade de Connect. Esses
Quizzes dão aos alunos uma percepção de seu progresso individual e dão aos
professores uma percepção dos conteúdos e das habilidades que seus alunos
precisam praticar mais.
Características dos Quizzes

• O conteúdo dos Quizzes é estritamente limitado aos conteúdos linguísticos
apresentados e praticados nas lições de cada unidade do Livro do Aluno.
• O foco de cada Quiz está nos conteúdos linguísticos e nas habilidades
específicas da unidade correspondente, mas assume-se que os alunos tenham
conhecimento do conteúdo das unidades anteriores.
• Os tipos de exercícios dos Quizzes são similares aos das lições.
• O foco dos Quizzes está no vocabulário e nas habilidades linguísticas.
Aplicando e pontuando os Quizzes

• Os Quizzes são testes feitos em papel. Cada Quiz possui uma página. Faça uma
cópia do Quiz para cada aluno da sala.
• Há uma pontuação sugerida para cada Quiz. Essas pontuações ajudam os alunos
a verificar o próprio progresso e o que precisam estudar. Os professores são
encorajados a adaptar o uso dos Quizzes às suas próprias necessidades em sala
de aula.
• Os professores também podem dar pontos pela participação em aula, já que isso
também contribui para o aprendizado dos alunos.
• Os alunos podem refazer os testes para monitorar o seu progresso e ganhar
confiança. O objetivo é fazer com que os alunos tenham um bom desempenho nos
Quizzes, já que a performance pode ser uma motivação positiva e uma geradora
de auto-confiança.
Lista de Quizzes
© Cambridge University Press 2015 Quizzes T-177

Name:
UNIT 1 Quiz Date:
A Circle the correct words to complete the sentences.

1. I’m going to (do / get) karate this year.
2. Do you usually (take / get) good grades?
3. One thing I’d like to do is (join / take) a fan club.
4. She learned to (start / play) a musical instrument when she was four.
5. I want to win (a sports team / an award).
6. My best friend broke (her pet / her leg) when she was running in the park.
12 (2 points each)
B Match. Write the letters.

1. When I was born, a. a big house near a small town.
2. We used to have b. back to the country.
3. I used to walk c. my parents lived in the country.
4. My life changed a lot d. take the bus.
5. I’d like to move e. to school with my friends.
6. I don’t live near my school f. when we moved to the city
and have to last year.
18 (3 points each)
C Check (✓) the correct questions or answers.

1. Q: Were you going out last night?
Did you go out last night?
A: No, we were at home.
2. Q: Where were you when I called this morning?
Where were you calling this morning?
A: I was in the bathroom!
3. Q: Do you have any plans for this weekend?
A: I’d like to stay at home and rest.
I like to stay at home and rest.
4. Q: What’s the new science course like?
A: It’s OK, but we want to do a lot of homework.
It’s OK, but we have to do a lot of homework.
5. Q: Do you like golf?
A: I use to like it, but I don’t anymore.
I used to like it, but I don’t anymore.
20 (4 points each)
Quiz Total: out of 50
T-178 Quiz – Unit 1 Photocopiable © Cambridge University Press 2015

Name:
UNIT 2 Quiz Date:
A Complete the sentences with the verbs in the box.
be get go to join learn make play take travel
1. I really want to abroad. I’ll probably a trip to Europe.

2. I like to badminton. I’ll probably the racket club this year.
3. I need to a job and some money. Then I can college.
4. I’d like to a reporter for an international newspaper. I probably need to
how to speak another language.
18 (2 points each)
B Read the predictions. Then check (✓ ) the sentence that is more logical.
1. E-books will be very popular.

A few people might have them.
Everyone will have them.
2. Most students will only study online.
They won’t study in a classroom.
They will probably only study in a classroom.
3. People will live longer.
They might not get sick anymore.
They might get sick a lot.
4. You won’t have to go shopping for food.
Your refrigerator might not order food.
Your refrigerator will order the food.
5. We won’t need to travel.
We’ll be able to travel “virtually.”
We won’t be able to travel “virtually.”
20 (4 points each)
C Write questions with be going to.
1. A (what / do / after high school)

B I’m probably going to go to college.
2. A (where / go / this summer)
B I might go to Australia.
3. A (how / pay / for college)
B I’ll get a job. And my parents will help, too.
12 (4 points each)
© Cambridge University Press 2015 Photocopiable Quiz – Unit 2 T-179

Name:
UNIT 3 Quiz Date:
A Circle the correct words to complete Greg’s e-mail.
From: Greg
To: My Friends
Hi, everybody!
Here’s the plan for Sunday.
8:00 a.m. (Go on bikes / Go biking) in Morris Park. A guide will help us
(explore / amaze) some very exciting bike paths.
10:00 a.m. (Head in / Head for) the planetarium to watch the 10:30 show.
1:00 p.m. (Have a / Rent a) barbecue near the lake.
3:00 p.m. Watch the kite championship. More than 100 people are going
to (ride / fly) their kites.
5:00 p.m. (Go to / Come back to) an outdoor concert.
6:30 p.m. End of the day.
What do you think?

Greg
18 (3 points each)
B Number the sentences in the correct order.

At about 10:00. If it rains, I’ll call you and we can make other plans.
Great.
Tomorrow? If it’s sunny, I’ll probably go to the beach.
Well, Jane and I are going to drive to Merton Beach. Would you like to join us?
Sure, I’d love to. What time?
What are you going to do tomorrow?
18 (3 points each)
C Circle the correct words to complete the notes.

1 2 3
Paul, Mom,
If it rains, we (didn’t / won’t) Rick, If it (rain / rains) tomorrow after
have PE after school tomorrow. Yes, (I / I’d) like to. school, (I / I’ll) probably go to
So, (would / are) you like to
come to my house and watch (Can / Does) I invite Rick’s and watch the soccer
the soccer game instead? Frank, too? game. It finishes at 9:00 p.m. I
Rick Paul (might / going to) sleep over, too.
Paul
14 (2 points each)
Name:
UNIT 4 Quiz Date:
A Check (✓ ) the correct words to complete the sentences.

1. My sister writes great stories. She’s very trustworthy. creative.
2. I didn’t take my books to class again. I’m so thoughtful. forgetful.
3. I put my CDs in alphabetical order. I’m organized. outgoing.
4. My friend travels abroad by herself. She’s very independent. hardworking.
5. My brother is awful in the morning. He’s really bad-tempered. trustworthy.
15 (3 points each)
B Complete the conversations with the correct tag questions.

1. A They live in Rio de Janeiro, ?
B No, they don’t. They live in São Paulo.
2. A She studies French, ?
B Yes, she does.
3. A You and Karina are friends, ?
B Yes, we are. We’re good friends.
4. A Your sister is really outgoing, ?
B Yes, she is.
5. A You have a job, ?
B No, I don’t. I’d like one though.
15 (3 points each)
C Complete the sentences. Write the verbs in the simple present,

the simple past, or the gerund –ing form.
1. I have a teacher who (speak) Italian. She’s really good at it.
She says (learn) languages is fun.
2. (live) abroad is a good experience. I know someone who
(live) in Australia for two years. He loved it.
3. A lot of young people like (work) in ski resorts. I have some
friends who (teach) skiing. They say it was fun.
4. We have a friend who (be) really outgoing. She talks to everyone.
She even enjoys (chat) with people she doesn’t know!
5. (visit) other countries and cultures is important. I have a
cousin who (travel) all over the world when she was younger.
She went to 14 countries!
20 (2 points each)
Quiz Total: ____ out of 50

Name:
UNIT 5 Quiz Date:
A Match the verb to complete the phrase.

1. go to a. a song 4. do a. your room
record b. autographs become b. a big star
sign c. college clean c. chores
2. support a. a charity 5. study a. a hit TV show
play b. a great award go b. Web design
win c. the piano have c. biking
3. entertain a. good grades 6. give a. people
get b. a movie meet b. alone
make c. a live audience live c. interviews
18 (1 point each)
B Match the sentences to the correct responses.

1. I’ve gotten excellent grades a. That’s too bad.
this year. b. Really? I didn’t know she was
2. Melissa has acted in a movie. an actor.
3. I haven’t done any fun activities c. Maybe she’s gone to the movies.
this week. d. That’s great!
4. Kate isn’t at home.
8 (2 points each)
C Check (✓) the correct questions and answers.

1. Q: How much has Linda practiced? A: Since the beginning of the year.
How long has Linda been on the team? For the beginning of the year.
2. Q: How often do you study French? A: Since two years.
How long have you studied French? For two years.
3. Q: Did you see to a Coldplay A: Yes, I have. It’s going to
concert last week? be great.
Have you ever been to a Coldplay Yes, I have. It was great.
concert?
4. Q: Has Björk ever acted in movies? A: Yes, she has.
Is Björk acting in movies? No, she doesn’t.
24 (3 points each)

Name:
UNIT 6 Quiz Date:
A Complete the sentences with the verbs.
dye ride go go out sing start
1. Kevin is learning how to play the guitar. He wants to a rock band.

2. My sister wants to look different. She’s going to her hair.
3. I like to karaoke. It’s fun.
4. We never without permission. Our parents would be really angry.
5. My friends and I rock climbing every weekend.
6. I’d like to a motorcycle, but my parents said “no.”
12 (2 points each)
B Check (✓ ) the correct questions and answers.
1. Q: Have you ever played in a rock band?
A: I’ve never played in a rock band.
I’ve never play in a rock band.
2. Q: Have you ever run in a marathon?
Have you never run in a marathon?
A: I’ve never run in a marathon.
3. Q: Have you ever gone skydiving?
A: I’m going skydiving.
I’ve never gone skydiving.
4. Q: Did you ever won a competition?
Have you ever won a competition?
A: No, I haven’t.
5. Q: Have you ride a motorcycle yesterday?
Have you ever ridden a motorcycle?
A: No, never. 20 (4 points each)
C Match the sentences.

1. I’ve already been to Paris. a. I’ve only been here a year.
2. I haven’t graduated from high school yet. b. We haven’t lost one yet!
3. We haven’t studied Chinese yet. c. I went there last year.
4. We’ve won four soccer matches this year. d. But she hasn’t started it yet.
5. She’s already got a job. e. We’ve taken three trips.
6. It’s been a fun summer so far. f. We haven’t studied a
language in school.
18 (3 points each)

Name:
UNIT 7 Quiz Date:
A Circle the correct adjective.

1 2 3 4 5
active bad-tempered funny active smart

artistic forgetful hardworking hardworking strong
athletic friendly serious lazy thoughtful
15 (3 points each)
B Check (✓) the correct sentences.
1. I rather live in the city than in the country.
I’d rather live in the city than in the country.
2. Who’s the most organized person you’ve ever met?
Who’s the more organized person you’ve ever met?
3. My brother and I like sports, but I’m not as athletic as his.
My brother and I like sports, but I’m not as athletic as him.
4. French cars are not as better as German cars.
French cars are not as good as German cars.
5. This is the worse music I’ve ever heard.
This is the worst music I’ve ever heard.
15 (3 points each)
C Match the words in columns A, B, and C to make sentences. Write the letters
and numbers.
A B C
My friends a. the most exciting 1. playing computer games.
Yesterday, thing 2. bad-tempered as my
Would you rather b. the most hardworking 2. sister.
My friend Carol is person 3. I’ve ever done.
Skydiving is c. I met a girl who is as 4. I’ve ever met.
d. be a pop star 5. or a sports star?
e. are good at
20 (2 points each)

Name:
UNIT 8 Quiz Date:
A Circle the correct words to complete the sentences.

1. A lot of people (lie / jaywalk) here. It’s dangerous for drivers.
2. (Gossiping / Littering) about other people isn’t good.
3. Have you ever (trespassed / cheated) on a test?
4. I’ve never (eavesdropped / broken) on someone’s conversation.
5. You should never (break / cheat) a promise.
6. Don’t (trespass / cheat) in the park when it’s closed.
12 (2 points each)
B Match the two parts of the sentences.

1. I’m going to be a veterinarian a. to report on international events.
2. I want to be a journalist b. I’d be a detective.
3. If he saw a friend cheat on a test, c. to write books.
4. If I could choose any job, d. to fly planes.
5. I want to be an author e. to help sick animals.
6. My friends and I all want to be pilots f. he’d tell the teacher.
18 (3 points each)
C Check (✓ ) the correct answers.

1. Q: What would you do if you found a lot of money?
A: I’d taken it to the police.
I’d take it to the police.
2. Q: What would you do if you won a car?
A: I give it to my parents.
I think I’d give it to my parents.
3. Q: What would you do if your best friend broke a promise?
A: If she broke a promise, I’d tell her parents.
I won’t do anything.
4. Q: What would you do if you heard people gossiping about you?
A: I feel unhappy. I would ask them to stop.
I think I’d be unhappy. I’d ask them to stop.
5. Q: What would you do if you failed your English test?
A: If I fail my test, I will study harder.
If I failed my test, I’d study harder.
20 (4 points each)

Respostas dos Quizzes
Observação: Respostas múltiplas em uma única frase ou de um único falante são separadas
por um ponto-e-vírgula (;).
Quiz • Unit 1
B 5
A 1. do 6
2. get
2
3. join
3
4. play
4
5. an award
1
6. her leg
C 1. Paul: won’t; would
B 1. c 2. Rick: I’d; Can
2. a
3. Mom: rains; I’ll; might
3. e
4. f

5. b
6. d Quiz • Unit 4
C 1. Did you go out last night? A 1. creative
2. Where were you when I called this 2. forgetful
morning? 3. organized
3. I’d like to stay at home and rest. 4. independent
4. It’s OK, but we have to do a lot of 5. bad-tempered
homework. B 1. don’t they
5. I used to like it, but I don’t anymore. 2. doesn’t she
3. aren’t you
4. isn’t she
Quiz • Unit 2 5. don’t you
A 1. travel; take C 1. speaks; learning

2. play; join 2. Living; lived
3. get; make; go to 3. working; teach
4. be; learn 4. ’s; chatting
5. Visiting; traveled
B 1. Everyone will have them.
2. They won’t study in a classroom.

3. They might not get sick anymore.
4. Your refrigerator will order the food.
Quiz • Unit 5
5. We’ll be able to travel “virtually.” A 1. c 4. c
C 1. What are you going to do after high school? a b
2. Where are you going to go this summer? b a
3. How are you going to pay for college?
2. a 5. b
c c
Quiz • Unit 3 b a
3. c 6. c
A 8:00 a.m.: Go biking; explore
a a
10:00 a.m.: Head for
1:00 p.m.: Have a b b
3:00 p.m.: fly B 1. d
5:00 p.m.: Go to 2. b
3. a
4. c
T-186 Answer Key – Quizzes © Cambridge University Press 2015

C 1. Q: How long has Linda been on the team? C My friends are good at playing computer
A: Since the beginning of the year. games. (e; 1)
Q: How long have you studied French?
2. Yesterday, I met a girl who is as
A: For two years. bad-tempered as my sister. (c; 2)
Q: Have you ever been to a Coldplay
3. Would you rather be a pop star or a sports
concert? star? (d; 5)
A: Yes, I have. It was great. My friend Carol is the most hardworking
Q: Has Björk ever acted in movies?
4. person I’ve ever met. (b; 4)
A: Yes, she has. Skydiving is the most exciting thing I’ve ever
done. (a; 3)
Quiz • Unit 6
A 1. start Quiz • Unit 8
2. dye A 1. jaywalk
3. sing 2. Gossiping
4. go out 3. cheated
5. go 4. eavesdropped
6. ride 5. break
B 1. I’ve never played in a rock band. 6. trespass
2. Have you ever run in a marathon? B 1. e
3. I’ve never gone skydiving. 2. a
4. Have you ever won a competition? 3. f
5. Have you ever ridden a motorcycle? 4. b
C 1. c 5. c
2. a 6. d
3. f C 1. I’d take it to the police.
4. b 2. I think I’d give it to my parents.
5. d 3. If she broke a promise, I’d tell her parents.
6. e 4. I think I’d be unhappy. I’d ask them to
stop.
5. If I failed my test, I’d study harder.
Quiz • Unit 7
A 1. artistic
2. bad-tempered
3. funny
4. hardworking
5. strong
B 1. I’d rather live in the city than in the
country.
2. Who’s the most organized person you’ve
ever met?
3. My brother and I like sports, but I’m not
as athletic as him.
4. French cars are not as good as German
cars.
5. This is the worst music I’ve ever heard.
© Cambridge University Press 2015 Answer Key – Quizzes T-187

Jogos & Atividades de Vocabulário
1. How many words? (Quantas palavras?)
Neste jogo, revisa-se vocabulário.
• Desenhe na lousa um quadro com 15 letras. Certifique-se de palavras no tempo determinado.
incluir pelo menos duas vogais. Por exemplo: A, E, O, Y, B, R, • Ao encerrar o tempo, voluntários de cada grupo leem suas
N, T, S, M, H, P, L, K, C. listas de palavras. O grupo com o maior número de palavras
• Divida a turma em quatro ou cinco grupos. vence.
• Explique a atividade. Os alunos formam palavras usando as • Atividade opcional Para aumentar a dificuldade, reduza o
letras do quadro e as escrevem em seus cadernos. As número de letras, ou peça aos alunos que listem tipos
palavras devem ter no mínimo três letras. As letras podem específicos de palavras (por exemplo, substantivos).
ser usadas mais de uma vez e em qualquer ordem. Dê alguns
exemplos: party, school, look, teacher. Estabeleça um limite
de tempo. Os grupos listam o maior número possível de
2. Word categories (Categorias de palavras)

• Antes da aula, prepare uma lista de categorias de palavras devem trabalhar de forma cooperativa para fornecer ao
que os alunos conheçam. Tente misturar categorias gerais representante a palavra apropriada. Se um representante
(como places) e outras mais específicas (como types of levar mais de dez segundos para dizer uma palavra ou se
movies Brad Pitt has acted in). disser uma palavra que não pertença à categoria, seu grupo
• Divida a turma em cinco ou seis grupos. Os alunos escolhem sai do jogo. Outro grupo então tem a vez. O jogo continua da
um nome para o seu grupo e um representante. Escreva o mesma forma até que sobre apenas um grupo, que será o
nome dos grupos em um canto da lousa. vencedor. Escreva uma nova categoria na lousa e jogue
novamente.
• Convide um voluntário para ser o secretário que escreverá
na lousa as palavras que os grupos disserem durante o jogo. • Atividade opcional Uma vez que os alunos estejam
familiarizados com o jogo, peça aos grupos vencedores para
• Escreva uma categoria na lousa (por exemplo, places) e sugerirem a categoria para a próxima rodada do jogo.
chame o nome dos grupos aleatoriamente. O representante
de cada grupo diz em voz alta uma palavra que pertença a
essa categoria (por exemplo, school, park, outer space). O
secretário escreve a palavra na lousa. Os membros do grupo
3. This word means . . . (Essa palavra significa . . .)

• Escolha 24 palavras-chave de unidades anteriores. Prepare oito • Divida a turma em oito grupos e dê a cada um uma tira de
tiras de papel. Escreva três palavras em cada tira. papel.
• Escreva na lousa: • Para cada uma de suas três palavras, os grupos escrevem
numa folha de papel: uma pergunta de múltipla escolha sobre
Meaning o significado da palavra e três frases usando a palavra. Peça-
“Do chores” means ______ . lhes para seguirem o exemplo da lousa.
a. to sing • Os grupos trocam suas folhas entre si. Eles circulam a resposta
b. to work around the house correta e verificam se há erros nas frases. Se houver erros, eles
c. to cook os corrijem.
• Recolha as folhas. Leia em voz alta as definições e as frases e
Example sentences
peça aos alunos que digam se estão corretas ou não. Se houver
I don’t like doing chores at all. qualquer erro, encoraje os alunos a corrigi-los.
I’ll go shopping after I do my chores.
My dad does chores on Saturdays.
T-188 Games & Activities © Cambridge University Press 2015

Jogos & Atividades de Gramática
1. Sentence building (Construção de frases)
Neste jogo, revisam-se estruturas de afirmações e perguntas.
• Faça uma lista de afirmações e perguntas que você queira • Divida a turma em pequenos grupos e indique para cada
revisar. Decida como separar as frases, já que partes grupo um número ou uma letra. Dê a cada grupo um
diferentes de cada uma serão escritas em tiras de papel envelope.
separadas. • Os grupos combinam suas tiras para formar afirmações ou
• Prepare conjuntos de tiras de papel dessas afirmações ou perguntas que façam sentido. Por exemplo, a frase If it
perguntas com cada parte escrita em uma tira diferente. Veja stops raining, I’ll study math está gramaticalmente
os exemplos abaixo. Coloque cada conjunto de tiras em um correta, mas não tem lógica. Ao terminarem, os alunos
envelope. Certifique-se de fazer conjuntos suficientes para copiam suas afirmações e perguntas em seus cadernos. Os
que cada grupo de cinco ou seis alunos receba um envelope. grupos tentam ser os primeiros a combinar suas tiras e a
escrever as afirmações ou perguntas em seus cadernos.
if I have time I’ll call Mary • Quando alguns grupos tiverem terminado, peça para que
todos parem. Pegue um caderno de um aluno de cada
if they don’t have homework they’ll probably play video games grupo. Leia em voz alta suas afirmações ou perguntas e
we will probably stay home if it rains pergunte à turma se as mesmas estão corretas. Dê um
ponto para cada afirmação ou pergunta correta. Se houver
they might go to the concert if they have money erros, encoraje os alunos a corrigi-los. O grupo com o maior
if it stops raining we’ll go to the mall número de pontos no final vence.
if I am not tired I’ll study math
What would you do if you found $10
2. Guess who? (Adivinhe quem é?)

Neste jogo, revisam-se perguntas no present perfect com How long . . .? e ever.
• Desenhe na lousa um quadro como o mostrado abaixo e • Os alunos trabalham em pares. Eles se revezam escolhendo
complete a primeira coluna com uma matéria escolar e um nome do quadro e fazendo perguntas para tentar saber
nomes de lugares familiares aos seus alunos. Escreva o de quem se trata. Os alunos devem dizer X em lugar do
nome de seis pessoas na primeira linha do quadro. Depois nome e tentam responder de uma maneira que eles não
preencha o restante das informações. (Veja exemplos no revelem o sexo da pessoa, o que facilitaria a atividade. Por
quadro.) Certifique-se de que a informação não seja exemplo:
repetida no quadro.
A: How long has X studied _________________ ?
Mike Sue Bob Lynn Nick Pam B: For three years.
study ________________
[subject] 2 years 3 years A: Has X ever gone to _________________ ?
B: No.
live in ________________
[place] 20 years
A: Has X ever visited _________________ ?
go to _________________
[place] No No B: Yes.
visit __________________
[place] Yes Yes A: How long has X studied at _________________ ?
B: For six months.
study at ______________
[school name] 1 year 6 months
A: Is it Sue?
B: Yes, it is.
• Peça aos alunos que marquem o número de perguntas que
fizeram para adivinhar o nome da pessoa. No final, os
alunos somam o número total de perguntas. O aluno em
cada par que fizer o menor número de perguntas é o
vencedor.
© Cambridge University Press 2015 Games & Activities T-189

Jogos & Atividades
de Compreensão Auditiva
1. Listening summary (Resumo de compreensão auditiva)
Nesta atividade, os alunos fazem previsões e cria-se um motivo para escutar a gravação.
• Antes de uma atividade de compreensão auditiva, faça um • Os alunos trabalham em pares para ler o resumo e escrever
resumo sucinto do conteúdo e escreva-o na lousa. Inclua o que acham que está incorreto. No exemplo, os nomes
duas informações incorretas. Para o Exercício 2 da página poderiam estar errados, ou as atividades trocadas – por
109, seu resumo poderia ser: exemplo, talvez escrever que foi a Megan que estudou muito
e não o Greg, e assim por diante.
Lucia, Greg, and Megan talk about the past year. Lucia
learned to skydive and met her boyfriend. Greg’s had a very • Toque o áudio. Os alunos ouvem e verificam se suas
previsões estão ou não corretas.
exciting year. He’s studied a lot. Megan went hiking and spent
her vacation in an amazing place. • Convide um voluntário para para corrigir o resumo.
2. Predicting from audio script extracts (Previsões)

Nesta atividade, os alunos fazem previsões e cria-se um motivo para escutar a gravação.
• Copie na lousa quatro ou cinco frases ou perguntas de uma • Os alunos fazem o máximo de previsões possíveis sobre o
transcrição de áudio. Por exemplo, para o Exercício 2 da diálogo, baseando-se nos trechos na lousa. Previsões:
página 39, copie o seguinte: Carla is going to Disney World.
Do you still have a lot to do before you leave for Disney The conversation takes place before the trip.
World? They will talk about the things Carla has to do.
Do you have enough summer clothes? It’s summer in Disney World.
What else do you have to do? It’s probably Carla’s first visit to Disney World.
So, do you know a lot about Disney World? • Os pares compartilham suas previsões com as de
outro par.
• Explique que eles irão escutar um diálogo com as perguntas
ou as frases da lousa. • Toque o áudio. Os alunos ouvem e verificam quantas
previsões estavam corretas.
• Divida a turma em pares.
• Atividade opcional Escreva na lousa cinco perguntas sobre
o trecho em questão. Os alunos fazem uma previsão e
escrevem quais serão as respostas. Toque o áudio. Os alunos
ouvem e verificam suas previsões.
3. Eavesdropping (Escutando às escondidas)

Nesta atividade, os alunos tem a oportunidade de escutar o Inglês “ao vivo”.
• Escreva na lousa: • Os alunos em cada grupo se revezam falando sobre cada
tópico, seguindo as instruções na lousa para cada diálogo.
Conversation 1: A and B talk, and C is the eavesdropper. Enquanto os diálogos acontecem, os “eavesdroppers”
Conversation 2: B and C talk, and A is the eavesdropper. tentam se lembrar de pelo menos duas informações que
Conversation 3: A and C talk, and B is the eavesdropper. escutaram. Não é permitido tomar notas.
• Divida a turma em grupos de três. Em cada grupo, os alunos • Peça para que alguns eavesdroppers compartilhem as
escolhem ser A, B ou C. Os alunos olham algumas lições informações que se lembram. Por exemplo, Maria wants to
estudadas recentemente e escolhem três tópicos. join a sports club. A pessoa em questão confirma.
Observação: Se um jogo ou atividade não funcionar em turmas numerosas, modifique sua dinâmica formando pequenos grupos.
T-190 Games & Activities © Cambridge University Press 2015

Jogos & Atividades
de Expressão Oral e Pronúncia
1. I have a friend who . . . (Eu tenho um amigo que . . .)
Nesta atividade, praticam-se estruturas gramaticais.
• Escreva na lousa: • Chame a atenção dos alunos para o quadro e para os
exemplos na lousa. Dê alguns minutos para que eles pensem
Who Ability sobre no mínimo duas pessoas que conhecem que possuem
habilidades incomuns ou que tenham feito algo incomum.
friend can stand on head for an hour
Eles devem completar um quadro como o apresentado na
Examples lousa.
• Divida a turma em grupos de quatro. Os alunos de cada
Mark has a friend who can stand on his head for
grupo se revezam para falar sobre as pessoas em seus
an hour. quadros. Eles devem escolher as três pessoas mais
Brenda has a cousin who won three marathons in interessantes do grupo.
a month. • Convide um representante de cada grupo para compartilhar
a informação sobre a pessoa que escolheram com a turma,
Jenny knows someone who speaks seven languages.
usando os exemplos na lousa.
• A turma faz uma votação para escolher a pessoa mais
interessante.
2. New conversations (Novos diálogos)

Nesta atividade, pratica-se a criação de diálogos.
• Os alunos rapidamente releem três diálogos quaisquer que A: I really want to go for a ride on my new bike. (Do
tenham estudado no Livro do Aluno, escolhem uma frase ou Exercício 1A, página 36.)
pergunta de cada um e escrevem cada uma em uma tira de B: Wow! You have a new bike? Was it a birthday present?
papel separada.
A: No. I bought it.
• Divida a turma em pares. Os alunos de cada par juntam suas
tiras, as embaralham e as colocam sobre a carteira com os B: Really? How much did you pay?
dizeres para cima. A: Fifty dollars.
• Os pares criam um novo diálogo usando cada uma das • Quando a maioria dos pares terminar, convide vários pares
novas frases ou perguntas. Os diálogos devem incluir pelo de voluntários para representar um de seus diálogos para a
menos duas interlocuções. Os alunos não devem escrever turma.
os diálogos, mas podem ensaiá-los algumas vezes. Por
exemplo:
Observação: Se um jogo ou atividade não funcionar em turmas numerosas, modifique sua dinâmica formando pequenos grupos.
© Cambridge University Press 2015 Games & Activities T-191

Transcrição do áudio do Livro do Aluno 4
Unit 1 • My Life 4. I hope I didn’t bother you when I called last night
about the math test. What were you doing when
Lesson 1 Last summer I called?
Página 2 Exercício 1A 5. I want to join a fan club this year. What do you want
Mesmas legendas do Livro do Aluno. to do? Do you want to join a club?
Página 3 Exercício 2 6. My summer was kind of boring. I didn’t do very
Mesmo texto e diálogo do Livro do Aluno. much. Did you have fun?
Lesson 2 A new school year Lesson 3 Life events

Página 4 Exercício 1A Página 8 Exercício 1A
Mesmo diálogo do Livro do Aluno. Mesmos textos do Livro do Aluno.
Página 4 Exercício 1B Página 8 Exercício 1B
Mesmos diálogos do Livro do Aluno. Mesmas frases do Livro do Aluno.
Página 5 Exercício 2 Página 9 Exercício 2
Jessica So, Pedro, are you going to take Italian this 1. My grandfather taught me how to ride a horse. That
year? was a long time ago. I learned to ride a horse when I
Pedro No, I don’t think so. I want to take French, was a young boy.
actually. How about you?
2. Oh, yes. I almost forgot. I broke my leg last year. I
Jessica I’d like to take Spanish. Hey, maybe you can
broke it when I fell out of a tree. I had to go to the
help me with my homework, Pedro.
hospital, but I don’t remember very much.
Pedro Sure, I’d love to. I can’t help you after school,
It really hurt!
though. I have to go to soccer practice every
day. I’m going to play on the soccer team this 3. Can you believe it? My dog is almost two years old. My
year. parents gave me my dog when I celebrated my 13th
Jessica Oh, that’s right. Coach Jones says you’re birthday. What a great present, huh? I love my dog.
going to be one of his best players. 4. I have a cousin who lives in New York. She visited
Pedro Well, uh, I don’t know about that . . . So, are us when I was in my first year of school. That was
you going to do any sports, Jessica? long ago, when I was very young! She came to my
Jessica No. I want to join a club, though. I’m thinking school and spoke about her life in New York. It was
about joining the international club. I’d like exciting, and we all wanted to visit New York.
to meet some of the new international 5. Two years ago, in Ponce, I joined the basketball
students. team. Many of my friends joined the team then, too.
Pedro Sounds like fun. When I was on the team, we played every day. I
Jessica Why don’t you join, Pedro? want to play on the team here, too.
Pedro Thanks, but I can’t. I have to get better
6. My family moved from San Juan to Ponce when I was
grades this year, so I have to study a lot!
very young. Can you guess how old I was? Well, we
Jessica Let me know if you need help. I’m going to
moved when I was three. When we moved there, I
have a lot of free time this year.
didn’t like it at first. But now I love Ponce. I have a lot
of friends there. I miss them.
Lessons 1 & 2 Mini-review
Página 7 Exercício 2 Lesson 4 Then and now
1.
Hi, Megan. I hope you had a nice summer. My family Página 10 Exercício 1A
went to visit some relatives in the country. What did Mesmo diálogo do Livro do Aluno.
you do?
Página 10 Exercício 1B
Hi, Ricardo. What’s your schedule like this year? Are
2. Mesmas frases do Livro do Aluno.
you going to take any language classes?
Página 11 Exercício 2
3. I’d like to join the chess club. It’s on Thursday after Greg OK, Dave. It’s your turn now. Tell me how you
school. Do you want to join with me, Maggie? were different when you were ten.
T-192 Audio Script Photocopiable © Cambridge University Press 2015

Dave Oh, that’s easy. There are a lot of differences. Julie I know . . . and I miss you all. But you know I’d
When I was ten, I used to collect comic books. like to be a P.E. teacher someday and a swim
Greg Really? Comic books? Did you like Spider-Man? coach, too. I love to swim.
Dave Oh, yeah. Spider-Man was my favorite. So, I Nick Yeah, I know. And I’m the same . . . with my
used to collect comic books, but I don’t training.
anymore. Now I collect stamps. Julie You? The same with your training? What training?
Greg Great! You don’t train for anything . . . do you?
Dave And I was crazy about horror movies when I Nick Come on, Julie! You know I’m the champion
was little. I used to watch horror movies all the video game player in our class! I train really
time, but I don’t anymore. Now I watch hard to be number one!
comedies. Julie (laughing) That’s right. I forgot! Well, how
Greg Gee, you were different. Did you skateboard at about we play a game right now and see just
all when you were ten? how good you are.
Dave Of course I did. I loved Tony Hawk. I used to Nick All right!
skateboard every day after school, but I don’t
anymore. Now I ride my mountain bike.
Greg Speaking of school . . . You’re so good at Unit 2 • The Future
Spanish. Did you use to take Spanish when you
started middle school? Lesson 5 Predictions
Dave No, actually, I used to take French, but I don’t Página 16 Exercício 1A
anymore. It was my favorite subject. Now I take Mesmo site do Livro do Aluno.
Spanish. Spanish is my favorite subject now.
Greg Wow, Dave! Is that it? Página 17 Exercício 1C
Dave Um . . . I guess. The only other big difference is Mesmo anúncio do Livro do Aluno.
that I used to take the bus to school every day, Página 17 Exercício 2
but I don’t anymore. Now I walk to school with Josh Hey, Mike. Let’s play Professor Pete’s
my friends. prediction game. It’s all about predictions for
Página 11 Exercício 3A the year 2030. It says we won’t be bored.
Mesmas frases do Livro do Aluno. Mike Good. Let’s play.
1. Josh OK, here’s the first question. Will students
use paper and pencils in school?
Unit 1 Get Connected Mike Hmm. No, they won’t.
Página 12 Read Josh You’re right. Professor Pete says students will
Mesmo artigo do Livro do Aluno. do all of their work in school on computers.
Página 13 Listen They won’t need paper and pencils.
Nick Hey, Julie! I called you twice yesterday, but you 2. Mike OK, let me ask you a question, Josh. Ready?
didn’t answer. I really wanted to study with you. Will cell phones be the size of a credit card?
Julie Oh, sorry, Nick. I was at the pool. We have to Josh The size of a credit card? Yeah, I think they
train for three hours every day. I’m on the swim will. Look at how small everything is getting.
team, remember? I saw your message but I was Mike Well, Josh. Professor Pete agrees. He says
exhausted! cell phones will be the size of a credit card.
Nick Three hours every day? Wow! That’s a lot! Why Josh Wow! That’s small.
do you have to train so hard? 3. Josh My turn to ask you, Mike. Will most people
Julie We have a really important swimming shop in stores for food?
competition. All of the high schools are going Mike No, they won’t. Many people order food
to compete. Our coach really wants us to win. online now. It’s easier than going to a store.
It’s really important to all of us. So, even more people will in 2030.
Nick But what about your schoolwork? That’s Josh That was a tricky one. Well, Professor Pete
important, too. disagrees. He predicts that most people will
Julie I know. My parents aren’t too happy about it. I still shop in stores for food.
used to get good grades, but I don’t anymore. Mike Why?
But there’s only one more month of training Josh Because they will still like to see the food
and . . . they buy.
Nick Only one more month? And what about your 4. Mike Hey, Josh, here’s a fun one. Will people visit
friends? We used to see you three or four times the moon on vacation?
a week, but we don’t anymore! Josh Oh, yes. People will definitely spend time on
the moon on vacation. Man visited the moon
over 40 years ago! There’s no reason we
© Cambridge University Press 2015 Photocopiable Audio Script T-193

won’t be able to stay in hotels on the moon Kim Yeah. I read about that. It says that people
in 2030. will have little computers in their brains.
Mike Well, Professor Pete agrees. Professor Pete The computers will help them speak French,
predicts that there will be hotels on the moon Italian, Chinese, or whatever language they
in 2030. want. I think it’ll probably happen, and I’d
Josh Great! I really want to go! really like to try it.
5. Josh OK, Mike. Here’s the last one. Will people live 4. Boy Wow! My mother is going to love this
below the sea? prediction. It says that people won’t have to
Mike No, they won’t. Maybe someday, but not in 2030. cook. All they’ll have to do is order what they
Josh Oh, Mike. According to Professor Pete, want to eat on a computer, and in ten minutes
people will live below the sea. they’ll have whatever they ordered. Do you
They’ll build cities below the ocean. think it will happen?
Mike When I see it, I’ll believe it! Kim No, that probably won’t happen. It sounds
completely crazy to me.
Lesson 6 When I’m older
Página 18 Exercício 1A Lesson 7 Teen Center
1. To be famous means “to have many people know Página 22 Exercício 1A
who you are.” Mesmas legendas do Livro do Aluno.
2. To be rich means “to have a lot of money.”
3. To get a driver’s license means “to pass a test to Página 23 Exercício 2A
drive a car.” Mesmo diálogo do Livro do Aluno.
4. To get a job means “to find a place to work.” Página 23 Exercício 2B
5. To get married means “to become a husband or a Mesmo e-mail do Livro do Aluno.
wife.”
6. To go to college means “to study after graduating Página 23 Exercício 3
from high school.” 1. Amy Hey, Sam, look at this cooking class. I
7. To live alone means “to not share your living space.” might take it. It sounds really fun. You
8. To travel abroad means “to visit a country far away learn how to make all kinds of food – even
from home.” ice cream. Maybe we can take it together.
Sam Yeah, it sounds fun, Amy. But I might not
Página 18 Exercício 2A be able to take it. I think it’s at the same
Mesmo diálogo do Livro do Aluno. time as my soccer practice.
Página 19 Exercício 2B Amy Oh, that’s too bad. It would be fun to do it
Mesmas frases do Livro do Aluno. with you.
2. José Hey, Anna. Maybe joining the marching
Página 19 Exercício 3A band will be fun. Do you know anything
Mesmas frases do Livro do Aluno. about it?
Anna Yeah, it’s great, José. I joined last year. I’m
Lessons 5 & 6 Mini-review trying to decide about it this year. I might
not join, though, because it takes a lot of
time.
1. Boy Hey, Kim, this prediction says that in the
José Really? Oh, well, then I might not join,
future people will fly from place to place in
either. I don’t have much time this year.
small airplanes. What do you think?
Maybe next year!
Kim Oh, I don’t think that will happen. There will
3. Staci I see Dr. Gray is teaching a class on how
probably be too much traffic in the sky. It’ll be
to edit a music video next semester. I
safer to travel on the ground.
might take it. He’s such a good teacher.
2. Boy Hey, listen to this prediction. It says that when
Do you think you’ll take it, John?
people move from place to place in the future,
John Well, Staci, I signed up for it, but I might
they’ll take their houses with them.
not take it. The class is after school, and I
Kim You know, I think that will probably happen.
have baseball practice after school.
Houses will be different in the future and easy
Staci Oh, that’s too bad. I know how much you
to move. We won’t have to pack when we
love music videos.
move anymore - that will be great.
4. Felicia Are you still thinking of learning how to
3. Boy Hey, did you see this prediction? You can
make a scrapbook, Laura?
throw away your Spanish dictionary. It
Laura I’d like to, Felicia, but I might not have
says that people won’t have to learn foreign
time. I have to take seven classes next
languages in the future.
semester.

Felicia Seven classes? Wow! That’s a lot! Jeff (laughing) Yeah. And babysit my little brother,
Laura I know. I’ll have to study hard the whole and walk the dog . . . and make dinner . . .
semester! Rosa (laughing) No, but seriously, Jeff, robots and
Felicia Oh, no! Then I might not take the class, computers will be really amazing in the future –
either. It won’t be fun without you. they’ll do all kinds of things. I read it in a maga-
5. Paul How about it, James? Are you going to be zine article, and I believe it.
a reporter this year? It’ll be fun. Jeff Really? So, what will they do?
James I don’t know, Paul. I might not . . . I’m not Rosa Well, you know those computer programs – you
a very good writer. just talk and the computer types the words for
Paul Come on, James. Don’t be shy. You write you. Well, in the future, we won’t have to talk to
great stories. the computer – we’ll just think and the comput-
James That’s not true. They’re pretty boring. ers will type what we are thinking!
Paul Well, anyway, it doesn’t matter. I can’t Jeff Whoa! That’s a little scary. I don’t believe that
write very well, but I might be a reporter! will happen, though. But computers might be
It’s good to try. smarter than us.
Rosa Yeah, that’s another thing. Someday people will
Lesson 8 After high school be able to connect computers to their brains. So
all the information people need will go directly
Página 24 Exercício 1A
from their computers into their heads.
Mesmos textos do Livro do Aluno. Jeff (laughing) Do you think it will be ready next
Página 24 Exercício 1B week? I have an important chemistry test, and I
1. Man 1 Simon is going to take a trip. haven’t studied for it.
Man 2 Definite plan Rosa (laughing) No, Jeff. I think you should stay
2. Man 1 Simon will travel with friends. home and study tonight, too.
Man 2 Definite plan
3. Man 1 Simon will probably visit the U.S.
Man 2 Probable plan Unit 3 • Plans
4. Man 1 Moira will go to college.
Man 2 Definite plan
Lesson 9 Weekend plans
5. Man 1 Moira might study computer programming. Página 30 Exercício 1A
Man 2 Possible plan 1. To amaze means “to surprise very much.”
6. Man 1 Andrea will make some money. 2. To come back means “to return.”
Man 2 Definite plan 3. To expect means “to think that something will
7. Man 1 Andrea will probably use her English. happen.”
Man 2 Probable plan 4. To explore means “to travel around a place to learn
8. Man 1 Andrea might work at a hotel. about it.”
Man 2 Possible plan 5. To head for means “to move toward a place.”
6. To rescue means “to save someone in danger.”
Página 25 Exercício 1C
7. To take off means “to leave the ground and start
flying.”
8. To try out means “to test something by using it.”
Unit 2 Get Connected
Página 26 Read
Página 27 Listen
Rosa Hello?
Jeff Hey, Rosa. It’s me, Jeff. Do you want to go
to the movies with me tonight?
Lesson 10 Evening plans
Rosa Oh, Jeff. I’d love to, but I can’t. I have too much Página 32 Exercício 1A
homework! [sighs] I’d rather not do Mesmo diálogo do Livro do Aluno.
it, but . . .
Jeff Yeah, I know. I have to do homework . . . But,
hey . . . sometime in the future, robots will do it
for us. Página 33 Exercício 2A
Rosa Yeah, they might do it for us . . . you never Mesmas perguntas do Livro do Aluno.
know. Maybe they’ll clean our rooms for
us, too.

Página 33 Exercício 3A Lesson 12 Vacation plans
1. Girl 1 Um, Mom, can Brigit sleep over tonight?
Mother 1 Brigit? Yes, of course. That’s a great
Mesma mensagem de e-mail do Livro do Aluno.
idea. We can all watch some movies
together. Página 38 Exercício 1B
2. Girl 2 Hey, Mom. Could you buy me some new Mesmas frases do livro do Aluno.
sneakers? I’m going to a party tonight.
Mother 2 More sneakers? You already have four
1. Jessica Do you still have a lot to do before you
pairs.
leave for Disney World, Carla?
Girl 2 But, Mom, please! They’re all too small
Carla Oh, yes. I’m going to take a lot of pictures
for me.
while I’m there, so I have to buy a new
Mother 2 Well, yes. All right.
camera. I’m going downtown now. I’ll try
3. Boy Mom, I want to move the TV to my
to buy a cheap camera at the mall.
room. Can I?
2. Jessica Do you have enough summer clothes? It’s
Mother 1 Absolutely not.
very hot in Florida at this time of year.
Boy Why not? I’m the only one who watches
Carla Well, I need some summer clothes, but
it.
I think I’ll go shopping while I’m there. I
Mother 1 That’s not true. Your sister likes to
want to buy a T-shirt at Disney World.
watch TV, too.
3. Jessica What else do you have to do?
4. Girl 3 Dad, can I use your computer tonight?
Carla My hair is getting too long. So before
Father For what?
I go, I’ll have to get my hair cut.
Girl 3 I need to finish my science project.
4. Jessica So, do you know a lot about Disney World?
Father OK. Sure, that’s fine.
Carla No, actually, I don’t. My mom bought a
Página 33 Exercício 3B travel book, but I don’t think I’m going to
Mesma transcrição da Parte A. have time to read it. While I’m there I’ll
read it, I guess.
Lessons 9 & 10 Mini-review 5. Jessica Well, don’t forget to write me a postcard.
Carla I’m not going to write any postcards while
Página 35 Exercício 2A I’m there. I don’t want to waste any time. I’m
1. Junko Hey, David. Would you like to go to the going to write postcards after I get home.
museum tomorrow night? Jessica What? After you get home?
David I’m sorry, but I can’t, Junko. I have a lot 6. Jessica Well, have a great time. And be sure to call
of homework to do. me after you get home.
2. Billy Oh, Mr. Ross, can I take the history test Carla I will!
tomorrow? I didn’t have time to study
last night.
Mr. Ross No, I’m sorry, Billy. All the students have
to take the test today. Página 40 Read
3. Alex Hey, Sally, could you please clean my Mesmo artigo do Livro do Aluno.
room for me? I’ll give you ten dollars. Página 41 Listen
But don’t tell Mom! Olivia Carlos, I have a problem. Can I ask you a
Sally Sure, Alex. I’ll do it for you. But that’ll question?
cost you $15, not ten dollars. Carlos Yes, of course, Olivia. How can I help?
4. Pablo Miranda, would you like to go Olivia Well, my dad just bought this cell phone for
white-water rafting this weekend? me. And it’s really great . . . but when my
Miranda Sure, Pablo, I’d love to. It sounds really friends text me, I don’t understand some of
exciting. Thanks for inviting me. the messages.
Página 35 Exercício 2B Carlos Don’t worry. It’s really easy. Here, I can teach
Mesma transcrição da Parte A. you. Look! Here it says 2MOR - that means
“tomorrow.”
Olivia Oh, I get it. The numbers sound like the
Lesson 11 Making plans
words.
Página 36 Exercício 1A Carlos That’s right! Look, here’s GR8 - that means
Mesmo diálogo do Livro do Aluno. “great,” and G2G means “got to go.” Most
Página 36 Exercício 1B messages don’t have numbers - like NP - that
Mesmas frases do Livro do Aluno. means “no problem,” and OJ is “only joking.” If
you text a lot, you’ll learn them quickly.

Olivia Oh, I don’t know. I get really frustrated with Página 51 Exercício 2
technology sometimes. Yesterday, I got an 1. Boy 1 I met a girl who won an international dance
e-vite to a party. It’s a little weird. What competition.
happened to calling friends on the phone? Boy 2 Really? My sister’s a good dancer, too.
Carlos Oh, technology is wonderful! It’s so convenient Boy 1 But this girl was very young.
to text people or use instant messaging. I Boy 2 How old was she?
make all my plans using technology. Boy 1 She was only eight.
Olivia You’re right, it is convenient. But I think I’d Boy 2 Wow!
like to talk to people face-to-face more. 2. Girl 1 I have an aunt who’s amazing.
Carlos Yeah, I know what you mean. But this makes Girl 2 What’s so amazing about her?
it easier to make plans and get together. Girl 1 Well, she lives in Hawaii and surfs at the
Olivia Yeah, but I spend more time learning how to beach all day long.
use new technology than I spend doing my Girl 2 That’s interesting, but it’s not that unusual.
homework! Girl 1 Not for you or me. But my aunt is 63 years
Carlos But this is much more fun than homework. old!
Anyway, can you come? Girl 2 Wow! That is unusual!
Olivia Come to what? 3. Girl 1 I had a friend who collected stamps when she
Carlos Come to my party on Friday! That e-vite was was ten years old.
from me! Boy 2 That’s not so unusual.
Girl 1 Her collection was very interesting, though.
Boy 2 Why?
Unit 4 • People Girl 1 Well, she only collected stamps from Taiwan.
Boy 2 Why Taiwan?
Lesson 13 Teens online Girl 1 Her dad was born in Taiwan.
Página 44 Exercício 1A 4. Boy 1 I know a woman who has a very big family.
Mesma informação do Livro do Aluno. Girl 2 Really? How big?
Boy 1 Well, she has ten children.
Girl 2 Ten children? Wow! That’s a lot!
Boy 1 I know. And they’re all under the age of 18.
Lesson 14 Personality types

Lesson 16 Who’s that girl?

Página 54 Read
1. I chat online with my friends every day after school
Mesmo artigo do Livro do Aluno.
for about an hour. I really enjoy chatting online.
2. My brother plays computer games all the time, but I Página 55 Listen
don’t. I don’t like to play computer games. May I’m really upset!
3. I have a lot of friends. I’m very outgoing. Phillip Why, May? What’s wrong?
4. My friends buy things online a lot, but I don’t enjoy May My parents are going to get a cell phone for
shopping online. I don’t like it at all. my nine-year-old little sister!
5. My mother says my bedroom is always a mess. Phillip Well, what’s wrong with that? My younger
I guess I’m not very organized. sister has a cell phone, too.
6. I love playing soccer and baseball. I really love sports. May Well, my sister is only nine! They didn’t get
one for me until I was 14!
Lesson 15 Unusual people Phillip Wait! Don’t tell me. You’re the oldest child in
Página 50 Exercício 1A your family, aren’t you?
Mesmas frases do Livro do Aluno. May Yeah, I am. How did you know that?
Phillip Because the oldest child usually gets a lot of
Página 51 Exercício 1C attention, but parents also make a lot of rules
Mesmas frases do Livro do Aluno. to follow. My older sister told me that she had
a lot more rules than me. She thinks life is 3. Host Wow! They’ve worked as actors for a long time.
much easier for my younger sister and me. Alicia That’s right, they have. Akai has worked
May Hmm . . . You know, Phillip, I think you’re more on TV shows, and Theo has done more
right. The oldest child does get a lot of rules. movies.
I hate that! 4. Host They’ve worked in music videos, right?
Phillip But the oldest child gets to do everything first Alicia Yes, both have appeared in music videos. For
and be the special one. They’re usually good example, Akai appeared in the music video
students, and they’re usually leaders. I have a for the N-Dubz song “We Dance On” in 2010.
few friends who are the oldest child, and they Theo performed in the music video for the
all study hard. movie Horrid Harry: The Movie, in 2011.
May Wow! That’s interesting . . . Let me 5. Host I see . . . I know that Akai dances and sings.
guess . . . You’re a middle child, aren’t you? How about Theo, has he sung in any movie?
Phillip Yeah. How do you know? Alicia No, he hasn’t. But he has danced in All Stars,
May Well, I heard that the middle child is very together with Akai.
creative . . . and you’re an amazing artist. 6. Host What are their plans for the future?
Phillip Well, you’re right. I am the middle child. But Alicia Well, Theo wants to work even more in
being a middle child isn’t always great. You’re movies and on TV. That’s really exciting for
not the oldest and you’re not the baby of the him. Akai is going to record his own music.
family. But in a way, I’m an “only” child! He dreams about people singing his songs.
May How’s that? Also, one day he wants to direct his own
Phillip I’m the only boy! movie. So they’re both moving on to new
things.
Unit 5 • Entertainment Lessons 17 & 18 Mini-review

Lesson 17 For fun Página 63 Exercício 2A
1. Reporter So, Natalia, you like mountain climbing.
Do you climb with someone?
Natalia Oh, yes, I always climb mountains with
Página 58 Exercício 1B my mother. She’s a great climber. I’ve
Mesmos textos do Livro do Aluno. learned a lot from her.
2. Reporter I see . . . I know you’ve climbed
Lesson 18 Young entertainers mountains in California. Can you tell me
more about that?
Natalia Well, I’ve climbed Mount Baldy twice.
Mesmas atividades do Livro do Aluno.
The first time I was only 12. That was my
Página 60 Exercício 2A first big climb.
Mesmos textos do Livro do Aluno. 3. Reporter Wow! It sounds very exciting. What are
you plans for the future?
Natalia Hmm . . . I haven’t been to Alaska, so I’m
planning to go there next year. I’d like to
Página 61 Exercício 3 go to South America, too. I’d love to go
1. Host So, Alicia, you’re a big fan of Akai Osei and climbing in the Andes.
his friend Theo Stevenson. Tell us – what do Reporter Great! Thanks, Natalia!
you know about them? 4. Reporter So, Manuel, you and your brother Miguel
Alicia Well, Theo is older. He started acting at a are great singers. Tell me about your
local drama school when he lived on a farm singing career.
near Essex, England. Akai taught himself Manuel Well, we haven’t been on TV. But we’ve
to dance when he was seven, imitating performed with some bands at school
YouTube clips of Michael Jackson. dances in our old neighborhood.
Host That’s interesting. 5. Reporter That’s cool! . . . I know you’ve recorded a
2. Host And when did they get into movies and lot of songs. Tell me about that.
television? Manuel Well, we’ve made a CD, but we haven’t
Alicia For Theo it was in 2007. He was in the movie sold many of them.
Fred Claus. He was nine. Since then, Theo 6. Reporter Oh . . . so what are you going to do?
has made many other movies. Akai’s first Manuel Well, we’re going to send the CD to some
movie was called Street Dance 3D. That was radio stations. Maybe they’ll play it, and
in 2010. then more people will hear it.

Reporter Hmm . . . Maybe the school radio station Página 65 Exercício 3A
will play it for you. Mesmas perguntas do Livro do Aluno.
Manuel Hey, that’s a good idea. I’ll bring a CD
tomorrow. Lesson 20 Pop culture trivia
Página 63 Exercício 2B Página 66 Exercício 1A
Mesma transcrição da Parte A. Mesmas perguntas e respostas corretas do
Livro do Aluno.
Lesson 19 Are you a fan? Página 67 Exercício 1C
Página 64 Exercício 1A Mesmas perguntas e respostas do Livro do Aluno.
Página 64 Exercício 1B Host Hi, everyone, and welcome to Pop Culture
Mesmos diálogos do Livro do Aluno. Trivia. Our contestants this evening are
Página 65 Exercício 2 Jessica, Diana, and Carla. So, contestants,
1. Diane Guess what I have here! let’s get right to our first question. Question
Julio What? number one: How long have Broadway
Diane Jordin Sparks’s autograph. actors received Tony awards? Since 1927 or
Julio Really? Fantastic! since 1947? [buzzer] Jessica?
2. Julio Have you ever met Jordin? Jessica They’ve received Tony awards since 1947.
Diane Well, actually, no, I haven’t. I got her The Oscars have been awarded since 1927.
autograph from her fan club. Have you Host That’s correct. Question number two: How
ever met her? long has MGM Studios been called MGM?
Julio Yes, I have. I’ve been to five of her concerts. [buzzer] Diana?
And at every concert, I’ve been backstage, Diana It’s been called MGM for over 100 years.
and I’ve talked to her. Host No, sorry. That’s wrong, Diana. [buzzer]
3. Julio Have you ever written to Jordin? Carla?
Diane Written to her? No, I don’t write letters to Carla MGM Studios has been called MGM since
anyone. I prefer sending e-mails. 1924. That’s for over 80 years.
Julio Well, I wrote her a fan letter. I told her about Host Correct! Question number three: How long
myself, and I also told her why have CDs been sold in music stores? [buzzer]
I like her songs. Diana?
4. Julio And guess what? She sent me a cool Diana Oh, that’s easy. They’ve been sold in music
postcard. You’ve never gotten a postcard stores since the 1970s.
from Jordin, have you? Host No, sorry. [buzzer] Jessica?
Diane Well, no. Jessica CDs have been sold in music stores since the
Julio Do you have any pictures of Jordin? 1980s.
5. Diane Yes. I bought a new poster of Jordin Host That’s correct. OK. And now question number
yesterday. I put it on my bedroom wall. It’s four: How long have Hollywood stars put
great! their handprints and footprints in front of
Julio Oh, my friend gave me three posters of Grauman’s Chinese Theatre? [buzzer] Carla?
Jordin the other day. Carla For about 75 years.
Diane And did you get anything with the posters? Host That’s right! OK, contestants, the winner is . . .
Julio What do you mean did I get anything with
them? I got the posters! That’s enough! Unit 5 Get Connected
6. Diane Well, when I bought my poster, they gave Página 68 Read
me a free ticket for Jordin’s concert tonight. Mesmo artigo do Livro do Aluno.
Oh . . . it’s getting late. I have to go. I don’t
Página 69 Listen
want to be late for the concert. Are you
Ricardo Wow, Jill! That pasta was really delicious.
going to the concert?
Your mom’s a really good cook!
Julio No, I’m not . . . I don’t have a tick- . . . er . . .
Jill
You can thank me, Ricardo. I made the
I don’t have time. I . . . er . . . It’s my sister’s
pasta, not my mom! And here, try some of
birthday.
this chocolate cake. I made it this morning.
Diane Oh, that’s too bad. Well, see you!
Ricardo Are you serious? It’s unbelievable!
Jill
Thanks, Ricardo. I’ve cooked since I was
five. My grandmother taught me everything I
know about cooking. I love it.

Ricardo That’s amazing. You should go on that reality I’ve made plans to go again next week.
show – Top Chef. I’ve heard they’re going to I can’t wait. I love skydiving!
have a special show for teens. 4. Ray I’ve collected postcards from all over the
Jill
Top Chef? I haven’t seen that reality show. Is world for about ten years now. I started
it good? collecting them when I was six years old.
Ricardo Yeah, it’s really cool. It’s a competition, like 5. Ray The first postcard in my collection was from
American Idol, only the people cook. And my grandmother. She sent me one from
the winner gets $100,000 and a lot of cool Porto Seguro. Since then, I’ve asked my
prizes. family and friends to send me postcards from
Jill
That would be awesome . . . It’s amazing, places they visit.
huh? It seems like there’s a reality show for 6. Ray Last week I counted all of my postcards.
everything these days. Guess how many I have so far? Over 100! I
Ricardo You’re right. I’ve seen shows for singing, had to buy a new box for them yesterday.
dancing . . .
Jill
And modeling, designing clothes, and losing
weight. I’ve even seen one for telling jokes.
Ricardo And don’t forget about Survivor, you know,
the teams live on islands and in forests and 1. Have you ever ridden in a helicopter?
have to find their own food. 2. I’ll probably dye my hair three different colors. Have
Jill
I like that one. They’ve traveled to a lot of you ever dyed your hair?
cool places like China, Australia, and Africa. 3. Did you go and see the big fireworks display last
So, anyway, Ricardo, what kind of reality night? I was there with Jamie.
show would you like to go on? 4. So, you’ve got a new computer. When did you get it?
Ricardo Probably an eating show – the more you eat, 5. I didn’t know you had a cat. How long have you had it?
the more you win! Maybe with your choco- 6. So, you’ve run in several marathons. When did you
late cake! Um, can I have another piece? first start to run in them?
Lesson 23 Amazing teens

Unit 6 • Experiences Página 78 Exercício 1A
Lesson 21 Taking risks
Mesmas verb phrases do Livro do Aluno.
1. Norah Flatley is an incredible gymnast. She was
born in 2000, and started practicing gymnastics
Página 73 Exercício 2B when she was very young. Since 2010, she’s studied
Mesmas perguntas e respostas do Livro do Aluno. gymnastics with a famous Chinese gymnast. She
practices from 20 to 25 hours a week. The rest of the
Lesson 22 What we’ve done time, she goes to high school in her hometown of
Página 74 Exercício 1A Cumming, Iowa.
Mesmos textos do Livro do Aluno. 2. She’s only 16, but Norah has already won many
gymnastics competitions. She won one silver and
Página 74 Exercício 1B three gold medals in the Pacific Rim Championships
Mesmo quadro do Livro do Aluno. in 2014.
Página 75 Exercício 1C 3. Norah has won many medals, but she hasn’t won
Mesmos textos do Livro do Aluno. money in any competitions yet.
4. Since she became a member of the U.S. Olympic team,
Norah has become pretty famous. She’s been on many
1. Julie When I was ten years old, I saw a movie
television shows and has had thousands of YouTube
about skydiving.
views.
2. Julie Since then, I’ve always wanted to go
5. Does she want to be in the next Olympic Games? Sure!
skydiving. Well, I went skydiving for the first
But she still hasn’t finished high school, so right now
time four months ago. It was fantastic!
she’s thinking a lot about her studies, too.
3. Julie Since then, I have been skydiving more than
five times. And guess what?

Lesson 24 In the spotlight They were doing all these jumps and turns. It
was cool.
Heidi Oh, yeah. I remember now – I have seen
those stunts on TV. But I wouldn’t like to
Página 81 Exercício 1C do it myself. It’s too dangerous. I can’t even
Mesmas perguntas e respostas do Livro do Aluno. watch it. I always close my eyes.
Dimitri Oh, I know. Me, too. One guy jumped over
four buses on his motorcycle.
1. Leo Let’s do another one of these trivia quizzes,
Heidi No way! But you’ve done stunts on your
Kira. We can study for the English test later.
skateboard, haven’t you? You told me
Kira Great! Let’s do this one on Denzel
one time.
Washington.
Dimitri Yeah. There’s a special skateboarding park,
Leo Good. He’s one of my favorite actors.
and I do a lot of special jumps there. But it’s
Kira So, Denzel Washington was born in California
pretty dangerous, too. I’ve already broken an
on December 28, 1954, wasn’t he?
arm and a finger!
Leo No, he wasn’t. He was born in New York, not
Heidi Oh, no! So, have you stopped doing those
in California.
special jumps?
2. Leo OK, the next question . . . Denzel studied
Dimitri No. My parents said I should stop, but I really
computer science in college, didn’t he?
love skateboarding . . . So, I started practicing
Kira No, he didn’t. He studied drama. After
more. I’ve been to the skateboard park every
college, he continued his studies in San
day – oh, for six months now. And now I’m
Francisco.
thinking . . . I want to enter some competitions.
Leo Oh, that’s right.
Heidi Wow! Cool! You’ve gotten good then, haven’t
3. Leo OK, let’s see. One of his first big parts was in
you?
a musical, wasn’t it?
Dimitri Yeah, I guess. Why don’t you come and watch
Kira No, it wasn’t. His first big part was on TV. He
me sometime?
was in a famous TV drama show.
Heidi Um, . . . well . . . I haven’t been to the skateboard
Leo Oh, yeah. Now I remember.
park yet . . . But I’d like to see your jumps.
4. Kira Hmm . . . Let’s see . . . Denzel has won just Only . . . is it OK if I close my eyes?
one Oscar, hasn’t he?
Leo No, he’s won two Oscars – one in 1990 and

another in 2002.
Kira Wow! He is a great actor.
Unit 7 • Teen Time
5. Kira Now here’s a question about his family. He’s Lesson 25 Teen opinions
been married to his wife, Pauletta Pearson, Página 86 Exercício 1A
since 1983, hasn’t he? Mesmos textos do Livro do Aluno.
Leo Hmm . . . I think that’s right.
Kira It is right! And they have four children. That’s Página 86 Exercício 1B
nice. It’s unusual for a movie star to have Mesmas frases do Livro do Aluno.
such a good family life.
6. Leo OK, here’s the last question. He’s acted in Lesson 26 Unforgettable moments
about 40 movies, hasn’t he? Página 88 Exercício 1A
Kira Yes, he has. That’s a lot of movies, isn’t it? Mesmos textos do Livro do Aluno.
Leo Yeah, it is. Well, that’s it. Now, let’s check to
see how many points we got.
Story 1 Let me tell you a story. A few months ago,
my parents gave me a cat. It was so cute! One
Unit 6 Get Connected day, I heard a noise coming from the tree
Página 82 Read outside my window, and I looked out. The
Mesmo artigo do Livro do Aluno. cat was in the tree and could not get down.
Página 83 Listen I climbed out of my bedroom window and
Dimitri Hey, Heidi! Have you ever seen those into the tree. But then I looked down and saw
motorcycle competitions on TV? how high up I was, and I got really nervous.
Heidi No, never. But it sounds cool. I couldn’t get down the tree. I shouted “Help!
Dimitri Yeah, it is. Kids do stunts on their motorcycles. Help!” and my dad came running. He climbed
I was watching some stunts on TV yesterday. up the tree and helped us down. I will never

forget that day. That is the highest I have ever Host I see.
climbed in a tree. 3. Host And now, question three. Joe and Jim,
Story 2 We had a really strange math teacher last Katie says that A Clown’s Life is the
year. He had a strange voice and talked funniest movie you boys have ever
really fast. One day, during a break, I started seen. Is that true?
writing on the board and talking like our Joe Yeah, it’s a very funny movie.
teacher. All of my classmates were laughing, Host Thanks, boys.
but suddenly they were very quiet. I turned 4. Host Moving on to question four. Katie,
around and saw our math teacher standing at Mike says that a worm is the most
the door and looking at me! I still blush when disgusting thing you’ve ever eaten. Is
I think about it. that correct?
Story 3 Getting to our vacation house last year was Katie Yes, it is. It was awful. Ugh! I don’t
just awful. We rented a beach house for the like to think about it.
summer. We left at about ten one morning Host I can understand that!
for the house. From then on, everything went 5. Host Question five. Mike, Katie says that
wrong. We had a flat tire, and then we were How to Be Happy is the worst book
stuck in a really bad traffic jam. It was really you’ve ever read. Is that true?
hot, and we had nothing to drink or eat. Our Mike Sorry, but she’s confused on that one.
dog was sick in the car, and my little sister The worst book was How to Be the
cried all the time. Then it started to rain. Best Writer.
When we were almost there, the car broke Host Oh, I see.
down, and we had to walk the last few miles 6. Host And finally question six. Mr. and Mrs.
in the rain. It was awful! Wilson, Mike says that the Grand
Story 4 Last summer, some friends and I spent a Canyon is the most beautiful place
week in New York City. My friends wanted you’ve ever visited. Is that correct?
to go to the American Museum of Natural Mr. Wilson Sorry, that’s incorrect. We’ve visited
History. I don’t really like museums very many beautiful places, but the Grand
much. So I said, “No way, I’m not going to Canyon isn’t the most beautiful.
any museum.” But one afternoon, we were Antarctica is the most beautiful place
in Central Park when it started to rain. We we’ve ever visited.
were very near the museum, so in the end
I agreed to go, and we went in. And it was Lesson 27 Are we alike?
just awesome. I think I’m going to go again
the next time I’m in New York. They had the
most amazing exhibitions and shows I’ve
ever seen. It’s a fascinating place.

Lesson 28 I’d rather…
1. Host Welcome back everyone. Now let’s
find out if Mike and Katie’s answers Mesmo diálogo do Livro do Aluno.
were correct. They get $1,000 for Página 94 Exercício 1B
each correct answer. First, question Mesmas perguntas e respostas do Livro do Aluno.
one. Katie says that rock climbing is
the scariest thing her father’s ever
Host Welcome to Teen Talk. I’m Kerri Sanders. Can
done. So, Mr. Wilson, is that true?
I ask you a couple of questions?
Mr. Wilson Well, the rock climbing was scary,
Diana Yes, of course.
but it’s not the scariest thing I’ve ever
Juan Teen Talk? Cool!
done. I drove a race car once when I
Host Our topic is preferences. Question number
was a teenager and that was scarier.
one. Think of your dream vacation. Would you
Host Thank you.
rather go to the beach or the mountains?
2. Host Now for question two. Mrs. Wilson,
Diana I love to surf, and I love to swim, but you know
is it true that skydiving is the most
what? I really love to hike so, I have to say that
thrilling experience you’ve ever had?
I’d rather go to the mountains than the beach.
Mrs. Wilson Oh, yes, that’s true. It was very,
Juan Really? Not me. It’s the beach for me. I’ve only
very exciting – and also a little too
been to the mountains a few times, but the beach
dangerous for me. I’ll never do it again.
is like my second home. I’d rather go to the beach.

Host And your second question is: Would you rather Carlos I’m not sure about that, but we’ll do a lot of
be rich or famous? community work. That’s the most important
Diana Oh, well, I don’t know. I don’t think I want to be part of the trip – doing a lot of community
rich. I guess I’d rather be famous than rich. work. I’m excited about staying with a family
Juan Oh, not me. I’d rather be rich. I don’t want to and learning the local traditions.
be famous at all. Luisa I’m going to go to music camp this summer,
Host OK. Question number three: Would you rather but I think I’d rather go with you to Peru.
be a singer or an actor? Music camp isn’t as interesting as a trip to
Diana Oh, that’s easy. I’ve always wanted to be a Peru. Carlos, can I ask you a question?
singer. I’d much rather be a singer than an Carlos Sure, Luisa, go ahead.
actor. I’ve never been in a play. Luisa Do you have room in your backpack for me?
Host OK, and how about you?
Juan Well, I can’t sing, and I’m not good at acting, but
I guess I’d rather be an actor. They get to travel Unit 8 • Dreams and
Host
to cool places to make movies.
And now for our last question, question
Reality
number four. Would you rather have a pet dog Lesson 29 Our dreams
or cat?
Diana Oh, I’d rather have a dog. I love dogs. I like to
take them for walks.
Juan Oh, not me. I’d rather have a cat. Cats are Página 101 Exercício 2A
independent. Mesmas frases do Livro do Aluno.
Host Well, thank you both very much. Now let’s talk Página 101 Exercício 3A
to . . . 1. Carl What would I do if I could have any job in
Página 95 Exercício 3A the world? Well, I’d love to travel all over the
Mesmas perguntas de escolha do Livro do Aluno. world and have lots of money . . . I’d also like
to meet lots of interesting people and play
Unit 7 Get Connected basketball every day. Basketball has been
my favorite sport since I was eight. I think
Página 96 Read
I’d be a professional basketball player. Like
Shaquille O’Neal. He’s fantastic!
Página 97 Listen 2. Rita You know, I’ve loved planes since I was a
Carlos Hey, Luisa! I have some great news! I’m going little girl. Of course, I know it can be really
to spend the summer in Peru! dangerous, but it’s so exciting! I’m sure it’s
Luisa Peru? That’s terrific! Are you going on a family even more exciting than being an astronaut.
vacation? So, if I could have any job, I’d be a fighter
Carlos No, I’m going with a group of teens. We’re pilot.
going to travel all over the country, and we’re 3. Liz I’m in love with Prince William. He’s not just
going to stay with local families cute. He’s smart, and he’s also very generous.
and camp. He does a lot of work to help others, and he
Luisa Wow! What are some things you’ll be doing? supports many charities. I think that’s really
Carlos We’re going to hike in the mountains to Machu important. I like to help other people, too. If
Picchu. It’s one of the most interesting places in I could marry anyone in the world, I would
Peru. You can walk in the clouds there – it’s very marry him. I’m sure we would be happy
high in the mountains! And we’re going to visit forever and ever!
the rain forests and see all the wildlife there. 4. Mark I love horseback riding, and I’d love to have
Luisa That sounds like the best vacation ever! Are my own horse. The most important thing
you going to study Spanish there? is that I love sports I can do with a horse. I
Carlos No. I can speak a little Spanish now, but I have posters of horse-jumping events in my
wish my Spanish was as good as your Spanish, room, and I always check out Web sites on
Luisa. horse jumping. If I could be really good at
Luisa Don’t worry, Carlos. After spending the summer any sport, I’d be good at horse jumping. Did
in Peru, your Spanish will be better than mine. you know that I often dream about winning
Will you teach English to the local people the horse-jumping event at the Olympics? I
while you’re there? hope my dream comes true someday.

Página 101 Exercício 3B Lesson 31 What I’m going to be
Lesson 30 What would you do?
1. To eavesdrop means “to listen in secret to someone’s
conversation.” Página 107 Exercício 2B
2. To cheat on a test means “to copy someone’s Mesmas frases do Livro do Aluno.
answers.”
3. To break a promise means “to not do something you Lesson 32 The past year
said you’d do.”
4. To gossip means “to talk about other people’s lives.”
5. To jaywalk means “to cross the street in the middle
of the block.” Página 108 Exercício 1B
6. To lie means “to say things that are not true.” Mesmos diálogos do Livro do Aluno.
7. To litter means “to leave paper or garbage around
carelessly.”
1. Woman So have you done anything special this
8. To trespass means “to enter a private place without
year?
permission.”
Lucia Well, yes, I have. I learned how to skydive!
Página 103 Exercício 2A Woman That sounds exciting!
Mesmo diálogo do Livro do Aluno. Lucia It is. It’s great fun.
Woman And have you been anywhere interesting
or met anyone special?
Lucia I haven’t traveled at all this year. But I
met someone kind of special when I went
Lessons 29 & 30 Mini-review skydiving last month – my boyfriend!
Página 105 Exercício 2 Woman Cool! And what’s your name?
1. Chrissa Well, I’ve already been to Paris and Rome, Lucia Lucia.
so if I could go to a new place in Europe, 2. Woman How about you? Have you had a good year
I’d go to London. so far?
Man Has Chrissa ever been to London? Greg Oh, it’s been OK. It hasn’t been that
2. Chrissa I had a cat when I was little. But I haven’t exciting, but it’s been . . . OK.
had a pet in a long time. Woman Really? Please explain.
If I could have any pet now, I’d have a cat. Greg Well, this year I haven’t done anything
I think cats are really cute. special, I haven’t been anywhere
Man Has Chrissa ever had a cat as a pet? interesting or unusual, and I haven’t met
3. Chrissa Let’s see. If I could buy one new thing, I’d anyone . . . I just studied a lot.
get a new computer. The computer Woman So, it hasn’t been a great year, then?
I have is old and very slow. I’d like a new Greg Well, I’m not complaining, you know. I
one. think it’s OK to have kind of a quiet time
Man Does Chrissa have a computer now? once in a while. Then, when something
4. Chrissa I really like water sports. So if I could interesting happens, or you go somewhere
learn any new sport, I’d learn how to special, or meet someone special, you
surf. I’ve already tried water-skiing and enjoy it a lot more.
snorkeling, but I’ve never tried surfing. Woman Yeah, I know what you mean. And your
Man Has Chrissa ever surfed? name?
5. Chrissa I’ve eaten ants, but I’d like to try snake Greg Greg.
meat. People tell me it’s good. So, if I 3. Woman And how about you? Have you done
could try a strange new food, it would be anything special this year?
snake meat. Megan Hmm . . . Let’s see. I did something really
Man Has Chrissa ever eaten ants? special a few months ago. I went
6. Chrissa I’m taking guitar and karate lessons. I’m white-water rafting. It was awesome. It’s
very busy, but if I had more time, I’d take the most exciting thing I’ve ever done.
dance lessons, too. I just don’t have the Woman Great! And have you been anywhere
time this year. special?
Man Is Chrissa planning to take dance lessons Megan I went somewhere amazing on my
this year? vacation – Patagonia. Not many people

go there. It took a long time to get there, Scott
My parents say the same thing. So, what
and it was really hot. We walked really far would you do if you had a million dollars?
every day. It was very beautiful, but I was Laurie
Oh, wow! A million dollars? I need to think
tired every day. about that. How about you? What would you
Woman And have you met anyone special? do?
Megan Gee, not really. But there’s always next year! Scott
Well, first, I’d give half the money to my
Woman That’s right. And what’s your name? parents so they wouldn’t have to work so
Megan My name is Megan. hard. Then I’d save some for my education . . .
and my little brother’s, too. And then I’d give
some money to charity.
Laurie Would you buy anything for yourself?
Scott
Oh, yeah! There’s this really cool laptop I’ve
Unit 8 Get Connected wanted for a long time. And I’ve always
Página 110 Read wanted to travel to Australia.
Mesmo artigo do Livro do Aluno. Laurie
Oh, that’d be fun. But you know, I really
Página 111 Listen wouldn’t need a lot of money to be happy
Laurie You don’t look happy, Scott. What’s wrong? or to have fun. I’m having fun with you right
Scott
Oh, hi, Laurie. It’s my mom’s birthday now – and that doesn’t cost anything!
tomorrow, and I don’t have enough money Scott
Right. That’s true. But it’s nice to have money,
to get her anything nice. I think. I mean if you don’t have any money
Laurie
I know what you mean. I never have enough you can’t go anywhere or buy anything . . .
money. If I could get a part-time job, I’d have You can’t even buy ice cream!
more money. But my parents said, “No way.” Laurie
Hmm . . . I’m suddenly hungry. Let’s go for ice
They say studying is more important than cream . . . Oh, and by the way – it’s your turn
getting a part-time job. to buy. I don’t have any money.

Illustration Credits
Paulo Borges T-150, T-160
Chuck Gonzales T-145, T-154, T-184
Marcelo Pacheco T-158, 175
Terry Wong T-157, 178
Photo Acknowledgements
The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions
granted. While every effort has been made, it has not always been possible to identify the sources of all the material used,
or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate
acknowledgements on reprinting and in the next update to the digital edition, as applicable.
T-142: © The Photolibrary Wales/Alamy; T-143: © Phil Martin/PhotoEdit; T-148: Robert Nicholas/Getty Images; T-152 (T):
Eric Charbonneau/Getty Images; T-152 (B): John Giustina/Getty Images; T-153: © Brad Wrobleski/Masterfile; T-158:
Hans-Bernard Huber/Getty Images; T-159: © Jim Craigmyle/CORBIS; T-160: Purestock/Getty Images; T-168 (T): © Justin
Kase z11z/Alamy; T-168 (B): © David Schmidt/Masterfile; T-171 (BL/TR): Steve Granitz/Getty Images; T-171 (TL/BR): Vince
Bucci/Getty Images; T-174: Michael Tran/Getty Images; T-179: pagadesign/Getty Images; T-181: Dorival Moreira/Getty
Images; T-183: © Masterfile.
Front cover photograph by Siberia – Video and Photo/Shutterstock

Observações

Observações

revised edition
Have fun learning English!
Principais características do Livro do Professor:

•R
eprodução das páginas do •U
ma rica fonte de material
Livro do Aluno e do Livro de de suporte ao professor,
Atividades com respostas incluindo worksheets
• I nstruções de ensino fotocopiáveis e quizzes
passo a passo e sugestões
detalhadas para exercícios
opcionais
Principais características de Connect Revised Edition:

ing High Begin
B eginn ning •D
esign renovado e conteúdo •C
onnect Arcade:
atualizado site com atividades
•C
ombo edition: livro do aluno divertidas para os alunos
e livro de exercícios juntos • S elf-study audio: áudio
• Get Connected: em mp3 para os alunos
textos interessantes e praticarem onde quiserem
atualizados •C
onnect Community: site
• T heme Projects: conecta o com materiais extras para o
inglês dos alunos ao mundo professor
fora da sala de aula • T eacher’s Edition:
•M
ini-reviews e Reviews: livro do professor colorido
oferecem prática adicional e em PDF
te Intermediate
ow I ntermedia reciclam o conhecimento •C
lass audio program: áudio
L do professor online em mp3
• L istening e Pronunciation:
atividades práticas com
Connect Arcade: áudio
www.cambridge.org.br/connectarcade
O áudio para self-study está disponível para download através do Connect Arcade.
Connect Community:
Site com o áudio do professor em mp3, PDFs dos Teacher’s Editions e materiais extras para o professor.
Readers for Teens
ISBN: 978-1-107-54022-4
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© Cambridge University Press 2015

Cambridge University Press is part of the University of Cambridge.

© Cambridge University Press 2015

Unit 1 My life Unit 6 Experiences

Unit 2 The Future Unit 7 Teen Time

Unit 3 Plans Unit 8 Dreams and Reality

Unit 4 People Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T-114

Unit 5 Entertainment Extra Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . T-141

© Cambridge University Press 2015 Table of Contents T-iii

Unit 2 Lesson Function Grammar Vocabulary

Unit 3 Lesson Function Grammar Vocabulary

Unit 4 Lesson Function Grammar Vocabulary

T-iv Syllabus © Cambridge University Press 2015

Unit 6 Lesson Function Grammar Vocabulary

Unit 7 Lesson Function Grammar Vocabulary

Unit 8 Lesson Function Grammar Vocabulary

© Cambridge University Press 2015 Syllabus T-v

Estratégias motivacionais Características motivacionais em Connect

T-vi © Cambridge University Press 2015

© Cambridge University Press 2015 Introduction T-vii

Atividades Extras de Gramática

Atividades Extras de Leitura

T-viii Introduction © Cambridge University Press 2015

Os seguintes tipos de tarefas estão incluídos

© Cambridge University Press 2015 Introduction T-ix

• Duas language lessons

• Seguidas por um Mini-review

• Seguidas por Get

T-x Introduction © Cambridge University Press 2015

Audio Track Mostra

Listening Ajuda a desenvolver Pronunciation Destaca um ponto de

© Cambridge University Press 2015 Introduction T-xi

Language check Fornece Listening Oferece prática de

T-xii Introduction © Cambridge University Press 2015

© Cambridge University Press 2015 Introduction T-xiii

T-xiv Introduction © Cambridge University Press 2015

© Cambridge University Press 2015 Introduction T-xv

B Who did these things? Complete each sentence with Jessica,

© Cambridge University Press 2015 T-2

Dica para o Professor • Indique os exercícios da página 2 do Livro de

T-3 Unit 1 © Cambridge University Press 2015

Simple past Past continuous

1. Hi. I’m Pedro Domingo. I’m from Spain. My summer

2. Sue This is Diana Martinez. She’s from Ecuador. She has a

© Cambridge University Press 2015 My Life 3

be going to, would like to, want to, and have to

4 Unit 1 © Cambridge University Press 2015

2 A new school year

1. Language focus review

© Cambridge University Press 2015 My Life T-4

T-5 Unit 1 © Cambridge University Press 2015

Who talks about … ? Jessica Pedro

do gymnastics join a fan club study Web design

Classes Hobbies Sports

© Cambridge University Press 2015 My Life 5

B Check (✓) the correct words to complete the sentences.

6 Unit 1 © Cambridge University Press 2015

© Cambridge University Press 2015 My Life T-6

T-7 Unit 1 © Cambridge University Press 2015

What did you do last summer?

© Cambridge University Press 2015 My Life 7

1. I love everything about soccer.

• Seguidas por um Mini-review

• Seguidas por Get

2. Sue This is Diana Martinez. She’s from Ecuador. She has a

2. Which is the most important: schoolwork, sports, or friends?

B Which of Professor Pete’s predictions do you think will come

B Now find classmates who agree with your predictions. Write

B What do you want to do or have happen before you are 25?