New Teens 8 Checking Sentences

TEENS 8
Ficha técnica
VP de Educação
Juliano de Melo Costa
Gerente de Produtos
Marjorie Robles
Coordenadoras de Produtos
Daniella Geraldini
Priscila Marconi
Editora
Carolina Barbosa de Andrade
Autoras
Agatha Castro
Camila Romaguera
Thais Monteiro Gomes
Assistente editorial
Danilo Quintella Paes
Joyce Gomes
Olivia Maradei
Revisão linguística
Rhiannon Ball
Coordenador de Product Design
Rafael Lino
Editor de Arte
Anderson Ferreira
Projeto gráfico
Emily Andrade
Mirella D. Maggiore Armentano
Ricardo Leme Francé
Capa
Emily Andrade
Mirella D. Maggiore Armentano
Ricardo Leme Francé
Diagramação
Casa de Ideias
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o infrator sujeito a processos cíveis e criminais de acordo com os artigos 184, e seus parágrafos, do Código Penal
e artigos 186 e 927 do Código Civil.
2
Checking sentences
In this material you will find:

• lessons’ learning objectives and grammar points;
• instructions for checking Student’s book activities;
• the Checking sentences;
• the answer key for listening activities.
Remember this is a guide to be used only by teachers and coordinators. Students will have all the
information they need in their audio material. Remind them to do the activities aloud. They should always
start the class by listening to the audio material.
LESSON 182 | Wizard Experience 1 -

WIZARD EXPERIENCE 1 second class

Wiz.me | Check if students watched the video on
LESSON 181 | Wizard Experience 1 - Wiz.me and if they have any questions. Check their
first class notes about it in the Workbook.
Interview with a host family | This activity is
Learning objectives supposed to be as realistic as possible, as students
• Can generally understand, summarize, and are going to be interviewed by a host family (use the
comment on factual texts about familiar topics. questions in the box Step 2. Interview with a host
• Can follow and take notes on main points family in the Student’s book). The role of host father
of recorded videos: short talks or standard / mother could be performed by an older classmate
speeches on familiar topics. or a teacher. At home, students also should have
• Can make decisions and create a plan to go on a trip. prepared some questions to ask their potential host
• Can carry out a prepared interview, checking father / mother.
and confirming information as necessary. At a Consulate or Immigration booth | Students
• Can complete a form requiring educational should also role-play another real-life interview.
information (e.g.: applying for a course of study). Choose an older classmate or a teacher to play the
role of the Immigration officer and use the questions
Warm-up | Students listened to the instructions in in the box At a Consulate or Immigration booth in
the Student’s book for the role-play.
the audio. Ask them these questions:
*There’s no homework for this class; however,
1. In your opinion, what are the advantages of students should look up the content in bold in
studying in a different country? / 2. How hard would the Useful Language lesson.
it be for you to be away from your family for a long
period of time? / 3. How much do you think you
would learn from this experience? / 4. Do you know
Useful Language
anyone who has gone on an exchange program? Tell
me about it. Assessment | Before you start, ask if students can
remember all the phrases and expressions from all
Step 1. Planning | Students were asked to go the Useful Language lessons since Teens 2. Then,
through the items in the box and write down ask them:
information about the characteristics of the exchange 1. How can you tell someone to serve their own
program they would like to go on. Check their notes. food? AK: Help yourself!
Location search | Students were asked to do some 2. What can you say when you want to start
research on the Internet to collect more information something? AK: Let’s get started!
about the country they want to visit. Check what 3. What is another way of asking “Can you help
information they collected. me?” AK: Can you give me a hand?
4. What are ways of saying that you need to leave?
*Check if they have any questions about the AK: I gotta go. / That’s all for today. / I think we
homework. should go.
3
Checking sentences Checking sentences
Substitution practice Substitution practice
Before you start, check if students have any questions 1. We were motivated by the athlete’s
about the phrases in Teens 8 Useful Language. determination. / perseverance / commitment
1. Did you make up your mind about joining the 2. Our victories are always celebrated by our
exchange program? / moving abroad / enrolling in classmates. / occasionally / regularly
the course 3. The students were inspired by his talent. / vision
2. Have you ever come across such a hard / guidance
problem? / such rude person / a smart girl Answer the questions
3. I think he’s guilty of the robbery, he can’t get 4. Were they being encouraged to follow the rules?
away with it. / of the crime / of shoplifting 5. Is music used to cheer people up?
4. I need to get rid of all these bad thoughts. /
Continue the sentences
feelings / ideas
6. My aspiration is that one day…
5. It’s hard to keep up with John, he’s fast! / brilliant
7. They were being encouraged to…
/ a genius
Dialogue | Students listened to the dialogue and
Make a comment | Students were asked to write wrote down the answers to the following questions.
a comment about each phrase from the Useful Check students’ answers at the end of the class.
Language section. Check their comments.
1. What is Kevin doing for Tim? / 2. What are some
Lesson 183 preparation | Allow students the words he uses to show his support? / 3. What’s
remaining time to prepare the content for Lesson 183. Tim’s biggest dream?
Check it out! | Check if students have any

Lesson 183 questions. If you have time left, ask them for
example sentences using the content in this section.
Learning objectives
Lesson 184
• Can narrate a story using connected discourse.
• Can use simple and fixed expressions to
encourage others. Fluency Practice | Students listened and practiced
• Can make plans for educational and along with the audio material. Check if they have any
professional goals. questions.
• Can paraphrase a simple factual statement Checking sentences
related to a familiar topic.
• Can retell a familiar story using their own words. Substitution practice
• Can summarize and give opinions on issues 1. He needs some inspiration to finish his project. /
and stories and answer questions in detail. stimulation / determination
• Can infer meaning based on information in a text. 2. He received a lot of support to join the exchange
program. / the course / the club
Change into negative
Grammar
3. The teenagers are being inspired to start writing.
• review of the passive voice: simple and 4. Our vacation was being planned slowly.
continuous tenses; 5. His documents are being sent to college right now.
• passive voice with the verb to need;
• adverbs occasionally, regularly, thus, and Answer the questions
moreover; 6. Who is your biggest inspiration?
• review of the adverbs so, therefore, and 7. Have you ever had to go the extra mile to help a
however; friend?
• review of expression on the other hand;
• expression to go the extra mile; Food for thought | Students analyzed the picture,
• phrasal verb to cheer somebody up. read the paragraph, and answered some questions.
Check their answers.
4
1. How can you describe Jessica Cox’s personality? / Answer the questions
2. Describe someone who inspires you. Explain why. / 4. Is consumerism growing due to the advances in
3. What do you consider to be your greatest talent? / technology?
4. Talk about one situation when you had to go the 5. Are biodegradable goods more expensive than
extra mile to achieve what you needed or wanted. disposable goods?
Time to chat | Students listened and answered the Continue the sentences
questions along with the audio material. Check their 6. We should replace…
answers. 7. Due to the way…
1. What are the top priorities in your life right now? /
Text | Students read the text and explored it along
2. How do you set your priorities? / 3. How do you with the audio instructions. They also answered the
motivate yourself to achieve your goals? following questions. Check their answers.
Unlock | Ask students to give examples of words 1. Are your electronic devices really essential to
they use to connect sentences when telling a story your everyday life? Why? / 2. Do you believe we
(e.g.: therefore, moreover, etc.). are replacing face-to-face relationships with online
relationships? / 3. How much time do you think you
Lesson 185 spend in front of a screen?

Learning objectives questions. If you have time left, ask them for
• Can ask for clarification about key words not
understood using fixed expressions.
• Can make comparisons. Lesson 186
• Can give explanations using fixed expressions.
• Can understand and talk about conscious
Challenge | Students listened to the audio material
consumption of goods.
and completed the activity; now they should
• Can infer meaning based on information in a text.
present to you solutions for the following challenge:
• Can identify key information in an extended
What solutions can you propose to preserve the
text or article.
• Can understand cause and effect relationships environment and promote sustainable consumption
in a structured text. of goods? Their proposal should be divided into three
parts: general idea, solution as a community, and
solution as an individual. Ask them to present their
Grammar proposal.
• review of modal verbs can, could, should, Checking sentences
must, may, and might;
Change into affirmative
• modal verb ought to;
• review of there to be + modal verbs; 1. She mustn’t use her talents to finish the task.
• conjunction whereas; 2. They might not finish the book before the end of
• preposition of reason and purpose due to; the term.
• conjunctions due to the fact and due to the way. 3. There may not be a way to end consumerism.
Change into interrogative
Checking sentences 4. He could match his outfit to hers.
5. There might be functional ways to use
Substitution practice renewable sources.
1. We should consume only essential goods. /
6. There might be changes in the way people buy
biodegradable / renewable
goods.
2. More people should be concerned about the
environment. / must be / ought to be Answer the questions
3. There should be less individualism in the world. / 7. Who is the most conscious person regarding
waste / consumerism consumerism you know?
5
Read&Discuss | Students have read the text and Continue the sentences
answered the questions in their books. Check their 6. She is about to…
answers. 7. The teacher made us…
1. What are the main problems of the fashion Dialogue | Students listened to the dialogue and
industry? / 2. Do you think it’s important to take wrote down the answers to the following questions.
them into account when choosing something to Check students’ answers at the end of the class.
buy? / 3. What other industries contribute to over-
consumption? Why? / 4. Do you agree that replacing 1. What kind of project is Mr. Allen taking care of? /
all your clothes with only classic pieces helps to 2. What are the students’ suggestion to help fight
reduce consumption? Why or why not? hunger where they live? / 3. What are some words
Mr. Allen use to describe the students’ actions and
Unlock | Ask students to give examples of words personalities?
that end with ‘sm’ and their correct pronunciation.
questions. If you have time left, ask them for
Lesson 187 example sentences using the content in this section.
Learning objectives Lesson 188

• Can narrate a story using connected discourse.
• Can use fixed expressions to talk about things Fluency Practice | Students listened and practiced
that will happen in a very short period of time. along with the audio material. Check if they have any
• Can recognize that a speaker is expressing questions.
concern in a formal discussion / speech.
• Can justify views by providing explanations and Checking sentences
arguments. Change into interrogative
• Can bring relevant personal experiences into a
1. The school could benefit from his volunteer
conversation to illustrate a point.
work.
• Can explain a problem and say what action
should be taken. 2. A food bank will be opened in the neighborhood.
3. The manager’s offer must be rejected.
Answer the questions
4. What does your father / mother regularly make
Grammar
you do?
• passive voice with modal verbs; 5. What values should be taught at school?
• verb to get + subject (person) + infinitive verb;
6. What’s the main characteristic of a benefactor, in
• verb to make + person + verb - without to;
your opinion?
• phrasal verbs to be about to do something
and to be out to; Time to talk | Students should have prepared a
• conjunction in order to. speech about volunteering. Ask them to present the
speech to you. You may also ask them to present the
speech to the whole class. Remind them to really
Checking sentences deliver the speech, and not only read the information
Substitution practice they have.
1. Our group might benefit from their solidarity. / International English | Students listened to the
initiative / generosity audio and completed the text in the Wiz.tab. Check
2. Her generous ideas can’t be rejected. / shouldn’t students’ answers and possible doubts. Check
/ mustn’t their understanding of the narrator’s accent. AK:
3. They always talk about this issue with concern. / join, volunteering, might, access, water, solidarity,
passion / compassion better, committed, compassion, benefit, will, meet,
appreciate.
4. Should kind gestures be better appreciated? Unlock | Ask students to give examples of things
5. Is it possible for people to be more selfless? they are concerned about this week.
6
Speech | Students should have recorded a speech
Lesson 189 on their cell phones about technology. Ask them
to play the audio to the whole class or only to
you. Check if they have any questions and correct
Learning objectives possible mistakes afterwards.
• Can narrate a story using connected discourse. Checking sentences
• Can describe objects and products in basic
details including characteristics and special
features. 1. She began learning a third language.
• Can give the advantages and disadvantages of 2. They keep wasting time on that project.
various options on a topical issue. Answer the questions in the negative form
• Can compare and contrast situations in some
3. Did the new car model start being sold?
detail.
4. Did the old tools start being replaced?
Grammar 5. He didn’t keep threatening his classmate.
• review of verbs followed by gerund; 6. They didn’t appreciate being told about the risks.
• verbs followed by gerund + the passive voice;
• conjunction so as; Answer the questions
• phrasal verb to bring about. 7. Is it worth buying the most expensive cell phone
on the market?
Checking sentences Reading practice | Students should have read

the text and answered the questions. Check their
Substitution practice understanding of the general idea of the text and
1. We love buying gadgets. / clothes / books then check their answers for questions: 3. What are
2. There is no point in buying so many gadgets. / the hazards of throwing e-waste in common trash? /
shoes / instruments 4. How should the high-tech trash be safely disposed
3. I was thinking of becoming a software developer. of? / 5. Besides throwing them away, what are other
/ an athlete / a writer alternatives for obsolete gadgets?
Answer the questions in the affirmative form Then, students should discuss the following questions
4. Do you hate being told what to do? with you or a classmate: 1. How often do you buy new
5. Do you enjoy being followed by people on social electronic gadgets? / 2. What do you usually do with
media? your obsolete devices? / 6. What alternatives do you
have in your city for safe e-waste disposal?
6. I was thinking of… Unlock | Ask students to give examples of phrases
we use to demonstrate our point of view.
7. It’s not worth...
Text | Students read the text and explored it along REVIEW 19

with the audio instructions. They also answered the
following questions. Check their answers.
Checking sentences
1. What kind of functions do you look for when you
buy a smartphone? / 2. If you could create a new Substitution practice
app, what would it do? / 3. Would you consider 1. She didn’t come yesterday because of a serious
having a career in technology? Why or why not? headache. / due to
2. I hate being woken up. / left behind / told what
Check it out! | Check if students have any to do
3. It’s not worth buying sophisticated devices. /
obsolete gadgets / the latest technology
Conversation practice
Lesson 190
4. What have you stopped doing since you became
a teenager?
Wiz.me | Check if students watched the video on 5. What should be some teenagers’ important
Wiz.me and if they have any questions. concerns?
7
Self-assessment Preparing for next class | Check students’
6. Give examples of how you can motivate and understanding of each experience (water wastage,
encourage someone. capsule wardrobe, minimalism, and recycling) and
7. Talk about some technological improvements we ask them which one they have chosen to present in
the following class.
might see in the next ten years.
*Check if they have any questions about the
Self-assessment in the Student’s book | Students homework.
listened and responded according to the audio
material. LESSON 192 | Wizard Experience 2 -
second class
Wiz Mock | Before accessing the lesson on the
Wiz.tab, go to Wiz Mock 19 on page 23 of the Wiz.me | Check if students watched the video on
Workbook, Part 1. Students should describe one of Wiz.me and if they have any questions. Check their
the pictures to you. Ask them to say as many details notes about it in the Workbook.
as they can about the picture. Do not interfere while
they speak. Then, students should return to the Wiz.tab Warm-up | Check students’ answers to the following
to continue with the Wiz Mock activities. They should questions:
follow the instructions in the audio and you should 1. Have you ever gone through a serious water-
collect their worksheet after they finish. rationing situation? What was that like?
2. What are simple changes we can make to avoid
wasting water?
WIZARD EXPERIENCE 2 3. What’s your opinion about capsule wardrobes?
4. Would you organize your wardrobe like that?
Why or why not?
Learning objectives 5. What’s your opinion about minimalism?
• Can generally understand, summarize, and 6. How could minimalism affect the environment?
comment on factual texts about familiar topics. 7. Would you be interested in joining a recycling
• Can follow and take notes on main points project?
of recorded videos: short talks or standard 8. How does recycling help the environment?
speeches on familiar topics.
• Can write consistent paragraphs and give Step 2. Time to come up with measures | Have
presentations on familiar topics, based on students present their experience according to what
previous research. they chose and the information they prepared in the
• Can explain a problem and suggest what Workbook. They may present it to the whole class or
action should be taken in an appropriate way. only to you. If you have an open presentation, invite
• Can express opinions, give possible solutions, students to ask questions.
and brief reasons / explanations. *There’s no homework for this class; however,
students must look up the content from Lesson 193.
LESSON 191 | Wizard Experience 2 - LESSON 193

first class
Warm-up | Students listened to the instructions in
Learning objectives
the audio. Ask them these questions:
• Can talk about experiences that happened
1. Do you think people are worried about some time in the past.
environmental problems? / 2. Were your parents and • Can show interest in a conversation using fixed
grandparents’ generations more or less concerned expressions.
about the environment? / 3. Why? • Can use suitable phrases to invite others into a
discussion.
Step 1. A discussion concerning consciousness | • Can understand and talk about topics related
Students were asked to write a list of environmental to the news, news reports, and broadcasts.
problems that are happening around the world, in • Can make inferences or predictions about
their country, and in their city. Check this list. Then, articles, headlines, and the news.
they were asked to choose three problems from • Can understand main points of TV news and TV
their city’s list to come up with solutions for them. programs on familiar topics.
Check what they have come up with.
8
5. He has just made a live broadcast.
Grammar
• review of the present perfect tense with been; Make a comment
• review of the present perfect tense with 6. I have never passed rumors around.
already, never, ever, just, and yet in the 7. I have just read his post on Twitter.
affirmative, negative, and interrogative
forms; Listen and Complete | Students listened to the
• phrasal verb to pass something around; audio and completed the text in the Wiz.tab. Check
• expressions to go live and to go on air. students’ answers and possible doubts. AK: live,
weather, report, cloudy, rain, heat, temperature,
degrees, rain, forecast, fires, drought, weather, report.
Checking sentences
Substitution practice Unlock | Ask students to give examples of headlines
they’ve seen on the Internet recently.
1. The anchor will make the breaking news
announcement. / The reporter / The director
2. We’re having problems with the Internet LESSON 195
connectivity. / TV broadcast / election coverage
3. You haven’t updated your post yet, have you? /
feed / profile Learning objectives
• Can talk about past actions and things that
should or shouldn’t have happened.
4. Have you already done live streaming on social • Can understand people’s points of view
networks? delivered in standard language.
5. Has she released a new book yet? • Can express disagreement in a manner that
shows that they’re listening to the other
person.
6. I have just... • Can recognize the general line of a written
7. I’ve never… argument.
• Can describe the degree of necessity of
Dialogue | Students listened to the dialogue and various actions.
wrote down the answers to the following questions. • Can give a structured written explanation of a
Check students’ answers at the end of the class. problem.
1. Have you ever been to a concert? / 2. What has the
vocalist of the band announced? / 3. How do you think
George will share the news he received from Tina? Grammar
• perfect modal verbs in the affirmative,
Check it out! | Check if students have any negative, and interrogative forms;
questions. If you have time left, ask them for • phrasal verb to cover up;
example sentences using the content in this section. • phrase as far as I’m concerned.
LESSON 194
Checking sentences
Substitution practice
Ask your friend if… | Students should do this
activity with their classmates. 1. They must have denied the declaration. / scandal
/ rumors
Checking sentences 2. They shouldn’t have blamed the government. /
Change into negative interrogative using ‘yet’ politicians / the state
1. My mother has already updated her phone. 3. They might have covered up the scandal. / the
2. Our teacher has already released the dates of news / that information
the exams.
3. They have already gone live on the Internet.
4. They should have reported the scandal on social
Change into negative using ‘yet’ media.
4. They have just watched the latest episode. 5. You could have voted in the election last year.
9
Continue the sentences teaching politics in school? / 3. What do you think is
6. As far as I’m concerned… the most important political issue at the moment?
7. I read in the polls that…
Unlock | Ask students to give examples of things
Text | Students read the text and explored it along they can say when they disagree with someone
with the audio instructions. They also answered the about something.
1. According to the text, why are teens usually

LESSON 197
disinterested in politics? / 2. Would you like to see
more about politics on the social networks you use? /
Learning objectives
3. How could people encourage teens to get more
involved in politics? • Can talk about past actions and things that
should or shouldn’t have been done.
Check it out! | Check if students have any • Can justify their viewpoint on an issue by
questions. If you have time left, ask them for discussing pros and cons.
example sentences using the content in this section. • Can show degrees of agreement using a range
of language.
• Can develop an argument giving reasons in
LESSON 196 support of or against a particular point of view.
• Can outline an issue or a problem clearly.
Fluency Practice | Students listened and practiced • Can retell a familiar story using their own
along with the audio material. Check if they have any words.
questions. • Can signal that they wish to bring a
conversation to an end.
Checking sentences
1. We should have followed the rules. / updated / Grammar
passed around • perfect modal tense + passive voice in the
2. She must have forgotten her homework. / report affirmative, negative, and interrogative forms;
/ essay • phrasal verb to stand for something.
3. She could have run for mayor. / governor /
president
Checking sentences
4. They might have read the results. / the polls / the
headlines Substitution practice
Answer the questions 1. Democracy ought to be promoted by the state. /
Equality / Harmony
5. What kind of privileges do politicians have in
your country? 2. Their group protects the rights of minorities. /
6. What are the characteristics of an opportunist? promotes / pursues
7. Do the politics of other countries affect your life 3. Our ideas could have been considered. /
in any way? If so, how? promoted / pursued
Answer the questions in the affirmative form
Guess the picture | Students matched the pictures
to sentences on the Wiz.tab. Then they were asked 4. Might our advice have been taken to the mayor?
to create a new sentence for each picture, using 5. Could the store manager have been blamed for
the vocabulary from the previous class. Check their discrimination?
sentences. Continue the sentences
Quick writing | Students listened and answered the 6. Everyone has the right to…
questions along with the audio material. Check their 7. I will always stand for…
answers.
1. What comes to your mind when you hear the wrote down the answers to the following questions.
word ’politics‘? / 2. What is your opinion about Check students’ answers at the end of the class.
10
1. What does Mr. Stewart usually talk about 1. What kind of things would you do for your
during his classes and lectures? / 2. Why does classmates? / 2. What would you suggest to
Bryan recommend that Donna take social studies your school coordinator? / 3. How would you
classes? / 3. Would you be interested in joining a motivate your classmates to participate more in
study group to debate politics and similar topics? the activities? / 4. Would you help the teacher
Why or why not? encourage your classmates?
Check it out! | Check if students have any • Tell students in your class to pay attention to
questions. If you have time left, ask them for the student’s speech. If possible, they may ask
example sentences using the content in this section. questions to the student / candidate.
• Remember to congratulate the student for their
effort. Correct any mistakes and give hints on what
LESSON 198 they can improve afterwards.
Fluency Practice | Students listened and practiced LESSON 199

along with the audio material. Check if they have any
questions.
Checking sentences Learning objectives
• Can compare and contrast situations in some
Change into interrogative detail and speculate about the reasons for the
1. His dream could have been pursued. current situation.
2. Their apologies should have been accepted. • Can express support in a manner that shows
3. The wrong person might have been blamed. they are actively listening to the other person.
4. The costs should have been reduced. • Can recommend a course of action, giving
reasons.
Answer the questions • Can give advice on a wide range of subjects.
5. What’s the first step in the pursuit of a dream? • Can express opinions regarding possible
6. What must be guaranteed by the government? solutions, giving brief reasons and explanations.
7. What should have been done to promote
harmony in your neighborhood?
Listen&Tell | Students listened to a passage and Grammar

followed the instructions in the audio material. • conjunctions either... or, neither... nor, and
They should show you a summary of what they both... and;
understood about the listening passage. • determiner neither of;
• so + auxiliary + pronoun;
Think&Share | Students should have prepared a • neither + auxiliary + pronoun;
speech about Human rights. They may present it to • pronouns none of, not everybody, one of,
the whole class or to you only. and some of;
• phrasal verbs to count on somebody, to back
somebody up, and to speak up.
they stand for.
RECALL LESSON 11 Checking sentences

• Students listened and followed the instructions in 1. We refuse to be treated with indifference. / in an
the audio material. aggressive manner / in an abusive manner
• They should have completed the notepad in their 2. He pretended to be tolerant. / severe /
books with characteristics, interpersonal skills, aggressive
and communication skills they believe an ideal 3. Tolerance can bring both harmony and
candidate would have. Check what they wrote. acceptance. / awareness and understanding /
• Then, they were asked to prepare a speech as empathy and solidarity
if they were a candidate for Class Rep. Before
they deliver the speech ask them the following Reply to the statements using ‘so’ or ‘neither’.
questions: 4. He has already refused help to a friend. (So)
11
5. She has never pretended to be someone else. 3. What could be done to help teenagers have
(Neither) a better understanding of politics? / 4. Why
6. I have never felt ashamed of my behavior. doesn’t Ruby Osman think it’s a good idea for
(Neither) teens to vote at the age of 16?
Continue the sentences Then, students should discuss the following

7. Not everybody… questions with you or a classmate: 1. Do you
8. Neither John nor my cousin… agree that 16-year-olds shouldn’t be able to vote?
Why? / 2. What is the voting age in your country?
with the audio instructions. They also answered the Unlock | Ask students to give examples of ways we
following questions. Check their answers. can express that we agree or do the same things.
(e.g.: So do I…)
1. According to the passage, what is bullying? /
2. What could you do to help someone who is
being bullied? / 3. What kind of problems do you REVIEW 20
think a person that commits bullying may face in
the future? Why is it important to help both the
bully and the victim? Checking sentences
Check it out! | Check if students have any Substitution practice

questions. If you have time left, ask them for 1. Gender equality should have been promoted. /
example sentences using the content in this ethnic / civil rights
section. 2. None of them pretended to be right. / Neither of
them / Not everybody
LESSON 200 3. Both disappointment and indifference may cause
depression. / abuse and rejection / bullying and
Wiz.me | Check if students watched the video on disapproval
Wiz.me and if they have any questions. Conversation practice
Fluency Practice | Students listened and practiced 4. What should the candidate have said in his
along with the audio material. Check if they have any declaration?
questions. 5. What is something you have already pursued
Checking sentences and accomplished?
Substitution practice Self-assessment

1. He promotes both harmony and tolerance in his 6. Talk about the best TV program that has ever
school. / and acceptance / and compassion been broadcast.
2. Neither John nor his friends protected her. / 7. Describe something you should or could have
helped / harmed done, but you didn’t.
3. You can either take action or run. / speak up /
Self-assessment in the Student’s book | Students
take control of the situation
listened and responded according to the audio
Change into interrogative material.
4. Some of them harmed the animals.
5. Some of the candidates are opportunists.
Wiz.tab, go to Wiz Mock 20 on page 45 of the
Make a comment Workbook, Part 1. Students should describe
6. Teenagers are speaking up against bullying. one of the pictures to you. Ask them to say as
7. You shouldn’t pass on this rumor. many details as they can about the picture. Do
not interfere while they speak. Then, students
Reading practice | Students should have read should return to the Wiz.tab to continue with
the text and answered the questions. Check the Wiz Mock activities. They should follow the
their understanding of the general idea of the instructions in the audio and you should collect
text and then check their answers for questions: their worksheet after they finish.
12
WIZARD EXPERIENCE 3 second class
Learning objectives Wiz.me and if they have any questions. Check their
• Can generally understand, summarize, and notes about it in the Workbook.
comment on factual texts about familiar topics.
• Can follow and take notes on main points Warm-up | Ask students these questions:
of recorded videos: short talks or standard
speeches on familiar topics. 1. How did you like last class’s dicussions? Were
• Can give a short, rehearsed talk or they interesting? / 2. Would you be interested in
presentation on a familiar topic. pursuing a career on television? / 3. What kind of
• Can search the Internet for a variety of profession would you choose? Why?
information.
Camera, action | Before students present what
they have prepared, take a moment to look at their
LESSON 201 | Wizard Experience 3 - script and check if they have any questions. Allow
first class them some time to study the lines and get ready
to perform. Then, they may perform it to the whole
Warm-up | Check students’ answers to the following class or only to you. Don’t allow questions in the
questions:
end. Congratulate the students and give proper
1. What do you think ‘couch potato’ means? / 2. How feedback.
much of a ‘couch potato’ are you? / 3. How many
people in your family are ‘couch potatoes’? / 4. Do
you think teenagers watch more or less television students must look up the content from Lesson 203.
nowadays than in the past?
Step 1. A discussion on television | Students may LESSON 203
discuss these questions with a classmate or the teacher.
Curiosity chart | Students were asked to search on Learning objectives

the Internet for the information to complete these
statements. Check their answers and check if they • Can talk about the future.
did their web searches in English. • Can understand a short rehearsed
announcement on a familiar topic.
The first TV station in the world was W2XB, in 1928 • Can describe future plans and intentions in
in Schenectady, NY. It was popularly known as WGY detail, giving degrees of probability.
Television. • Can discuss what to do next using simple
The first TV sitcom to be broadcast in color was The
phrases.
Marriage, in 1954, brought by NBC.
Soap operas have this name because they originated • Can listen to a short narrative and predict what
on the radio, and they were sponsored by soap will happen next.
manufacturers.
The longest soap opera ever is Coronation Street, a
British soap opera that started in 1960 and in 2018, Grammar
by the time this book went to print, it was still on air. • review of the modal verb will in the
The wired remote control was invented in 1950. The
wireless remote control was invented in 1955.
forms;
Flat screen TVs started being sold in the early 2000s,
when technology became more affordable. • review of future with going to in the
affirmative, negative, and interrogative forms;
Preparing for next class | Go through the experiences • review of the modal verb shall;
with students (weather forecast, breaking news, and • pronoun certain;
talk show). Ask them if they understood that they’ll
• review of gerund as future in the affirmative,
choose one and bring a script (performance) to be
presented in the following class. negative, and interrogative forms;
• express possibilities using it’s unlikely (that),
*Check if they have any questions about the it’s likely (that), and it’s unacceptable (that).
homework.
13
Checking sentences 1. What is a language barrier? / 2. In your opinion, what
is the most difficult thing about moving to another
Substitution practice country? Why? / 3. What other ways can people
1. We shall respect people’s differences. / communicate when they don’t speak the country’s
preferences / beliefs language? / 4. Have you ever been to a place where
2. It will be hard to communicate due to the you couldn’t understand what people were saying?
language barrier. / start a conversation / talk What did you do in order to communicate?
3. Their decision is permanent, isn’t it? / temporary
/ flexible Time to talk | Students should have prepared a
speech about an experience they had talking to a
Answer the questions foreign person. Ask them to present the speech to
4. Are you sharing a dorm when you go to college? you. You may also ask them to present the speech to
5. Shall we come back some other time? the whole class. Remind them to really deliver the
speech, and not only read the information they have.
6. It’s unlikely that… Unlock | Ask students to give examples of things
7. It’s unacceptable that… they could do to improve their confidence when
speaking English.
wrote down the answers to the following questions.
Check students’ answers at the end of the class. LESSON 205
1. What was the girl’s big news? / 2. What were the
steps she had to follow before being accepted? / Learning objectives
3. What is something you would have to adapt to
• Can make simple future arrangements and
while living in a foreign country?
plans with reference to a diary or schedule.
Check it out! | Check if students have any • Can describe future plans and intentions in
questions. If you have time left, ask them for detail, giving degrees of probability.
example sentences using the content in this section. • Can infer what will come next in an
unstructured text by using contextual,
grammatical, and lexical cues.
LESSON 204 • Can describe goals using a range of
expressions.
activity with a classmate.
Checking sentences Grammar
• future perfect tense with will in the
1. We’re taking our dogs to the vet. forms;
2. She’s starting a live broadcast. • no matter with relative pronouns + clause;
Answer the questions in the negative form • conjunction since;
• phrasal verb to look forward to doing
3. Will we have problems adjusting to our new
something.
school?
4. Will they describe the gadget’s new features?
5. Will this news improve her confidence? Checking sentences
Make a comment Substitution practice
6. It’s unacceptable that he doesn’t respect your 1. She made some interesting assumptions. /
rights. predictions / declarations
7. It’s unlikely that the weather will change over the 2. We won’t have started our project by the end of
next few days. the day. / essay / homework
Listen&Discuss | Students listened to a passage 3. She will have gone to Europe by the end of the
about language barriers. They may discuss the year. / gotten married / gone to college
following questions with a classmate or you may 4. Will you have finished your English course by
only check their answers. the end of the year? / Won’t you / You will
14
Continue the sentences Quick writing | Students listened and answered the
5. No matter what they say… questions along with the audio material. Check their
6. Since you’re… answers.
7. I’m looking forward to…
1. What are your goals for the next five years? /
Text | Students read the text and explored it along 2. What is something that will happen in the future
with the audio instructions. They also answered the that you are looking forward to?
Unlock | Ask students to give examples of words
1. Do you agree with the text when it says that we can use to talk about assumptions.
it would be awesome if we could predict the
future? Why? / 2. What’s the difference between LESSON 207
predicting and shaping the future, according to
the text? / 3. What do you think about this young
man’s planning?
Learning objectives
Check it out! | Check if students have any • Can talk about the future.
questions. If you have time left, ask them for • Can interpret the main message from complex
example sentences using the content in this section. diagrams and visual information.
• Can understand the key points about a radio
program on a familiar topic.
LESSON 206 • Can construct a chain of reasoned arguments.
• Can recognize the use of hyperbole.
Fluency Practice | Students listened and practiced • Can write simple sentences about someone’s
along with the audio material. Check if they have any work and duties.
questions.
Checking sentences
Grammar
1. I’ll have done all my chores by the time she • future perfect tense with will + passive voice
arrives. in the affirmative, negative, and interrogative
forms;
2. You will have started a new project by the time
• expressions to look beyond, in demand,
you finish this one.
to think outside the box, and to take
3. We will have estimated the number of guests by advantage of something or someone.
tomorrow.
Checking sentences
4. Will they have washed the dishes before going
to bed? Substitution practice
5. Will you have voted by the end of election day? 1. They are willing to change the healthcare
6. Will he have received the results by the end of system. / political / computer
the day? 2. There has been a boom in science. / in online
Answer the questions advertising / in online tutorials
7. How much money do you estimate you will earn Answer the questions in the affirmative form
when you start working?
3. Will the research have been done by next
Challenge | Students listened to the audio material month?
and completed the activity; now they should 4. Will the devices have been replaced by the end
present to you solutions for the following challenge: of the term?
How is your generation going to change the future 5. Won’t the computers have already been updated
of our society? And in what ways can we tangibly by the evening?
show it to the world? Their proposal should be
divided into three parts: general idea, action as Continue the sentences
a group, and action as an individual. Ask them to 6. Technological breakthroughs will have been…
present their proposal. 7. They take advantage of…
15
wrote down the answers to the following questions. LESSON 209
Check students’ answers at the end of the class.
1. What’s the topic of discussion of the dialogue? /

Learning objectives
2. What phrases do students use to agree with
each other? / 3. According to the students, will • Can ask for advice on a wide range of subjects.
• Can make a complaint.
adults find it difficult to use smartphones and other
• Can accurately describe a problem with a
technologies? What’s your opinion about it?
product or a piece of equipment.
Check it out! | Check if students have any • Can give straightforward descriptions on a
questions. If you have time left, ask them for variety of familiar subjects.
example sentences using the content in this section. • Can take notes of key points during a talk on a
familiar topic, if delivered clearly.
• Can understand a range of formal and informal
LESSON 208 excuses.
Speak right now | Students were asked to create

affirmative, negative, interrogative, and negative Grammar
interrogative sentences with the words from the • emphatic tense with do, does, and did;
box. Check their sentences. • cleft sentences with it + be;
• cleft sentences with what;
Checking sentences • idioms to keep an eye on something or
Change into negative interrogative somebody and to put oneself in someone
else’s shoes.
1. The engineers will have been replaced by next
year.
2. The discussion will have been promoted by next Checking sentences
semester. Substitution practice
3. The costs will have been reduced before winter. 1. They desire to live in a better country. / to travel
4. That device will have been developed by the end abroad / to get into college
of the year. 2. I owe you my gratitude. / my respect / all the
credit
3. She’s such a humble person, she does deserve
5. What will you have been taught by the end of
happiness. / unique / sympathetic
your English course?
6. What are you willing to change in your daily Answer the questions in the affirmative form,
habits? using the emphatic tense
7. When will the spaceship have been launched? 4. Does she deserve a second chance?
5. Did they deserve punishment?
Speech | Students should have recorded a speech 6. Did we owe them any money?
on their cell phones about news in the era of
technology. Ask them to play the audio to the
whole class or only to you. Check if they have any 7. It’s… that makes us…
questions and correct possible mistakes afterwards. 8. I’m grateful for…
International English | Students listened to the Text | Students read the text and explored it along
audio and completed the text in the Wiz.tab. Check with the audio instructions. They also answered the
students’ answers and possible doubts. Check following questions. Check their answers.
their understanding of the narrator’s accent. AK: 1. What was Jessica’s biggest dream? / 2. Why
careers, emerging, advertising, demand, aptitudes, was she surprised that her parents supported her
networking, tutorials, programming, development, decision? / 3. What are you thankful for?
boom, willing.
Unlock | Ask students to give examples of things questions. If you have time left, ask them for
that people in their family have an aptitude for. example sentences using the content in this section.
16
LESSON 210 4. What are some ways to communicate in a place
where you don’t know the language?
5. What careers have been affected by
technological breakthroughs?
Wiz.me and if they have any questions.
Self-assessment
Fluency Practice | Students listened and practiced 6. Describe what you think you’ll be doing in ten
along with the audio material. Check if they have any years’ time.
questions.
7. Give examples of how you can express your
Checking sentences point of view in a conversation.
Change into affirmative using the emphatic Self-assessment in the Student’s book | Students
tense listened and responded according to the audio
1. They didn’t pretend to be millionaires. material.
2. He doesn’t promote discrimination.
3. We don’t have a lot to learn. Wiz.tab, go to Wiz Mock 21 on page 67 of the
Make a comment Workbook, Part 1. Students should describe one of
4. It’s my desire to study abroad that makes me the pictures to you. Ask them to say as many details
study English. as they can about the picture. Do not interfere while
they speak. Then, students should return to the Wiz.tab
5. Gratitude is the best attitude a person can have.
to continue with the Wiz Mock activities. They should
Answer the questions using the emphatic tense follow the instructions in the audio and you should
6. Do you desire to have only good grades? collect their worksheet after they finish.
7. Does he owe you an apology?
WIZARD EXPERIENCE 4
Reading and practice | Students should have read
the text and answered the questions. Check their
understanding of the general idea of the text and Learning objectives
then check their answers for questions: 1. According
• Can generally understand, summarize, and
to the text, are most people naturally grateful? /
3. What kinds of products have been developed with
• Can follow and take notes on main points
the intention of making people feel more grateful?
Then, students should discuss the following questions speeches on familiar topics.
with you or a classmate: 2. What are the benefits of • Can write consistent paragraphs and give
gratitude? / 4. Who are the celebrities on your timeline presentations on familiar topics, based on
that post about gratitude the most? / 5. Do you previous research.
• Can make oral and written comparisons on a
consider yourself a grateful person? Why or why not?
specific subject.
Unlock | Ask students to give examples of thoughtful
and kind things they can do for strangers.
REVIEW 21 first class
Warm-up | Check students’ answers to the following
questions:
Checking sentences
1. Can you give examples of things that went from
analogical to digital, from physical to virtual and from
1. New technologies will have emerged by the end macro to nano? / 2. What does “in the blink of an eye”
of the century. / developed / evolved mean? / 3. Do you believe we are living “in the future”,
2. We won’t have started college by this time next or do we still have many futuristic things to create?
year. / finished / gone to
3. I do owe you an apology. / an explanation / a lot Step 1. How futuristic is it now? | Students were
of money asked to write some notes comparing devices and
17
technologies now and in the past, according to the Checking sentences
list in the first purple box. Check their notes.
Questions | Check students’ answers for the 1. The doctor has told us to exercise. / advised /
questions in the second purple box or have students warned
discuss them with a classmate. 2. We had warned them about the flood before
they left. / told / advised
Preparing for next class | Go through the experiences
3. We had recommended that hotel before you made
(What’s really needed? / What’s out of use?) and check
your travel plans. / homestay / bed and breakfast
their understanding. They should choose one of them
to present in the following class. Join the sentences (past perfect)
4. I read the manual - before I used the device.
*Check if they have any questions about the
homework. 5. He updated his cell phone - before they launched
the new version.
second class
6. He had bought a very convenient...
Wiz.me | Check if students watched the video on 7. What’s the purpose of...?
Wiz.me and if they have any questions. Check their
notes about it in the Workbook. Dialogue | Students listened to the dialogue and
Step 2. Back and forth! | Check students’ Check students’ answers at the end of the class.
understanding of the phrase ‘Back and forth!”. Then,
1. According to the dialogue, what can the Smart
check their list of new and obsolete devices.
Home app control? / 2. Why is the app efficient and
Presenting the experiences | Students should practical? / 3. Tom says the app is very affordable.
present their experience to the whole class or How much would you pay to have an app like this in
only to you. After they finish, if you have a group your house?
presentation, open for questions. Remember to
Check it out! | Check if students have any questions.
congratulate the students and give proper feedback
If you have time left, ask them for example sentences
on their presentation afterwards.
using the content in this section.
students must look up the content from Lesson 213. LESSON 214
LESSON 213 Fluency Practice | Students listened and practiced
questions.
Learning objectives
• Can understand a description of a simple Checking sentences
everyday process, technical information, or Join the sentences (using past perfect)
specification of familiar products.
1. They got married - before they moved to Mexico.
• Can use a range of verbs of advice and
2. I warned you about the weather - before it
recommendation.
• Can ask for advice on a wide range of subjects. started snowing.
• Can understand instructions delivered at 3. He bought the tickets - when they decided not
normal speed and accompanied by visual support. to go.
4. Why is your book falling apart?
Grammar 5. Why does this product come with an advisory
• past perfect tense in the affirmative form; note?
• phrasal verbs to fall apart, to set something
up, and to put something together;
• verb to beware of. 6. I was warned about…
7. He gave us some advice on…
18
Listen&Answer | Students listened to tips on how 2. I forgive you for being nosy. / intimidating /
to save money, and answered questions in their annoying
book. Check students’ answers. 3. I hadn’t heard about their engagement before
they made the announcement. / partnership /
1. What does Nate suggest we should do to save
wedding
money? / 2. Why does he advise us to wait thirty
days before we buy something expensive? / 3. What Change into interrogative
do you think is the most effective advice the man 4. You had finished high school when you went on
gave us? / 4. Are there any of his suggestions that the exchange program.
you already apply in your life? If so, which one? 5. They had tried using a tablet before they sold
Quick writing | Students listened and answered the their computer.
questions along with the audio material. Check their 6. She had forgiven them for their behavior before
answers. they apologized.
1. What advice would you give to yourself right now? / Continue the sentences
2. Whose advice do you follow more: your parents’ 7. We’re very fond of…
or your friends’? / 3. What advice would you give to
someone who is starting to learn English? Text | Students read the text and explored it along
Unlock | Ask students to give examples of things following questions. Check their answers.
that they recommend to someone when there is a
terrible storm coming. 1. Do you agree with Mario Quintana’s affirmation
that “friendship is a love that never dies”? /
2. According to the text, what is friendship? / 3. Are you
LESSON 215 closer to your friends than to your family members?

Learning objectives questions. If you have time left, ask them for
• Can explain the main points in an idea or example sentences using the content in this section.
problem with reasonable precision.
• Can understand cause and effect relationships
in a structured text.
LESSON 216
• Can understand problem and solution
relationships in informal conversation. Speak right now | Students were asked to create
• Can express and respond to feelings. sentences in the negative and interrogative forms,
using the words from the box. Check their sentences.
Checking sentences
Grammar
• review of the past perfect tense in the
affirmative form; 1. She hadn’t finished watching the episode when
• past perfect tense in the negative and her mother called her for dinner.
interrogative forms; 2. He hadn’t complimented me on my grades when
• phrase to be fond of somebody; I graduated.
• idioms to fall head over heels in love with 3. I hadn’t recommended his services when he let
somebody, to feel blue, and to pour one’s us down.
heart out;
Answer the questions in the negative form
• phrasal verbs to pull oneself together,
to let somebody down, and to get over 4. Had you eaten any candy before dinner was
something. ready?
5. Had you bonded with each other before you
became roommates?
Checking sentences
Substitution practice 6. What had they said that made him so angry?
1. The teacher complimented us on our 7. What had you thought about this country before
improvement. / partnership / determination you came to visit?
19
Guess the picture | Students matched the pictures 4. We had been living with our grandparents for
to sentences on the Wiz.tab. Then, they were asked months when we moved to Paris. / went to
to create a new sentence for each picture, using college / started high school
the vocabulary from the previous class. Check their
Answer the questions in the negative form
sentences.
5. Had you been waiting for a long time before the
Food for thought | Students analyzed the pictures, taxi arrived?
read the paragraph, and answered some questions. 6. Had you been thinking of calling the police since
Check their answers. you heard that noise?
1. Why is teamwork so important for teenagers? / Continue the sentences

2. What skills can be developed when working in 7. Don’t ever look down on…
a team? / 3. Where do you think that practicing
teamwork is most important? / 4. In your opinion,
how do you think teamwork can benefit a person’s Check students’ answers at the end of the class.
development?
1. Is Sophia disappointed that Jacob is not going to
Unlock | Ask students to give examples of things they the field trip? / 2. Why is Ethan’s attitude admirable? /
could say to compliment a person on their attitude. 3. What had Ethan been doing before he joined the
Doctors without Borders organization?
LESSON 217 Check it out! | Check if students have any
Learning objectives
• Can develop an argument giving reasons in
support of or against a particular point of view. LESSON 218
• Can express and respond to feelings.
• Can retell a familiar story using their own Ask questions | Students read the model and
words. created questions using the words in the boxes.
• Can give comments on the views of others. Check their questions.
Checking sentences
Grammar Change into negative

1. He had been studying here for two years when
• past perfect continuous tense in the
he had to move.
forms; 2. I had been encouraging my friends for months
• past perfect continuous tense + reported when they finally took the test
speech; 3. He had been playing soccer for about an hour
• adjectives ending in -ent; before he broke his leg.
• nouns ending in -ence and -ency; Answer the questions
• phrasal verbs to look up to somebody, to
4. Should she show more obedience to her
turn something or somebody down, and to
parents?
look down on somebody;
5. Is this the result of that man’s negligence?
• idiom to have a crush on somebody.
6. How long had you been waiting here?
7. Which smartphone had you been using before
Checking sentences the one you have now?
Substitution practice Listen&Tell | Students listened to a passage and

1. Our teacher ignored the misunderstanding. / followed the instructions in the audio material.
forgave / warned us about They should show you a summary of what they
understood about the listening passage.
2. Take a moment to behold this impressive
painting. / work of art / graffiti Speech | Students should have recorded a
3. We spent a long time watching the scene with speech on their cell phones describing someone
astonishment. / satisfaction / admiration they admire. Ask them to play the audio to the
20
whole class or only to you. Check if they have any
questions and correct any mistakes afterwards. Grammar
• past perfect tense + passive voice in the
Unlock | Ask students to give examples of things affirmative, negative, and interrogative
they could say when they are surprised. forms;
• phrasal verbs to make up with somebody,
RECALL LESSON 12 to break up with somebody, and to stand
somebody up;
• fixed expression to go straight to the point.
• Students listened and followed the instructions in
the audio material.
• They were asked to customize a Domino game, Checking sentences
using the pieces on the last page of their Student’s
book.
• They should choose 20 words from their books, 1. He admitted he had made a bad judgment. / a
up to Lesson 218, and write them on the domino mistake / the wrong choice
pieces. 2. She claimed that her order had been canceled. /
• They listened to the following rules: meeting / flight
1. Put the pieces on the table, with the words 3. We realized that our research had been ignored. /
facing down. considered / recommended
2. Then, scramble the pieces and take ten pieces to 4. His betrayal had been forgiven after he
you, and give ten to your opponent. If you have apologized. / negligence / antipathy
more people playing, share the pieces equally.
3. Choose who’s going to start playing.
5. Go straight to the point…
4. This person should put one piece with the words
facing up on the table. Then, he or she should 6. She stood me up…
choose one of the words to make a sentence. 7. He assumed that I…
5. If the sentence is correct, it’s time for the next
player to choose the other word. The player will
make a sentence and if it’s correct they should
put a new piece next to the word he used.
6. For the following rounds, you may choose words 1. What does it mean to ‘judge a book by its cover’? /
from either sides of the domino. 2. Why wouldn’t the students talk to Tom when he
7. If your sentence is correct, you will add one joined the school? / 3. What was Tom really like? /
piece; if it’s wrong you’ll miss your turn. 4. How did the student feel about his bad judgment?
8. The domino will form a line in both directions
and the game finishes when one of the players
has no pieces left.
• Students should invite their classmates to play the
game.
LESSON 220
LESSON 219
Learning objectives
• Can describe the personal significance of Challenge | Students listened to the audio material
events and experiences in detail. and completed the activity; now they should present
• Can respond in a simple way to a verbal to you solutions for the following challenge: How can
challenge. you help new students bond and start friendships
• Can explain why something is a problem. when they move to a new school? Their proposal
• Can plan what is to be said and how to say it, should be divided into three parts: general idea,
considering the effect on the recipient. action as a group, and action as an individual. Ask
them to present their proposal.
21
Checking sentences Conversation practice
4. What is something you had never done until last
Change into negative using ‘yet’
vacation?
1. They had already been considered the best
5. What should you beware of when you arrive at a
students in class.
place you have never been to before?
2. They had already been involved in a political
scandal. Self-assessment
6. Ask for a recommendation for a place to stay in
your friend’s hometown.
3. This result had been expected before the
7. Give examples of characteristics that could and
competition began.
could not be admired in a person.
4. A trip abroad had been planned before we
finished our English course. Self-assessment in the Student’s book | Students
5. A declaration had been made before the end of listened and responded according to the audio
the elections. material.
Make a comment Wiz Mock | Before accessing the lesson on the

6. I claimed my money back. Wiz.tab, go to Wiz Mock 22 on page 89 of the
7. I like people who go straight to the point. Workbook, Part 1. Students should describe
one of the pictures to you. Ask them to say as
Reading practice | Students should have read many details as they can about the picture. Do
the text and answered the questions. Check their not interfere while they speak. Then, students
understanding of the general idea of the text and should return to the Wiz.tab to continue with
then check their answer for question: 3. According to the Wiz Mock activities. They should follow the
the text, what are the advantages of growing up in instructions in the audio and you should collect
the online era? their worksheet after they finish.
Then, students should discuss the following

questions with you or a classmate: 1. Do you prefer
WIZARD EXPERIENCE 5
to communicate online or in person? Why? /
2. In your opinion, what are the pros and cons of Learning objectives
communicating mostly online? / 4. How do you
think your parents or older generations used to
communicate? / 5. Do you agree that mobile media
helps to strengthen family bonds? Why? / 6. Do of recorded videos: short talks or standard
you believe that checking your cell phone when you speeches on familiar topics.
wake up and before going to bed is a good habit? • Can give a short, rehearsed talk or presentation
Why or why not? on a familiar topic.
• Can narrate a story, using a connected
discourse.
they had done before the week started.
REVIEW 22 LESSON 221 | Wizard Experience 5 -

first class
Checking sentences
Warm-up | Check students’ answers for these
Substitution practice questions:
1. They had considered moving back here when 1. Do you prefer to talk to your friends face-to-face
they got the results. / talked about / thought or digitally? / 2. Are there any rules in your house
about. about using smartphones? What are they? /
2. New technologies had already been launched at 3. What’s your opinion about relationship apps? /
the university event. / announced / demanded. 4. Do you talk to your friends and text other friends
3. Her mistakes hadn’t been forgiven by the time online at the same time? / 5. What’s your opinion
she got here. / admitted / ignored about that?
22
Step 1. Hi-tech relationships | Students should 3. That restaurant appeared to be very expensive. /
discuss the topics with a classmate or the teacher. fancy / cheap
Tell them to explore them as much as they can.
*Check if they have any questions about the 4. Did your mother sound mad when you called
homework. her?
5. Does it feel like they’re going to win the game?
second class Continue the sentences
6. Whoever did that…
Wiz.me | Check if students watched the video on 7. It sounds like…
notes about it in the Workbook. Dialogue | Students listened to the dialogue and
Step 2. Bringing it to modern times! | Students Check students’ answers at the end of the class.
were asked to use the summary they wrote in
their Workbook and choose a part of this story to 1. What does Ed share with Gabbi? / 2. He mentions
rewrite it, bringing it to modern times, and including that she can put whatever she likes on top of the
references to technology in it. Check if students waffle, what would you choose to put on top of your
understood the task, give them about 20 minutes to waffle? / 3. As she listened to the instructions, what
rewrite their stories, and then ask them to present it was her opinion about the recipe?
to the whole class or only to you. Check it out! | Check if students have any
*There’s no homework for this class; however, questions. If you have time left, ask them for
students must look up the content from Lesson example sentences using the content in this section.
223.
LESSON 224
LESSON 223
activity with a classmate.
Learning objectives
• Can understand and write a description of a Checking sentences
simple everyday process and instructions. Change into negative interrogative
• Can express an inference or assumption about
1. He sounds angry when he watches soccer.
a person’s mood or emotional state.
• Can understand instructions delivered at 2. It tastes like the apple pie I used to make.
normal speed and accompanied by visual 3. Those men look suspicious
support. Change the sentences according to the model
Teacher: The sauce tastes bitter. (What)
Student: What does the sauce taste like?
Grammar
4. This pasta tastes very good. (What)
• sense verbs to look, to taste, to sound, to 5. I sound like my father on the phone. (Who)
feel, and to smell;
6. This fabric feels good on the skin. (How)
• compound adverbials composed of wh words
+ ever; Make a comment
• phrasal verb to warm something up; 7. It sounds like they enjoyed the party.
• adverb beforehand;
• linking verb to appear. Time to chat | Students listened and answered the
questions along with the audio material. Before you
check their answers, ask them how they completed
Checking sentences
the affirmation in their books “In a serious
Substitution practice relationship with…”. Then, check their answers:
1. It tastes really bitter. / creamy / good
1. What is your favorite cuisine and why? /
2. Don’t you just love French cuisine? / Chinese / 2. What’s the best food you’ve ever tasted in your
Italian whole life and why? / 3. What restaurants or snack
23
bars would you recommend to someone visiting of raisins in some Brazilian dishes makes people
your city and why? mad? / 3. What kind of eater are you?
Role play | Students should do this activity with a Check it out! | Check if students have any
classmate. questions. If you have time left, ask them for
Unlock | Ask students to give examples of types of
cuisine around the world they find strange.
LESSON 226
LESSON 225
Questions | Students should do this activity with a
classmate.
Learning objectives Checking sentences
• Can make simple comparisons between
people, places, or things. Change the sentences according to the model
• Can understand a clear, detailed spoken Teacher: I don’t like war movies. I prefer romantic
description of how to carry out a procedure. movies.
• Can get the gist of explanations of unfamiliar Student: I don’t like war movies. I prefer romantic
cultural practices and customs, if delivered ones.
slowly and clearly. 1. I don’t want these shoes. I prefer Italian shoes.
2. I don’t watch sci-fi series. I prefer comedy series.
3. I don’t want these burgers. I prefer vegetarian
Grammar burgers.
• pronouns one and ones to avoid repetition; Change into interrogative
• compound nouns; 4. Chocolate cookies are more expensive than
• phrasal verbs to eat out and to pick vanilla ones.
something out; 5. Flowered dresses are more beautiful than polka-
• phrases even if and not even if. dotted ones.
Checking sentences 6. Which shoes did you buy?
Substitution practice 7. Which herbs and seasonings does your father /
1. She always adds parsley to her recipes. / chives mother usually cook with?
/ rosemary
Listen&Discuss | Students listened to a passage
2. I hate the taste of cilantro. / celery / thyme
about eating habits. They may discuss the following
3. They prefer to use the small pan instead of the questions with a classmate or you may only check
big one. / oven / stove their answers.
1. Would you eat a different dish every day? Why
4. Should we add nutmeg to this recipe? or why not? / 2. Do you agree with the statement:
5. Would you like your pizza with extra cheese “you are what you eat”? Why or why not? / 3. What
topping? are some things about your eating habits you would
6. Did you use the small pan to cook it? like to change? / 4. What is traditional food in your
country like? Is it healthy?
7. Not even if you… Time to talk | Students should have prepared a
8. What should I pick out…? speech about an experience they had with food. Ask
them to present the speech to you. You may also
Text | Students read the text and explored it along ask them to present the speech to the whole class.
with the audio instructions. They also answered the Remind them to really deliver the speech, and not
following questions. Check their answers. only read the information they have.
1. Which of the cuisines mentioned in the text have Unlock | Ask students to give examples of places or
you already tried? / 2. Can you explain why the use events where catering service is needed.
24
students’ answers and possible doubts. Check
LESSON 227 their understanding of the narrators’ accent. AK:
processed, cause, obesity, hypertension, cholesterol,
sodium, long-term, malnutrition, cardiovascular,
Learning objectives stroke, fattening.
• Can describe objects, situations, and products
Checking sentences
in basic details.
• Can accept or decline offers using basic fixed Change the sentences according to the model
expressions. Teacher: I get bored by TV documentaries.
• Can give brief comments on the views of others. Student: TV documentaries are boring.
• Can understand detailed comparisons of quantities. 1. I’m satisfied with my test results.
2. I got really tired of his explanations.
Grammar 3. We were frustrated by our exam results.
• adjectives ending in -ed and in -ing; Change into interrogative
• phrasal verb to take something up; 4. They were tired of reading so many books.
• phrase for me + verb in the infinitive;
5. He was interested in the exchange program.
• adjectives long-term and short-term before nouns.
6. He was disappointed by the end of the movie.
Checking sentences
7. What was the most frightening movie you’ve
Substitution practice ever watched?
1. The excess consumption of sodium may cause
hypertension. / strokes / cardiovascular diseases Food for thought | Students analyzed the picture,
2. We’re worried about malnutrition among kids in read the passage, and answered some questions.
our country. / obesity / the levels of cholesterol Check their answers.
3. The speech about cardiovascular damage was 1. In your opinion, what causes hunger in the world? /
very boring. / tiring / interesting
2. What could be done to eradicate starvation? /
Answer the questions 3. What actions do you personally take to help with
4. Was the news surprising to you? this issue? / 4. Does your country have any kind
5. Was singing in front of everybody embarrassing? of food program to assist people who have limited
access to food? What do you think about it?
6. My brother has taken up… Unlock | Ask students to give examples of things
7. I’m amazed at… they could say to decline an offer of food.

LESSON 229
1. What’s the difference between the lasagna the Learning objectives

mother is making to the grandma’s one? / 2. What’s • Can ask for advice on a wide range of subjects.
the boy’s reaction to this change? / 3. Did he like the • Can justify a viewpoint on a topical issue
lasagna after all? by discussing the pros and cons of various
options.
Check it out! | Check if students have any • Can describe the personal significance of
questions. If you have time left, ask them for events and experiences in detail.
LESSON 228 Grammar

• the causative form;
• phrases with as though and as if;
International English | Students listened to the • phrasal verb to cut back on something.
audio and completed the text in the Wiz.tab. Check
25
Checking sentences Make a comment
7. Some people act as if they didn’t care about
what they eat.
1. A good meal shouldn’t lack flavorful ingredients. /
juicy / nutritional Reading practice | Students should have read
2. Eating fiber is good for your metabolism. / the text and answered the questions. Check their
Exercising / Drinking water understanding of the general idea of the text and
then check their answers for questions: 4. According
Answer the questions in the affirmative form to the text, what happened to egg consumption
(causative form) over the years? / 5. What is actually the real villain to
3. Are you getting your computer fixed? health according to Fiona Hunter?
4. Did you have this table made at that store?
Then, students should discuss the following
5. Will you have your homework done by
questions with you or a classmate: 1. Do you
tomorrow?
consume eggs on a daily basis? How many per
Continue the sentences week? / 2. Do you separate the yolk from the white? /
6. You’re acting as if… 3. What are ways eggs can be prepared?
7. She looked as though… Unlock | Ask students to give examples of things
someone has done on their behalf.
following questions. Check their answers. REVIEW 23
1. Do you or your parents read the nutrition facts
Checking sentences
label on a product? / 2. What are some suggestions
the text gives to change eating habits in a simple Substitution practice
way? / 3. Do you agree that people who are always 1. You should eat baked foods instead of fried
on the run eat worse than people who have a more ones. / homemade food - processed / organic
quiet life? food – greasy
2. I wish I could have my bedroom cleaned by
Check it out! | Check if students have any someone else. / chores done / dinner prepared
questions. If you have time left, ask them for 3. I’m going to have my hair cut tomorrow. / lesson
example sentences using the content in this section. prepared / essay corrected
LESSON 230 4. What does your favorite food taste like?
5. What are the problems associated with having
Wiz.me | Check if students watched the video on bad eating habits?
Self-assessment
Speak right now | Students were asked to create 6. Describe what your teacher looks like.
affirmative, negative, interrogative, and negative 7. Describe two types of food and say which one
interrogative sentences with the words from the you prefer.
box. Check their sentences.
Self-assessment in the Student’s book | Students
Checking sentences listened and responded according to the audio material.
1. I’ll get the meal prepared right away. Wiz.tab, go to Wiz Mock 23 on page 111 of the
2. I got my nails done at the beauty parlor. Workbook, Part 1. Students should describe one of
3. You should have the class canceled. the pictures to you. Ask them to say as many details
as they can about the picture. Do not interfere while
Change into interrogative they speak. Then, students should return to the Wiz.tab
4. She had her make-up done for the party. to continue with the Wiz Mock activities. They should
5. We had our house painted in an ugly color. follow the instructions in the audio and you should
6. I got my speech written for the graduation. collect their worksheet after they finish.
26
would you get used to eating their food every day?
WIZARD EXPERIENCE 6 Why or why not?
Step 2. Hands on | Have students present their

Learning objectives research to the whole class or only to you. Make
sure you have prepared the school environment, in
case students decide to prepare the recipe there,
or if they have brought the dish to be tasted by
their classmates.
speeches on familiar topics. *There’s no homework for this class; however,
• Can search the Internet for a variety of students must look up the content from Lesson 233.
information.
• Can begin to use a repertoire of common
idiomatic phrases in routine situations.
LESSON 233
Learning objectives
LESSON 231 | Wizard Experience 6 - • Can understand the advantages and
first class disadvantages of different options during a
discussion.
Warm-up | Students were asked to remember the • Can give an opinion on practical problems, with
topics they discussed regarding food during Teens 8. support when necessary.
Ask them which topics were the most interesting, in • Can write simple sentences about their
their opinion. educational background and present or past
jobs.
Step 1. Telling the truth | Students should discuss
these topics with a classmate or the teacher. Tell
them to be honest in their answers.
Grammar
Preparing for next class | Students were asked to
• review of first and second conditionals;
read the paragraph in the box Step 2. Hands on, and
• fixed expressions with in case (of);
start the research about the country they have chosen
• conditional clauses with if necessary and if in
and its cuisine. They should start the research in this
doubt;
class and present it in the following one. • conjunction unless;
*Check if they have any questions about the • phrasal verb to stand out.
homework.
LESSON 232 | Wizard Experience 6 - Checking sentences

second class Substitution practice
1. He demonstrated a lot of expertise in that
Wiz.me | Check if students watched the video on subject. / knowledge / competence
2. If you study, you will acquire a lot of skills. /
notes about it in the Workbook.
knowledge / expertise.
Warm-up | Before students present their experience, 3. You could demonstrate your competence if you
ask them these questions: competed. / capacity / abilities
1. What country did you choose? / 2. Why did you Answer the questions
choose this country? / 3. How many meals do 4. Is speaking English your most developed skill?
the people of this country have a day? / 4. What’s 5. Is Vestibular the biggest milestone in a
their most important meal? / 5. What are some teenager’s life?
traditional dishes from this country? / 6. How do 6. Would you compete in this game if you were
they usually eat their food: raw, cooked, fried? / more skilled?
7. How do they usually eat it: with their hands, Continue the sentences
using chopsticks, with knives and forks? / 8. What
7. She stands out…
are some typical ingredients, seasonings, or
8. They won’t join the team unless…
spices they use? / 9. If you lived in this country,
27
Dialogue | Students listened to the dialogue and Unlock | Ask students to give examples of things
wrote down the answers to the following questions. they can do in case of a medical emergency.
1. Why has Sally decided to have this conversation LESSON 235

with Mrs. Hill? / 2. How different is it for a student
in the USA and in Brazil to be admitted to college?
Which one is harder? / 3. What advice does Mrs. Hill Learning objectives
give Sally about her parents’ opinion? • Can use varied language to express degrees of
enthusiasm.
Check it out! | Check if students have any • Can recognize when examples are being given
questions. If you have time left, ask them for in a structured presentation on an unfamiliar
example sentences using the content in this section. topic.
• Can recognize the speaker’s point of view in a
LESSON 234 structured presentation.
• Can understand unscripted speech delivered
quickly, if the accent is familiar.
Questions | Students should do this activity with a • Can respond to clearly expressed questions on
classmate. a presentation they have given.
Checking sentences • Can summarize a wide range of texts, discussing
contrasting points and main themes.
Change into negative, using ‘unless’
1. He will change his mindset if he understands the
problem.
Grammar
2. He will change his profile picture if he gets his
• third conditional;
hair cut.
• modal would to talk about past habits;
3. We will have our TV fixed if we take it to the • had better to give advice;
store. • fixed expression if only;
Change into interrogative • conjunction as long as;
• fixed expression to make a big deal about
4. They could move abroad if they got married this
something.
year.
5. I would call her if I had her number.
6. She would stand out if she competed against Checking sentences
them. Substitution practice
Make a comment 1. He doesn’t demonstrate affection, he’s
7. I won’t fail the test, even if it’s very difficult. unemotional. / his feelings / his interpersonal
skills.
Time to chat | Students listened and answered the 2. If we had negotiated, we would have gotten a
questions along with the audio material. Check their better deal. / price
answers. 3. If they had studied harder, they would have
thrived. / practiced / tried
1. How can you demonstrate your knowledge
about something? / 2. What can you do to acquire 4. If they hadn’t gone to Japan, we would never
expertise in a specific skill? have met. / negotiated / talked
Listen&Answer | Students listened to a radio
interview about a triathlon and answered questions 5. You had better…
in their book. Check students’ answers. 6. If I had tried…
7. They will thrive as long as…
1. What was the athlete’s biggest challenge? /
2. How did he learn the strategies to compete in Text | Students read the text and explored it along
the winter? / 3. Did he need to use any special with the audio instructions. They also answered the
equipment? Why? following questions. Check their answers.
28
1. How would you feel if you were to take a
penalty kick and your team and country depended LESSON 237
on you to win a soccer championship? /
2. According to the text, what are some strategies
for overcoming our fears? / 3. What does the Learning objectives
author want to express by saying: “Don’t let your • Can make more complex comparisons.
mind become a battlefield”. • Can express their opinions and ask detailed
Check it out! | Check if students have any questions in discussions on contemporary
questions. If you have time left, ask them for social issues and current affairs.
example sentences using the content in this section. • Can justify a viewpoint on a topical issue
by discussing the pros and cons of various
options.
LESSON 236
Speech | Students should have recorded a speech on Grammar

their cell phones describing a stressful situation they • gerund as object;
have been through. Ask them to play the audio to the • review of verbs followed by gerund;
whole class or only to you. Check if they have any • conjunctions provided that and on condition
questions and correct possible mistakes afterwards. that;
• fixed expression to make things happen.
Checking sentences
Answer the questions in the affirmative form
Checking sentences
1. Would he have gotten the dessert if he had
eaten his lunch? Substitution practice
2. Would we have had a graduation party if we had 1. The government must guarantee the rights of
planned it? minority groups. / representation / guidance
3. Would he have improved his performance if he 2. Compared to other countries, our legislation is
had kept practicing? not so unfair. / biased / severe
Change into negative 3. Her writing was compared to big names in
4. If they had negotiated, the business would have philosophy. / history / literature
thrived. 4. Your voting for this candidate is disappointing. /
5. If they had been honest, they would have closed frustrating / confusing
the deal. 5. His complaining about inequality made them
change the rules. / intolerance / violence
6. Would you have invited them to your party if they Continue the sentences
had invited you to theirs? 6. We’ll be there on time, provided that…
7. Would you have dealt with the problem better if 7. They agreed to talk to the reporters, on condition
you had had your friends’ support? that…
Read&Discuss | Students read the text and Dialogue | Students listened to the dialogue
answered the questions in their books. Check their and wrote down the answers to the following
answers. questions. Check students’ answers at the end of
1. What is emotional intelligence? / 2. What the class.
demonstrates that someone is emotionally
1. Why are the teachers proud of their students? /
intelligent? / 3. What is more important: academic
2. Who will be taking part in the march for peace? /
knowledge or emotional intelligence? Why? Do you
3. Is your school also engaged in social and political
agree with it? Why or why not? / 4. Talk about how
you could improve your emotional intelligence. projects like the school from the dialogue?
Unlock | Ask students to give examples of things Check it out! | Check if students have any
they’ll do as long as they get good grades at the end questions. If you have time left, ask them for
of the school year. example sentences using the content in this section.
29
• At the beginning of the class, they were asked
LESSON 238 to remember about Wiz Mocks they have done
since Teens 2. And that they practiced structure,
vocabulary, reading, writing, listening, and speaking
Fluency Practice | Students listened and practiced in those Mocks. Ask them the following questions:
questions. 1. Which of those activities were your favorites?
Describing the pictures? Listen and mark? What
Checking sentences
about the writings? Why?
1. Her watching documentaries helped her learn • Then, check if students have any questions about
about new cultures. / ethics / meritocracy the ‘Boost your perfomance’ list. Remind them
one more time that the Wiz Mocks prepared them
2. Their being concerned about social causes is
for proficiency exams and that the Final Mock they
admirable. / remarkable / visionary
are about to take should help them start to prepare
3. They’re going to make things happen, provided for ‘Vestibular’.
that we help. / the settlement / close the deal
• Hand them the Final Mock pages. Students will
Change the sentences according to the model have 45 minutes to do it. They must not use their
Teacher: I hate to be late for class. books or talk to their classmates during this period.
Students: I hate being late for class. • Collect their Final Mocks after they finish and
4. I love to read romantic novels. return the corrected paper in the following class.
5. I continued to talk to my high school friends
during college. LESSON 239
6. They hate not to know the truth.
Answer the question Learning objectives
7. Do you know anyone who has a lot of prestige
• Can describe objects and products in basic
among other people? details including characteristics and special
features.
Quick writing | Students listened and answered the
• Can tell someone about a discussion or
questions along with the audio material. Check their
conversation in some detail.
answers.
• Can compare and contrast alternatives about
1. What would you do to guarantee your civil rights if what to do, where to go, etc.
they were not respected? / 2. Do women earn less • Can understand changes of topics in a
than men for doing the same job in your country? discussion of familiar matters.
Guess the picture | Students matched the pictures

to sentences on the Wiz.tab. Then, they were asked Grammar
to create a new sentence for each picture, using
• object pronouns + verbs in the infinitive;
the vocabulary from the previous class. Check their • worn-out as an adjective and compound noun;
sentences. • prepositions despite and in spite of;
Unlock | Ask students to give examples of things • if any with conditional clauses.
they can do when they see someone demonstrating
hatred toward others.
Checking sentences
RECALL LESSON 13 Substitution practice

1. They invented a pioneering technological device.
/ appliance / tool
Note | Before students start this class, make
2. The appliance was manufactured using plenty
sure you have photocopied the pages from the
of technological advancements. / operational /
Final Mock on the Recall Lesson 13 pages in your
engineering
Teacher’s guide.
3. They had the foresight that the capitalist model
• Students listened to the instructions in the audio would bring advancements. / modernization /
material. originality
30
Answer the question understanding of the general idea of the text and
4. Did the government allow them to manufacture then check their answers for questions: 4. How
this appliance? could you explain “meritocracy”, using the university
5. Did you get him to cook for us at Christmas? example? / 5. Why have students called the paper
6. Did you want me to check our Internet usage? ‘irresponsible and insulting’?
Continue the sentences Then, students should discuss the following

7. Despite… questions with you or a classmate: 1. In your
opinion, how hard is it for middle-class students to
8. Why do you want me to…?
get into the university? / 2. What are the policies
Text | Students read the text and explored it along for admission of public school students to the
with the audio instructions. They also answered the universities in your country? / 3. Do you think the
following questions. Check their answers. university admission policies benefit students from
higher social backgrounds? Why or why not?
1. How do you think you would react if you had to
spend a day without your smartphone? / Unlock | Ask students to give examples of things
2. According to the text, what kind of futuristic your grandparents taught you how to do.
devices did people from the 70s or 80s use to
see in movies and cartoons? / 3. What are some
tasks that are already done by robots nowadays,
REVIEW 24
according to the text?
Checking sentences
questions. If you have time left, ask them for Substitution practice
example sentences using the content in this section. 1. If you acquire language knowledge, you will soon
be bilingual. / competence
LESSON 240 2. If I had improved my language skills, I could have
gotten the scholarship. / sports / science
3. Her complaining against racial inequality wasn’t
very efficient. / political privileges / meritocracy
Conversation Practice
Fluency Practice | Students listened and practiced
4. What was the biggest milestone in your personal
development so far?
questions.
5. What is something your teacher has asked you
Checking sentences to do this week?
Change into negative Self-assessment
1. She told me to update my personal information 6. Give an example of what you would say to
in the system. express precaution.
2. She advised me to enroll in the English course. 7. Talk about a habit you used to have in middle
3. Our parents allowed us to stay up until late. school. (using ‘would’)
8. Describe the best ability you have.
Change into negative interrogative
4. She warned me not to talk to those bullies. Self-assessment in the Student’s book | Students
5. We advised them not to eat at the cafeteria. listened and responded according to the audio
6. She warned me not to upload the video to my material.
profile.
Make a comment Wiz.tab, go to Wiz Mock 24 on page 133 of the
7. Despite studying very hard, he still didn’t pass Workbook, Part 1. Students should describe one of
the exam. the pictures to you. Ask them to say as many details
8. If any of my colleagues go to the concert, I might as they can about the picture. Do not interfere while
go with them. they speak. Then, students should return to the Wiz.tab
to continue with the Wiz Mock activities. They should
Reading practice | Students should have read follow the instructions in the audio and you should
the text and answered the questions. Check their collect their worksheet after they finish.
31

New Teens 8 Checking Sentences

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In this material you will find:

LESSON 182 | Wizard Experience 1 -

Check it out! | Check if students have any

Check it out! | Check if students have any

Learning objectives Lesson 188

Checking sentences Reading practice | Students should have read

Text | Students read the text and explored it along REVIEW 19

LESSON 191 | Wizard Experience 2 - LESSON 193

1. According to the text, why are teens usually

Fluency Practice | Students listened and practiced LESSON 199

Listen&Tell | Students listened to a passage and Grammar

RECALL LESSON 11 Checking sentences

Continue the sentences Then, students should discuss the following

Check it out! | Check if students have any Substitution practice

Substitution practice Self-assessment

Curiosity chart | Students were asked to search on Learning objectives

1. What’s the topic of discussion of the dialogue? /

Speak right now | Students were asked to create

Check it out! | Check if students have any

1. Why is teamwork so important for teenagers? / Continue the sentences

Grammar Change into negative

Substitution practice Listen&Tell | Students listened to a passage and

Make a comment Wiz Mock | Before accessing the lesson on the

Then, students should discuss the following

REVIEW 22 LESSON 221 | Wizard Experience 5 -

Dialogue | Students listened to the dialogue and

1. What’s the difference between the lasagna the Learning objectives

LESSON 228 Grammar

Step 2. Hands on | Have students present their

LESSON 232 | Wizard Experience 6 - Checking sentences

1. Why has Sally decided to have this conversation LESSON 235

Speech | Students should have recorded a speech on Grammar

Guess the picture | Students matched the pictures

RECALL LESSON 13 Substitution practice

Continue the sentences Then, students should discuss the following

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