Cna Progression 1 TP Livro Didatico

Senior Writers
Maria Rita Corrêa Vieira

Sérgio Luis Monteiro da Silva
Director of Education
Marcelo Augustus de Souza Barros
Managing Editor
Carina Nogueira Cerboncini
Editorial Coordinator
Dados Internacionais de Catalogação na Publicação (CIP)
Ana Paula Guerra Gil (Câmara Brasileira do Livro, SP, Brasil)
Editorial Assistants
Vieira, Maria Rita Corrêa
Ana Carolina Albuquerque de Lima CNA progression 1: teacher's pack / Maria Rita
Corrêa Vieira, Sérgio Luis Monteiro da Silva. --
Barbara Yumi Lemos São Paulo : Editora CNA, 2014.
Danielle Carvalho
Proofreaders
1. Inglês - Atividades, exercícios etc.
Ana Lucia de Mello Lemos Carriel 2. Inglês - Estudo e ensino I. Silva, Sérgio Luis
Monteiro da. II. Título.
Élcio Camilo Alves de Souza
Enrique Luis Melone
Leticia Casavella
Series Design
Design Divertido
Illustrations 14-11943 CDD-420.7
Ilustra Cartoon Índices para catálogo sistemático:

1. Inglês : Estudo e ensino 420.7
Photographs
Shutterstock
Thinkstock
Audio Production
Spectrum Estúdio
Printing Supervisor
Arthur Costa de Souza
0020150115
For CNA Progression 1 every effort has been made to trace

all the copyright holders, but if any have been inadvertently
overlooked, the publishers will be pleased to make the necessary
amendments at the first opportunity.
All rights reserved. No part of this book may be reproduced, © Copyright Editora CNA - 2014
stored in a retrieval system, or transmitted in any form or by Todos os direitos reservados à
any means, electronic, mechanical, photocopying, recording, Editora CNA Cultural Norte Americano S/A.
or otherwise, without the prior permission in writing of the CNPJ no 58.062.779/0001-50
publishers. Rua Coronel Oscar Porto, 800 - Paraíso
04003-004 - São Paulo/SP
1st edition – 1st print www.cna.com.br
Printed by Pancrom.
2 | CNA PROGRESSION 1
Introdu
ction
CNA PROGRESSION is a two-level English course for basic learners. The aim of the course is to make English
enjoyable and tension-free. It is intended as a practical and natural approach to teaching English to basic
learners and emphasizes the listening and speaking skills.
CNA PROGRESSION is based on a set of principles which underlie its structure and activities. In a nutshell,
these principles are:
A view of language which proposes that language is a means of communication and that to communicate is
to interpret, express, and negotiate meaning; and that in order to be able to communicate properly in a foreign
language, speakers should reach communicative competence (Savignon, 1991).
A view of teaching which is organized around the steps of engaging students in the task by providing them
with the language items to be worked on, studying that language in a way that students become familiar with it,
and activating their knowledge by experimenting with what they have learned (Harmer, 2008).
A view of learning which advocates that knowledge is constructed by means of interaction with the other
participants in the learning process (i.e. students, teacher, materials, context) and therefore that students are co-
responsible for their learning (Vygotsky, 1978).
A view of culture that not only encourages students to bring to class their cultural background and share it
with their classmates, but also promotes the exploration and discovery of other cultural contexts.
A view of social responsibility which is coherent with the educational belief that a language course should
go beyond teaching the foreign language only and that the teaching/learning process is also a means to offer
students a chance to reflect and act on their role as citizens of their communities and the world.
A view of the teacher’s role which is based on the belief that teachers play a key role in the success of the
teaching/learning process and therefore they should take it into their hands to make informed decisions
concerning the best way to make use of the material and other resources available.
TEACHER'S BOOK | 3
r s e
Cou ponents
Com
Student’s Learning Pack Teacher’s Pack
Class Lessons Class Lessons
Audio Files (online) Audio Files (CD)
Activity Book Activity Book
Information Gap Activities Information Gap Activities
Grammar Tips Further Practice
Web Lessons Grammar Tips
CNA NET Resource Pack
Audio Script
Class Lessons
The Class Lessons are made up of eight lessons
which mainly focus on the development of speaking,
listening, and reading skills, supported by activities
that specifically focus on linguistic input (grammar,
vocabulary, functions, and pronunciation). The book
starts with a special unit – the Starter Unit – which
will provide students with useful language to be used
throughout the course. Units 4 and 8 are dedicated
to review material studied in the previous units.
Audio Files
The Audio Files for the listening comprehension
activities in the Class Lessons are available on CNA
NET and can be downloaded for further practice.
The Audio Script can be found at the back of the
Teacher’s Pack.
Activity Book
The Activity Book offers students stimulating and
varied practice of the material studied in class.
Grammar Tips
Each unit has a set of grammar tips with more
detailed explanations of the grammar items studied
in the unit. Activities and their answer keys are also
available for those students who want extra practice.
Teacher's Pack
The Teacher’s Pack contains detailed suggestions
on how to teach the course, answer keys to the
class lessons activities, transcripts of the listening
comprehension activities, and reduced pages of the
Class Lessons.
Further Practice
These are activities are meant to provide more
practice of the content taught in the units and
should be worked with if time is available.
Resource Pack
Flashcards, cue cards, and supplementary materials
are available in the Resource Pack. These materials
are meant to add diversity to and enrich the lessons.
Web Lessons
The Web Lessons are online activities which provide
students with further practice of the contents
studied in class.
TEACHER'S BOOK | 5
r u c t u r e
S t CNA PROGRESSION 1 is organized in thematic
units consisting of activities which have specific characteristics
and goals coherent with the broad objectives of the unit and the material.
Speaking
These activities aim at providing students with opportunities to practice the new language items in context.
The activities encompass both more controlled and freer practice. Before students start interacting, your
job is to set the scene so that they understand the language to be practiced/used and the context of
production. During interaction, you are not expected to interfere, unless students require your help or
there is a communication breakdown.
Listening
The purpose of the listening comprehension activities is to develop students’ strategies and techniques to deal
with the language in its aural form. It is very important to prepare the students for the different tasks through
pre-listening activities such as exploring visual cues, eliciting information related to the topic to be listened to,
and making predictions. These will activate their previous knowledge and will help them better perform the
task. It is also important to remind students that the objective of the activities is not to understand each and
every word, but rather to listen for the information necessary to do the task.
Reading
The approach to the teaching of reading is similar to that used for the teaching of listening. That is, the main
goal of these activities is to develop students’ strategies and techniques to deal with the written language. Pre-
reading activities such as exploring visual cues and making predictions are crucial to ease the students’ way into
the text. Bear in mind that the objective of the reading comprehension activities is not to understand each and
every word, but rather to find the information necessary to do the tasks that follow the reading passage.
Writing
The focus of the writing activities is to develop students’ abilities to produce texts which they are likely to need
in real life. A processed-oriented approach which aims at valuing not only students’ final product but also
reflecting on the process of production of the texts is used.
Vocabulary
The focus of these activities is to expand students’ lexical repertoire. Activities in this section lead students to
use the words in context so that they serve as tools for the speaking, listening, and reading activities. From the
start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal
with the new words.
Language Awareness
These activities are primarily meant to guide students to realizing how the target language works. Students are
stimulated to build hypotheses on how the language works and then experiment with them. As a result, the
activities are not only meant to develop students’ understanding of the way the language works, but also to
increase their critical and autonomous thinking skills.
Pronunciation
The main goal of these activities is to develop students’ awareness of English sounds and intonation patterns.
Therefore, students will be exposed to the phonetical and phonological aspects of the language which are seen
as more challenging. The assumption is that, by working on them, students’ speech will become more natural.
Game
Games provide students with natural opportunities for using language for real purposes as well as for
enjoyment. Your job during these activities is to guarantee that students understand the rules of the game and
the language to be practiced/used. You should also keep control of the situation, especially if it involves groups
or teamwork.
Information Gap Activities

These activities have been specially written to provide students with authentic opportunities to communicate.
As the name says, the activities require that students interact so that information can be exchanged and the
“missing gaps” can be filled. Careful instructions on how to perform these activities should be given so that
the information gap element is not ruined – often the activities require that one student should not see his or
her partner’s card – and students understand what conversation is to be carried out. Therefore, some language
elicitation and modeling may be required. It is also highly advisable that you spend a few minutes when the
activity is over talking to students about what they found difficult as well as finding out if anyone wanted to say
something but did not have the necessary language to do so. This may also be a good moment to go through
mistakes students may have made and carry out remedial work.
Feedback Time
The focus of the Feedback Time is to give students the opportunity to recapitulate the contents studied.
Students should be encouraged to go through the unit and produce samples of the material studied and carry
out a self-evaluation of their progress. This is an important moment to discuss with the whole group what can
be done to develop their command of the content studied and the tools available to do that.
What else could you say?

The What else could you say? boxes offer students different language components to express the same
communicative functions. Students thus expand and diversify their communicative repertoire. It is important
to show students that they can say the same thing in different ways. However, you should use your discretion
as to decide how far to explore and demand the use of such language. For example, if you see that your
students already know and can use the target language in the activity, you may decide to explore the ones in
the corresponding What else could you say? box. These boxes are useful too when there’s a little extra time and
you think students would benefit from further practice.
Did you know...?

The Did you know…? boxes occur in different parts of the material with the aim of broadening students’
knowledge of the language or their English-speaking world. These boxes provide them with information related
to the theme of the units. It is important that you go through the information in them with students and give
more examples if necessary.
TEACHER'S BOOK | 7
page 14
pa ge 10 pa ge 28
UNIT
STARTER UNIT
UNIT
So much
happened last
Get ready! week. What should I do?
Communicative goals Communicative goals Communicative goals
• Review of the main language • Talking about past events • Talking about problems and
items of CNA Essentials 2 • Talking about traveling difficult situations
• Talking about the weather • Talking about health problems
Vocabulary • Sharing experiences about the • Asking for advice
• Review of the main language first day at school or work • Giving advice
items of CNA Essentials 2
Language awareness Language awareness
• 吀栀e Simple Past Tense • Embedded questions
• Regular and irregular verbs in the • Modal verbs used for giving
past advice and suggestions
Pronunciation Vocabulary
• Pronunciation of regular verbs in • Parts of the body
the past • Health problems
Vocabulary
• Weather conditions
• Feelings
page 42 Process writing
• Writing about your 昀椀rst day at
school or work
UNIT
Can I help you?

pa ge 56
Communicative goals
• Shopping
• Describing what people are UNIT
wearing
• Talking about people’s looks and
styles
• Talking about people’s shopping
habits Putting it all
Language awareness together.
• Collocations (verbs +
prepositions) Communicative goals
• Review of Units 1 to 3
Pronunciation
• Rising and falling intonation in Vocabulary
questions • Review of the main language
items already studied
Vocabulary
• Electronic gadgets
• Articles of clothing
pa ge 60 pa ge 88
page 74
UNIT UNIT
UNIT
Let’s take a trip! Heroes in our lives

We’re all
Communicative goals connected. Communicative goals
• Making plans and arrangements • Talking about your hero or
for a trip Communicative goals people who made a difference in
• Expressing preferences • Giving instructions on how to your life
• Talking about things you would do something • De昀椀ning a hero
like to do or want to do • Talking about how people did • Talking about the kind of people
• Describing places things in the past you admire and don’t admire
• Saying how you feel • Making predictions • Describing people’s physical
• Talking about possibility and • Talking about how technology appearances
probability affects people’s lives • Talking about people’s
• Talking about obligation and personality traits
necessity Language awareness
Language awareness
Language awareness • Expressions of certainty,
probability, and possibility • Relative clause with WHO
• Modal verbs used for expressing • WHAT’S HE LIKE? versus WHAT
probability, possibility, necessity, Pronunciation DOES HE LOOK LIKE?
and ability • Pronunciation of the light L and Pronunciation
Pronunciation the velar (or dark) L
• Rising and falling intonation in a
• Main stress in words such as Vocabulary sentence
passport • Electronic gadgets Vocabulary
Vocabulary • Verbs related to technology
• Expressions used to give • Verbs related to superpowers
• Adjectives ending in -ed and -ing opinions, agree, and disagree • Physical characteristics and
• Verbs of preference personality traits
Process writing
• Writing about technology and/
or the future
page 102
n t e n t s
Co
UNIT
Putting it all
together.
Communicative goals
• Review of Units 5 to 7 Further Practice ............................................... page 107
Vocabulary Information Gap Activities ......................page 113
• Review of the main language Grammar Tips .................................................... page 123
items already studied
Resource Pack .................................................. page 139
Activity Book ...................................................... page 189
Audio Script ......................................................... page 223
TEACHER'S BOOK | 9
0
STARTER
UNIT
• Books closed. Before you start your SPEAKING

Communicative goals 昀椀rst class, introduce yourself and
1.
• Review language presented welcome students. You may say:
and studied in CNA Hello, everyone. Welcome to our GOALS
Essentials 2 course. My name’s __________ • Activate previous
• Get to know students and I’m your new teacher. knowledge
• Encourage interaction, • Review language that
cooperation, and • Take the opportunity to ask
students’ names. 吀栀is is a good has already been
development of oral skills studied
way to make students comfortable
to start. • Boost students’ self-
con昀椀dence to start a
new course
• Promote cooperative
learning
• Books open. Provide students

an opportunity to get to know
each other. Ask them to walk
around the room and interview
two classmates. Tell them to ask
questions to 昀椀ll in the chart in
Activity 1. Elicit the 昀椀rst question
and model the activity so students
know what to do. Set a time limit
of about seven minutes and move
around the room to check their
performances.
• When time is up, invite students to
report some of their 昀椀ndings. 吀栀is
is a good opportunity to check if
they’re using the correct forms of
verbs and to get to know them
better.
Get ready!
GAME • Books open. Photocopy the the function in number 1, he/she

functions available in the should come up with a dialogue
2.
Resource Pack, pages 141 and 142, based on that function. If the
GOALS Functions, and give one page to dialogue is correct, the student
• Consolidate learning each student in class. scores a point. If the dialogue is
• Provide further • Divide students into pairs and tell incorrect, his/her partner scores a
language practice in a them to use the tic tac toe grid in point.
fun way one of their books. Ask students • 吀栀e student that forms a vertical,
• Promote interaction to write nine di昀昀erent functions horizontal, or diagonal line 昀椀rst
in English from their list in the grid. wins. Since there’s a tic tac toe
• Explain to students how to play grid in the other student’s book,
tic tac toe and tell them they students can play the game once
should come up with a simple more.
dialogue for the chosen function. • Alternatively, this game can be
For example, if a student picks played in teams with the teacher
writing students’ dialogues in a
grid on the board.
TEACHER'S BOOK | 11
0
STARTER
UNIT
LISTENING • Books open. Tell students to look • Play the audio one more time so
at the pictures and ask them the students can do Activity 3c. Check
3.
(track 2) following question: answers with the whole class.

What do you think the boys are • Divide students into pairs and ask
talking about? them to discuss the questions
GOALS in Activity 3d. Set a time limit
• Review and • Tell students they’ll listen to a
of about three minutes and
consolidate language conversation. Before you play the
move around the room to check
that has already been audio, ask them to go through the
students’ performances.
dealt with content in Activities 3a, 3b, and
3c. Clarify any questions students • As a wrap-up activity, encourage
• Provide an students to share their classmate’s
opportunity for may have.
answers with the whole class.
students to develop • Play the audio so students can do
listening strategies Activity 3a. Play it again and ask
students to do Activity 3b. Tell Answers
students to compare their answers
with a classmate’s. 吀栀en check Refer to the reduced page of
them with the whole class. the Class Book for answers.
Get ready!
GAME SPEAKING • Books open. Before students start

the activity, have them explore
4.
5.
the pictures and understand what
GOALS GOALS each one is about. Go over the
• Promote cooperative • Allow students situations and elicit the necessary
learning to interact and language to carry out the activity.
• Provide further experiment with the Situation 1 is about ordering a
practice of language language meal at a restaurant, Situation 2
in a fun way • Activate and recycle is about asking for and giving
• Promote interaction language which has directions to a speci昀椀c place, and
in English been worked on Situation 3 is about what there is
previously and there isn’t in a neighborhood.
• Books closed. Photocopy the cards • Provide room for • Divide students into pairs and
available in the Resource Pack, communication in have them role play the situations.
pages 143 and 144, Mime game, real life situations Walk around the room and check
cut them out, and put them in a their performances.
bag. • When students are done, invite
• Divide students into two teams volunteers to act out the
and invite them to play a mime situations for the whole class.
game. In turns, a student from
each team should draw a card
from the bag and mime the action
in the picture for his/her own
team members. Set a time limit of
one minute for each turn. Teams
score a point for each action
guessed correctly. 吀栀e team with
the most points at the end of the 6 2 1
game wins.
5 4 3
TEACHER'S BOOK | 13
1 UNIT
Communicative goals
SPEAKING Don’t spend too much time on
this activity since students will be
1.
• Talking about past events asked to list things they usually do
GOALS on the weekends later on. 吀栀is 昀椀rst
• Talking about traveling
• Talking about the weather • Contextualize the part of the activity is only meant
• Sharing experiences about theme of the unit to contextualize the beginning of
the 昀椀rst day at school or • Elicit language related the lesson.
work to the theme of the
unit that students • Books open. Ask students to write
may already know down 昀椀ve activities they do on the
• O昀昀er students an weekends. Give them an example
opportunity to and set a time limit of about
practice and develop two minutes for this part of the
their speaking skills activity.
• When time is up, ask students
to stand up and move around
• Books closed. Elicit the activities the room to 昀椀nd out if their
students do on the weekends. You classmates do the same things.
may ask: Tell them to keep a record of their
classmates’ answers. If necessary,
What do you do on the weekends?
elicit the questions to be asked.
Do you work out? Set a time limit of about three
Do you go to the movies? minutes for this part of the
activity. While students talk, move
around the room and check their
performances.
• When time is up, invite students to
report their 昀椀ndings to the whole
class.
So much happened last week.
LISTENING • Books open. Ask students to look • As a follow-up activity, ask

at the pictures in their books. Elicit students if they did some of the
2.
(track 3) the actions in them. things Kayla did.
• Tell students to listen to the
GOALS conversation and check what
Kayla did last weekend. Play Answers
• Review language Refer to the reduced page of
previously studied the audio once. Play it again if
necessary. the Class Book for answers.
• Expose students to
the new language to • Divide students into pairs and ask
be studied them to check their answers. Draw
• Develop listening their attention to the example in
strategies their books and set a time limit of
• O昀昀er students an about two minutes for the task.
opportunity to While students do the checking,
practice and develop move around the room and help
their speaking skills them if necessary. 吀栀en check
TEACHER'S BOOK | 15
1 UNIT
3.
LANGUAGE • Books open. Tell students

Kayla texted her mother after
• Tell students that those are
irregular verbs in English. Tell them
AWARENESS
a date. Ask them to read their there is a full list of irregular verbs
conversation and do Activities 1 at the Grammar Tips section.
GOALS to 6. Move around the room and It’s important to point out to
• Raise students’ help them if necessary. 吀栀en check students that the verb to be works
awareness on how answers with the whole class. di昀昀erently in the past. Write the
the simple past tense following exchange on the board:
works in English
• Introduce some
A: How was your weekend?
irregular verbs
B: It was great.
• Allow students
A: Were you home?
an opportunity to
B: No, I wasn’t. I went to
practice new language
the beach.
• Elicit how the negative and

interrogative sentences are formed.
Show how the verb is conjugated
in the past. You may write the
following information on the
board:
I/He/She/It was
You/We/You/吀栀ey were
went
met
heard
had
8
7
10
2
9
1
5
4
6
3
• Ask students to choose 昀椀ve • When time is up, tell students to

classmates and write a guess interview those 昀椀ve classmates Answers
about what each person did last to 昀椀nd out if the sentences are Refer to the reduced page of
week. Tell them to 昀椀ll in the chart true or false. Elicit how to ask and the Class Book for answers.
in Activity 7. Allow them about answer the questions. Allow them
two minutes for this part of the about 昀椀ve minutes to check their
activity. While they write their guesses. While students do the See page 115 of
sentences, move around the room activity, move around the room Information the Teacher’s
Gap Activity
and check their performances. and help them if necessary. Pack for
• When time is up, ask students to
report their 昀椀ndings.
1 instructions.
TEACHER'S BOOK | 17
1 UNIT
4.
SPEAKING • Books open. Divide students into

pairs and draw their attention to
SPEAKING
5.
the example in their books. Tell
GOALS GOALS
them they should talk to their
• Practice talking about classmates about what they did • Further practice
what someone did last weekend. talking about the past
over the weekend • Lead students in the
• O昀昀er students an • If necessary, elicit possible topic to be developed
opportunity to questions students may ask. in the following
practice and develop Allow them about 昀椀ve minutes to activities
their speaking skills perform the activity. While they • O昀昀er students an
interact, move around the room opportunity to
and check their performances. practice and develop
• When time is up, ask students to their speaking skills
class.
• Books open. Tell students to
interview each other to 昀椀nd out
who did the activities in their
books. Students are supposed to
ask only yes or no questions.
• When students 昀椀nd someone
who answers a昀케rmatively to
one of their questions, they
should write this person’s name
down and move on to the next
piece of information. Set a time
limit of about 昀椀ve minutes and
report their 昀椀ndings. Strategically
use the last question to lead
students into the next activity.
READING
6.
GOALS
• Talk about activities
someone does when
traveling
• Build up students’
vocabulary
• O昀昀er students an
opportunity to
practice and develop
their reading and
speaking skills
• Books closed. Use the last sentence

from the previous activity to lead
students into this one. Ask which
students took trips last vacation
and where they went to. Ask them
what they did when they traveled.
吀栀is would be a good opportunity
to elicit vocabulary students may
already know or teach words that • Tell students they’ll read about • Ask students to read the texts and
are relevant and meaningful to some people’s trips. Before you do Activity 6c. Set a time limit of
students and are not part of the ask them to read the messages, about 昀椀ve minutes.
lesson. develop students’ abilities to • When time is up, check answers
• Books open. Pair students up and predict by exploring the texts. You with the whole class. 吀栀en pair
ask them to discuss the questions may ask questions such as: students up and ask them to
in Activity 6a. Allow them about What kinds of texts are these? discuss the question in Activity 6d.
three minutes to do so. While they Which one is more private and Set a time limit of about two
talk, move around the room and personal? minutes. While they talk, move
help them if necessary. When time What places did these people travel around the room and check their
is up, elicit students’ conclusions. to? performances.
Answers
Refer to the reduced page of
the Class Book for answers.
TEACHER'S BOOK | 19
1 UNIT
7.
LANGUAGE • 吀栀en ask students to do Activities

7b to 7d in pairs. Check answers
Student B: German. What about
you?
AWARENESS
with the whole class and point Student A: I didn’t.
out to students that the rules
Set a time limit of about 昀椀ve
studied in the previous language
minutes for the interaction.
GOALS awareness activities are also valid
While students talk, move
• Raise students’ for regular verbs.
awareness on how • Ask students to complete performances.
the Simple Past form the sentences in Activity 7e
of regular verbs is individually. Check answers
formed in English with the whole class. 吀栀en pair Answers
• Allow students students up again and ask them Refer to the reduced page of
an opportunity to to talk to each other to 昀椀nd out if the Class Book for answers.
practice new language the sentences are true about them.
Model the activity with a student.
吀栀ey may say:
• Books open. Ask students to refer to PRONUNCIATION
8.
the texts in Activity 6 and 昀椀nd the Student A: Did you try to learn
past form of the verbs sunbathe, try, another language in the (track 4)
love, visit, and enjoy and write them past?
down in Activity 7a. Check answers Student B: Yes, I did. GOALS
with the whole class. Student A: What language? • Raise students’
awareness to
the di昀昀erent
pronunciations for -ed
in regular verbs in the
go past
try • Allow students
go an opportunity
visit to practice the
enjoy pronunciation of
go these words
go
• Books open. Tell students that

the 昀椀nal -ed has three di昀昀erent
pronunciations: /d/, /t/, and
/Id/. Use the verbs in Activity 7 as
sunbathed
examples. You may oversimplify
tried the 昀椀nal -ed pronunciation rules
loved by telling students that usually
visited verbs that end in -p, -k, -f, -s, -sh,
enjoyed
and -ch cause the 昀椀nal -ed to be
pronounced as /t/. Verbs that end
in -d or -t cause the 昀椀nal -ed to be
pronounced as /Id/, and all the
other verbs that have the 昀椀nal -ed
are pronounced as /d/. It’s more
relevant that students understand
that only verbs that end in /t/ and
/d/ sounds are added an extra
syllable. In due time, they’ll 昀椀gure
tried
watched out which verbs have the 昀椀nal -ed
listened pronounced as /d/ or /t/. Give
exercised students the following examples:
studied
call (one syllable)
called (one syllable)
enjoy (two syllables)
enjoyed (two syllables)
visit (two syllables)
20 | CNA PROGRESSION 1 visited (three syllables)
• Tell students they’ll listen to a GAME shown, the group scores a point.
few verbs and should write them If group members can produce
9.
down. Play the audio once and an appropriate sentence with that
GOALS
pause it so students can write verb in the past, they score two
them under the correct categories. • Add an element of points. Follow this procedure for a
Ask students to compare their fun to the lesson number of rounds and keep a tally
answers with a classmate’s. 吀栀en • Provide extra practice on the board.
check them with the whole class. of the pronunciation
of regular verbs in the • When the game is over, the group
• After checking answers, play the past with the most points wins.
audio again and ask students to • Alternatively, you can play this
repeat the verbs. 吀栀en pair game with the whole class. Place
students up. Ask them to use the • Books closed. Divide students into each of the 昀椀nal -ed cards at
verbs and talk about things they groups of three. Give each group di昀昀erent places in the classroom.
did last week. Model it with a a set of cards available in the Tell students you’ll say some verbs
student if necessary. Resource Pack, page 145, Final -ed. and they should run and stand by
• Tell students that you’ll say a verb the card that shows the correct
Answers in the present and they have to 昀椀nal -ed pronunciation for that
Refer to the reduced page of show you the card that has the verb in the past. To make the
the Class Book for answers. correct 昀椀nal -ed pronunciation activity fun, keep it brisk.
for that verb. If the correct card is
TEACHING TIP
• Regular verbs endings have
three di昀昀erent pronunciations
depending on the 昀椀nal
consonant sound.
• It’s important to know that
consonants are voiced, that is,
when we say them, our vocal
chords vibrate. Place your
昀椀ngertips on the front of your played called cooked watched waited decided
neck and say the words zero listened cleaned worked kissed visited started
and vote. 吀栀e phonemes /z/
and /v/ are voiced so you’ll
feel your vocal chords vibrate.
• Some consonants are
voiceless, that is, when we say
them, our vocal chords don’t
vibrate. Place your 昀椀ngertips
on the front of your neck
again and say the words false
and smile. 吀栀e phonemes
/f/ and /s/ are voiceless.
吀栀erefore, when you
pronounce these words, your
vocal chords don’t vibrate.
• Final /d/ sound Palm Beach Berlin Aspen, Rio de
Colorado Janeiro
Verbs ending in the voiced
sounds /b/, /g/, /ð/, /v/, z/, /Ʒ/, two weeks ten days a week twelve days
/dƷ/, /m/, /n/, /ŋ/, /r/, and /l/
cause the -ed ending to be sunbathing sightseeing sightseeing,
sunbathing,
pronounced as a voiced /d/. and sur昀椀ng and visiting skiing and going
friends shopping
• Final /t/ sound
Verbs ending in voiceless hot and cold and cold and
sunny snowy snowy hot
sounds /p/, /k/, /f/, /s/, /ɵ/,
/ʃ/, and /tʃ/ cause the -ed
ending to be pronounced as a
voiceless /t/.
• Final /Id/ sound
Verbs ending in /t/ or /d/
cause the -ed ending to be
pronounced /Id/.
TEACHER'S BOOK | 21
1 UNIT
.
GAME questions for the answers on the LISTENING
.
grid. 吀栀e object of the game is
10
11
to get a vertical, horizontal, or (track 5)
GOALS
diagonal line of correct answers.
• Add an element of
fun to the lesson • 吀栀e team that forms a line of GOALS
• Provide extra practice correct answers 昀椀rst wins. • Review vocabulary
of questions and Suggestions previously studied
answers in the past • Expose students to
1. Yes, I did. the new language to
2. I saw a movie last night. be studied
• Books closed. Draw a tic tac toe • Allow students
grid on the board and number 3. It was great.
an opportunity to
each square 1 to 9. Write the 4. I didn’t like it. practice and develop
sentences in the next column one 5. No, I didn’t. their speaking skills
in each square. 6. Yes, it was. • Develop listening
• Divide students into two teams. 7. No, I wasn’t. comprehension
Team members should take turns strategies
choosing numbers and producing 8. I went to Cabo Frio.
9. Yes, I was.
• Books closed. Tell students you’re
going on vacation and would like
some suggestions of destinations.
Divide the board into two parts
and write the words hot and cold
on it.
• Ask students to give you some
suggestions of destinations for
each di昀昀erent weather condition
and write them under each word
on the board. As students give you
suggestions, ask them what you
can do in each place.
• Books open. Tell students that
Heather, Rose, Simon, and Josh
traveled to di昀昀erent places. Ask
them to listen to the audio and
cloudy hot and sunny foggy
昀椀ll in the chart with the missing
information.
• Play the audio once. Play it again if
necessary. Pair students up and ask
them to check answers by asking
windy rainy snowy and cold questions. Elicit the questions to
be asked. While students do the
activity, move around the room
and help them if necessary. 吀栀en
check answers with the whole
class.
Answers
VOCABULARY • Books open. Pair students up and See page 116 of

. ask them to take turns asking the Teacher’s
12
Information
Gap Activity
and answering about the weather Pack for
GOAL
• Introduce and
practice vocabulary
conditions in the di昀昀erent cities.
Before they start the activity, you
2 instructions.
should also take the opportunity

related to weather to teach them the seasons of the
conditions year. Use the 昀氀ashcards available
in the Resource Pack, pages 149
and 150, Seasons of the year, to
• Books closed. Ask students if they
introduce the new vocabulary. TEACHING TIP
prefer to travel to cold or hot
weather destinations. Show them • Set a time limit of about 昀椀ve • Bring photos of trips you
the 昀氀ashcards available in the minutes for the interaction. While have taken and ask students
Resource Pack, pages 146 to 148, students talk, move around the to bring theirs as well. 吀栀ey’ll
Weather conditions, and introduce room and check their add an element of realism to
the new vocabulary. Ask question performances. the lesson.
such as:
What city do you think it is?
What’s the weather like in this place?
• Use the last question to teach
students the new words. Carry
out chorus repetition of the new
vocabulary.
• Books open. Ask students to
match the words in the box and
the pictures. Set a time limit of
about two minutes and move
around the room to give help if
needed.
• Pair students up and ask them to
check their answers. Draw their
attention to the example in their
books and model the interaction
if necessary. While students check
their answers, move around and
check their performances. 吀栀en
class.
Answers
SPEAKING
.
13
GOALS
• Further practice
talking about weather
conditions
• Lead students in the
topic to be developed
in the following
activities
• Allow students
an opportunity to
their speaking skills
TEACHER'S BOOK | 23
1 UNIT
.
SPEAKING hated. Show students the photos GAME
.
and induce them to ask you
14
15
questions about the trip. 吀栀is
GOALS GOALS
should serve as a preparation for
• O昀昀er students a this activity. • Add an element of
moment to personalize fun to the lesson
and practice language • Books open. Pair students up and • Provide extra practice
previously studied ask them to talk about the best of questions and
• Further practice talking and the worst trips they have ever answers in the past
about traveling taken. Tell students they should
• Allow students an try to 昀椀nd out as much as they
opportunity to practice can about their partner’s trips. Set • Books closed. Write some dates
and develop their a time limit of about 昀椀ve minutes and names on the board. For
speaking skills for the interaction. While students example:
talk, move around the room and
help them if necessary.
Rosana 1973
• Books closed. If possible, bring • When time is up, ask students to Terezinha 1992
photos of either a trip you really report their 昀椀ndings to the whole
enjoyed or one you absolutely class.
• Tell students that these names and
dates were part of your past. Tell
students that they should ask you
yes or no questions to 昀椀nd out
who or what they refer to. Model
a few questions if necessary. For
example:
Student A: Was Rosana a
classmate?
Teacher: No, she wasn’t.
Student B: Was she your first
teacher?
Teacher: Yes, she was.
• Have students ask you questions
up to the moment they 昀椀nd out
what the information refers to.
吀栀en pair students up and ask
each student in the pair to write
down some important names
and dates and take turns asking
and answering questions. While
students talk, move around the
room and help them if necessary.
class.
READING • Books open. Ask students to

. match the speech bubbles and the
16
Answers
Refer to the reduced page of pictures. Set a time limit of about
GOALS
the Class Book for answers. one minute for that. Pair students
• Read about up and ask them to compare their
someone’s 昀椀rst day at answers. Model the interaction if
school necessary. 吀栀ey may say:
• Talk about ways to VOCABULARY A: How did the boy in the first
make a child’s 昀椀rst day
.
17
picture feel on his first day at
at school easier school?
• Build up students’ GOAL
• Introduce and B: He felt ___________.
vocabulary
• Lead students in the practice language • While students check answers,
topic of the following related to feelings move around and help them if
activities necessary. 吀栀en check answers
• O昀昀er students an • Books closed. Show students with the whole class.
opportunity to the 昀氀ashcards available in the
practice and develop Resource Pack, pages 151 to 153,
their reading and Feelings, and introduce the new
Answers
speaking skills vocabulary. Ask how the people Refer to the reduced page of
in the pictures are feeling. Carry the Class Book for answers.
out chorus repetition of the new
• Books open. Ask students words.
questions such as:
How old were you when you started
school?
Did you cry on your first day of
school?
Use the questions not only to F
Clara started school when she was 6 years old.
contextualize the reading activity
T
but also to pre-teach any key
words students may not know. T
• Ask students to browse through
F
the text and explore its genre by She thought it was dif昀椀cult to learn the alphabet.
asking questions such as: F
Everybody was happy to go home.
Look at the layout of this text. Where
could you find it?
Who would read this text?
What is the text about?
• Tell students they should read
the text and say if the statements
in Activity 16a are true or false. 6
If the statements are false, they
should correct them. You may 5
ask students to do this activity in
pairs. Set a time limit of about 昀椀ve
2
minutes for that.
• When time is up, check answers
with the whole class. 吀栀en ask 3
pairs of students to think of
two or three pieces of advice to
4
make a child’s 昀椀rst day at school
easier. Set a time limit of about
three minutes for the activity. 1
While students talk, move
performances.
• When time is up, invite students
to share their conclusions with the
whole class.
TEACHER'S BOOK | 25
1 UNIT
.
LISTENING • Tell students to read the SPEAKING
.
statements 昀椀rst and then play the
18
19
(track 6) audio. Pair students up and ask
them to compare their answers. GOALS
Model the following exchange • Practice talking about
GOALS with a student: the 昀椀rst day of school
• Develop listening A: Who was scared? or work
comprehension B: I think Laura was. • O昀昀er students
strategies a moment to
• O昀昀er students an A: I think so, too./I don’t think so. I
think John was. personalize and
opportunity to practice language
practice and develop • While students do the checking, previously studied
their speaking skills move around the room and help
• Review vocabulary them if necessary. 吀栀en check
previously studied answers with the whole class. • Books open. Pair students up
and ask them whether they
Answers have any memories of their 昀椀rst
• Books open. Tell students they’ll day of school and/or work. Ask
listen to two people talking Refer to the reduced page of
them to read the questions in
and should check the correct the Class Book for answers.
their books and think of at least
sentences. one more question they could
ask each other. Allow them one
minute for that. Elicit questions
and write them on the board as
they can also be used during the
interaction.
• Ask students to take turns asking
and answering the questions. Set
a time limit of about 昀椀ve minutes
for this interaction. While students
talk, move around the room and
check their performances.
class.
PROCESS WRITING
.
20
GOALS
• Raise students’
awareness of the
constituents of a
simple narrative
• Prepare students for
the production of
such text
• Develop students’
writing skills
• Books open. Ask students to turn

to Activity 16 and ask them the
following questions:
Is the language in the text formal,
semi-informal, or informal?
What verb tense predominates in
the text?
How is the text organized? rate their skills. 吀栀ey may refer to • When students are done, have
What effect does the writer want to the speci昀椀c language content in them share with their classmates
create on the reader? the unit. Lower their anxiety by their most meaningful 昀椀ndings
making sure they are not being about their own learning process.
• It’s important that students
evaluated during this task. 吀栀is is a Discuss questions related to study
understand that this text is
powerful resource as long as they habits and the importance of
written in formal/semi-formal
understand its purpose. keeping up with the language
language. Tell them that their
• After the 昀椀rst couple of units, you through the Web Lessons,
text should be organized
may want to have students work Grammar Tips section, and so on.
following a clear sequence of
events. 吀栀ey should use the in pairs on this task. Monitor the
questions and the information activity at all times and o昀昀er help
they provided in Activity 19 as if necessary.
ideas for the production of the
text. If necessary, together with
students, draw a framework for
the production of the text. For
example:
• Your age when you 昀椀rst went to
school.
• How you felt before/when you
got to school.
• What the school/teacher was
like.
• What your classmates were like.
• What you did during the class/
day.
• How you felt during/after the
class.
• Tell students to use the
information practiced or
brainstormed during the class to
write a narrative in their Activity
Book.
FEEDBACK TIME
.
21
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and
self-evaluating
• Books open. Go through the

communicative functions listed
and encourage students to come
up with the corresponding
language points. Ask them to
TEACHER'S BOOK | 27
2 UNIT
Communicative goals
SPEAKING • Books closed. Contextualize the
topic of the lesson by asking
1.
• Talking about problems and questions such as:
GOALS
di昀케cult situations What kinds of problems do people
• Talking about health • Contextualize,
introduce, and have nowadays?
problems
• Asking for advice practice the topic of What do you usually do when you
• Giving advice the lesson feel down?
• Elicit students’ • Books open. Ask students to look
previous knowledge at the pictures and match them
on the topic and to the phrases in the box. Move
language of the lesson around the room and help them
• O昀昀er students an with the new vocabulary items
opportunity to such as advice, advice column, and
practice and develop therapist.
• When students are done, check
吀栀en write the following situations
on the board:
You need money.

Your boyfriend/girlfriend broke
up with you.
You can’t 昀椀nd a job.
• Tell students to discuss with

a classmate what they usually
do when they experience the
problems on the board. Set a
time limit of about three minutes.
Move around the room and give
help if needed.
share their conclusions with the
whole class. As a wrap-up activity,
tell them to do Activities 1c and
1d, elicit answers, and talk to the
whole class about what problems
2 they usually provide advice for.
1
Answers
4 Refer to the reduced page of
3 the Class Book for answers.
What should I do?
TEACHER'S BOOK | 29
2 UNIT
2.
LISTENING • Tell students they’ll listen to the

audio and should number the
• Play the audio. Ask students to
compare answers before you
(track 7) conversations based on the kind check them with the whole class.
of problem each person talks • Play the audio once more. 吀栀is
about. Before students listen to time students should listen to the
GOALS
the audio, go over the problems conversations and 昀椀ll in the blanks
• Practice new language listed so that they know what
items with the missing information.
to listen for. You may want to Ask students to compare their
• Develop listening pre-teach the expression have
comprehension answers. 吀栀en check them with
butterflies in your stomach. Tell the whole class.
strategies them this is a common expression
• Pair students up and have them
in English and people use it to
practice the conversations.
• Books open. Tell students to look express that they’re nervous about
Remember that this is a moment
at the pictures and guess what the something.
of initial familiarization with some
conversations are about. new communicative functions
and students will have further
practice with them throughout
the unit. While students talk,
move around the room and help
them if necessary.
• When students are done, wrap
up the activity by asking their
opinions about each piece
of advice that’s given in the
conversations and elicit what kinds
of problem they usually share with
others.
Answers
2
4
1
3
What should I do?
terrible headache
hate her boyfriend
my boss doesn’t think
day at work
nervous
TEACHER'S BOOK | 31
2 UNIT
3.
VOCABULARY • Pair students up and match the

parts of the body with the words
• Pair students up and ask them
to complete the sentences using
in the box. Allow them about two the words in the box. Allow them
GOAL
minutes to do so. Move around about two minutes to do so.
• Introduce and the room and give help if needed. Move around the room and give
practice language When time is up, check students’ help if needed.
related to parts of answers with the whole class.
the body and health • When time is up, check students’
problems • Now that students are familiar answers with the whole class.
with the parts of the body in
English, have them look at the
• Books open. Ask students if they words in Activity 3b and infer Answers
know the parts of the body. Use what the su昀케x -ache means. You Refer to the reduced page of
the picture in their books to elicit may also want to use the pictures the Class Book for answers.
the vocabulary items they already in their books to help them
know. Call students’ attention to understand. Tell students that the
the plural forms of words such as su昀케x -ache isn’t applicable to all
foot and tooth, which are irregular. the words though and that we
Carry out some chorus repetition should also use the verbs hurt and
of all the words. ache and the noun pain to say we
have health problems. Carry out
some chorus repetition of all the
words.
17
13
12
16
6
4
3
5
11
15
2
8
10
14
1
9
7
What should I do?
stomachache
foot
backache headache
toothache earache
runny nose shoulders
knee
sore throat
TEACHER'S BOOK | 33
2 UNIT
4.
SPEAKING them they’ll ask for and give each

other advice. Photocopy the cards
A: I have a backache. What
should I do?
available in the Resource Pack,
GOALS B: I think you should see a
page 154, Parts of the body, and
• Allow students doctor.
give one card to each Student A in
an opportunity to class. 吀栀is student should come up
practice and develop with a health problem related to • Ask students to stand up and
their speaking skills the word on the card. walk around the room asking for
• O昀昀er students and giving advice. Students A
practice of language • Students A and Students B should talk to as many Students B
used to talk about a should read the corresponding as possible. Encourage Students B
health problem, to ask instructions in their books. 吀栀ere’s to use a variety of di昀昀erent
for and give advice a list of recommendations in their recommendations and avoid
• O昀昀er students further books for the students performing repeating them. As students carry
practice of the Situation B. Go over them to out the activity, monitor them
vocabulary related to make sure they understand the and o昀昀er help if necessary. Allow
parts of the body vocabulary given. about two minutes and have
• Model the conversation with a them exchange roles.
student. If a Student A’s card has
• Books open. Divide students into the word back, write the following
Students A and Students B. Tell dialogue on the board: READING
5.
GOALS
• Further practice of
language used to ask
for and give advice
opportunity to
their reading and
speaking skills
• Books open. Explore the pictures

in Activity 5a so students can
understand the situations and
learn some new expressions such
as exchange program and throw me
under the bus.
5
7
1
10
2
6
9
3
4
8
What should I do?
• Ask students to read the pieces • When time is up, tell students • When students are done, check
of advice in the box and match to compare their answers. 吀栀ey answers with the whole class.
them to the correct pictures. Set a should take turns role-playing
time limit of about three minutes the dialogues. Encourage them
for this part of the activity. Move to act out the conversations Answers
around the room and give help if as naturally as possible. Move Refer to the reduced page of
needed. around the room and check their the Class Book for answers.
performances.
TEACHER'S BOOK | 35
2 UNIT
6.
GAME problem that you’re talking about.

You should refer to the list of clues
READING
7.
GOALS page 155, Clues. GOALS
• Allow students a • Teams should take turns picking a • O昀昀er further practice
chance to practice the di昀昀erent number each turn. Each of the language used
new vocabulary number corresponds to a clue. to ask for and give
• Add an element of Team members have 昀椀ve seconds advice
fun to the lesson to answer. If they can’t answer in • O昀昀er students an
昀椀ve seconds or if they come up opportunity to
with the wrong answer, the other practice and develop
• Books closed. Divide students into their reading and
two teams. Tell team members team can try. Teams score one
point for each correct answer. speaking skills
that you’ll give them clues and
they should come up with either • 吀栀e team with the most points at
the part of the body or the health the end of the game wins. • Books closed. Ask students if
they’re good at giving advice. You
may ask questions such as:
Do you usually listen to your friends?
Are you patient?
Do you think your advice really helps
your friends?
• Books open. Ask students to take
the quiz individually. Set a time
limit of about 昀椀ve minutes. While
students do so, move around the
to check their results. 吀栀en pair
them up and tell them to discuss
the results. Set a time limit of
about three minutes for the
discussion. As students talk, move
performances.
What should I do?
LANGUAGE • To concept-check, have students much input as possible, not only

change pairs and ask them to do yes or no. Write an example on the
8.
AWARENESS
Activity 8b. Set a time limit of board:
about 昀椀ve minutes. As they do so,
GOALS move around the room and o昀昀er
A: Do you think I can go to
• Raise students’ help if necessary.
the movies with you?
awareness of • When time is up, check answers B: Sure. 吀栀en you can meet
embedded questions with the whole class. 吀栀en tell my best friend Antonio.
• O昀昀er students an students to work with the same
opportunity to partner and practice the questions
practice new language • Move around the room to check
in Activity 8b. 吀栀ey should take students’ performances.
and review language turns asking and answering them.
previously dealt with Encourage them to answer each of
the questions freely, providing as Answers
• Books closed. Ask students who Refer to the reduced page of
they ask for advice or suggestions the Class Book for answers.
from when they have a problem
or aren’t sure what to do. Elicit
what exactly they say in English.
Ask them what other ways there
are to say the same thing. Write
their answers on the board.
• Books open. Ask students to do
Activity 8a in pairs. Set a time
limit of about two minutes. While
they carry out the task, move
around the room and o昀昀er help
if necessary. When they are done,
class. Draw their attention to the
inversion of the subject and verb
in embedded questions. It’s a good
idea to carry out some chorus
repetition of the embedded
questions provided in Column B.
TEACHER'S BOOK | 37
2 UNIT
GAME It’s important to remind them

that context should be respected
9.
TEACHING TIP and sentences can’t be added out
• 吀栀e questions in Column B GOALS of the blue.
are called embedded • Allow students • Students should stand up and
questions because there is an opportunity to talk to each other by their desks.
a question inside another practice new language When a student is able to use
question. For example, when • Add an element of all his/her sentences in the
we say What do you think I fun to the lesson conversation, he/she should sit
should do? we mean What do down. 吀栀at means he/she has won
you think? and What should the game. While students work,
I do? 吀栀at means that I’m • Books closed. Divide students
into pairs and give each student move around the room and check
asking your opinion and I’m their performances.
also asking for advice. three di昀昀erent cards available in
the Resource Pack, page 156, • Alternatively, if you think three
Embedded questions. sentences will take too much time,
• Tell students they should start a give each student only one card
conversation with their partners and follow the same procedures.
and try to insert all the sentences
they are holding in the dialogue. WRITING
.
10
GOALS
• O昀昀er room for writing
practice
• Provide students with
an opportunity to
interact with their
classmates
Do you think our English teacher is married?
Do you think the teacher has children? • Books closed. Write all students’
names on pieces of paper, fold
Do you think the teacher likes soccer? them up, and put them into a bag.
Tell students to pick a name and
Do you think there is a bank near here? make sure they don’t pick their
Do you think I can go to the movies with you?
own.
• Tell students to talk to the student
Do you think the teacher can swim? whose name is written on their
piece of paper and get his/her cell
Do you think there is anything I could do to improve my English?
phone number. Students should
Do you think there are any subway stations near the school? add that person to their list of
contacts on their cell phones.
Do you think we are having a Halloween party at school? • When students are done, tell them
Do you think your neighbors are at home now?
to work individually and think of
a problem they need advice for.
Problems can be real or 昀椀ctitious.
Tell students to write the problem
on a piece of paper in a simple
way. Give them an example. Write
on the board:
I want to go to college but

I don’t know what major in.
What do you think I should do?
What should I do?
• Move around the room to check • Pair students up and tell them • Students should work in pairs
students’ performances and to to discuss the question in and discuss the questions in
give help if needed. Take the Activity 11b. Set a time limit Activity 11e. Set a time limit of
opportunity to correct mistakes. of about one minute. Move about three minutes and move
• When students are done, tell them around the room and check their around the room to check their
to text their classmates asking for performances. performances.
advice on the problem they have • When time is up, elicit students’ • When time is up, elicit students’
come up with. Also, tell students conclusions. 吀栀en tell them they’ll conclusions and add other
to reply to the message they listen to a conversation and should questions you might 昀椀nd relevant
receive on their cell phones. answer the questions in their to ask.
• When everybody gets a reply to books. Play the audio and let them
their messages, have them share take notes of the answers. 吀栀en
the problem and the advice given check them with the whole class. Answers
for it. Take the opportunity to ask • Play the audio once more and tell Refer to the reduced page of
students if they are happy about students to complete the card the Class Book for answers.
the advice they got and why. in their books. Let students read
the information on the card 昀椀rst
See page 117 of and then play the audio. Play it
Information
Gap Activity
the Teacher’s again if necessary. Tell students to
Pack for compare their answers and then
3 instructions. check them with the whole class.
LISTENING
.
11
(track 8)
Lucy
GOALS Eve
• Consolidate and has a stomachache
expand listening
strategies see a doctor
• Provide further address phone number
practice of language
used to talk about
asking for and giving
advice
Lucy (the patient) and Doctor Steve Smith.
At the doctor’s of昀椀ce.

• Books open. Tell students to
read the text message in their
books and 昀椀ll in the blanks in
Activity 11a with the correct
information. Set a time limit of
about one minute. Move around Lucy Bright November 7, 1995
the room and give help if needed. nine
• When time is up, tell students
to compare their answers. 吀栀en She’s tired, sick, and has a heartburn.
check them with the whole class. Two liters of water a day.
pregnancy
TEACHER'S BOOK | 39
2 UNIT
.
LANGUAGE the room to give help as needed GAME
.
and then check answers with the
12
13
AWARENESS
whole class.
GOALS
• Pair students up and tell them to • Review and
GOALS do Activity 12b. While students consolidate language
• Raise students’ work, move around the room and related to asking for
awareness and give help if needed. and giving advice in
sum up the various • When students are done, check embedded questions
exponents used answers with the whole class. • Add an element of
to give advice and 吀栀en ask them to work with a fun to the lesson
suggestions in English di昀昀erent classmate this time and
• Develop cooperative do Activity 12c. Set a time limit
learning strategies of about one minute so students • Books closed. Make a copy of the
can think of a problem and two cards available in the Resource
minutes for them to talk to each Pack, page 157, Situations, and put
• Books closed. Ask students for
other. Move around the room and them in a bag.
examples of how to give advice
in English. One or two examples check their performances. • Have students stand in a circle
should be enough at this point. and give a ball to one of them. Tell
students that they should throw
• Books open. Ask students to think
Answers the ball to each other while you
of what they have practiced in
Refer to the reduced page of play some music. When you pause
this unit so far and tell them to
the Class Book for answers. the music, students should stop
do Activity 12a. Move around
throwing the ball. 吀栀e student
holding the ball should pick a
card from the bag. 吀栀is student
should turn the sentence on it
into an embedded question and
ask it to any student in the circle.
吀栀at student should reply to it
appropriately.
should • Model the game with students
could and write an example on the
may/might board:
should
may/might
can
A: Do you think I should
take a trip to Iraq?
B: No. It’s too dangerous.
• Continue until all the cards have

been used.
SPEAKING
.
14
GOALS
an opportunity to
practice talking about
problems and asking
for and giving advice
• O昀昀er students
an opportunity
to develop their
speaking skills
• Books closed. Make a copy of the

cards available in the Resource
What should I do?
Pack, page 158, What should I do?, FEEDBACK TIME points. Ask students to match
.
and give each student one card. the language samples and the
16
• Tell students you’ll turn the lights corresponding communicative
GOAL functions. Check answers with the
on and o昀昀. When the lights are
on, they should talk to a classmate • Provide students whole class and, if necessary, elicit
about the problem they have and with an opportunity more examples.
ask for advice. When the lights are to come up with • Ask students to rate their skills.
o昀昀, it’s time for students to change an overview of the 吀栀ey may refer to the speci昀椀c
partners. language worked language content in the unit.
on throughout Lower their anxiety by making
• Tell students that they should talk the unit for the sure they are not being evaluated
about the situation brie昀氀y, maybe purposes of reviewing, during this task. 吀栀is is a
asking some additional questions summarizing, and powerful resource as long as they
before giving advice. Move around self-evaluating understand its purpose.
the room while students work.
Give help if needed and check • When students are done, have
their performances. • Books open. Go through the them share with their classmates
communicative functions listed the most meaningful 昀椀ndings
• To wrap up the activity, ask about their own learning process.
and encourage students to come
students which piece of advice Discuss questions related to study
up with the corresponding
they consider the best and why. habits and the importance of
language points. Alternatively,
Encourage them to share with you can produce one set of keeping up with the language
the whole class their feelings cards for every pair of students through the Web Lessons, the
concerning the advice they got. with examples of the language Grammar Tips section, and so on.
SPEAKING
.
15
GOALS
• Allow students
an opportunity
to interact and
experiment with the
language
• Activate and recycle
language which has
been worked on
previously
• Provide room for
communication in
real life situations
• Books open. Help students explore

the pictures in their books and
understand what they represent.
Elicit the language to be used in
each situation.
role play the conversations. Allow
them about two minutes for each
situation and have them switch
roles. While students do the
and o昀昀er help if necessary.
• When students are done, you
may invite some of the pairs to
come up front and present their
conversations for the whole class.
• To wrap up, go through students’
mistakes with the whole class.
TEACHER'S BOOK | 41
3 UNIT
SPEAKING the words to trigger questions. For

example: if students mention the
1.
Communicative goals
• Shopping GOALS word shopping mall, you may ask
• Describing what someone is • Contextualize the questions such as:
wearing theme of the unit Do you prefer shopping at a
• Talking about people’s looks • Elicit language related shopping mall to a street store?
and styles to the theme of the Do you always go shopping at a
• Talking about people’s unit that students shopping mall?
shopping habits may already know
• Books open. Pair students up. Ask
them to talk about the pictures
opportunity to
in their books. Ask them to refer
to the questions in the box. You
may want to elicit other questions
they could ask before the activity
• Books closed. Divide students begins. Set a time limit of about
into groups of three. Write the three minutes for the activity.
word shopping on the board. In 30 While students talk, move around
seconds, ask them to write all the the room and help them if
words they know in English related necessary.
to this word. Elicit words and write • When time is up, elicit answers.
them on the board. You may use Explore the pictures and ask
questions to bring up the concept
of millennials, which will be dealt
with in the next activity.
Can I help you?
2. READING • Go through the questions in • When time is up, elicit answers.

Activity 2b and make sure Use the last question as a lead-
students understand them. Pair in to the next activity by asking
GOALS them up and ask them to discuss students if they are certain of their
• Talk about millennials’ the questions. Set a time limit ordering. Tell them they’ll 昀椀nd
traits and habits of about 昀椀ve minutes for the out by listening to the audio in
• Develop critical interaction. Move around the Activity 3.
thinking room and help them if necessary.
opportunity to
their reading and
speaking skills
• Books open. Ask students if

they know what millennials or
the Generation Y is. If any of the
students knows, ask him/her to
explain it to the rest of the group.
If no one knows, ask students to
read the de昀椀nition in their books
and give you a brief de昀椀nition of
who millennials are in their own
words.
TEACHER'S BOOK | 43
3 UNIT
3.
LISTENING • Books open. Tell students to look

at the pictures in their books and
• Ask the whole class how they
would compare American
(track 9) try to predict the information millennials to Brazilian millennials.
they’ll hear. You may ask:
GOAL How long do you think millennials
spend online via PCs or mobiles? Answers
• Develop listening Refer to the reduced page of
comprehension • Play the audio and ask students the Class Book for answers.
strategies to 昀椀ll in the blanks with the
missing information. Play it again
if necessary. 吀栀en check answers
with the whole class.
movies electronics video games fashion smartphones
17 hours and 11 minutes

11 hours and 20 minutes
six hours and sixteen minutes
six hours and thirty-two minutes
Can I help you?
VOCABULARY know. Use the 昀氀ashcards available Model the conversation with
in the Resource Pack, pages 159 a student if necessary. Move
4.
to 162, Electronics, to introduce around the room and check their
GOALS
those words students don’t know. performances. 吀栀en check answers
• Introduce and Carry out chorus repetition of with the whole class.
practice language these words to practice their
related to electronics • To wrap the activity up, ask
pronunciation. students if the prices of those
lexical repertoire • Books open. Pair students up and electronics are the same in Brazil.
ask them to match the pictures Elicit the di昀昀erence in prices.
to the words. Use this moment
• Books closed. Ask students what to elicit other electronic devices
electronics millennials are most which could be added to the Answers
interested in buying. Elicit answers list. Set a time limit of about two Refer to the reduced page of
and write the words they mention minutes for the matching activity. the Class Book for answers.
on the board. 吀栀is is a good • When time is up, ask students
moment to 昀椀nd out how much of to check answers by performing
the new lexical group they already the conversation in their books.
TV set laptop computer tablet
home theater e-reader MP3 player

system
digital camera cell phone blue-ray player
camcorder printer
TEACHER'S BOOK | 45
3 UNIT
5.
SPEAKING ask them to study the questions

in the chart. Teach any vocabulary
if necessary. While they interact,
move around the room and check
students may not be familiar with. their performances.
GOALS Ask them to think about which • When students are done,
• Practice asking electronic devices the questions comment on their performances.
questions about the refer to and complete the left 吀栀is would be a good moment
purpose of di昀昀erent column of the chart. Tell them to explore the phonological
electronic devices to add one more question they aspects of the conversations such
• O昀昀er students an might want to ask, imagining they as question intonation, thought
were going to buy some of the groups, and stressed words.
opportunity to electronic devices in Activity 4. Set
practice and develop a time limit of about four minutes
their speaking skills for this part of the activity.
Answers
• When time is up, check answers Refer to the reduced page of
with the whole class. Read the
• Books closed. Ask students what conversations out loud and elicit the Class Book for answers.
questions they would ask if they what electronic devices they may
were going to buy a cell phone. Help refer to. Elicit questions students
them with the language they may came up with. If you consider them
not know. Write the most relevant relevant, write them on the board. SPEAKING
questions on the board as they may
6.
be useful for the next activity. • Ask students to practice the
conversations in pairs. Have them GOALS
• Books open. Pair students up and repeat the dialogues after you 昀椀rst • Practice shopping for
electronic devices
opportunity to
• Books open. Tell students they are

tablet, e-reader, digital camera, cell phone, TV set, MP3 player, going to buy a cell phone. You’ll
home theater system, blue-ray player, camcorder be the salesperson and they’ll
tablet, e-reader, cell phone,
MP3 player, camcorder be the customers. Ask them to
All of them imagine what the interaction
would be like. Refer to the
tablet, e-reader, digital camera, cell
phone, MP3 player, camcorder questions on the board and teach
tablet, e-reader, cell phone, any language they may not be
MP3 player familiar with. If necessary, with
tablet, e-reader, digital camera, cell
phone, MP3 player, camcorder, printer the help of the whole class, write
tablet, e-reader, digital camera, cell phone, a model of the interaction on the
MP3 player, camcorder board. For example:
All of them
A: Hi. Can I help you?
B: Yes, I’m looking for a new
cell phone.
A: Do you have any
particular make in mind?
B: Not really.
A: Well, this one is a special
o昀昀er.
B: How much is it?
A: It’s only $288.00.
B: Is it easy to handle?
A: Yes, it is. It’s very
user-friendly.
B: Nice. Can I see it?
A: Sure.
B: How long is its warranty?
A: It has a two-year
warranty.
B: Good. I’ll take it then.
A: How will you pay?
B: By credit card.
Can I help you?
• Act out the conversation with a • When time is up, elicit students’ • Books closed. Use the last
student so they know what to do. 昀椀ndings. Use the last question as question in the previous activity
Ask students to choose two items a bridge to introduce the next to introduce the topic of fashion.
from Activity 4. Ask them to take activity. Ask students if they like going
turns being the salesperson and • Alternatively, you can produce shopping for clothes and what
the customer who wants to buy your own sentences based on your they usually buy.
the items chosen. Set a time limit students’ pro昀椀les and interests.
of about 昀椀ve minutes for this part • Books open. Explore the picture
of the activity. While students talk, in the students’ books by asking
move around the room and help SPEAKING questions. You may ask:
them if necessary.
8.
What can you see?
• When time is up, comment on
students’ performances. If time GOALS Do these people have the same style?
allows, ask for volunteers to act • Contextualize the Do you identify with any of them?
out the conversation for the theme of the lesson Which one?
whole class. • Elicit language related • Pair students up and tell them to
• Alternatively, keep changing pairs to the theme of the take turns asking and answering
so students can interact with unit that students the questions in their books. Set
other classmates. With every may already know a time limit of about 昀椀ve minutes
buyer-seller exchange, erase some • O昀昀er students an
words from the conversation on for students to perform the task.
opportunity to While they talk, move around the
the board until students are able practice and develop
to perform it with a blank board room and help them if necessary.
(or something close to it).
GAME
7.
GOALS
fun to the class
• Provide extra practice
of vocabulary
previously studied
• Books closed. Write the following

sentences on the board:
Most students bought a

new cell phone in the last six
months.
At least one student got an
electronic device as a gift for
his/her last birthday.
At least three students went
shopping for clothes last
weekend.
• Tell students that they should

interview their classmates to 昀椀nd
out if the statements on the board
are true or false. Before students
start, elicit which questions are to
be asked. Set a time limit of about
昀椀ve minutes for interaction. While
students talk, move around the
room and take notes of things
students say that you might want
to comment on when the activity
is over.
TEACHER'S BOOK | 47
3 UNIT
• When time is up, elicit answers

and use them to introduce the
in the Resource Pack, pages 163
to 172, Clothes and accessories, to
• When students are done, check
next activity. introduce some of the new words. For Activity 9a, ask students to
You may ask questions such as: give you evidence that con昀椀rms
Look at this picture. What is this their answers. For example, for
person’s style? Question 1 the hostess frequently
LISTENING asks the names of the people so
What’s he/she wearing?
9.
they probably haven’t met before.

(track 10) • At this point, it isn’t necessary to As for Question 2, the hostess asks
teach all the words. Rather teach people to describe what they’re
GOALS only those words your students wearing and what their style is.
don’t know and may prevent them She also mentions at the end of
• Introduce some of the from doing the listening activity. the audio that she’ll comment
new vocabulary • Tell students they’ll listen to some on what is appropriate in all the
• Develop listening conversations and should answer callers’ out昀椀ts. Tell them they’ll
comprehension Questions 1 and 2. Play the audio see some more styles in the next
strategies once so students can check the activity.
correct options. Tell students
they’ll listen to the conversations
• Books open. Use students’ answers again and should check the Answers
to the last question in the previous pictures that correspond to the Refer to the reduced page of
activity to talk about fashion. descriptions they hear. Play the
Ask them if they have a favorite the Class Book for answers.
audio once more and let students
style. Use the 昀氀ashcards available do the task.
VOCABULARY
.
10 GOALS
• Introduce di昀昀erent
items of clothing
• Practice describing
what people are
wearing
lexical repertoire
• Books open. Ask students to look

at the pictures. Explore them by
asking questions such as:
Look at the different styles in the
pictures. Which one do you prefer?
Do you prefer sports clothes or
formal clothes?
Do you like to wear blazers?
3 1 4
• As you mention the items of
clothing, use the 昀氀ashcards
pages 163 to 172, Clothes and
accessories, to show them to
students. It’s important to point
6 2 out that words such as shorts,
5 jeans, pants, shoes, sneakers, and
sunglasses are either used in the
plural or with the expression a pair
of. Carry out chorus repetition of
the new words if necessary.
• Ask students to read the
descriptions and match them to
the pictures. Give students about
three minutes for the matching
activity.
Can I help you?
• When time is up, ask students to • Books closed. Tell student they’ll 吀栀is would be a good moment to
check answers in pairs. Tell them play a di昀昀erent kind of bingo. Give practice the pronunciation of the
to follow the model in Activity each student a pronunciation new words by asking students to
10b. While students interact, move bingo card available in the repeat them.
around the room and help them Resource Pack, pages 173 and 174, • Alternatively, the game may be
if necessary. Take notes of aspects Pronunciation Bingo. played in pairs.
of students’ production that • Tell students you’ll call out words
may need correction and further • Another option is to divide
(available in the Resource Pack, students into groups of three and
practice. page 175, Pronunciation Bingo) and give each group a pronunciation
• When students are done, check they should write them down bingo card so students complete
answers with the whole class if under the correct pronunciation it with words that match the
students are still in doubt at the pattern. Model a couple of words pronunciation patterns. 吀栀e group
end of the activity. so students understand what they that 昀椀nishes it 昀椀rst and whose
are supposed to do. answers are correct is the winner.
• Call out the words up to the Check answers with the whole
Answers moment one of the students class to make sure they answered
Refer to the reduced page of completes the card. He/She should correctly.
the Class Book for answers. shout BINGO to indicate that he/
she is the winner. Check words
called out with the whole class.
See page 118 of
Information
Gap Activity
the Teacher’s
Pack for
4 instructions.
GAME
.
11
GOALS
fun to the lesson
• Further practice the
new vocabulary
• Books closed. Pair students up

and tell them to sit back-to-back.
Ask them to take turns describing
what their partner is wearing.
• When students think they are
done with their description,
tell them to look at each other
and check if their description
was correct. If time allows, pair
students up and have them do the
activity once again.
• While students work, move
around the room to check their
performances.
GAME
.
12
GOALS
fun to the lesson
new vocabulary
• Practice the
pronunciation of
these words
TEACHER'S BOOK | 49
3 UNIT
13
.
VOCABULARY you show the 昀氀ashcards or realia,
describe the items of clothing
• When correction is done, pair
students up and tell them they’ll
using the words in the box. You go shopping at Mark & Mark. Ask
GOALS
may say: them to choose four di昀昀erent
• Introduce and items they’d like to buy. Model
practice other items Look at this nice wool scarf I got. Do
you like it? the conversation with a student
of clothing before they start. Induce students
• Introduce ways of If necessary, carry out chorus to describe the clothes by using
describing an item of repetition of the new words. the words in the boxes. Set a time
clothing • Books open. Ask students to limit of about 昀椀ve minutes for the
• Expand students’ match the pictures to the words. activity. While students talk, move
lexical repertoire Set a time limit of about two around the room and help them if
minutes for this part of the necessary.
activity. • When time is up, and if time
• Books closed. Contextualize the
activity by telling students that • When time is up, check answers allows, ask volunteers to perform
it was your birthday last week with the whole class by describing the activity for the class. 吀栀en
and you got some nice gifts. Use the items. You may say: comment on students’ overall
the 昀氀ashcards available in the Teacher: It’s brown and made of performances.
Resource Pack, pages 163 to 172, leather.
Clothes and accessories, or realia to Students: That’s the purse.
introduce the new vocabulary. As Answers
2 5
7 4
3 1
8 6
Can I help you?
LISTENING • Books open. Write the following be a good moment for students to
. questions on the board: practice saying the sentences using
14
(track 11) the correct intonation.
Can I help you? • 吀栀en ask student to read the
How can I help you? conversation in Activity 15b and
GOALS
decide which parts could be
• Introduce language contracted. Ask them to circle
to go shopping for • Elicit the di昀昀erent pronunciation those parts. Play the audio and
clothes patterns for each question: rising have them check their answers.
• Develop listening intonation for the 昀椀rst question • To wrap up the activity, ask
comprehension and falling intonation for the students to practice the
strategies second question. Do the same conversation using the correct
with one more set of questions. intonation for questions and the
If useful, indicate with your hand contracted forms. If you want, and
• Books open. Tell students that when the intonation is rising and time allows, ask them to replace
Noreen went shopping and falling as you say the sentences. the clothes for other items from
bought some of the items in the You may ask students to do the Activity 13.
previous activity. Ask them to same.
listen and check which items she • Ask students to sort the questions
bought. out. Give them about two Answers
• Play the audio and have students minutes to do that. Refer to the reduced page of
check the correct items. Ask • When time is up, check answers the Class Book for answers.
students to compare their answers with the whole class. 吀栀is would
and then check them with the
whole class.
• Ask students to read the questions
in Activity 14b. 吀栀ey should listen
again and check the questions
used. Play the audio once more.
Check answers with the whole
class.
• To wrap up the activity, ask
students what they’d actually buy
if they went to Mark & Mark.
Answers
Can I help you? How are you?

PRONUNCIATION Can I try it on? What size do you wear?
.
How does it 昀椀t you?

15
Can I try a smaller one?

Can I try a larger one? What size are you?
(track 12) How are you paying?
How would you like to pay?
GOALS
• Practice di昀昀erent
question patterns
• Practice the
contracted form of
some verbs
pronunciation
awareness
TEACHER'S BOOK | 51
3 UNIT
LISTENING • Ask students to go through the SPEAKING
.
options before they listen. Play the
.
17
16
(track 13) audio and have students check the

GOALS
best options. Check answers with
the whole class. • Practice shopping for
GOALS clothes
• Practice the language • Develop students’
to go shopping for Answers speaking skills
clothes Refer to the reduced page of
• Develop listening the Class Book for answers.
comprehension • Books open. Pair students up and
strategies ask them to choose some clothes
from Activities 10 and 13 they
would like to buy. Tell them to
• Books open. Tell students to listen take turns being the customer
to parts of a conversation and and the salesperson. Draw their
choose the best option in each attention to the conversation in
case. their books and model the activity
with a student if necessary. Set a
time limit of about 昀椀ve minutes
for the interaction. While students
do the activity, move around the
room and take notes of aspects of
their interaction you may want to
comment on later on.
• When time is up, carry out
a feedback session, pointing
out accomplishments and
commenting on aspects that may
need more practice.
Can I help you?
GAME usually go together and that it’s Elicit possible questions. Set a time
.
18
important that when they learn a limit of about two minutes for this
new word, they pay attention to part of the activity. While students
GOALS
those combinations. produce their questions, move
• Add an element of around the room and help them if
fun to the lesson • Books open. Have students answer
the question in Activity 19a. 吀栀ey necessary.
• Further practice
describing what may do this in pairs if you prefer. • When time is up, pair students up
people are wearing Check answers with the whole and have them ask their questions.
class. When they are done, elicit
• Ask students to do Activity 19b in questions and answers.
• Books closed. Tell students you’ll pairs. 吀栀en check answers with the • Alternatively, you may ask students
think of a speci昀椀c student and whole class. to do the last part of the activity
they have to guess who that • As a follow-up activity, ask in cocktail format.
student is by asking yes or no students to come up with other
questions. Elicit/Model questions verb + preposition collocations.
that can be asked. You may say: Elicit those collocations and write Answers
Is this student a man or a woman? them on the board. Refer to the reduced page of
Is he wearing jeans? • Ask student to write two the Class Book for answers.
Is she wearing a pair of sneakers? questions using the collocations
on the board and in the activity.
• 吀栀e student that guesses correctly
昀椀rst is the winner. When this 昀椀rst
phase of the game is over, pair
students up and have them play
the game again with a partner.
While students interact, move
performances.
LANGUAGE
.
19
AWARENESS
The prepositions.
GOALS
awareness of
collocations (verb +
preposition)
• Broaden students’
lexical repertoire
• Practice the
collocations learned
in the lesson
about in
to/with
with
• Books closed. Write the verb go for
on the board and ask students to
on
tell you sentences using this verb. at
Write the sentences on the board.
吀栀ere should be some sentences
like these:
I go to school by bus.
She loves to go shopping.
Her blouse goes with her pants.
• Draw students’ attention to the

words that collocate with go. Tell
students that in English, words
TEACHER'S BOOK | 53
3 UNIT
.
SPEAKING • Books open. Pair students up and SPEAKING
.
20
ask them to discuss the questions.
21
Induce students to add more
GOALS GOALS
questions to the conversation. Set
• Discuss consumerism a time limit of about 昀椀ve minutes. • Review language
• Develop students’ While they talk, move around the studied throughout
speaking skills room and o昀昀er help if necessary. the unit
• Wrap up the activity by discussing speaking skills
• Books closed. Show a movie the questions with the whole
snippet of people going shopping. class. Use the last two questions
Confessions of a Shopaholic has as a link to the question: Are you • Books open. Pair students up
good examples of this. Explore the a shopaholic? Tell them they’ll 昀椀nd and assign each student in the
concept of consumerism. You may it out by doing Information Gap pair a role. Ask them to read the
ask questions such as: Activity 5. situations and elicit what language
Do you think people buy more than would be necessary to perform
See page 119 of the conversations. If necessary,
they need? Information the Teacher’s
Gap Activity write some cue words on the
Do you think most people buy things Pack for board.
impulsively?
5 instructions.
• Have students act out the 昀椀rst
situation. Set a time limit of about
three minutes. When time is up,
ask them to act out Situation 2.
While they interact, move around
the room, o昀昀er help if necessary,
and take notes of aspects of their
performances you may want to
comment on when the activity is
over.
• If time allows, you may ask some
pairs to act out the situations for
the whole class.
Can I help you?
FEEDBACK TIME • Books open. Divide students into • When students are done, elicit
.
22
pairs and ask them to go through what item(s) they think they need
the communicative functions more practice with. Brainstorm
GOAL listed. Encourage them to come speci昀椀c actions they can perform
• Provide students up with the corresponding to improve those things. Ask
with an opportunity language points. students to choose one action
to come up with • Ask students to rate their own and put it into practice. Ideally,
an overview of the skills. 吀栀ey may refer to the you should keep track of their
language worked speci昀椀c language content in progress.
on throughout the unit. Lower their anxiety by
the unit for the making sure they are not being
purposes of reviewing, evaluated during this task. 吀栀is is a
summarizing, and powerful resource as long as they
self-evaluating understand its purpose.
TEACHER'S BOOK | 55
4 UNIT
1.
GAME • Books open. Have students work

in pairs. Ask them to place small
questions. When students land on
a square like this, they should ask
markers on START. 吀栀ey can use any question they want to any of
GOALS erasers or paper clips, for example. their classmates. If they make a
• O昀昀er an opportunity mistake, they miss a turn.
to review and • Tell students they’ll take turns
consolidate language 昀氀ipping a coin. If they get heads, • While students play the game,
in a fun way they should move one square. If move around the room and check
• Foster cooperative they get tails, they should move their performances. 吀栀e student
learning strategies two squares. To play the game, who reaches FINISH 昀椀rst wins.
• Promote interaction they should ask and answer
in English questions based on the sentences
given. 吀栀ere are three free
Putting it all together.
VOCABULARY LISTENING • Play the audio once. Play it again

if necessary. Ask students to
2.
3.
(track 14) compare their answers and then
GOALS
check them with the whole class.
• Recycle vocabulary
that have been GOALS • As a follow-up, ask students to
previously studied work in pairs and talk to each
• Provide an
• O昀昀er room for other about a trip they took. Set
opportunity to
memory activation a time limit of about 昀椀ve minutes.
develop and expand
and the development While students interact, move
listening skills
of learning strategies around the room and check their
• O昀昀er room for the
related to vocabulary performances.
consolidation of
learning language used to talk
about the past
• Foster interaction in
Answers
• Books open. Divide students into English Refer to the reduced page of
groups of three and tell them to the Class Book for answers.
write as many words as they can
related to each topic provided in • Books open. Tell students to listen
the chart. Allow them six minutes. to the conversation and check the
吀栀at’s one minute per category. pictures that correspond to what
While students work, move Pamela did over her last vacation.
around the room to o昀昀er help if
necessary.
• When time is up, go over students’
lists and ask them to share the
words they wrote with the whole
class. You may want to keep score
and declare the winner the group
that has come up with the most
words.
TEACHER'S BOOK | 57
4 UNIT
4.
GAME • Books open. Pair students up

and tell them to secretly choose
Is this person a man?
Is he/she wearing jeans?
a picture. 吀栀eir partners should Is he/she wearing a T-shirt?
GOALS
guess what picture they’ve chosen Is he _________?
• Add an element of by asking yes or no questions. (person’s name)
fun to the lesson
• Review and practice • Model the activity with a student
before they start working. Ask • Set a time limit of about 昀椀ve
describing what minutes for the interaction. While
people are wearing a volunteer to secretly choose a
picture and start asking him/her students play the game, move
questions to 昀椀nd out who the around the room and check their
person in the picture is. You may performances.
ask questions such as:
SPEAKING • Books open. Invite students to • Divide students into pairs and ask
look at the pictures and explore them to act out the situations.
5.
them. Make sure they understand Move around the room and check
GOAL
what each situation is about. Elicit their performances.
• Provide students with some language that may be used
an opportunity to • When students are done, invite
in each one of them. some pairs to act out the
use what they have
learned so far situations for the whole class.
TEACHER'S BOOK | 59
5 UNIT
READING How often do you travel?
1.
Communicative goals Where do you like going when you
• Making plans and GOALS have some time off?
arrangements for a trip • Books open. Explain to students
• Contextualize and
• Expressing preferences that quotes are statements that
introduce the theme
• Talking about things you famous people said once. Show
of the unit
would like to do them the quotes in their books
• Elicit language related
• Describing places and go over them with students.
to the theme of the
• Saying how you feel Check the vocabulary they may
unit that students
• Talking about possibility and not know and have the most
may already know
probability pro昀椀cient students explain the
• Talking about obligation and words to other students who
opportunity to
necessity don’t understand them.
their reading and • Pair students up and tell them to
speaking skills match the quotes to what the
authors mean. Set a time limit of
about three minutes and move
• Books closed. Contextualize around the room to give help as
the topic of traveling by asking needed.
students questions such as:
• When time is up, check students’
answers with the whole class
and have them move on to
Activity 1b. Set a time limit of
about two minutes and then
check their answers. Ask them to
share their favorite quotes with
the whole class.
• Tell students to exchange partners
and do Activity 1c. Emphasize
the use of the -ing form after
verbs such as like, love, and enjoy.
Remind them that they can
also use negative statements.
While students work, move
performances.
Answers
,
Let s take a trip!
SPEAKING • Books open. Pair students up • When time is up, ask as many
and ask them to talk about the students as you can to report their
2.
questions in the chart and take partners’ answers. Make sure they
GOALS
notes of their partners’ answers. use the correct forms of verbs in
• Recycle students’ Set a time limit of about 昀椀ve the present tense. If you are short
previous knowledge minutes. Move around the room, of time, you may have students
• O昀昀er students an watch their performances, and report just one answer from the
opportunity to o昀昀er help when necessary. chart.
2
7
6
4
3
1
5
1, 2, 5, 6, 7 3, 4
TEACHER'S BOOK | 61
5 UNIT
3.
LISTENING • Books open. Play the audio once

and ask students to focus their
• Follow the same routine for
Activities 3b and 3c. Make sure
(track 15) attention on the topic of the they use the correct forms of
conversation so you can ask them the verbs in the present tense
what the conversation is about. when you check their answers
GOALS in Activities 3a and 3b. You may
• Ask students to read the questions
• Contextualize and want to have students work in
in Activity 3a and play the audio
allow students an pairs or groups of three if you
again. 吀栀is time, ask them to
overview of some think that will be more productive
focus on the man’s part of the
of the language for them.
conversation. Elicit the meaning of
exponents to be
the expression time off and explain • To wrap up the activity, ask
studied
it to students if no one knows students what they think about
• Practice listening
what it means. Play the audio the woman’s suggestion and what
strategies
again and tell students to compare advice they would give the man.
their answers with a classmate’s.
吀栀en check them with the whole
class. Answers
He has a headache and he’s stressed out.
He’s a teacher.
Because he has to correct students’ homework.
He has to walk in the park.
She thinks they should plan a vacation.
No. She thinks they should invite Joan and Kip.
She will call Mary at the travel agency.
F
No, their passports expired last year.
T
,
Let s take a trip!
SPEAKING they have to do during the week. • Tell students to work in pairs and
You can tell them that this should share what they have to do during
4.
re昀氀ect the current week and the week. Students should take
GOALS
perhaps the next, if this class takes notes of their partners’ answers so
• Provide language place in the middle of the week. they can report them later. Set a
practice related to For example, if today is Monday, time limit of about 昀椀ve minutes.
necessity they start on Tuesday, which is While students work, walk
• Encourage students to tomorrow, and write down what around the room and check their
recycle language they they have to do on the following performances.
have already worked days. Give them an example of
on • When time is up, invite students
what they should say. You may say: to report some of their 昀椀ndings.
opportunity to Teacher: What do you have to do Encourage them to use the correct
practice and develop on Tuesday? forms of the verbs in the present
their speaking skills Student: I have to go to the dentist. tense. Write an example on the
board:
• Books open. Have students look at Marina has to go to the dentist.

the example and understand what
they are supposed to do. Model
the dialogue with a student and,
if necessary, go over the 昀椀rst item
with them. You may want to go
over all the situations with them
and elicit the di昀昀erent ways of
structuring the conversations so
that they may review how to make
invitations while responding using
have to. For example:
How about going to a rock concert?
Why don’t we go to a rock concert?
• Pair students up and have them
do Activity 4a. Remind them to
do their own situation. Set a time
limit of about three minutes. As
students work, move around the
room, watch how they deal with
the situations, and o昀昀er help if
necessary.
• When time is up, have students
share the example they have come
up with.
SPEAKING
5.
GOALS
language related
to necessity and
obligation
opportunity to
• Books open. Get students to

complete the chart with things
TEACHER'S BOOK | 63
5 UNIT
6.
LISTENING • Books open. Ask students to read

the list of words in their books and
• Have students read the statements
about each conversation so that
(track 16) check if they understand them they know what to listen for. Play
all. Show them the 昀氀ashcards the audio once more and stop
available in the Resource Pack, at the end of each conversation.
GOALS
pages 176 to 178, On vacation, and Ask students to decide if the
• Introduce vocabulary clarify the meaning of the word statements are true or false, but
items related to the visa as opposed to the credit card tell them not to correct the false
theme of the unit banner. statements yet. 吀栀is will be done
• Practice listening with the whole class when you
strategies • Play the audio and tell students
to check the words they hear in check their answers.
the four conversations. Explain to • Tell students to work in pairs.
• Books closed. Ask students about them not to focus on details, but 吀栀ey should talk about each
what they need when they travel rather on the general topic in each conversation and come up with
and how they make plans for a conversation. Check answers with one more statement about them.
trip. Ask questions such as: the whole class. Point out that the statements may
be true or false.
Do you talk to a travel agent?
Do you search the Internet for ideas • Open up the group, check
of places to go and things to see? students’ answers, and elicit the
statements they have created
along with possible corrections
when necessary. Ask them to
correct the false sentences and
answer any questions they may
have about the activity.
Answers
The man needs a visa to enter

the country.
The girl is going to take

a trip on her own.
The man is going to take

some Argentinean pesos.
The man is going to take a
taxi to the hotel.
,
Let s take a trip!
SPEAKING • Play the audio and ask students and therefore content words. Help
to carry out the task. Ask them them come to the conclusion
7.
to compare answers with a that content words are usually
GOAL
classmate’s before you check them the stressed ones in questions and
• O昀昀er students an with the whole class. statements.
opportunity to
practice and develop • Play the audio once again and have
their speaking skills students repeat the sentences.
Answers
students what the highlighted Refer to the reduced page of
• Books open. Pair students up. Ask words have in common. the Class Book for answers.
them to look at the words in the Encourage them to notice that
box. Most of them have been they are nouns, verbs, adjectives,
presented in the previous activity.
Go over them and elicit their
meanings.
• Read the four headings and ask
students to place the words in the
table accordingly. Encourage them
to discuss and justify their choices.
For example:
You have to have a passport when
you travel abroad.
You have to have an airline ticket
when you travel by plane.
• Allow them a few minutes. While
they work, move around the room
and help them if necessary.
• When time is up, open up the
group and encourage students to
share and justify their choices.
passport (if you travel abroad)
identi昀椀cation card (ID) passport
driver’s license (if you rent a car) visa
airline ticket (if you go by plane) identi昀椀cation card (ID)
Answers health insurance
luggage
the Class Book for answers. cash valuables
hotel con昀椀rmation jewelry travel abroad
credit card travel guide travel light
PRONUNCIATION
8.
(track 17)
GOALS
awareness of stressed
syllables in sentences
• Allow students
an opportunity to
recognize and practice
rhythm
• Books open. Elicit how students

can recognize stressed syllables.
Tell them these syllables have
longer vowels and ask them to
underline the stressed syllables in
the sentences in their books.
TEACHER'S BOOK | 65
5 UNIT
9.
READING • Divide students into pairs

and ask them to write four
heading in the boxes. Allow
students about 昀椀ve minutes and
recommendations for someone move around the room to give
GOALS
who is traveling abroad. Allow help if needed.
• Build up students’ them about three minutes and
vocabulary • When time is up, have students
tell them to share what they move on to Activity 9b and decide
• O昀昀er students an have written. Ask students to
opportunity to if the statements are true or false.
decide which the most useful Set a time limit of about two
practice and develop recommendations were.
their reading and minutes.
speaking skills • Books open. Still in pairs, ask • When time is up, tell students
students to look at the text and to compare their answers with a
at the headings of the paragraphs. classmate’s. 吀栀en check them with
• Books closed. Ask students if they Tell them they are supposed to the whole class.
have ever traveled abroad and complete the beginning of each
• Have students discuss with
if they know what they need to paragraph with one of the four
their partners the question in
travel to another country. Ask headings in the boxes. Tell them
Activity 9c. As a wrap-up activity,
them for examples of countries they should read the paragraphs
ask them to share their opinion
which require a passport and a 昀椀rst and see what they are all
about the suggestions they liked
visa. about and then 昀椀nd a suitable
best.
Answers
Do you have all required documents? Make copies of your travel

documents.
Travel light!
Your safety and health
F
You don’t have to, but you should.
T
F
It may be a good idea to travel light.
F
You don’t have to, but you should.
F
You may have a medical emergency
F h insurance.
The author advises you should get healt
,
Let s take a trip!
GAME documents. In Situation 3, students the whole class.

. should play the role of a young
10
• To wrap up the activity, go
person and an older relative. 吀栀e through students’ mistakes with
GOALS young person is packing his/her
• Add an element of the whole class.
bags and is talking to his/her father
fun to the lesson who’s giving him/her important
• Consolidate and recommendations. In Situation
expand language VOCABULARY
4, have students play the role of
.
12
related to the topic of a couple who’s planning a trip (track 18)
the unit together. Encourage students to use
• Foster cooperative both their full knowledge of English
learning strategies GOALS
and their personal experience with
travel. • Introduce adjectives
ending in -ed and -ing
• Books closed. Divide the class into • Ask students to work in pairs • Provide language
two teams and hand out to each and take turns role playing the practice related to
group half of the cards available situations in their books. Allow these adjectives
in the Resource Pack, page 179, them about seven minutes. Move
Necessary items. around the room to o昀昀er help if
necessary and to check students’ • Books closed. Start a conversation
• Explain to students that, in turns, performances.
they should de昀椀ne the object on about kinds of trips and what to
their card for their own teams. • When time is up, invite volunteers do while traveling. Ask students
Give them an example. Show to present their conversations to for their opinions. You may say:
them the card with the passport
and say:
You have to have it to travel abroad.
• Teams have one minute to guess
what object is being de昀椀ned. 吀栀en
it’s the other team’s turn.
• 吀栀e team with the most correct
guesses at the end of the game
wins.
SPEAKING
.
11
GOALS
opportunity to
• Provide students
an opportunity to
use what they have
learned so far
• Books open. Explore the pictures

and elicit what they represent. In
Situation 1, students are supposed
to play the role of an immigration
o昀케cer and a tourist. 吀栀e o昀케cer
should ask for the passport, the
purpose of the trip, and how long
the tourist is planning to stay. In
Situation 2, students play the role
of a travel agent and a customer
who wants to take a trip and
needs to know about the required
TEACHER'S BOOK | 67
5 UNIT
I love going to the beach. It’s always each conversation. Allow them LANGUAGE
.
about 昀椀ve minutes. While they
13
so relaxing. AWARENESS
I don’t like to visit museums when I work, move around the room and
travel. I get bored. help them if necessary.
GOALS
How about you? What do you think? • When time is up, check answers
with the whole class. 吀栀en play • Review and
• Books open. Ask students how consolidate the use
they feel when they get back from the audio and tell students to
repeat the pairs of adjectives. Give of modal verbs to
a trip and elicit as many adjectives talk about ability,
as you can. Tell them to check the each pair of students a pair of
adjectives and ask them to write possibility, probability,
answer that applies to them in and advice
Activity 12a. Encourage them to a sentence using each. When they
are done, have them share their • Raise students’
come up with a di昀昀erent one and awareness to the
tell them to write it down. Ask sentences with the whole class.
use of have to to
them to share their answers with express obligation and
the whole class. necessity
Answers
• Pair students up and tell them to Refer to the reduced page of
choose the correct adjectives in the Class Book for answers. • Books closed. Provide students
with a few situations using can
(to express ability), should (to
o昀昀er advice or suggestion), may
and might (to express possibility
or probability), and have to (to
express obligation or necessity).
Ask students to correctly identify
what each means.
,
Let s take a trip!
• Books open. Go over the situations • When time is up, check answers
with the whole class. You may with the whole class. Have
want to have volunteers read students exchange pairs and ask Answers
the conversations out loud. Pair them to write sentences using Refer to the reduced page of
students up and have them 昀椀ll the verbs in bold in the box. the Class Book for answers.
out the table with the meanings Allow them about three minutes
of the verbs used. Set a time limit and then ask them to share their
of about four minutes. While answers with the whole class.
students carry out the task, walk As they do so, ask the group to
around the room and o昀昀er help if identify the situations in which
necessary. their sentences may occur.
obligation, necessity
possibility, probability
advice, suggestion
ability
TEACHER'S BOOK | 69
5 UNIT
.
SPEAKING • Books closed. Ask students what SPEAKING
.
they usually do on weekends,
14
15
what there is to do in their towns,
GOALS and who they usually go with. Tell GOALS
• Further practice the students to think about what they • O昀昀er students an
language used to could do in town next weekend. opportunity to
make plans, invite and Write their suggestions and ideas practice and develop
respond to invitations on the board. their speaking skills
• O昀昀er students an • Provide students
opportunity to • Books open. Pair students up and
ask them to do the activity. Set a an opportunity to
practice and develop use what they have
their speaking skills time limit of about 昀椀ve minutes.
While students work, move learned so far
performances.
• Books open. Elicit the language
• When time is up, invite volunteers used throughout this unit so that
to present their conversations for students know what to say. 吀栀en
the whole class. ask students to work in pairs
and take turns role playing the
situations in their books. Allow
them about seven minutes. Move
around the room to o昀昀er help if
necessary and to check students’
performances.
• When time is up, invite volunteers
to present their conversations for
the whole class.
• To wrap up the activity, go
through students’ mistakes with
the whole class.
,
Let s take a trip!
READING • Books closed. Ask students • Ask students to come up with

. about their likes and dislikes. Ask other examples. Pair them up
16
questions using what they enjoy/ and tell them to complete the
GOALS
like/love and don’t like/hate/can’t sentences in Activity 17b using
• Raise awareness of stand doing. Encourage them to these verb patterns. Allow them
ecotourism talk about hobbies, sports, leisure about three minutes. While they
• O昀昀er students an time activities, food, etc. talk, move around the room and
opportunity to help them if necessary.
practice and develop • Books open. Tell students to read
their reading and the sentences in Activity 17a. • When time is up, invite students
speaking skills Ask volunteers to read them out to share their sentences with the
loud. Talk to them about these whole class.
meanings and ask them to match
• Books closed. Talk to students the sentences and the smiley faces.
about what kinds of places they Ask them what is di昀昀erent about Answers
usually travel to and what they do these sentences (these verbs are Refer to the reduced page of
at these places. Ask them if they followed by -ing verbs). the Class Book for answers.
ever go to places where there are
natural attractions and if they like
that kind of place.
• Books open. Go through the
options in Activity 16a and make
sure students understand the
sentences. Tell them to check the
one that is true about them. 吀栀en
ask them to share their answers
• Ask students to read the text. As
they do so, they should underline
the sentences that talk about
responsible travel. Set a time limit
of about three minutes. While
students read, walk around the
room and o昀昀er help if necessary.
with the whole class. 吀栀en
encourage students to express
themselves using their own words
in Activity 16c.
Answers Ecotourism may be de昀椀ned as a

Refer to the reduced page of responsible way of traveling to natural
areas that preserves the environment.
VOCABULARY
.
17
GOALS 4 2 3 1
a chance to practice
language related to
verb patterns and
degrees of intensity
lexical repertoire
TEACHER'S BOOK | 71
5 UNIT
LISTENING • Play the audio once more and tell SPEAKING
.
.
students to do Activities 18b and
19
18
(track 19) 18c. 吀栀en check answers with the

GOALS
whole class.
GOALS • To wrap up the activity, ask an opportunity to
• Further develop the students if they knew about talk about their likes
topic of the unit Cumuruxatiba and if they would and dislikes related to
• Practice listening like to visit somewhere like it. Ask travel
strategies them about exotic places they • O昀昀er students an
have been to and encourage them opportunity to
to talk a little about them: what practice and develop
• Books open. Tell students to read they did, who they went with, their speaking skills
the questions in Activity 18a so how they got there, etc.
they know what to listen for.
• Play the audio once and ask • Books closed. Encourage students
students to answer the questions.
Answers to talk about their likes and
Tell students to compare answers Refer to the reduced page of dislikes concerning travel. Ask
with a classmate’s before you the Class Book for answers. them if they like going to big cities
check them with the whole class. or small towns, if they enjoy going
to the beach or to the mountains,
etc.
• Books open. Have students
work in groups of three and do
Activities 19a and 19b. Set a time
limit of about 昀椀ve minutes and
A woman and a travel agent. • To wrap up the activity, invite
About a vacation the woman wants to take. groups to report their conclusions.
An exotic place in South America.
Cumuruxatiba
昀椀shermen’s village / the south of Bahia
TEACHING TIP
• Encourage students to
research an interesting place
to talk about in Activity 20.
吀栀ey can use the Internet or
check travel agency lea昀氀ets,
for instance. Doing research
in advance will enrich their
discussion and build up their
cultural background.
,
Let s take a trip!
SPEAKING FEEDBACK TIME necessary, ask students to give you
.
.
21
examples of language to illustrate
20
what they mean.
GOALS GOAL
• Provide students with • Books open. Go through the
• Provide students communicative functions listed
an opportunity to talk with an opportunity
about the topic of the and encourage students to come
to come up with up with the corresponding
unit using what have an overview of the
learned so far language points. Ask them to rate
language worked their skills. 吀栀ey may refer to the
• O昀昀er students an on throughout
opportunity to speci昀椀c language content in the
the unit for the unit. Monitor the activity at all
practice and develop purposes of reviewing,
their speaking skills times and o昀昀er help if necessary.
summarizing, and
self-evaluating • When students are done, have
them share with their classmates
• Books open. Divide students into the most meaningful 昀椀ndings
groups of three and explain the • Books closed. Individually, ask about their own learning process.
task. 吀栀ey should be able to plan students to jot down what they Discuss questions related to study
an interesting trip so that all their think the most relevant and habits, and the importance of
classmates would like to join. meaningful things they learned in keeping up with the language
Encourage students to search for this unit were. Give them about through the Web Lessons, the
di昀昀erent places beforehand and two minutes for this part of the Grammar Tips section, and so on.
bring information to class about task. Elicit their conclusions. If
them. You may also bring pictures,
lea昀氀ets, or travel ads to help
them plan their trips. Remember,
however, that these projects
should be simple and objective
since students will not have too
much time to develop them.
• Encourage groups to follow the
questions in their books as a
guide and share their projects as
enthusiastically as they can so
their friends will feel like joining
them. While students do the
and o昀昀er help if necessary.
students which trip they would
like to take.
TEACHER'S BOOK | 73
6 UNIT
Communicative goals
GAME the meaning of the expression if
necessary. Contextualize the lesson
1.
• Giving instructions on how by asking questions such as:
GOALS
to do something Do you have a smartphone?
• Talking about how people • Contextualize the
did things in the past theme of the unit Are you always online?
• Making predictions • Elicit language related Do you often check your Whatsapp,
• Talking about how to the theme of the Facebook, and Twitter messages?
technology a昀昀ects people’s unit that students • Pair students up and tell them
lives may already know they’ll play a technology trivia
• Add an element of game. Give each pair of students
fun to the lesson a set of cards available in the
• O昀昀er students an Resource Pack, page 180,
opportunity to Technology trivia game. Warn
practice and develop students not to show anyone their
their speaking skills cards because they contain both
questions and answers.
• Books open. Ask students if • Students should take turns asking
they are tech-savvy. Draw their and answering questions. For every
attention to the Did you know…? correct answer, they score a point.
box in their books and explain Keep a tally of the correct answers.
吀栀e student with the most
correct answers is the winner.
While students interact, move
around the room and help them if
necessary.
• When the activity is over, use
some of the questions as a lead-in
to the next activity. You can ask:
Do you use your cell phone a lot?
What do you use it for?
• Alternatively, you can divide
students into two teams so they
can take turns challenging each
other.
TEACHING TIP
• Feel free to adapt and add
questions to keep the activity
interesting and updated.
,
We re all connected.
2. VOCABULARY
Suggested answers
GOALS smartphone = download and listen to music / download and read
• Introduce and o昀昀er books / search the Internet / download, upload, and take pictures /
practice of language play games / check, write, and send e-mail messages / text messages
related to electronic tablet = download and listen to music / download and read books /
devices search the Internet / download, upload, and take pictures / play games
• Develop students’ / check, write, and send e-mail messages / text messages
lexical repertoire computer = download and listen to music / download and read
books / search the Internet / play games / check, write, and send
e-mail messages
• Books open. Ask students to look microwave oven = heat and cook food
at the pictures and tell you the video game console = play games
names of the devices they can see. MP3 player = download and listen to music
Ask students which devices they e-reader = download and read books
have or would like to have and
what they use them for. Keep this
part of the activity brief as they’ll
talk about it in pairs.
take turns asking and answering
questions as in the example in
their books. Set a time limit of
about three minutes for this
part of the activity. As students
interact, move around the room
• When time is up, elicit answers
and ask students to think of other
uses for the devices. Pair students
up and ask them to write down
some more uses. Set a time limit
of about two minutes for the
writing. While students work,
them if necessary.
with the whole class. 吀栀en elicit
what devices students can operate.
Also elicit if they know how to
send e-mail messages and if they
know how to attach a 昀椀le to an
e-mail message.
TEACHER'S BOOK | 75
6 UNIT
3.
READING • Books open. Elicit the steps

needed to attach a 昀椀le to an
compare answers in pairs and then
e-mail. Help students or pre-teach check them with the whole class.
GOALS
the necessary language to give • Ask students to go back to the
• Introduce language instructions. Be brief, however, or
related to commands text and circle the verbs that
there won’t be any challenge when express commands. Elicit one or
used to handle reading the text.
technological devices two examples if necessary. Give
• Develop reading • Ask students to read the them about one minute to do
comprehension instructions to attach a 昀椀le to an it. When they are done, check
strategies e-mail message. 吀栀en tell them to answers with the whole class.
match the instructions and the
pictures. Induce students to try to
guess or infer the meaning of the
words they don’t know. Give them
about two minutes to do that.
Move around the room to give
help if needed.
,
• Ask students if they know • When time is up, check answers

any other verbs that express with the whole class. 吀栀en ask Suggested answers
commands which can be used students to turn to Activity 3d e-reader = tap, browse,
with technological devices. Elicit and decide what verbs could be double click
answers. Ask students to look at used with the devices in the box. MP3 player = copy, paste
the pictures in Activity 3c and Elicit or teach any other verbs to smartphone = tap, copy,
elicit the commands they know. handle those devices if suitable. browse, double click, cut,
Teach those they don’t and ask paste, drag
them to match pictures and verbs. tablet = tap, copy, browse,
Set a time limit of about one Answers double click, cut, paste, drag
minute. Refer to the reduced page of computer = copy, browse,
the Class Book for answers. log in, double click, log out,
cut, paste, drag
microwave oven = tap
video game console = none
7 8 5
4 1 3
6 9 2
TEACHER'S BOOK | 77
6 UNIT
LISTENING students see in the pictures and

the verbs that could be used.
GAME
5.
4.
(track 20) • Divide students into pairs and ask GOALS

them to predict the correct order • Introduce the topic
GOALS of the pictures. 吀栀en play the to be studied in the
• Practice giving audio so students can check their following activities
commands using guesses. Play the audio again if • O昀昀er students an
the action verbs necessary and check answers with opportunity to
previously studied the whole class. practice and develop
• Develop listening their speaking skills
comprehension • Add an element of
strategies Answers fun to the class
• Books open. Ask students to • Books closed. Write the following
look at the pictures and try to sentences on the board:
predict what the people in the See page 120 of
conversation are trying to do. Information
Gap Activity
the Teacher’s At least three students don’t
(吀栀ey are trying to install a new Pack for know how to download apps
app on a cell phone.) Elicit what 6 instructions. to their cell phones or tablets.
All students know to produce a
video online.
All students know how to
download an e-book to their
cell phones or tablets.
• Tell students they have to prove

4 2 3 1 if the sentences on the board are
true or false by interviewing their
classmates. Elicit the questions to
be asked. 吀栀en ask students to
stand up and move around asking
the questions. Keep track of the
answers. Give students around
昀椀ve minutes for this part of the
activity. Move around to check
their performances.
昀椀ndings. Elicit how to do some
of the actions in the sentences as
a review of what was previously
studied. To lead this activity into
the next one, take the opportunity
to ask questions such as:
Do you usually read e-books or the
news on your cell phone or tablet?
What else do you use your cell
phone or tablet for?
,
6. SPEAKING their performances. LISTENING
7.
GOALS with the whole class. As a wrap- (track 21)
• Elicit language related up and a lead-in to the next

to the theme of the activity, ask students how they GOALS
unit that students think technology a昀昀ects their • Sensitize students
may already know lives and the environment. Ask to the impact of
• Compare what people questions such as: technology on the
did in the past and How is pollution affecting the environment
what people do now environment? • Introduce some of the
• O昀昀er students an Are companies and the government new language to talk
opportunity to trying to preserve the environment? about possibility and
practice and develop Can you think of examples probability
their speaking skills of campaigns to preserve the • Develop listening
environment? comprehension
Do we produce only what we need strategies
• Books closed. Show students
the 昀氀ashcards available in the to survive?
Resource Pack, pages 181 to 183, • Books open. Explore the pictures
Now and then, and elicit what the with students and teach the
people are doing. Ask students if vocabulary they may not know.
today they do those things the
same way or if they do them some
other way. Ask questions such as:
Do you write letters to people?
How do you communicate with
them?
• Keep this part of the activity brief F
since later on students will talk T
about how people did things in
the past and how they do things F
now. F
• Books open. Pair students up F
and ask them to talk about T
the pictures in their books. T
If necessary, elicit/teach any T
language students may need to
perform the activity. Set a time
limit of about three minutes.
While students talk, move around
the room and help them if
necessary.
• When time is up, elicit answers by
exploring the pictures with the
whole class. Take the opportunity
to elicit how they believe the
actions in the pictures will be
done in the future. If necessary,
model the exchange with
students. For example:
A: How will people communicate in
the future?
B: (I think) They’ll use 3D cell phones.
• Still in pairs, ask students to discuss
the question in Activity 6c. Give
them about three minutes and
TEACHER'S BOOK | 79
6 UNIT
Encourage them to make

predictions.
• When time is up, check pieces
of advice with the whole class.
LANGUAGE
8.
AWARENESS
• Pair students up, ask them to To wrap the activity up, in pairs,
discuss the statements in Activity ask students to talk about the
7a, and decide if they are true or question in Activity 7c. Give them GOALS
false. Give them about one minute about two minutes to interact. • Raise students’
to go through the sentences. While students talk, move around awareness of the
the room and help them if di昀昀erent degrees of
• When time is up, play the audio
necessary. possibility
and have students check their
• When time is up, ask students to • Practice predicting
answers. If necessary, play it again.
share their 昀椀ndings with the whole the future
吀栀en check answers with the
class. • O昀昀er students an
whole class and ask students to
opportunity to
come up with some advice to
preserve the environment. Give
Answers their speaking skills
them about two minutes to talk.
• Books closed. Write the following
statement on the board:
吀栀e Amazon forest will be

completely destroyed by 2050.
• Elicit students’ opinions. Encourage

them to say how possible that
is and to use the appropriate
language to express that.
• Books open. Tell students you have
one more prediction for them
to discuss. Ask them to read the
conversation in Activity 8a and
choose the response that best
represents their opinions. Check
• 吀栀en ask students to circle
the expressions that indicate
possibility. Check answers with the
whole class. Take the opportunity
to ask them to place all the
expressions in the 昀椀rst three
columns of the chart. Set a time
limit of about two minutes and
1 4 2 It’s not I don’t I’m sure check answers with the whole
5 3 likely to think it that it class.
happen. could won’t • Ask students to think of
It won’t happen. happen.
probably expressions to 昀椀ll in the last three
happen. columns of the chart. Ask them
to start with the last column
and work backwards. Students
shouldn’t have any di昀케culty doing
this as they just have to use the
negative form of the sentences.
Help them if necessary. When they
are done, check answers with the
whole class.
• Ask students to form pairs
and discuss the statements in
Activity 8c. Model the interaction
,
with a student if necessary. You • When time is up, ask students to page 184, Predictions, and give a
may say: report their 昀椀ndings to the whole card to each student. If you have
class. more than twelve students in
A: Do you think more women than
class, cards can be repeated.
men will be world leaders by the
year 2050? GAME • Tell students to interview their
classmates and 昀椀nd out how likely
.
10
B: I think that could happen.
it is that what they have on their
• Give students about three GOALS cards will happen. If necessary,
minutes for the interaction. While • Practice the language model the interaction with a
students do the activity, move learned so far student. You may say:
around the room and check their • O昀昀er students an
performances. opportunity to A: Do you think you’ll get a new job
practice and develop in six months’ time?
opinions. their speaking skills B: I might. I’m not really happy
• Add an element of where I am.
fun to the class • Give students about 昀椀ve minutes
Answers to talk to as many students as they
Refer to the reduced page of can. When time is up, have them
the Class Book for answers. • Books closed. Photocopy the cards report their 昀椀ndings to the whole
available in the Resource Pack, class.
SPEAKING
9.
GOALS
• Practice predicting
the future
• Give students
a moment of
personalization of the
language previously
studied
opportunity to
• Books open. Ask students to work

in pairs. Tell them they will take
turns talking about their futures
using the phrases in their books. If
necessary, model the activity with
a student. You may say:
A: Six months from now I think I’ll
change jobs.
B: Really?
A: Yes, I’d like to work for a big
company. What about you?
• Encourage students to keep the
conversation going for a while in
each exchange. Give them about
昀椀ve minutes for the interaction.
While they talk, move around
the room and check their
performances.
TEACHER'S BOOK | 81
6 UNIT
.
11
LISTENING
Technology brings people
about the impact of technology
on people’s lives. 吀栀ey should
(track 22) together. listen and check the best options
I can’t keep up with my e-mail in Activity 11a. Play the audio
messages. once. Notice that students will
GOALS have to infer the answers as they
Technology helps me save time
• Sensitize students to do other things. are not overtly mentioned. Ask
to the impact students to compare answers
of technology in before you check them with the
people’s lives • Ask students to discuss the whole class. Elicit how they came
• Introduce new statements on the board in groups to their answers.
vocabulary of three. Set a time limit of about
• Develop listening • 吀栀en ask students to read the
two minutes for the interaction sentences in the chart in Activity
comprehension and move around the room to
strategies 11b, listen to the audio again,
check students’ performances. and decide who said what. Play
• When time is up, ask students how the audio once more and check
• Books closed. Write the following much time they spend checking answers with the whole class.
sentences on the board: their e-mails and messages in • To wrap up the activity, pair
general. Elicit how they feel about students up and ask them to give
it. Is it a good or bad thing? their opinions on technology. Give
• Books open. Tell students they’ll them about two minutes for the
listen to some people talking discussion. While they talk, move
performances.
• When time is up, elicit answers.
You can write some of the
students’ opinions on the board
so that they can serve as examples
for the next activity.
Answers
VOCABULARY
.
12
1, 3, 4, 7, 9, 5, 8, 12, 13 2, 6, 14, 15
10, 11 GOALS
• Introduce the
language of giving
opinions, agreeing,
and disagreeing
lexical repertoire
• Books open. Use the students’

opinions from Activity 11 to
introduce some of the new
language. Elicit di昀昀erent ways of
giving opinions, agreeing, and
disagreeing that students may
already know.
• Pair students up and ask them
to sort the expressions out. Give
them about two minutes to do
,
so. While they work, move around SPEAKING their arguments. Make sure that
.
the room and give help if needed. students understand that at this
14
• When time is up, check answers point they are still not supposed
GOALS to discuss the sentences, but to
with the whole class. • Practice the language think of arguments to confront
• Follow the same procedure for previously studied the opposing opinions. While
Activity 12b. After you check • Discuss the impact students talk, move around the
answers with the whole class, of technology on room and help them if necessary.
practice pronouncing those students’ lives • When time is up, ask students
phrases 昀椀rst in isolation and then • O昀昀er students an to change partners and tell
in a contextualized sentence. opportunity to them they are going to use the
practice and develop arguments they came up with to
their speaking skills answer and discuss the questions.
Answers Give students about 昀椀ve minutes
Refer to the reduced page of for Activity 14b. While they talk,
the Class Book for answers. • Books open. Pair students up. Ask move around the room and check
them to read the questions in their performances.
Activity 14a and make sure they • When time is up, check students’
understand them. Tell them to conclusions.
GAME think of arguments for and against
• Alternatively, you can change the
.
13
them. Elicit some arguments to

exemplify. Give students about questions to suit your students’
GOALS
昀椀ve minutes to take notes of needs and interests.
• Provide practice of
the new vocabulary
opportunity to
fun to the class
• Books closed. Pair students up

and give each pair a set of cards A
page 185, Opinions. Tell them
they should use the cards to
produce a conversation. Give
them about three minutes to do
so. While students work on the
conversation, move around the
practice the conversation in pairs.
• Alternatively, you can ask pairs of
students to swap conversations
so that an element of fun and
surprise can be added.
• Students should remain in pairs
for the second part of the activity.
Give each student three cards
from the set of cards B available
in the Resource Pack, page 185,
Opinions. Give students a topic
for discussion so they can come
up with sentences using the
expressions on their cards. 吀栀e
student that uses all his/her cards
correctly 昀椀rst will be the winner.
TEACHER'S BOOK | 83
6 UNIT
15
.
PROCESS WRITING • Ask students to browse through
the text and answer Questions
expressions they can use when
producing their own texts. Go
1 and 2. Tell them to compare through the questions in Activity
GOALS
answers with a classmate’s before 15c and elicit the answers for
• Raise students’ you check them with the whole them. At this point, it’s important
awareness of the class. to explore the inner structure of
constituents of an the text so that students have a
opinion essay • 吀栀en ask students to read the
text more carefully and answer possible model to base their future
• Prepare students for production on. Reinforce that
the production of Question 3. Tell them to compare
answers with a classmate’s before every paragraph must have more
such a text than one sentence.
• O昀昀er students an you check them with the whole
opportunity to class. • Finally, assign Activity 12d as
practice and develop • Go through the expressions homework. Remind students to
their writing skills in Activity 15b and teach the use the arguments for and against
meaning of the ones students may that were discussed in Activity 14a
not be familiar with. Ask them to and what they have studied in this
• Books open. Use the last question go back to the text and 昀椀ll it out activity to produce their text.
in Activity 14a to lead students with those expressions. Set a time
into this activity. Elicit where a text limit of about two minutes.
like the one in their books could Answers
be found and who could have with the whole class. Point Refer to the reduced page of
written it. out to students that those are the Class Book for answers.
Suggested answers
吀栀e text is organized in
four paragraphs: the 昀椀rst
paragraph is an introduction;
the second paragraph is the
author’s opinion and lists
the reasons for it; the third
paragraph is the other side
and shows why the author
disagrees with it; the last
paragraph summarizes the
n author’s arguments and
all inio
t of y op restates his/her opinion.
Firs In m
tion
ddic that
In a Besi
des
mu
p GAME
To su
.
16
GOALS
• Encourage the use of
language previously
studied
opportunity to
• Books closed. Write a statement

on the board as an example for
this game:
By 2050, world nations will limit

the number of children people
can have to two.
,
• Model the game with students. • After playing the audio, check these words the letter L is silent.
Use the statement on the board as students’ answers and ask them Tell them that there is not a rule
if it were your opinion and add a to produce the di昀昀erent sounds for when the letter L is silent. L is
linking expression to it. Say: of the letter L in the conversation. often not pronounced before L,
In my opinion, by 2050, countries will Give students some more D, F, M, and K. Give/Elicit more
limit the number of children people examples of words with both examples such as palm, calf, chalk,
can have to two. sounds and clearly show students would, folk, and salmon.
how to articulate and produce the • Ask students to produce
• Encourage students to give their two di昀昀erent sounds. Ask them to a conversation containing
opinions by using other linking give you some examples as well. words with the three possible
expressions. Write a few on the
• Pair students up and ask them to pronunciations of the letter L. If
board so students can refer to
sort the words out according to you want to make the activity
them. For example: As far as I’m
the pronunciation of the letter more challenging and fun, give
concerned…, To my mind…, As I see
L. Give them about two minutes them the words and ask them to
it…
and move around the room to produce the conversation.
• Divide the class into two give help if needed. 吀栀en check
teams and come up with other answers with the whole class.
controversial statements so they Answers
• Play the audio so students can
can give their opinions about Refer to the reduced page of
repeat the words. 吀栀en ask
them. Before you start playing the the Class Book for answers.
students to listen to the words
game, give teams a few minutes to
in Activity 7d and answer the
think of what to say.
question. Show students that in
• 吀栀e team that gets rid of its
arguments and opinions 昀椀rst loses
the game. You can play this game
over and over depending on the
time you have available.
PRONUNCIATION
.
17
(tracks 23,
24, and 25)
GOALS
awareness of
the di昀昀erent
pronunciations of
letter L in English
• Practice these
di昀昀erent sounds
• Books open. Ask students to listen

to the conversation in Activity
17a and try to identify how many
di昀昀erent sounds the letter L has live, likely, select, reality, intelligent, will, people, help, melt, e-mail, double,
in the words of the conversation. billion vertical, critical, fall
Notice that there are two L sound
formations: a light L, and a velar
(or dark) L, represented by the
symbol /ɫ/. 吀栀e 昀椀rst sound is
similar to the sound we produce
in Portuguese. 吀栀e second sound
is not. 吀栀erefore, it’s important to
show students that the letter L in
a middle position followed by a
consonant and in a 昀椀nal position
should not sound as the vowel U.
TEACHER'S BOOK | 85
6 UNIT
.
SPEAKING • Ask students to read the other SPEAKING
.
statements in their books. Help
18
19
them with any words they
GOALS GOALS
may not be familiar with. 吀栀en
• Practice making pair them up and ask them to • Raise students’
predictions place the di昀昀erent events on awareness of what
• Giving opinions the timeline. Give them about they should do
• O昀昀er students an 昀椀ve minutes to do that. While to preserve the
opportunity to students talk, move around the environment
practice and develop room and help them if necessary. • Practice talking about
their speaking skills possibility, giving
• When time is up, check some of advice, and making
the answers with the whole class. predictions
• Books open. Write the 昀椀rst Notice that you shouldn’t give • O昀昀er students an
statement from the list in Activity the answers or check them all as opportunity to
18 on the board and ask students students will do this in the next practice and develop
when they think it will happen. activity. their speaking skills
Also take the opportunity to
model how the interaction for the See page 121 of
activity should be.
Information
Gap Activity
the Teacher’s • Books open. Pairs students up
Pack for and tell them to think of ways to
7 instructions. preserve the environment and
how technology could help us
do that. If necessary, give some
examples (the use of electric
cars, solar energy, etc.). Elicit the
language that could be used
during the activity and write some
examples on the board.
• Give students about 昀椀ve minutes
to think of ways to preserve the
environment and jot down their
ideas. While they work, move
around the room and help them
with any language they may need.
• When time is up, change pairs
and ask them to discuss ways
to preserve the environment
using the ideas they came up
with previously. Give them about
昀椀ve minutes for this part of the
activity.
report their conclusions.
,
FEEDBACK TIME • Books open. Go through the • Students should do the same with
.
20
communicative functions listed the remaining communicative
and encourage students to come functions. As students interview
GOAL up with the corresponding each other, they should register
• Provide students language points. their partners’ answers for the
with an opportunity • Ask students to rate their skills. sharing that will be carried out
to come up with 吀栀ey may refer to the speci昀椀c in the next step of the activity.
an overview of the language content in the unit. Monitor the activity at all times
language worked and o昀昀er help if necessary.
on throughout • Alternatively, you may turn this
昀椀rst part of the activity into an • When students are done, have
the unit for the them share with their classmates
purposes of reviewing, interview. Model the following
interaction with a student: the most meaningful 昀椀ndings
summarizing, and about their partners’ learning
self-evaluating Teacher: What can you use a tablet
for? processes. If necessary, help them.
Student: You can use it to play Discuss questions related to study
games. habits and the importance of
keeping up with the language
through the Web Lessons, the
Grammar Tips section, and so on.
TEACHER'S BOOK | 87
7 UNIT
Communicative goals
GAME • Use the board to write a few
names of superheroes they
1.
• Talking about your hero mention and tell them to
GOALS
or people who made a concentrate on Superman. Ask
di昀昀erence in your life • Introduce the theme them to think about what they
• De昀椀ning a hero of the unit know about him.
• Talking about the kind of • Activate and work on
students’ background • Divide students into two teams
people you do and don’t and give each team a di昀昀erent
admire knowledge
• Encourage and card available in the Resource
• Describing people physically Pack, page 186, Superman.
• Talking about people’s develop cooperative
social strategies • 吀栀e students on both teams
personality traits
• Add an element of should read the passages on
fun to the class their cards and ask the opposing
team members questions based
on them. You can write some
• Books closed. Start the activity by examples of questions for both
asking students: teams on the board:
Can you remember the name of
some superheroes? Team A
When did Superman 昀椀rst
Who was your favorite superhero appear?
when you were a child? What are Superman’s powers?
Where did he get them?
What’s Superman’s weakness?
Team B
Who’s Superman's alter ego?
What do you know about his
life as a child on Earth?
Who’s Superman's arch enemy?
• One at a time, each team should

challenge the opposing team to
answer its questions. If the other
team gets the answer right, it
scores a point and moves on. If
they don’t know the answer, the
昀椀rst team gets a chance, but it
doesn’t score a point since it has
the answers to the questions.
Continue until all the questions
have been answered.
• When the game is over, ask
students questions such as:
Is there a Brazilian superhero that
you can compare to Superman?
In what ways is he/she comparable
to the American superhero?
Heroes in our lives
VOCABULARY • Books open. Tell students to read • Ask students the question in
the example. 吀栀en divide them Activity 2c and ask them to work
2.
into pairs and ask them to match in pairs and add their ideas to the
GOALS
the superpowers to the pictures. list in their books. Set a time limit
• Introduce and Tell students to come up with two of about two minutes and move
contextualize other superpowers. If necessary, around the room to check their
language related to use the illustrations to teach them performances.
the topic of the unit the vocabulary items being dealt
• Activate previous • When time is up, ask students to
with. While students work, walk share their ideas with the whole
knowledge around the room and o昀昀er help
• Encourage students class.
when necessary.
to express their
views concerning • When students are done, check
superpowers and their work with the whole class Answers
superheroes and encourage them to share the Refer to the reduced page of
sentences they have created. the Class Book for answers.
• Books closed. Ask students

questions about what most
superheroes can usually do and
what their superpowers consist of.
Encourage them to use can to talk
about abilities.
6
3
5
2
1
4
TEACHER'S BOOK | 89
7 UNIT
3.
READING see the di昀昀erence between a

superhero like Superman and a
as fought and taught. You can
also ask them if they know who
“personal” hero, like moms and Neil Armstrong is (the 昀椀rst man
GOALS dads, for instance. Ask questions to walk on the moon) and the
• Contextualize and such as: meaning of role model (example).
introduce the topic of • Ask students to do Activity 3a. Set
Do you have a personal hero? Can
the lesson a time limit of about two minutes
you tell us who he/she is?
• Elicit students’ and walk around the room to give
previous knowledge Do people have “personal” heroes
nowadays? help if needed.
on the topic and
language of the lesson • Don’t get into too many details at • When time is up, pair students
• O昀昀er students an this point since this will be worked up and encourage them to take
opportunity to on throughout the unit. turns asking and answering the
practice and develop questions as if they were the
• Books open. Ask students to people in the pictures. Model the
their reading and look at the pictures and read
speaking skills activity with a student before they
the sentences under them. Elicit start. For example:
what they can see. Help them A: Why is your dad your hero?
understand that the sentences in
B: Because he is my role model. He
the box are the continuation of
• Books closed. Further taught me how to become a good
the sentences under the pictures.
contextualize the lesson by asking person.
Help them review some of the
questions that will make students • While students talk, move
irregular past tense forms such
performances. When they are
done, check answers with the
whole class. You can ask them
which answer they identify with
the most. Don’t spend too much
time on this, just enough to show
them you’re interested to know
who their heroes are.
Answers
3
2
1
4
Heroes in our lives
LISTENING • Wrap up by going over the story

presented and asking students Answers
4.
(track 26) what they think about people Refer to the reduced page of
like Louise. Ask them if they the Class Book for answers.
know anybody like this woman
GOALS
and encourage them to share
• Practice new language their stories. Have a student read
items Sentence 5 and ask them if they
• Develop listening agree with it or not. Go over
comprehension the items listed and conduct
strategies
TEACHING TIP
some chorus repetition to make • Ask students to bring a
sure they are able to use them. picture of a family member
• Books open. Ask students if they If someone disagrees, help the or a friend to be used next
know what a talk show is and student express his/her views class. Bring pictures yourself
how it works. As them to give you accordingly. (cut outs from a magazine,
examples of this kind of show. for example) in case some
• Tell students they’ll listen to part students forget to bring
of a talk show. Ask them to read theirs.
the sentences in Activity 4a and
play the audio so they can decide
if they are true or false.
• Ask students to compare answers
with a classmate’s before you
check them with the whole class.
Ask them to correct the false
statements. If necessary, play the
audio again. 吀栀en check answers
with the whole class. F
Heroes aren’t people who have superpowers. Real heroes are simple men and women
• Next, have students listen to the who make a difference in the world.
audio again and complete the T
sentences in Activity 4b. While
they work, move around the room T
• When they 昀椀nish, ask them to F
compare answers with a classmate They go to a public school in the neighborhood and in the afternoon there are all
kinds of classes.
before you check them with the
whole class. is changing the life of lots of poor kids.
live on the streets.
to her own home.
dance, theater, cooking, and soccer.
who don’t
good, generous smart
TEACHER'S BOOK | 91
7 UNIT
5.
SPEAKING • Books open. Ask students to look

at the example in their books.
• When students 昀椀nish, check
吀栀ey should answer who the Next, ask students to get the
GOALS person in the picture is by using a photos they brought to class. Get
• O昀昀er students relative clause and the information the ones you brought in case a
practice of language given. Go over the example and few students have forgotten to
used to identify help them rewrite the sentence. bring their own photos. Ask a
people using a relative couple of students to show their
clause • Divide students into pairs. Draw
their attention to the other photos and talk about them. 吀栀ey
• Allow students should say the person’s name, their
an opportunity to pictures and tell them to follow
the same procedure. Allow them family relationship, occupation,
practice and develop the place where they were born,
their speaking skills about three minutes. While they
talk, move around the room and and any other relevant piece
o昀昀er help if necessary. of information they may want
to share with their classmates.
Encourage students to use who in
their descriptions.
• Have students work in groups of
three and share their photos by
asking and answering the same
type of questions from Activity 5a.
Set a time limit of about three
minutes for the interaction.
• When time is up, a member of
the group should sum up the
information and share it with the
whole class.
Answers
Those are Veronica and Andrei, my

grandparents who emigrated from
Russia after they got married.
This is Stella, my sister who is married

to a British man.
This is Matthew, my brother who lives

in Australia.
These are Tim and Doris, my high

school friends who have a rock band.
Heroes in our lives
SPEAKING • Books open. Work with the whole • 吀栀en ask students about
class. Go over the items in the box the opposite kind of people.
6.
in Activity 6a and ask students to Encourage them to say what they
GOALS
come up with complete sentences. don’t like about people. Help
• Further practice of Model the interaction with a them use who appropriately. Go
language used to student. For example: over the example in Activity 6b
identify people by Teacher: What kind of people do and carry out the same procedure.
using relative clauses you admire?
• Expand students’ • When students are done, have
vocabulary related to
Student: I admire people who tell them share their answers to
their feelings towards
the truth. Activities 6a and 6b with the
people • Ask three more students and whole class. At this point, teach
• Allow students then tell them to write their own them other ways to express their
an opportunity to sentences. While they work, walk likes and dislikes about people
practice and develop around the room and o昀昀er help if and how to agree and disagree
their speaking skills necessary. with their classmates. Take notes
of any mistakes you may want to
comment on later with students.
• Books closed. Ask students about
people they admire and ask why.
TEACHER'S BOOK | 93
7 UNIT
7.
GAME • Invite students to play a guessing

game. Model the dynamics with
in parentheses. Have teams rotate
the spokesperson and keep score.
the whole class 昀椀rst. Draw a card 吀栀e team with the most correct
GOALS
from the bag and write its content guesses wins.
• Allow students on the board. For example:
an opportunity to
recycle language He/She teaches children. LANGUAGE
previously dealt with,
8.
(teacher) AWARENESS
this time with a new
focus
• Allow students • Students are supposed to give GOALS
an opportunity to hints using who. Give them an • Raise students’
practice and develop example: awareness of relative
their speaking skills clauses using who
This person is a person who teaches • O昀昀er students an
children. opportunity to
fun to the class
• Divide the class into two teams practice the new
and ask them to challenge each language and review
• Books closed. Photocopy the cards other. In turns, they should draw language previously
available in the Resource Pack, a card from the bag and make a dealt with
page 187, Occupations, cut them sentence using who so the other
out, and put them in a bag. team can guess the occupation
• Books closed. Ask students to
provide examples of sentences
they have used in the unit so far
to identify people.
• Books open. Go over the example
in the students’ books and ask
them if they remember the
listening passage where that
language sample was taken
from. Ask them to read the 昀椀ve
sentences provided and underline
the relative clauses in each one.
Set a time limit of about one
minute and move around the
Who room to give help if needed.
with the whole class and tell
students to do Activities 8b, 8c,
educator/kids and 8d in pairs. Set a time limit of
children
people about three minutes and move
men and women around the room to give help if
people needed.
• When time is up, draw students’
attention to the di昀昀erent verb
forms that follow the word who
and check answers with the whole
class.
• Ask students to think about
people they admire or that
make a positive di昀昀erence in the
world and write two sentences
identifying them in the space
provided in Activity 8e. Give them
about two minutes to write their
sentences. While they write, move
around the room and o昀昀er help if
necessary.
Heroes in our lives
• When time is up, tell students to • Ask students if they know who person they admire and write
share their work with the whole Ayrton Senna and Zilda Arns were. a short paragraph about him/
class. Elicit information about them and her in Activity 9d. Set a time
write them on the board. Take the limit of about 昀椀ve minutes and
opportunity to ask students if they move around the room to check
Answers think these people are heroes and students’ performances.
Refer to the reduced page of why. • When time is up, invite students
the Class Book for answers. • Pair students up and ask them to to share their work with the whole
do Activity 9c. Allow them about class.
two minutes for the task. While
they work, walk around the room
READING and o昀昀er help if needed. Answers
9.
• When time is up, check answers Refer to the reduced page of

GOALS with the whole class. 吀栀en, in the Class Book for answers.
• O昀昀er practice of pairs, students should choose a
reading strategies
and expand students’
knowledge of heroes
in the world
• Review the past tense
to talk about past
events and allow
consolidation of
irregular verb forms
writing strategies
related to past events

at the pictures and tell you the
names of those men. Ask them if
they know where they are from
and what they did, how they
a昀昀ected people’s lives, and what
they all have in common.
• Divide students into pairs and tell
them to match the pictures and
the paragraphs. If necessary, pre-
teach some new vocabulary items
such as the verbs arrested and
hanged. Allow students about one 2
minute for the task. While they
work, walk around the room and 3
o昀昀er help if needed.
1
with the whole class and elicit the
in昀椀nitive form of the verbs which
was won
are in the simple past tense in the died
texts. is/was
was was
died
TEACHER'S BOOK | 95
7 UNIT
10
.
VOCABULARY • Books open. Divide students into
pairs and ask them to put the
students repeat the words. Ask
them which words could be
(track 27) words in the box in the correct used to describe a hero. Use this
categories. Go over the words with question to challenge stereotypes
GOALS them and ask about the meanings as much as possible. Ask them,
• Introduce and review they may not know. Instead of for example, if heroes can be
words related to providing explanations, elicit the short, thin, or otherwise not fall
describing people meanings 昀椀rst. Next, use examples, into the classical description of
• Build up student’s synonyms, or opposites to teach superheroes who are usually tall
lexical repertoire them. Set a time limit of about and strong.
two minutes and move around
the room to give help if needed.
• Books closed. Ask students • When time is up, check answers Answers
about ways to describe people. with the whole class. Refer to the reduced page of
Elicit words related to physical • Next, play the audio and have the Class Book for answers.
appearance and personality.
PRONUNCIATION
.
11
(track 28)
GOAL
• Introduce and
provide practice
of a pronunciation
pattern: series
• Books open. Play the audio and ask

students to notice the intonation
pattern at the end. 吀栀en elicit
what it is. (吀栀e voice goes up and
up and then down.)
• Play the audio again and ask
tall
medium-height
young
beautiful
honest
envious
despicable
patient
energetic
caring
students to mark the intonation.
thin 昀椀t cooperative intelligent determined When they 昀椀nish, ask them to
strong overweight reliable courageous idealistic compare their answers with a
short old arrogant sel昀椀sh
loyal altruistic classmate’s. 吀栀en check their work
• Play the audio one more time
and ask students to repeat the
sentences.
Answers
Heroes in our lives
SPEAKING • 吀栀en ask students to think about • When students are done, ask
. someone they 昀椀nd attractive and them to share their lists of words.
12
list three characteristics of this Encourage them to practice the
GOALS person. Tell them not to think intonation pattern dealt with in
• O昀昀er language hard, but to write the three 昀椀rst Activity 11. Write all the words the
practice related to the words that come to their minds. students have mentioned on the
topic of the unit Ask them to do the same about board. Ask them if they would like
• Encourage the use of a person that annoys them or to add any other words and help
new vocabulary items makes them feel uncomfortable. them do so.
• Allow students Again, they should write down the • Ask students if they think they
an opportunity to 昀椀rst three words that come into have all those characteristics.
practice and develop their minds. Tell them they do not Allow plenty of room for them to
their speaking skills have to write the persons’ names o昀昀er disagreement.
or say who they are. As they write,
walk around the room and help
• Books closed. Explain the meaning them if necessary.
of the word flaw and ask students Answers
to share one of theirs. Refer to the reduced page of
• Books open. Go over the words in
Activity 12a and ask students to
match the opposites. Ask them
how they feel about the words on
the right. Talk about how di昀케cult
it is for us to accept other people
and ourselves the way we are with
our good and bad characteristics.
• Move on to Activity 12b and tell
students to read the passage. Set
a time limit of about two minutes 5
and move around the room to 6
give help if needed. 3
2
• When time is up, ask students if 1
they have questions about the 4
text and have them comment on
it. Ask them whether or not they
agree with the statement and why.
TEACHER'S BOOK | 97
7 UNIT
13
.
SPEAKING example, 昀椀re昀椀ghters are connected
to acts of heroism. Ask them
agreement and disagreement to
talk to their classmates. Set a time
about animals. Are there any that limit of about three minutes for
do heroic things? Ask them to give the discussion. While students
GOALS any examples of these. work, move around the room and
• O昀昀er language check their performances.
• Books open. Go over the words
practice related to the
in Activity 13a and tell students
topic of the unit
what they think. Ask them to add
• Recycle vocabulary LISTENING
two more occupations and explain
items related to
.
14
what kinds of heroic acts they
occupations
evoke. 吀栀en ask them what kinds (track 29)
• Allow students
of people are never associated to a
an opportunity to
hero and why. GOALS
their speaking skills • Divide students into groups of • Practice the language
three and ask them to read the studied in the unit
information in the boxes. Make • Practice listening
• Books closed. Ask your students sure students understand them. strategies
what kinds of people are usually 吀栀en ask them to express their
associated with heroes. For opinions and use expressions of
at the pictures. Elicit the people’s
physical characteristics. 吀栀is will
serve as a preparation for the
listening activity.
• Play the audio once and have
students answer Activity 14a.
Check the answer with the whole
class.
• 吀栀en play the audio once more
and ask students to identify the
people mentioned. 吀栀ey should
write the people’s names under
the correct pictures.
• When students are done, tell them
to compare their answers with a
classmate’s. 吀栀en check them with
the whole class.
Answers
Annette Henry Felipe
Tracy Alicia John
Heroes in our lives
VOCABULARY READING • Books open. Tell students to read

.
.
the text and answer Activities 16a
15
16
and 16b. Set a time limit of about
GOAL GOALS three minutes and move around
• Present and recycle • Develop and practice the room to give help if needed.
vocabulary items reading strategies • When time is up, ask students
related to physical • O昀昀er room for to compare their answers with a
descriptions language practice classmate’s before you check them
• Develop and expand related to life with the whole class.
students’ lexical experiences • Tell students to work in pairs and
repertoire discuss the questions in Activity
16c. Allow them three minutes
• Books closed. Ask students if they for the discussion and move
• Books closed. Ask students how know of anyone who’s considered around the room to check their
you can describe a person (by a hero. Ask them why this person performances.
mentioning physical characteristics is considered a hero. If no one • When time is up, check answers
and personality traits). You may comes up with an example, invent with the whole class.
want to check students’ previous a story about a person you met
that was a hero to many because
knowledge by asking them he/she had done so many unusual
questions such as: things. You may use the text as a Answers
Do you have a boyfriend or reference. Refer to the reduced page of
girlfriend? the Class Book for answers.
What does he/she look like?
Is he/she tall?
Does he/she have brown eyes?
• Books open. Tell students to look
at the pictures and see if there’s
anything they can say about each 1
person such as color of eyes and 6
hair. Take the opportunity and 2
draw their attention to the word 11
elderly, which is considered more 18
politically correct than old. Ask 12
10
them to do Activity 15a. Allow 20
them about two minutes and 17
move around the room to give 19
help if needed. 7
• When time is up, divide students 16
14
into pairs and tell them to check 15
their work. Go over the example 3
in their books and let them work. 5
Move around the room and check 4
students’ performances. 9
13
• When students are done, check 8
Answers
See page 122 of

Information
Gap Activity
the Teacher’s
Pack for
8 instructions.
TEACHER'S BOOK | 99
7 UNIT
LANGUAGE • Books open. Tell students to look SPEAKING
.
at the reading passage in Activity
.
18
17
AWARENESS
16 again and 昀椀nd the parts that
GOALS
describe the main character. Ask
GOAL them to say which parts refer to • Provide language
• Raise students’ physical description and which to practice related to the
awareness of language personality. topic of the unit
used to describe • Provide an
• Divide students into pairs and ask opportunity for
people physically them to do Activity 17. Set a time
and talk about their students to express
limit of about one minute and their opinions in
personality traits walk around the room to o昀昀er English
help if needed. • Allow students
• Books closed. Ask students to • When time is up, check answers an opportunity to
give you examples of language with the whole class. practice and develop
used to describe people’s physical their speaking skills
characteristics. 吀栀en ask them to
give you examples of language Answers
used to describe people’s Refer to the reduced page of • Books closed. Ask students
personality traits. the Class Book for answers. about their ideal teacher, friend,
or romantic partner and elicit
adjectives to describe them.
• Photocopy the charts available
in the Resource Pack, page 188,
Descriptions, and give one chart to
each student in class.
• Ask students to write three
He was the author’s grandfather. adjectives to describe these ideal
people in the 昀椀rst column of the
chart. As students write, move
around the room and o昀昀er help if
necessary.
• When students are done, tell them
to walk around the room and
interview three classmates. Model
the activity with students before
they start. Say:
Teacher: What’s your ideal friend
like?
Student 1: In my opinion, a friend
He was kind, generous, and open-minded. should be generous,
He traveled around the world, he studied in Belgium, worked as a waiter in Holland, and patient, and caring.
got married in Italy.
He could sing, dance, and play the guitar.
Because he wanted to change the word and he had humanitarian ideas about life and
people, morals and ethics. He inspired his grandson to become a compassionate person.
Teacher: What does your ideal
Since the whole description is in the past, his grandfather is
probably dead.
romantic partner look
like?
Student 2: My ideal romantic
partner should be tall
and have green eyes and
1 2 black hair.
• Let students work. Move
2 1 around the room to check their
performances. When they are
done, have them share their

Heroes in our lives
GAME FEEDBACK TIME • Books open. Go through the
.
.
20
communicative functions
19
listed and, in pairs, encourage
GOALS GOAL students to come up with the
• Add an element of • Provide students corresponding language points.
fun to the lesson with an opportunity Ask them to rate their skills. 吀栀ey
• Provide extra practice to come up with may refer to the speci昀椀c language
of language related to an overview of the content in the unit. Monitor the
describing people language worked activity at all times and o昀昀er help
• Foster collaborative on throughout if necessary.
learning strategies the unit for the • When students are done, have
purposes of reviewing, them share with their classmates
summarizing, and the most meaningful 昀椀ndings
• Books closed. Divide students into self-evaluating
two teams. Tell each team to think about their own learning
about 昀椀ve people. 吀栀ese people processes. Discuss questions
may be famous or someone they related to study habits, and the
all know such as a student in class importance of keeping up with
or the teacher. Give teams two the language through the Web
minutes to write down the names Lessons, the Grammar Tips
of a people they have thought section, and so on.
about.
• Students should take turns asking
about the opposing team’s person
in order to guess who it is. Only
four questions are allowed.
• Model the game with students
before they start playing it. Write
some examples of questions on
the board and elicit some others.
For example:
Is it a man or a woman?
Is he/she famous?
What’s his/her nationality?
What does he/she look like?
What is he/she like?
• At the end of the game, the team
that can guess the most names
wins.
TEACHER'S BOOK | 101

8 UNIT
1.
GAME • Books closed. Ask students to

get together in groups of three.
• When time is up, ask
representatives to put their pens
Ask each group to choose a down and count how many
GOALS
representative. 吀栀is person is words they have. 吀栀e group with
• O昀昀er students an the only student in each group the most words is the winner of
opportunity to review allowed to write. that round and it scores a point.
vocabulary previously Ask the group with most words
studied • Tell students you’ll call out a
category and they should write to call out its words. 吀栀e other
• Foster cooperative groups should listen and cross
learning strategies down all the words that belong
to that category in one minute. out the words they hear that
• Add an element of are part of their lists. When the
fun to the lesson Point out to students that they’ll
be competing against each other. winner 昀椀nishes, ask students if
吀栀erefore, they shouldn’t say the there are any other words they
words out loud otherwise they will came up with and which were not
help the other groups. mentioned. Repeat the procedure
until all the categories have been
• Choose one category from the
covered. 吀栀e group with the most
list provided and give them one
points at the end of the game
minute so the groups can come
wins.
up with all the words they can
remember.
Suggested list of categories
Personality traits
Physical characteristics
Parts of the body
Technological devices and gadgets
Travel-related vocabulary
Items of clothing

SPEAKING • Books open. Pair students up. • Before students start talking, elicit
Tell them to mentally choose a the language to be used in the
2.
picture. 吀栀ey should take turns activity. If necessary, model the
GOALS
describing what the chosen activity with one student. Give
• Practice describing person looks like so their partners students about 昀椀ve minutes to
people and what they can guess who the person is. interact. While they talk, move
are wearing around the room and help them
• Activate and recycle if necessary. If necessary, carry out
language which has remedial work.
been worked on
previously
• Allow students
an opportunity to

8 UNIT
LISTENING appropriate pictures. 吀栀en ask

students to compare answers. If
SPEAKING
4.
3.
(track 30) they’re still unsure, play the audio

again for con昀椀rmation. 吀栀is time, GOALS
ask students to write down the • Activate and recycle
GOALS language which has
adjectives used to describe both
• Review language people. been worked on
previously studied previously
• Practice listening for • When students are done, check • Practice talking about
speci昀椀c information answers to Activities 3a and 3b past actions
and making inferences with the whole class. 吀栀en ask • Allow students
students the question in Activity an opportunity to
3c. Induce them to use the practice and develop
• Books open. Ask students if they language to express possibility and their speaking skills
have a boyfriend or girlfriend. justify their answers.
Invite volunteers to describe that
person. • Books open. Pair students up and
• Tell students that they’ll listen
Answers ask them to take turns asking and
to a conversation in which two Refer to the reduced page of answering the questions in the
people from Activity 2 are being the Class Book for answers. activity. Encourage students to
described. Play the audio once keep the conversation going and
and have students check the add their own questions. Give
them about four minutes for the
interaction. While students talk,
them if necessary.
Pictures 7 and 24 report their 昀椀ndings. If necessary,
carry out remedial work.
She’s nice, intelligent, and He’s nice, intelligent, and
helpful. determined. SPEAKING
5.
GOALS
• Practice describing
people and giving
opinions
• Activate and recycle
language which has
been worked on
previously
• Allow students
an opportunity to
• Books open. Divide students into

groups of three or four students.
Ideally groups shouldn’t have boys
and girls working together. Tell
them they should come up with a
description of their ideal romantic
partner. Elicit language to be used
in the activity. Give them about
昀椀ve minutes for the interaction.
While students talk, move around
the room and help them if
necessary.

• When time is up, ask students to SPEAKING • Explore the pictures in the
report their 昀椀ndings and compare students’ books and elicit language
6.
their descriptions. If necessary, to be used in the activity. Give
carry out remedial work. GOALS them about 昀椀ve minutes for the
• Activate and recycle interaction. While they talk, move
language which has around the room and help them if
been worked on necessary.
previously
• Allow students
to report their 昀椀ndings and
an opportunity to
compare their recommendations.
If necessary, carry out remedial
work.
• Books open. Keep students in the

same groups they were in for the
previous activity. Tell them to
give the man and woman in the
pictures advice on what to do
before, during, and after a date.

2
UNIT
What s
hould
I do?
AFTER ACTIVITY 3
an body on two sheets of blank stickers.
• Before class, write the parts of the hum
give each team a sheet of stickers. 吀栀ere
吀栀en divide students into two teams and
both sheets.
must be the same parts of the body on
uld
r. At your command, team members sho
• Ask each team to choose a voluntee
ect parts of the body. Set a time limit of
stick their stickers on the volunteers’ corr
about one minute.
of
rs have the stickers on the correct parts
• When time is up, check if the voluntee of the
sticker that is on the correct part
their bodies. Teams score a point for each
t points wins the game.
volunteers’ bodies. 吀栀e team with the mos
FURTHER PRACTICE | 109

AFTER ACTIVITY 6
• Get markers of di昀昀erent colors and divi
de the students into as many groups as
number of markers you have. Write all the the
words listed in Activity 6a on the board
and create a short de昀椀nition for each of
the words listed.
• Give one marker to each group. As you
read a de昀椀nition at random (not in the
order the words have been listed on the
board), students should come up to the
board and circle the correct word. 吀栀en
students hand the markers to the next
student in their groups and so it goes unti
l all the words have been circled.
• 吀栀e winner is the group that has circl
ed the most words correctly.
SUGGESTED DEFINITIONS
A document you need when you travel
by plane. (passport)
You need this to get into some foreign
countries. (visa)
You have the right to this after working
for a company for one year. (vacation)
吀栀e type of trip executives usually take
. (business)
A document you use to identify yourself
. (ID)
You go to this place to catch a plane. (airp
ort)
A synonym for money. (cash)
You use it to get information about a plac
e you are visiting. (travel guide)
You need it in case you have an emergen
cy while traveling. (health insurance)
You move from one place to another by
using means of transportation and taki
luggage. (trip) ng
吀栀ings such as necklaces, bracelets, or ring
s. (jewelry)
You need this to drive in a foreign country
. (international driver’s license)
5
L e t ,s t a
UNIT
ke a tr
ip!

7
UNIT
Heroes
our liv in
es
AFTER ACTIVITY 17
e
each student in class and tell them to writ
• Distribute a blank sheet of paper to
their names on the top of it.
smate
Tell them to give their sheets to the clas
• Students should be sitting in a circle.
e a new sheet of paper with the name of
sitting on their left. Students now will hav
to write a characteristic they think that
a classmate written on the top. Ask them
next student sitting on their left.
person has and move their sheets to the
with
edure until they get the sheet of paper
• Students should follow the same proc
their own names on the top.
acteristics their classmates have written
• Give students a minute to read the char the
Ask them if they agree or disagree with
about them. 吀栀en open the discussion.
g they ’d like to change about themselves.
characteristics given and if there’s anythin
FURTHER PRACTICE | 111

UNIT
1
Information GOALS
Gap Activity • Practice talking about what someone did over the weekend
• Allow students an opportunity to develop their speaking skills
1 • Books open. Divide students into slight di昀昀erences. Students should

pairs, Students A and Students talk to each other to 昀椀nd out
B, and ask the students to refer what is di昀昀erent between them.
to the corresponding page at the • Go over the examples on the
back of their books and not show students’ cards and model the
it to their partners. activity with a student if necessary.
• Explain that Students A Set a time limit of about 昀椀ve
and Students B have similar minutes and move around
information about what they did the room to check students’
last weekend, but there are some performances.
INFORMATION GAP ACTIVITY | 115

1 UNIT
Information GOALS
Gap Activity • Practice talking about someone’s trip
2 • Books open. Divide students into • Elicit the questions students

pairs, Students A and Students should ask and model the activity
B, and ask them to refer to the with a student. Set a time limit
corresponding page at the back of about seven minutes and
of their books and not show it to move around the room to check
their partners. students’ performances.
• Explain that Students A and • When time is up, ask students to
Students B should take turns compare their cards.
asking each other questions to 昀椀ll
in the chart on their cards.

UNIT
2
Information GOALS
Gap Activity • Practice asking for and giving advice
3 • Books open. Divide students into advice on the even numbers. Tell
pairs, Students A and Students them that the advice they will
B, and ask them to refer to the give is obvious because of the
corresponding page at the back sentences given.
of their books and not show it to • Tell students they should form
their partners. embedded questions. Elicit
• Explain that Students A and the questions they should ask
Students B should take turns and model the activity with a
asking for and giving advice on the student. Set a time limit of about
issues given. Students A should ask 昀椀ve minutes and move around
for advice on the odd numbers the room to check students’
and Students B should ask for performances.

3 UNIT
Information GOALS
Gap Activity • Further practice describing what people are wearing
4 • Books open. Divide students into asking about and describing what
pairs, Students A and Students the people in the box are wearing
B, and ask them to refer to the so that they complete the missing
corresponding page at the back names.
of their books and not show it to • Model the activity with students.
their partners. Set a time limit of about seven
• Explain that Students A and minutes and move around
Students B should take turns the room to check students’
performances.

UNIT
3
Information GOALS
Gap Activity • Discuss shopping habits and ways of avoiding excess consumerism
5 • Books open. Write the word • Tell students to 昀椀ll in the chart
shopaholic on the board and ask with their partner’s answers and
students if they know what it add up the total when they 昀椀nish.
means. Explain the meaning and Ask students to read their results
divide students into pairs. Tell and discuss whether or not they
them to interview each other to agree with them. Students should
昀椀nd out whether or not they are give their classmates advice if they
shopaholics. 昀椀nd out they’re shopaholics.

4 UNIT
Information GOALS
Gap Activity • Practice the vocabulary previously studied
• Giving commands for performing an action with a technological device
6
• Books open. Divide students into correct order based on the

pairs, Students A and Students instructions given.
B, and ask them to refer to the • Tell students there are cues
corresponding page at the back under each picture to help them
of their books and not show it to elaborate their instructions. Model
their partners. the activity with a student if
• Each student will be in charge of necessary. Set a time limit of about
giving his/her partner instructions 昀椀ve minutes and let them work.
on how to perform an action Move around the room to check
using a cell phone and a computer. their performances.
Partners should number the • When time is up, ask students to
pictures on their cards in the compare their cards.

UNIT
6
Information GOALS
Gap Activity • Practice talking about the future
7 • Books open. Divide students into • Draw students’ attention to the

pairs, Students A and Students example on their cards and let
B, and ask them to refer to the them work. Set a time limit of
corresponding page at the back about 昀椀ve minutes and move
of their books and not show it to around the room to check
their partners. students’ performances.
• Students A have information • When time is up, ask students to
Students B don’t and vice-versa. compare their cards. 吀栀en use the
Explain that Students A and answers as a springboard to the
Students B should take turns next activity in the Class Book by
asking each other questions to 昀椀ll asking students what could be
in the chart on their cards. done to preserve the environment.

6 UNIT
Information GOALS
Gap Activity • Practice describing people’s physical appearance
8 • Books open. Divide students into in the blanks on their cards.

pairs, Students A and Students • Draw students’ attention to the
B, and ask them to refer to the example on their cards and let
corresponding page at the back them work. Set a time limit of
of their books and not show it to about seven minutes and move
their partners. around the room to check
• Students A have information that students’ performances.
Students B don’t and vice-versa. • When time is up, ask students to
Explain that Students A and compare their cards.
Students B should take turns
asking each other questions to 昀椀ll

UNIT
1
THE SIMPLE PAST TENSE
We use the simple past tense to talk about situations that happened at a specific time in the past. Study the
examples:
We form the past of most verbs by adding -ed to their base form. Study the examples:
visit I visited my family last weekend.
play They played with the kids all day yesterday.
Some verbs change their spellings in the past. Study the examples:
• For verbs ending in -e we add -d. Study the • For verbs ending in a consonant + -y, we drop
examples: the -y and add -ied. Study the examples:
decide decided try tried
agree agreed cry cried
• For one syllable verbs ending in a single • For verbs with two or more syllables ending
vowel and a consonant, we double the last in a single vowel and consonant whose
consonant. Study the examples: final syllable is stressed, we double the last
tip tipped consonant. Study the examples:
stop stopped refer referred
prefer preferred
Some verbs in the past are irregular. Study the examples:

see We saw a wonderful movie last night.
buy/get We bought a house when we got married.
GRAMMAR TIPS | 125

1 UNIT
The past form of verbs is the same for all persons. Study the examples:
] ]
I I
You You
He He
She She
It looked happy yesterday. It ate pizza last night.
We We
You You
They They
To make interrogative sentences in the past, we use the auxiliary verb did and the main verb in the infinitive
without to. Study the example:
A: Did she go to the party with Bob?
B: Yes, she did.
A: Where did they meet?
B: At her place.
A: And did they like the party?
B: Yes, they did.
To make negative sentences in the past we use the auxiliary verb did + not (didn’t) and the main verb in the
infinitive without to. Study the example:
A: How did Lucy get home?
B: Well, Jeff didn’t drive her home because his car broke down. So she had to take a cab.
A: Really? Did she get upset?
B: Not really. She didn’t get upset because she understood it wasn’t his fault.
Short answers can be given to yes or no questions. Study the example:

Study the charts for the affirmative, negative, interrogative, contracted forms, and short answers of verb to be in
UNIT
1
the past.
AFFIRMATIVE NEGATIVE
I was late. I was not (wasn’t) late.

You were late. You were not (weren’t) late.
He was late. He was not (wasn’t) late.
She was late. She was not (wasn’t) late.
It was late. It was not (wasn’t) late.
We were late. We were not (weren’t) late.
You were late. You were not (weren’t) late.
They were late. They were not (weren’t) late.
INTERROGATIVE SHORT ANSWERS
Was I late? Yes, I was./No, I was not (wasn’t).

Were you late? Yes, you were./No, you were not (weren’t).
Was he late? Yes, he was./No, he was not (wasn’t).
Was she late? Yes, she was./No, she was not (wasn’t).
Was it late? Yes, it was./No, it was not (wasn’t).
Were we late? Yes, we were./No, we were not (weren’t).
Were you late? Yes, you were./No, you were not (weren’t).
Were they late? Yes, they were./No, they were not (weren’t).
GR AM MA R AC TIV ITY
Use the cues to write sentences in the simple past tense. Follow the example:
Daniel: what / you / do / yesterday? What did you do yesterday?

Phil: I / go / to / school.
Daniel: you / have / a / test?
Phil: no, / I / not.
Daniel: what / time / you / go / home?
Phil: I / go / back / home / at / three.
Daniel: what / you / do / in / the / afternoon?
Phil: I / listen / to / music / and / sleep.

What did you do in the afternoon? / I listened to music and slept.
I went to school. / Did you have a test? / No, I did not (didn’t). / What time did you go home? / I went back home at three. /
ANSWERS
GRAMMAR TIPS | 127

2 UNIT
EMBEDDED QUESTIONS
An embedded question is a question that is included in another question. Notice that the position of the verb
and the subject isn’t inverted. Study the examples:
Question: What time is it?
Embedded question: Do you know what time it is?
Question: What should I do?

Embedded question: What do you think I should do?
Question: Where could I go on my vacation?

Embedded question: Where do you think I could go on my vacation?
Write embedded questions. Use the phrases in parentheses. Follow the example:
Should I talk to my dad about it? (Do you think)

Do you think I should talk to my dad about it?
_____________________________________________________________.
5. Could you tell me where the zoo is? / 6. Could you tell me how much that pair of black shoes is?
1. Do you think I should get married? / 2. Do you think there is a good movie on TV tonight?
3. Do you know where my room is? / 4. Do you know how long a trip to Buenos Aires takes?
1. Should I get married? (Do you think)

_____________________________________________________________.
2. Is there a good movie on TV tonight? (Do you think)

_____________________________________________________________.
ANSWERS
3. Where’s my room? (Do you know)

_____________________________________________________________.
4. How long does a trip to Buenos Aires take? (Do you know)
_____________________________________________________________.
5. Where’s the zoo? (Could you tell me)

_____________________________________________________________.
6. How much is that pair of black shoes? (Could you tell me)
_____________________________________________________________.

UNIT
2
SHOULD/CAN/COULD/
MAY/MIGHT (ADVICE)
We can use the modal verbs should, can,
could, may, and might to offer suggestions
and give advice. Study the examples:
GRAMMAR TIPS | 129

2 UNIT
Complete the sentences with should, can, could, may, and might. Follow the example:
1.
should
2. 3.
4. 5.
6. 7.
1. may/might / 2. should / 3. should / 4. can/could / 5. can/could / 6. may/might / 7. should

ANSWERS

UNIT
3
COLLOCATIONS
(VERBS + PREPOSITIONS)
In English, a particular combination of words is called collocation. When you learn a new word, it’s also
important to learn the words that go with it. Study the examples:
Fill in the blanks with the correct prepositions.
1. She loves listening ______ music.

2. My cell phone doesn’t have access ______ the Internet.
3. Those shoes don’t go _______ these pants.
4. Did you find ______ when her birthday is?
5. She is talking ______ the new teacher.
6. Do you know what happened ______ him?
7. These flip-flops belong _______ Monica.
8. When are they going to arrive ______ San Diego?
1. to / 2. to / 3. with / 4. out / 5. to/with/about / 6. to / 7. to / 8. in/from
ANSWERS
GRAMMAR TIPS | 131

5 UNIT
HAVE TO
We use HAVE TO to talk about obligation and necessity. Study the examples:
To go to the U.S.A., you have to get a visa.
To go to most countries in Europe, you just have to get a passport.
I want to have dinner with you tonight, but I have to finish my project first.
Fill in the blanks with the correct form of have to.
1. 2.
3. 4.
5. 6.
1. have to / 2. had to / 3. has to / 4. have to / 5. had to / 6. have to

ANSWERS

UNIT
5
MODAL VERBS
We can use the modal verbs MAY, MIGHT, and COULD to express possibility or probability, SHOULD to
express suggestion, and CAN to express ability. Study the examples:
I may talk to Helen on Monday, but I’m not sure I’ll see her.
We might stay at a hostel in Amsterdam.
You could visit a museum in the afternoon.
Do you think I should take a trip with Rebecca?
I can play the piano, but my sister can’t.
Fill in the blanks with the correct form of may, might, can, could, or should.
1. may/might / 2. can’t / 3. could / 4. should

ANSWERS
GRAMMAR TIPS | 133

5 UNIT
VERBS OF PREFERENCE +
GERUND & INFINITIVE
Verbs such as LOVE, LIKE, HATE, and PREFER can be followed by verbs in both the infinitive form or the gerund.
However, there’s a slight difference between the two forms. The gerund expresses liking while the infinitive
expresses habitual preference, something we consider right, useful, or wise. Study the examples:
My husband and I love traveling on our vacation.
(but)
My husband and I love to travel in September.
I like talking to native Spanish speakers.

(but)
I like to talk to native Spanish speakers to practice my Spanish.
I hate staying at hostels.

(but)
I hate to stay at home when I’m on vacation.
I prefer driving cars to trucks.

(but)
I prefer to drive during the day.
Some verbs such as ENJOY and expressions such as

CAN’T STAND and FEEL LIKE are normally followed by
verbs in the gerund. Study the examples:
I enjoy going to the beach.
I can’t stand traveling in large groups.
I feel like having a cup of tea before we leave.

UNIT
5
Fill in the blank with the correct form of the verbs in parentheses.
1. 2.
3. 4.
1. to visit / 2. to bother / 3. collecting / 4. having

ANSWERS
GRAMMAR TIPS | 135

6 UNIT
VERBS AND EXPRESSIONS

OF PROBABILITY AND
POSSIBILITY
We use the following verbs and expressions to indicate probability or possibility. Study the examples:
100% 0%
It will certainly It will probably It will possibly It will probably It will possibly It will definitely
happen. happen. happen. not happen. not happen. not happen.
It will rain It will probably It may rain It probably I don’t think I am sure that
tomorrow. rain tomorrow. tomorrow. won’t rain it will rain it won’t rain
tomorrow. tomorrow. tomorrow.
It is likely to It could rain
rain tomorrow. tomorrow. It isn’t likely to
rain tomorrow.
Rewrite the sentences using the verbs and expressions in parentheses. Follow the example.
Maybe CO2 emissions will fall in the future. (may)

CO2 emissions may fall in the future.
____________________________________________________________________
1. There’s a possibility that vertical farms will be very common in big cities by 2040. (may)
____________________________________________________________________
2. Maybe we won’t find life on other planets before 2100. (to be likely)
____________________________________________________________________
3. It is a fact that she travels tomorrow. (will)
____________________________________________________________________
4. There is a high chance that she will be elected. (will probably)
____________________________________________________________________
5. Perhaps by 2060 people living on Earth won’t have enough drinking water. (will probably)
____________________________________________________________________
5. By 2060, people living on Earth won’t probably have enough drinking water.
4. She will probably be elected.
3. She will travel tomorrow.
136 |
2. We are not likely to find life on other planets before 2100.
CNA PROGRESSION 1 1. Vertical farms may very common in big cities by 2040.
ANSWERS
UNIT
7
RELATIVE CLAUSES
WITH WHO
Who in relative clauses helps us define or give further information about the person we’re talking about. Study
the examples:
Rewrite the sentences below using who. Follow the example.
James Dean was an American actor. He died in a car crash.

James Dean was an American actor who died in a car crash.
____________________________________________________________________
1. Shirley Temple was an American actress. She started her career at the age of three.
____________________________________________________________________
2. Elvis Presley was a famous rock singer. He recorded more than 600 songs.
____________________________________________________________________
3. Kate Middleton is a British woman. She’s married to Prince William.
____________________________________________________________________
4. Bill Gates is an American businessman. He’s one the richest people in the world.
____________________________________________________________________
4. Bill Gates is an American businessman who’s one of the richest people in the world.
3. Kate Middleton is a British woman who’s married to Prince William.
2. Elvis Presley was a famous rock singer who recorded more than 600 songs.
1. Shirley Temple was an American actress who started her career at the age of three.
GRAMMAR TIPS | 137
ANSWERS
LIST OF COMMON
IRREGULAR VERBS
BASE FORM SIMPLE PAST BASE FORM SIMPLE PAST
be was/were lead led
beat beat learn learnt
begin began leave left
bite bit lend lent
blow blew let let
break broke lose lost
bring brought make made
build built mean meant
burn burnt meet met
buy bought pay paid
can could put put
catch caught read read
choose chose ride rode
come came ring rang
cost cost rise rose
cut cut run ran
do did say said
draw drew see saw
drink drank sell sold
drive drove send sent
eat ate set set
fall fell shoot shot
feed fed shut shut
feel felt sing sang
fight fought sit sat
find found sleep slept
fly flew smell smelt
forget forgot speak spoke
freeze froze spend spent
get got stand stood
give gave steal stole
go went stick stuck
grow grew swim swam
hang hung take took
have had teach taught
hear heard tell told
hide hid think thought
hit hit throw threw
hold held wake woke
hurt hurt wear wore
keep kept win won
know knew write wrote

0
STARTER
Functions UNIT
Talking about Talking about free

people’s jobs. time activities.
Talking about how

Talking about where often people do
people work. things.
Saying how you like Talking about kinds

your work/school. of movies.
Describing what Talking about future

people do. arrangements.
Talking about what Inviting people to go

people want to do to the movies.
in the future.
Talking about Talking about future

daily routines. arrangements.
Talking about Talking about the

weekend activities. existence of places.
Talking about Talking about the

how often you location of places.
do something.
RESOURCE PACK | 141

0
STARTER
UNIT Functions
Talking about Asking for and

healthy habits and giving directions.
recycling.
Talking about your Talking about how

family members. you get around.
Talking about your

Talking about favorite places in
where people live. town.
Talking about what Giving commands

houses are like. and instructions.
Talking about Talking about

favorite places in a cycling.
house.
Talking about what Talking about

you like and dislike. eating habits.
Asking for information Talking about the

to rent a house or an ingredients you need
apartment. to make a recipe.
Ordering food Going grocery

at a restaurant. shopping.

0
STARTER
Mime game UNIT
RESOURCE PACK | 143

0
STARTER
UNIT Mime game

0
STARTER
Final - ed UNIT
/d/
/t/
/Id/
RESOURCE PACK | 145
1 UNIT Weather conditions

Weather conditions UNIT
RESOURCE PACK | 147

1 UNIT Weather conditions

Seasons of the year UNIT
RESOURCE PACK | 149

1 UNIT Seasons of the year

Feelings UNIT
RESOURCE PACK | 151

1 UNIT Feelings

Feelings UNIT
RESOURCE PACK | 153

2 UNIT Parts of the body
BACK NOSE EAR
TOOTH STOMACH THROAT
HEAD FOOT FEET
KNEE SHOULDER HAND
NECK LEG LEGS

Clues
CLU ES ANSWER S
UNIT
2
1.
You have a pain in your ears. Earache.
2.
You smell with it. Nose.
3.
Your head aches. Headache.
4. You use it to speak. Mouth.
5. You hear with them. Ears.
6. You use them to write. Hands.
7. You need them to walk. Feet.
8. You have a pain in your back. Backache.
9. You need them to stand up. Legs.
10.
You have a pain in your Stomachache.
stomach.
11. You see with them. Eyes.
12. Your throat hurts. Sore throat.
13. You have ten on your hands. Fingers.
14. You have ten on your feet. Toes.
RESOURCE PACK | 155

2 UNIT Embedded questions
Do you think I Do you think we

Do you know
should talk to him can be friends
what time it is?
about it? again?
Can you tell me

Do you think I Do you know
where there is a
should talk to her what day of the
drugstore near
about it? week it is today?
here, please?
Do you know What do you Do you think I

where the city think I could should talk to
park is? possibly do? them about it?
Can you tell me

Do you think I Do you know how
what time it is,
should apologize? much it is?
please?
Do you know how Can you tell me

Do you think I
often I should what day it is
should quit?
work out? today, please?
Can you tell me

Do you think I Do you know
where there is a
should accept the what I should
subway station
invitation? wear?
near here, please?
Can you tell me

Do you think I Do you know how
where exactly I
should help him? often it happens?
should go?

Situations
Should I be a
UNIT
2
candidate for Should I start Should I go
president of this smoking? bungee jumping?
country? (Do you think?) (Do you think?)
(Do you think?)
Should I try Should I eat a Should I throw

living in another whole box of a party on my
country? chocolate? birthday?
(Do you think?) (Do you think?) (Do you think?)
Should I delete all

Should I swim in Should I have
my profiles on the
the Amazon River? children?
Internet?
(Do you think?) (Do you think?)
(Do you think?)
Should I declare
Should I insult my Should I try Indian
my love to my
boss? food?
neighbor?
(Do you think?)
Should I keep Should I lend

Should I go to the
my money in the money to my
gym every day?
bank? relatives?
(Do you think?)
Should I spend all

Should I go on a Should I take a
my savings on a
cruise? trip to Iraq?
new car?
(Do you think?)
RESOURCE PACK | 157

2 UNIT What should I do?
My boss doesn’t
I feel tired all day. want to give me a I can’t learn math.
raise.
I have an
My apartment is important test,
My job is boring.
too small. but I didn’t have
time to study.
It’s my mother’s I have a job

My husband/wife
birthday, but I interview, but I
doesn’t want to
don’t have money don’t know how
have kids, but I do.
to buy her a gift. to get there.
I’m in love with

I owe a lot of
my best friend’s I forgot my father’s
money to a
boyfriend/ birthday yesterday.
colleague.
girlfriend.
I work too much My dog is I have this pain

and don’t have destroying my in my knee every
time for my family. house. day.
My company
I don’t love wants me to
I have insomnia
my boyfriend/ work in another
every day.
girlfriend anymore. country, but I
don’t want to go.

Electronics UNIT
RESOURCE PACK | 159

3 UNIT Electronics

Electronics UNIT
RESOURCE PACK | 161

3 UNIT Electronics

Clothes and accessories UNIT
RESOURCE PACK | 163

3 UNIT Clothes and accessories

RESOURCE PACK | 165


RESOURCE PACK | 167


RESOURCE PACK | 169


RESOURCE PACK | 171


Pronunciation bingo UNIT
RESOURCE PACK | 173

3 UNIT Pronunciation bingo

Pronunciation bingo UNIT
3
SUNGLASSES SWEATSHIRT SNEAKERS BLOUSE
E-READER TABLET DRESS SHORTS
TOP T-SHIRT PANTS TIE
JEANS SKIRT SHIRT JACKET
CAMCORDER PRINTER SHOES SWEATER
BLAZER CAMERA SCARF SOCKS
RESOURCE PACK | 175

5 UNIT On vacation

On vacation UNIT
RESOURCE PACK | 177

5 UNIT On vacation

Necessary items UNIT
RESOURCE PACK | 179

6 UNIT Technology trivia game
QUESTION: When QUESTION: What

QUESTION: When
did the Internet does letter “e” in the
was the first e-mail
become popular? word e-mail stand
sent?
for?
STUDENT A
ANSWER: By the
ANSWER: In 1971.
late 1990s. ANSWER: Electronic.
QUESTION: What
QUESTION: What QUESTION: What
does HTML stand
does Wi-Fi stand for? does “www” stand
for?
ANSWER: Wireless for?
ANSWER: Hyper
Fidelity (Wireless ANSWER: World
Text Marked
Internet). Wide Web.
Language.
QUESTION: What QUESTION: When

QUESTION: When
was the first video did cell phones
was the first tweet
game? become popular?
sent?
STUDENT B
ANSWER: Tennis for ANSWER: By the

ANSWER: In 2006.
two (1958). late 1990s.
QUESTION: When QUESTION: What

QUESTION: What’s
did the first country has the
the most popular
smartphone come largest number of
site on the Internet?
out? Internet users?
ANSWER: Google.
ANSWER: In 1997. ANSWER: China.

Now and then UNIT
RESOURCE PACK | 181

6 UNIT Now and then

Now and then UNIT
RESOURCE PACK | 183

6 UNIT
In six months’ time…

get a boyfriend/girlfriend
I definitely will I probably will I might
Predictions
I probably won’t I definitely won’t
get a new job
I definitely will I probably will I might I probably won’t I definitely won’t

In one year’s time…
travel abroad
get a new car

This week…
go to the movies
have an appointment with your dentist

This month…
move house
finish reading a book

In two years’ time…
write a book
take up a new course

In ten years’ time…
move countries
retire

Tomorrow…
eat out
meet some friends

Before the end of this year…
go on vacation
travel with your family

In five years’ time…
buy a house/apartment
get married

Before your birthday…
lose weight
get a new cell phone

Today…
cook dinner
go to bed early

By this time next year…
make one of your dreams come true
take up a new hobby

Opinions UNIT
6
In my opinion, technology I’m afraid I disagree. I think
technology helps us a lot.
SET OF CARDS A
is a bad thing.
As I see it, it depends on

I couldn’t agree more!
what you do with it.
You’re absolutely right!

Exactly. If you ask
In my honest opinion,
me, technology is not
technology can be a good
necessarily a bad thing.
thing.
I’m afraid I disagree. I

In my opinion, … think…
SET OF CARDS B
I couldn’tagree more! As I see it, …
You’re absolutely right! In

Exactly. If you ask me, …
my honest opinion, …
RESOURCE PACK | 185

7 UNIT Superman
Read this passage about Superman and prepare three

SET OF CARDS A
questions to ask Team B.
Superman first appeared in 1938 and his symbol is part of the

American culture. Superman has incredible powers – super
strength, the ability to fly, X-ray vision, super speed, super
hearing, and super breath. Superman has one weak point –
Kryptonite. When exposed to this radioactive element from
his home planet, he becomes weak and helpless.
Superman’s powers come from Krypton, the planet where he
was born. Kypton’s red sun gives Superman additional powers.
Read this passage about Superman and prepare three

SET OF CARDS B
questions to ask Team A.
Superman’s alter ego is Clark Kent, a reporter who lives in the

city of Metropolis and works for the newspaper The Daily
Planet. Clark is in love with Lois Lane. He was adopted by a
family of farmers when he was a baby. His family gave Clark
strong moral beliefs to help him fight evil.
Superman’s arch enemy is Lex Luther. He doesn’t have any
superpowers, but he uses technology and Kryptonite to
control Superman.

Occupations UNIT
7
He/She teaches He/She takes care
He/She treats
at the university. of sick people.
animals. (vet)
(professor) (nurse)
He/She installs He/She acts in He/She treats

and repairs pipes. movies and plays. people’s teeth.
(plumber) (actor/actress) (dentist)
He/She writes
He/She sells
articles for
He/She drives a products
newspapers
taxi. (taxi driver) at a store.
and magazines.
(salesperson)
(journalist)
He/She takes
He/She cooks
orders at a He/She teaches
food at a
restaurant. children. (teacher)
restaurant. (chef)
(waiter/waitress)
He/She treats
He/She paints He/She plays in a people with
walls. (painter) band. (musician) health problems.
(doctor)
He/She bakes He/She designs

He/She drives a
bread at a bakery. buildings and
bus. (bus driver)
(baker) houses. (architect)
RESOURCE PACK | 187

7 UNIT Descriptions
Me Clas sma te 1 Classmate 2 Classmate 3
A teacher
A friend
A romantic
partner
A teacher
A friend
A romantic
partner
A teacher
A friend
A romantic
partner
A teacher
A friend
A romantic
partner

1
So mu UNIT
ch hap
pened
last we
ek.
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Match the columns.

1.
1. How was your weekend? 7 I went there yesterday.

2. What did you do last weekend? 8 Yes, I did. I saw Frozen.
3. Where did you go on your last vacation? 2 I met some friends and went to the movies.
4. What was the weather like? 5 Yes, we did.
5. Did you have a good time? 6 I was very scared.
6. How did you feel on your first day of school? 3 I went to Europe.
7. When did you go there? 1 It was great.
8. Did you go to the movies last weekend? 4 It was hot and sunny.
Find the past form of go meet hear have get read see
2.
the verbs in the box wake sleep eat make buy write
in the wordsearch.
S T Y H I K M N B C R T P L K I E D S X
W V G B S A W Y H N J K L O M U H E T R
Q R E D C V F R G B T R T B N M A D E Z
W E G H I O P L M D V B N M D E S R F G
P A L O I M K J H T G F O E E C V B N F
D D S W Y G H J K L U T T T J G E R T V
E X L I D M W E N T E N J K L Q P V A G
E L O O L E W C N M O P L K I I P E T B
D K S E Z D U P W R O T E E O K R D E H
F I H Y X C L O O I J M N D H A D C W J
G E W I C V Z B J W S R F C O L G K S M
I G H E A R D E D F G B S O P P T L M K
O E W L P K U J H Y V C L Z E C V B K Y
P W R E G R T S E G A R E A T I Z O L T
L A W Z B N T H J O Y P P A D V R U O G
K W O K E Z S E R T J L T Z X W B G T R
B A B L P F G J U T E D R T G B N H B F
G V W D F N K O P L T Y H H W S D T N E
ACTIVITY BOOK | 191

Complete the conversation with the past form of the verbs in parentheses.
3.
Sue: did you _____________

So _________ travel (travel) on your last vacation?
Tim: traveled
Yes, we did. We ___________________ (travel) abroad. We
went (go) to France.
_____________
Sue: Really? I love France.
Tim: loved
We went to Paris and we _____________ (love) it.
Sue: did stay
Where _________ you _____________ (stay) there?
Tim: stayed
We _____________ (stay) in a hotel near the Eiffel Tower.
Sue: Was it good?
Tim: liked (like) it a lot. It _________
Yes, we _________ was (be) very comfortable
and near the subway station.
Sue: What did you do there?
Tim: visited
We ________________ walked (walk)
(visit) the museums, _____________
along the beautiful boulevards…
Sue: I love walking in Paris!
Tim: relaxed
We sat at the cafés, ________________ (relax), and
watched (watch) people passing by. We went on a boat
________________
cried (cry) watching the sunset
tour on the Seine. My wife almost _________
listened
from the boat. We also _________________ (listen) to a concert at the
Opera House. It was awesome!
Sue: was (be) a great trip then.
Wow, it _________

Name: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
UNIT
1
4. Look at the pictures and answer the question: What’s the weather like?
1. 2. 3.
foggy snowy cloudy

4. 5. 6.
rainy sunny windy
Complete the dialogue.

5.
Ella: How was your weekend?

Chloe: _________________________________________________________________
Ella: What did you do?
Chloe: _________________________________________________________________
Ella: I heard you’ve just come back from your vacation. Did you travel?
Chloe: _________________________________________________________________
Ella: What did you do there?
Chloe: _________________________________________________________________
Ella: OK. Well, time to go now. Bye.
ACTIVITY BOOK | 193

Look at Activity 20 on page 22 of your Class Book and follow the instructions to write about your
6.
first day at school or at work.

2
UNIT
What s
hould
I do?
Name: ___________________________________ Group: ___________
Match the columns.

1.
I don’t understand what the teacher

What’s the matter, Maria? Why aren’t you 3
1. says in my French class. Is there
in school?
anything you can do to help me?
My boyfriend wants to get married, but
5 I can’t. I have a lot of work to do at
2. I think we’re too young. What do you
the office.
think I should do?
6 Yes, I’ll do that. I’ll promise I’ll take

3. What seems to be the trouble, Julio?
care of the cat myself.
I don’t feel well. I have a bad
Don’t worry. I can help you with the
4.
homework.
1 headache so I decided to stay home
today.
5. Why don’t you go on vacation? 4 Thanks a lot.
It may be a good idea to talk to your You should talk to him. Open your
6.
mom about the benefits of having a pet.
2 heart and explain your reasons.
Complete the table with sentences that you can use

2.
to give advice or suggestions. Follow the example.
Que stio ns Stat eme nts
Why don’t you…?
ACTIVITY BOOK | 195

What should I do?
k I should do
what do you thin
ld do
t I think you shou
that’s exactly wha
you in class
Complete the conversation with the I wanted to talk to
arried
He wants to get m
3.
sentences in the box.

go home
I think you should
you’re only 19
Julie: Hi, Joan, you look nervous.

I wanted to talk to you in class
Joan: Hello, Julie! I’m so glad to see you. You know _______________________________,
but you left earlier the other day.
Julie: What’s the matter?
He wants to get married
Joan: Well, it’s Larry. ______________________________________________.
Julie: Get married? Really? When?
Joan: Yes, he says he loves me and that we shouldn’t wait any longer.
Julie: you’re only 19
But Joan, _________________________.
Joan: Yeah, but he’s 28. And there’s more. He wants to start a family.
Julie: What? Have children at 20? Are you out of your mind?
what do you think I should do
Joan: Tell me, ___________________________________________________?
Julie: Are you really asking me for advice? You know what I think you should do, don’t you?
Joan: No, I don’t. Please, tell me what I should do.
Julie: I think you should go home
_________________________________________________, call Larry and say you
have to finish your education first. Get a degree. Go to college. When you finish college,
then maybe you can start thinking about marriage.
Joan: Is that what you think I should do?
Julie: that’s exactly what I think you should do
Yes, _______________________________________________________.
Joan: Thanks a bunch, Joan. You’re such a good friend. I’ll talk to Larry.

Name: ___________________________________ Group: ___________
UNIT
2
4. Complete the mini conversations.
A: I’m tired of living in such a big city.

1. should consider moving to the countryside.
B: I think you ____________
A: I want to go on a student exchange program to Canada, but my

parents say no.
2. have to talk to them and try to explain the
B: Well, you ____________
benefits of living in another country.
A: I’m thinking of going to the beach for a few days. I’m very tired.
3. may be a good idea to make a reservation at a hotel
B: It ___________
first.
A: I’m working too hard these days. I’m really stressed out.
4. Why don’t
B: _____________________ you take a vacation?
Imagine you are faced with one of the situations below and don’t know what to do. Write a
5.
text message to a friend asking for advice. Write about 50 words.
• You have a bad headache. It won’t go away.

• You need to stop smoking. You don’t know how.
• You have a problem with a school subject.
• Your computer broke and you don’t have money to buy a new one.
• You can’t sleep at night.
• Your boyfriend or girlfriend wants to get married. You think you should wait longer to take
such an important step.
ACTIVITY BOOK | 197

Read the text and answer the questions.
6.
e them as
s exist in eve ry cul tur e and are often so powerful that we tak
Old wives’ tale that what we think
ogator y term used to indicate
the truth. Old wives’ tales is a der It is assumed that
is rea lly a sup ers titi on or som ething untrue, to be ridiculed.
is tru e legend
by old wo me n cou ld not hav e credibility – it is just a kind of
a story tol d es’ tales
old er wo me n to a you nge r generation. Today, some old wiv
passed down by If not, you’ll go blind”.
mple, “You should eat carrots.
have proven to be valid. For exa ration, so, yes,
w that car rot s rea lly red uce the risk of getting retina degene
Studies sho
eat your carrots!
wiki/Old_wives’_tale
p://en.wikipedia.org/
Adapted from htt
1. What are old wives’ tales?

a. They are true facts.
b. They are untrue stories.
c. They are questionable stories.
2. Do you believe in old wives’ tales?

a. Yes, I do.
b. No, I don’t.
c. I believe in some, but I don’t believe in others.
3. What do you think derogatory means?

a. I think it means something good.
b. I think it means something bad.
c. I think it means something that is not good or bad.
4. Why are certain kinds of advice called old wives’ tales?

a. Because they are about women.
b. Because they are told by women from generation to generation.
c. Because they are ridiculous.
5. Do you know an old wives’ tale? Write it down.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3
UNIT
C
help y an I
ou?
Name: ___________________________________ Group: ___________
Match the columns.

1.
1. Hi. Can I help you? 2 Yes, it does.

2. Does it have a good definition? 6 It’ll be cash.
3. How much is it? 5 It’s a bit too tight. Can I try a larger one?
4. What’s he wearing? 7 Medium, I guess.
5. How does it fit you? 8 Yes, I do.
6. How would you like to pay? 1 Yes, I’m looking for a digital camera.
7. What size are you? 3 It’s $47.99.
8. Do you like going shopping? 4 He’s wearing jeans, a T-shirt, and sneakers.
Write the names of the items below.

2.
1. 2. 5.
4.
3.
CAMERA CAMCORDER TABLET MP3 PLAYER PRINTER
8. 9. 10.
6. 7.
DRESS JEANS PANTS SCARF PAJAMAS
13. 15.
11. 12.
14.
SOCKS GLOVES SHIRT BLOUSE SHOES
16. 18.
17. 19. 20.
HIGH HEELS JACKET SHORTS SUNGLASSES SWEATSHIRT
ACTIVITY BOOK | 199

Can I help you?
Complete the conversations.

3.
Co nv ers ati on 1
What size
are you?
Yes, please.
I’m looking
for a T-shirt.
Thank How does it

you. 昀椀t you?
How much How would you

is it? like to pay?

Name: ___________________________________ Group: ___________
UNIT
3
Co nv ers ati on 2
Does it have
high-speed
Internet?
Yes, please.
I’m looking for
a cell phone.
Is it user- Can I download

friendly? apps to it?
How much
is it?
How would
you like
to pay?
ACTIVITY BOOK | 201

What are these people wearing?
4.
1. 2. 3. 4. 5.
She’s wearing He’s wearing
Complete the questions with one of the words in the box. Then answer them.
5.
with in on for on
for
a. What do you like to go shopping ______?
___________________________________________________________________________
on
b. What do you spend a lot of money ______?
___________________________________________________________________________
in mind when you go shopping?
c. Do you usually have something specific ______
___________________________________________________________________________
on before you buy them?
d. Do you usually try clothes ______
___________________________________________________________________________
with it?
e. When you buy an item of clothing, do you also buy accessories that go ______
___________________________________________________________________________

Putting
all toge it
ther.
Name: ___________________________________ Group: ___________
1.
Match the columns.

4 UNIT
Why don’t you wear that lovely red

1. What’s the matter? You look sick. 2
dress you bought at Marcy’s?
Of course. Come this way. The
2. What should I wear to the party? 4
fitting rooms are over there.
No, I didn’t. I had a sore throat and I
3. Where did you go on your last vacation? 5
stayed home.
4. That’s a pretty blouse. Can I try it on? 6 I think you should see a nutritionist.
My sister, my best friend, and I went

5. Did you go to Clara’s birthday party? 3
to Europe.
6. I need to lose weight. What should I do? 1 I have a bad headache.
Unscramble the conversation.

2.
4 Sandy: We visited Lisbon, Madrid, and Paris.

6 Sandy: Oh, the usual tourist places. We visited the Louvre,
went to the Eiffel Tower and took a trip to the Val de
Loire, where there are a lot of castles.
8 Sandy: Yeah, it really was!
1 Mia: So, how was your vacation?
2 Sandy: It was great! My sister Patty and I went to Europe.
7 Mia: Awesome! It must have been a dream trip.
3 Mia: Wow! What cities did you go to?
5 Mia: Where did you go in Paris?
ACTIVITY BOOK | 203

ything special.
Th e we eke nd __ __ _ kin d of boring. We didn’t do an
1. write back.
I __ __ __ __ _ Ma ry a text message, but she didn’t
2.
Prado Museum in Madrid.
Complete 3. We __________ the imming practice.
late and didn’t go to my sw
3.
the wa s tire d so I __ __ __ _ up
4. I like it.
sentences e T-shirt in Italy. I hope you
and do the 5. I ________ you a nic
on TV.
crossword 6. We _______ a movie ool on Monday.
bro the r an d I __ __ __ __ sick so we didn’t go to sch
puzzle. 7. My
use last night.
8. I _____ at a friend’s ho nderful time there!
fam ily an d I we nt to Rio de Janeiro. We _____ a wo
9. My on. I loved it!
__ __ __ __ a bo ok by Ag atha Christie on my vacati
10. I _ it all.
fathe r co ok ed pa sta . It was delicious and we ____
11. My ekend.
__ __ __ __ __ __ __ to the mountains over the we
12. We
1.
2. 3. W
W V A 4. 5.
R I 6. S A W B
O S O O
7. T I 8. 9. K U
W E N T S I G H T S E E I N G
E E L A H
R D E D 10. T
E P 11. R
12. T R A V E L E D
T A
E D
Read the sentences and number the pictures.

4.
1. My first day was terrible. I was literally in panic!

2. I loved school when I was a kid. I was always ready in the morning.
3. When summer vacation started, I didn’t want to do anything. I felt lost.
4. My first day at work wasn’t easy. I hated everything about the office.
4 1 2 3

Name: ___________________________________ Group: ___________
UNIT
4
5. Think about the situations in Activity 4 and answer the questions about yourself. Check the
ones that apply to you and write what they mean. You may also create another.
How did you feel about school

1.
when you were a child?
How did you feel when school
2.
ended in July and December?
How did you feel on your first day
3.
at school or work?
How do you feel about your
4.
classmates or colleagues?
Unscramble the words to make questions.

6.
A: do / you / think / do / I / should / What / ?

1.
What do you think I should do?
____________________________________
____________________________________
B: I think you should see a doctor.
A: do / did / What / weekend / on / the / you / ?

What did you do on the
____________________________________
2. weekend?
____________________________________
B: We went to a friend’s birthday party. On Sunday, we
saw a movie on TV.
A: the / weather / beach / on / the / like / was / What / ?

What was the weather like on
____________________________________
3. the beach?
____________________________________
B: It was rainy and foggy, so we came back early.
A: party / do / should / What / wear / to / the / think /

you / I / ?
4. What do you think I should
____________________________________
wear to the party?
____________________________________
B: Why don’t you wear your new velvet jacket?
ACTIVITY BOOK | 205

Imagine you are Dr. Right. You write an online advice column for teens. You receive the post below.
7.
Respond to Marcela.
DESPERATE IN NEED OF SLEEP

Posted by: marceladenardi on April 10,
at 2:45 a.m.
Posted in: San Francisco, U.S.A.
Dear Dr. Right,

I’m 16 years old, I go to high school, and I can’t sleep at night. I
usually surf on the net until 4:00 a.m. And then, of course, I can’t
wake up to go to school. And when I do, I’m always sleepy and
my
can’t pay attention to class. My parents and I argue a lot, but all
friends have the same problem . What should I do? Please, help!
Love,
Marcela
Read the post and identify

8.
the people mentioned.
Jorge
Marco
Carol
Angela

5
UNIT
L e t ,s t a
ke a tr
ip!
Name: ___________________________________ Group: ___________
Match the columns.

1.
1. Where would you like to go?

2 That’s right. We have to buy tickets and get new
passports. Our old ones are not valid. Oh, and I think we
2. Let’s start planning. We have have to get visas.
to make arrangements first. 5 It’s a small fishermen’s village in the south of Bahia. The
beaches are amazing and you can visit historical places
3. I would like to take a trip to
such as the Pascoal Mountain, the first place discovered
Buenos Aires. What do I have
by the Portuguese.
to do?
3 You have to get tickets and make a hotel reservation.
4. Are you planning to drive?
4 Well, yes, it’d be a good idea to rent a car.
5. Cumuruxatiba? What’s it like? 1 I’d like to go to an exotic place in South America, maybe.
Find eight adjectives in the wordsearch.

2.
H J K L O P W Z B G E E P L E A W S V C
B W F G A E Y K L O U N H E X A S U N B
O E M B A R R A S S I N G Y C H P R Y N
R J I N G W E R F G I B P L I Q O P H E
I K I N T E R E S T I N G N T B H R F H
N O F H Y T S T W X S P L M I F T I R E
G F A E D R F J U I N U U K N E V S E I
K R W H T V B N K I R Y J T G A B E A L
Y K L O U N H J N Y I R B F H Y T D R S
L E E I N G W D O K C O N F U S E D X O
W B D D I S A P P O I N T I N G M Y I A
Z A I N G W Y H N E D H J N Y I R B N W
A D I N T E R E S T E D Q G Z P E G H Q
ACTIVITY BOOK | 207

,
Let s take a trip!
Complete the sentences with the words in the wordsearch in Activity 2.

3.
confused
1. Now I’m ___________________. Do we have to get a visa for all the countries we’re going to?
embarassing to ask, but how much money are you going to take with
2. This is really ___________________
you on our trip?
boring
3. The trip was really ___________________. It rained all the time and we couldn’t do anything
intersting
___________________.
interested
4. I’m sorry, but I’m not ___________________ in visiting the local stores. I can’t stand shopping.
insteresting
5. Come on, let’s do something __________________ exciting
and __________________. How about
going rafting?
surprised
6. I’m _____________________ to know that we don’t have to get a visa to go to South Korea.
disappointing
7. Aren’t we going to Miami on our trip? That’s ______________________.
Imagine you are talking to Eva about her vacation. Complete the conversation.
4.
You: ________________________________________________________
Eva: We usually go once a year, in December.
You: ________________________________________________________
Eva: We usually go to Peruíbe.
You: ________________________________________________________
Eva: Well, sometimes we visit my grandmother who lives in a small town in the
countryside.
You: ________________________________________________________
Eva: When we go to Peruíbe, we stay at a small hotel at the beach. When we visit
my grandma, we stay at her place.
You: ________________________________________________________
Eva: In Peruíbe we stay about a week or 10 days. At my grandma’s we stay two
weeks. We sometimes spend Christmas with her.
You: ________________________________________________________
Eva: In Peruíbe we go to the beach in the morning, go home for lunch, and then
play volleyball in the afternoon. We sometimes go out in the evening for
pizza or ice cream.

Name: ___________________________________ Group: ___________
UNIT
5
5. a. You are searching some travel websites and you find the following post. Take a look at it
and answer the questions.
What is her post about?
It's about traveling.
Who is she writing to?
To Internet users.
Hi, everyone!
My husband and I are going to travel to Europe for the 昀椀rst time. We live in São Paulo,
Brazil, and are going to spend three weeks there. We’re planning this trip at the last minute
because we didn’t know we would have some time off. We’re both teachers and are very
excited about this trip. Because this is our 昀椀rst time, we are worried about traveling from
place to place.
We would like to 昀氀y to London and then go to Amsterdam, Vienna, and Paris. We are
planning to spend about a week in Paris and take small day trips to Mont Saint-Michel,
Versailles, and other small towns.
Could you give us suggestions on how to get from London to Amsterdam and from
Amsterdam to Paris? Could you also tell us what the best way to get around in France is?
Should we rent a car? Should we take the train? If we should take the train, do we have to
buy tickets in advance? What are the best sites to use? I’m a little confused with so many
travel websites.
We are 28 and 30. We love art, architecture, and food. I personally would love to see a few
museums, castles, and churches here and there. We would also like to go to fun pubs and
clubs. It would be a good idea to have a list of some good restaurants, too. Thank you so
much for your help! We really appreciate it.
Best regards, Rachel
b. Read the post again and answer the questions.

• Who is she going with?
Her husband.
• How long are they going to stay?
Three weeks.
• What cities is she planning to visit?
London , Amsterdam, Vienna and Paris.
• What specific suggestions does she ask for?
Transportation , travel , websites, places to go and eat.
• How old are they?
28 and 30.
• What do they like?
Art, architecture, and food.
• What would she like to do in France?
To see a few museums, castles, and churches.
ACTIVITY BOOK | 209

Your’re going on a trip, too! You’re so excited about it that you decide to write a post on your
6.
favorite travel website. Include the topics below.
• The place you are going to, where it is, and what you can do there.
• When you are going, where you are going to stay, and how long you are planning to stay.
• Why you decided to go to this place.

W e ,r e
connec all
ted.
Name: ___________________________________ Group: ___________
6UNIT
Match the columns.

1.
1. What do you use this for? 3 They read, talked, and listened to the radio.
2. How do you take a picture 5 If you want my honest opinion, I don’t think
with this cell phone? so. I think there will be more and more devices
3. How did people have fun for us to handle.
in the past?
4. Do you think people will 6 I think that will happen before 2030.
live longer in the future? 1 You use it to text people and answer e-mails.
5. Will technology make our 4 It’s very likely with all these breakthroughs in
lives easier in the future?
medicine.
6. When do you think we
will have holographic 2 It’s easy. Tap on the camera icon. Focus and
televisions? then tap to take a picture.
Answer the questions.

2.
a. Are you a very technological person?
b. What technological devices or gadgets do you have?
c. How much time do you spend texting or checking messages a day?
d. Do you think you spend too much time using your technological devices?
e. What about your friends? Do you think they spend too much time using their devices?
ACTIVITY BOOK | 211

,
touch
select
open
Complete the text with the verbs in the box. touch
3.
tap
type
HOW TO POST A VIDEO FROM YOUR open
TABLET TO SOCIAL MEDIA SITES
Open the Type the video’s title. Feel

5. ___________
1. ___________
free to replace the timestamp title with
Gallery app. something more descriptive.
Select the video you
2. ___________
6. Set other options. Type a
want to upload. You do not
description, set the privacy level,
need to play the video. Just
add tags, and so on.
,
have it on the screen.
Touch the Share Touch the Upload button. You

7. ___________
3. ___________
return to the Gallery, and the video is
icon. If you don’t see the icon,
tap uploaded. It continues to upload even if
___________ the screen.
the tablet falls asleep.
Open a social media
4. ___________
site. The Upload Video The uploading notification appears while the video is being
window appears, listing all sent to the media site. Feel free to do other things with your
sorts of options and settings tablet while the video uploads. When the upload is complete,
for sending the video. the notification stops animating and becomes the Uploads
Finished icon.
a. Rewrite the statements below using one expression from each box. Follow the example.
4.
Human colonies on the moon by 2060.

In my opinion, there will be human colonies on the moon by 2060.
1. The next American president will be a woman.
I think…
2. Brazil becomes a fully-developed country. In my opinion,…
If you ask me,…
If you want my
3. CO2 emissions fall drastically by 2100. honest opinion,…
As I see it,…
4. Books become obsolete by 2030.
5. Chinese becomes a lingua franca by 2050.

will/will not
may
could
b. Write down some of your own predictions. it is likely to
it is not likely to

Name: ___________________________________ Group: ___________
UNIT
6
5. a. Read the text and circle the correct options.
(In the past / Nowadays), most students bring CELL

their cell phones to school. While I believe that
students should carry cell phones in case of an PHONES
emergency, I do not agree to phones being used
at school, particularly in the classroom. AT
(Firstly / But) many students travel to and from
school without their parents. (But / So), it is
SCHOOL
important for them to have a cell phone in case
they need help or have an accident on the way to
school or home. (In addition to that / Because),
parents who work may need to contact their
children. For example, if parents have to work
late, the student has to be told if arrangements
have been made for a relative or neighbor to look
after them.
(Because / On the other hand), nothing is
more disruptive during a class than the sound
of a cell phone ringing or playing an annoying
tune. (Besides that / Firstly), students who send
and receive text messages in class are not paying
attention to the lesson.
(In conclusion / Secondly), I feel that students
should be allowed to take cell phones to school
for use in emergencies. However, all phones
should certainly be turned off during class. Adapted from http://protas.pypt.lt/anglu_kalba/opinion_essay
b. Read the sentences and answer true (T) or false (F).

1. F The author of the text is against the use of cell phones at school.
2. T According to the text, many parents give their children cell phones for security reasons.
3. F Cell phones can always help students in class.
c. Match the columns.
1. First paragraph 3 we present the opposing viewpoint and give examples or reasons.
2. Second paragraph 4 we restate our opinion using different words.
3. Third paragraph 2 we present our viewpoint and give reasons or examples.
4. Last paragraph 1 we present the topic and state our opinion clearly.
ACTIVITY BOOK | 213

Turn to page 80 of your Class Book. Choose one of the topics discussed in Activity 15 and write your
6.
opinion about it.

7
UNIT
Heroes
our liv in
es
Name: ___________________________________ Group: ___________
Match the columns.

1.
1. Who’s your hero? 3 Martin Luther King, Jr. He was an American pastor, activist, humanitarian,
2. What’s your and leader in the African-American Civil Rights Movement. He fought
definition of a discrimination against black people in the United States.
hero?
3. In your opinion, 4 He’s tall and thin, has brown eyes, and short black hair.
who is an 1 My Mom is my hero. My father died a few months after I was born
international hero? and she worked hard and raised me by herself.
4. What does your
boyfriend look 6 They’re Beverly and Harris, my friends who have a rock band.
like?
2 In my opinion, a hero is someone who sacrifices his or her life to
5. What is your
mother like? save the world.
6. Who are they? 5 She’s intelligent, honest, and determined.
Unscramble the words to make sentences.

2.
1. is / my friend / This / John, / in Australia / lives / who / .

This is John, my friend who lives in Australia.
2. from Poland / George and Gina, / my grandparents / came / who / are / These / .
These are George and Gina, my grandparents who came from Poland.
3. who / people’s lives / is / A hero / saves / someone / .
A hero is someone who saves people’s lives.
4. love and help / heroes / who / are / In my opinion, / people / others / .
In my opinion, heroes are people who love and help others.
5. saved / This / that / my brother’s / Demetrius, / is / life / the dog / .
This is Demetrius, the dog that saved my brother’s life.
6. look like / your / What / best friend / does / ?
What does your best friend look like?
ACTIVITY BOOK | 215

Heroes in our lives
Look at the pictures and describe each person.

3.
1.
2.
3.
4.
5.
6.
Find 20 words used to describe people in the wordsearch.

4.
S E R T G H J N V S Y O U N G W
A L D F F I N G H E D F R B M S
C O M P A S S I O N A T E E A D
W Y Y W M S J H N Y R E W R D O
H A R F O K F R E Z E L Z V O V
N L N R U R F V S V T L R G R E
M T M Y S O R U T B H A B H A R
S Q E H P E D E D T G B I W B W
E X D C O U R A G E O U S D L E
L B C D K I P M V X A X C J E I
F N D E T E R M I N E D E K F G
I M O G T R F V C S W V O L E H
S O E I D E A L I S T I C E N T
H P N U O P L T H S W E C C E O
E L T E T Y H T A L L W O X R R
I M Y D R Z M H L Y Y W B Z G T
C K I N D P L I Z W T B E W E G
X S S D R T G N E X N N A S T B
W E Z S D G H J Y J A J U O I N
O P E N M I N D E D D U T P C E
Z W A E G H J K L V A N I I E R
T A T T R A C T I V E T F E D O
J Q Z E G B N M U E C V U R E L
I N T E L L I G E N T W L N Z D

Name: ___________________________________ Group: ___________
UNIT
7
5. Choose four adjectives and write sentences describing people you know.
1.
2.
3.
4.
Match the adjectives to the nouns.

6.
1. loyal 5 intelligence
2. arrogant 1 loyalty
3. compassionate 2 arrogance
4. honest 3 compassion
5. intelligent 6 idealism
6. idealistic 4 honesty
Answer the questions in the form of a short paragraph.

7.
Who is your hero? What makes this person a hero in your opinion?
ACTIVITY BOOK | 217

Read the article below and do the activities that follow.
8.
ordinary
of he ro es . He ro es m ay be famous or just
t kinds
There are many differen
people. money to
es be ca us e th ey do nate large amounts of
me hero ample, donated
Some celebrities beco wo rld . Sandra Bullock, for ex
le aro un d th e tsunami
help the lives of peop s after th e de va stating earthquake and
the Red Cr os poor people in
one million dollars to na te d on e million dollars to the
a Jolie als o do
in Japan, and Angelin
Afghanistan. saw a woman
rit y th at di d a he ro ic act. In 1996, Cruise
Tom Cruise is anothe
r celeb called for help and
. Th e drive r didn’t stop, so Cruise
get hit by a car in Los
An ge les lance to the
lan ce ar riv ed . He th en followed the ambu
stayed with her until
the ambu urance, he paid the
un d ou t th at sh e di d not have health ins
fo
hospital, and when he
hospital bill himself.
for the article.

1. Choose the best title
roes?
a. ( ) Are celebrities he
rtainly heroes.
b. ( ) Celebrities are ce
o be heroes.
c. ( ) Celebrities may als
are mentioned?
2. What kinds of heroes
Celebrities who care.
e:
3. According to the articl me heroes?
ck and Angelina Jolie beco
• Why did Sandra Bullo e poor .
Because they helped th
e a hero?
• What made Tom Cruis
His goodness.
s?
you think these celebrities are heroe
4. What about you? Do

Putting
all toge it
ther.
Name: ___________________________________ Group: ___________
1.
Circle the odd one out and add one more word. Follow the example.
8 UNIT
1. 2.
arm thin short
head blond loyal
shoulder caring honest
leg young idealistic
brown strong patient
hand
3. 4. 5.
tap travel guide embarrassing
touch cash exciting
click passport surprised
tablet computer boring
browse luggage interesting
ACTIVITY BOOK | 219

click hair have to did

enjoy like visa go
Complete the conversations look like determined as blue
2.
with the words in the box. use went who
look like
A: What does she ______________________?
1.
blue
B: She is tall and has ___________ hair
eyes and brown ______________.
like
A: And what is she ___________?
2.
determined
B: She is intelligent and _________________.
have to
A: I’d like to take a trip to Ottawa. What do I ______________ do?
3.
visa
B: Well, first of all, get a _____________.
enjoy doing when you travel?

A: What do you ___________
4.
B: I love going to the beach and chilling out.
go
A: Where would you like to __________?
5.
B: I’d love to go somewhere in South America.
A: Do you think cell phones should be allowed at school?

6.
As I see it, they shouldn’t be allowed at all. They can be very disruptive.
B: ______
use
A: What do you ___________ this for?
7.
B: You use it to know where you are.
A: Do you know how to forward this e-mail?

8. Click
B: Sure. ______________ on FORWARD. Type the e-mail addresses you want to send the
e-mail message to and click on SEND.
did you do this weekend?

A: What _______
9.
went
B: I ____________ to the movies.
A: Who are they?

10.
who
B: They are my neighbors Bob and Terry __________ live next door.

Name: ___________________________________ Group: ___________
UNIT
8
3. What do these people look like?
Mar tin
Alb ert
Silv ia
Nad ine
1.
2.
3.
4.
ACTIVITY BOOK | 221

Circle the correct options.
4.
1.
A: Where would you like to go?
B: I (like / ’d like) to go to an
exotic place.
A: We (will / could) go to
Morocco. What do you think?
B: That sounds like a good idea.
I (hear / heard) there are
wonderful beaches there. You
know I love (go / going) to
the beach.
A: I have a friend (who / whose)
went on vacation there last
year. We can talk to him.
B: Great! Let’s do that!
2.
A: Look at this. What a
wonderful place! I (love /
’d love) to spend my
vacations there.
B: Really? It seems really
crowded there. I can’t stand
(being / to be) in places
like that.
A: Come on. It looks so
(interesting / interested).
B: Thanks, but I’m not
(interesting / interested).
3.
A: What’s a gumologist?
B: That’s an unusual occupation, isn’t it? A
gumologist is someone (who / which)
develops and tries new kinds of bubble
gum.
A: Wow, that is (fascinating / fascinated).
Actually, I’m (fascinating / fascinated)
with the process of making bubble gum.

Starter Unit Unit 1
Get ready! So much happened last week.
(Track 02) (Track 03)
ACTIVITY 3 ACTIVITY 2
Teen boy 1: Look at this cake. It looks delicious! Kayla: Hey, Sophia.
Teen boy 2: I have an idea! Let’s make a cake for Sophia: Hey, Kayla. How was your weekend?
Mom’s birthday. Kayla: It was great. My sister and her kids were
Teen boy 1: Hmm… Do you know how to bake a in town. So I took them to the park and
cake? then we went shopping. I had to buy a
Teen boy 2: That’s easy. We just have to follow a friend a gift. On Saturday evening I went
recipe. to a party and met a really interesting
Teen boy 1: What kind should we make? Maybe guy.
chocolate cake? What do you think? Sophia: Really? Tell me all about it.
Teen boy 2: Chocolate sounds easy. Kayla: His name is Tim. We talked for hours and
Teen boy 1: Good choice. I love chocolate cake. What he eventually asked me out.
do we need? Sophia: And where did you go?
Teen boy 2: Let me see. Eggs, sugar, butter, flour, milk, Kayla: We went to the movies and then had
and dark chocolate. dinner at Stephano’s.
Teen boy 1: Don’t we need any baking powder? Sophia: I know that restaurant. It’s fabulous!
Teen boy 2: Yes, of course! Here it is: baking powder. Kayla: I didn’t pay much attention to the
Teen boy 1: All right, then. Let’s go to the kitchen. restaurant itself, you know.
Print the instructions. Sophia: Sounds like someone’s falling in love.
Teen boy 2: Preheat the oven to 180 degrees. Then
grease a 23 centimeter baking pan. (Track 04)
Teen boy 1: OK. What else?
Teen boy 2: Mix the flour, the dark chocolate, the ACTIVITY 8
baking powder, and the sugar. Man: cleaned
Teen boy 1: All right. What now? watched
Teen boy 2: Now you melt the butter and add it waited
to the mixture. Then add the milk and called
the eggs. Mix everything together until decided
smooth. kissed
Teen boy 1: OK. Then? Woman: played
Teen boy 2: Then bake at 180 degrees for visited
approximately 40 minutes. started
Teen boy 1: Piece of cake! Come on. Help me out worked
here. cooked
Woman: What are you guys doing in my kitchen? listened
Both boys: Uh-oh!
AUDIO SCRIPT | 225

(Track 05) (Track 06)
ACTIVITY 11 ACTIVITY 18
Laura: First days are always a bit scary.
Conversation 1 John: Yes, they can be. I remember my first day
Man: So, Heather, where did you go this at work. I was really nervous.
vacation? Laura: And I remember my first day at school.
Heather: I went to Palm Beach. I was scared. I didn’t want to stay at
Man: Cool! How long did you stay there? school. I wanted to go back home with
Heather: Two weeks. my mom.
Man: What did you do there? John: Really?
Heather: I sunbathed and surfed every day. Laura: Yes, my mom talked to me a lot and
Man: Sounds like a good way to spend your convinced me to stay.
days on the beach. And was the weather John: And did you like school?
good? Laura: Well, just when I met my teacher, Ms.
Heather: It was perfect – hot and sunny. Silverman. I was very quiet at first, but
then I met a lot of nice kids and soon we
Conversation 2 became friends. What about your first
Simon: Hey, Rose. day at work?
Rose: Hey, Simon. How did you like your trip? John: It was OK. I arrived early at the office. I
Simon: I loved it. was afraid I would be late. I also met a lot
Rose: Where exactly did you go? of people. Everybody was kind to me. I
Simon: I went to Aspen, in Colorado. met Peter on my first day and he became
Rose: Fancy! my best friend. The first day I learned all
Simon: C’mon. But you took a trip too, didn’t about my job. I paid a lot of attention
you? Where did you go? because it was a lot to learn, but my boss
Rose: I went to Berlin. was very patient.
Simon: Wow, that’s fancy! How long did you stay Laura: I didn’t learn much on the first day.
there? Ms. Silverman explained the rules and
Rose: Ten days. What about you? How long did showed us the school. We also sang
you stay in Aspen? songs and played a lot of games. I had a
Simon: A week. wonderful time.
Rose: Was it cold in Aspen? John: Well, I wouldn’t say I had a wonderful
Simon: Yes, cold and snowy. time on my first day at work, but it was
Rose: It was also very cold and snowy in Berlin. all right.
Simon: And what did you do there?
Rose: I went sightseeing and visited some
friends. What about you?
Simon:
Rose:
I went skiing.
Skiing in Aspen is great! Unit 2
Conversation 3 What should I do?
Woman: Hey, Josh. I’m glad you’re back!
Josh: Hey! I’m glad I’m back, too.
Woman: You went to Rio de Janeiro, right? (Track 07)
Josh: Yes, I did.
Woman: How long did you stay there? ACTIVITY 2
Josh: Twelve days.
Woman: Awesome! And what did you do there? Conversation 1
Josh: I went sightseeing, sunbathed, and went Woman: What’s the matter, Leo?
shopping. Leo: I don’t feel very well. I have a terrible
Woman: What about the weather? headache.
Josh: It was very hot. Woman: Poor you! You’re probably tired. Why
Woman: Sounds like the perfect vacation to me. don’t you lie down and get some rest?

Conversation 2 Lucy: Yes, I eat lots of fruit and vegetables and I
Woman: You look worried, Lucy. Is anything never eat any junk food.
wrong? Doctor: How much water do you drink?
Lucy: Well, my twin sister and I are best friends. Lucy: About two liters a day.
Now she wants to get married and I Doctor: Do you sleep well?
hate her boyfriend. What do you think I Lucy: Yes, about nine hours every night.
should do? Doctor: All right. Let me examine you. Lucy, I
Woman: That’s a hard situation. I think you should have good news. I think you’re pregnant.
talk to your sister about it honestly. Open Lucy: I’m going to have a baby? Are you sure?
up your heart and explain your reasons Doctor: Well, I need you to take a blood test to
to her. confirm, but that’s what it seems like.
Lucy: Oh, gosh.
Conversation 3
Man: You look sad, Jennifer. What seems to be
the trouble?
Jennifer: Oh, it’s Joe, my boss. You see, I like my
job, but Joe doesn’t think I’m good at
Unit 3
what I do. He’s always criticizing me.
I’m sick and tired of that. What could I Can I help you?
possibly do?
Man: Calm down. Talk to your boss honestly.
Perhaps he expects something else from (Track 09)
you. ACTIVITY 3
Conversation 4 Man: Good evening, everyone. Who are
Pierre: What’s wrong, Susan? the millennials? Why have researchers
Susan: It’s my first day at work and I have become so interested in them? In
butterflies in my stomach. tonight’s show we’ll look into who
Pierre: Butterflies in your stomach? these people are and how they’ve been
Susan: Oh, that’s an expression we use. What I reshaping our society.
mean is I’m nervous. What should I do? Woman: Millennials, an abbreviation for millennial
Please help me. generation, is a term used to describe
Pierre: Come on. Don’t worry, relax. Let’s get a segment of the population born
something to drink. I’m sure everything between 1980 and 2000. They are
will be all right. also called Generation Y, and follow
Susan: Thank you, Pierre. You’re my best friend! Generation X, born between the early
sixties and the early eighties. They are
said to be more liberal, supportive of
(Track 08) diversity, confident, and receptive to new
ideas and ways of living. They are called
ACTIVITY 11 online natives because of the need to be
Doctor: Good morning. Please, come in. Take a hooked up to the Internet all the time.
seat. Research shows that no other generation
Lucy: Thank you, Dr. Smith. spends as much time connected to the
Doctor: So you’re Lucy. What’s your last name? Internet. On average, millennials spend
Lucy: Bright. B-R-I-G-H-T. 17 hours and 11 minutes online via
Doctor: OK. What’s your birthdate? their PCs or smartphones every week.
Lucy: November seventh, 1995. They also spend a lot of time in front of
Doctor: Fine, Lucy. So, what seems to be the the TV. On average, on a weekly basis,
trouble? they spend 11 hours and 20 minutes
Lucy: I don’t feel well, doctor. I’m always tired watching TV. They also love playing video
and I feel sick when I eat. games, spending more than six hours
Doctor: Let me see if you have a fever. No, you every week with their joysticks in hand.
don’t. More precisely, six hours and sixteen
Lucy: Yeah, but I have this bad stomachache minutes. Music is another addition. They
and heartburn. spend six hours and thirty-two minutes
Doctor: Do you have healthy eating habits? listening to their favorite singers and
AUDIO SCRIPT | 227

bands every week. Research also shows (Track 11)
that millennials consume more than
previous generations. Being a generation ACTIVITY 14
of consumers, their preferences impact Salesperson: Hi. Can I help you?
shopping habits. Millennials spend Noreen: Yes, I’m looking for a coat.
approximately $2200 yearly. Of that, $855, Salesperson: We have some over there. What size
on average, is spent on smartphones, are you?
followed by $623 spent on fashion. Noreen: Medium.
Video games come in third place, with Salesperson: What about the plaid coat?
$275 spent on them. $240 is spent on Noreen: It’s beautiful. Can I try it on?
electronics such as cameras and music Salesperson: Sure, the fitting rooms are on your
players. Finally, movies account for the right. How does it fit you?
last $207. Noreen: It’s too big. Can I try a smaller one?
Man: After our commercial break, we’ll see Salesperson: Sure.
how retail stores are… Noreen: It’s perfect now. How much is it?
Salesperson: A hundred fifty dollars.
Noreen: Good. I’ll take it.
(Track 10) Salesperson: I also have a lovely yellow wool scarf
ACTIVITY 9 that goes with it. It’s only ten dollars.
Nancy: This is Nancy Carter from What’s Your Noreen: It’s gorgeous and it really goes with
Style? Today we’re going to talk to the coat. I’ll take it, too.
listeners to find out what their style is. Salesperson: How would you like to pay?
Let’s talk to our first caller. Hello? Who’s Noreen: By credit card, please.
this?
Lynnette: Hey. I’m Lynnette Harper. (Track 12)
Nancy: Tell us, Lynnette, what are you wearing
today? ACTIVITY 15b
Lynnette: I’m wearing a top, jeans, and sneakers. Salesperson: Hi. Can I help you?
Nancy: And what’s your style? Customer: Yes, I’m looking for a sweater.
Lynnette: I’d say it’s pretty casual. I like comfortable Salesperson: I’ll show our new collection.
clothes. Customer: This one is really beautiful. Can I try it
Nancy: Great! Thanks, Lynnette. Let’s talk to our on?
next caller. Hello? What’s your name? Salesperson: Sure, the fitting rooms are on your
Clay: I’m Clay Reynolds. right. How does it fit you?
Nancy: What are you wearing, Clay? Customer: It’s perfect. How much is it?
Clay: I’m wearing a shirt and a blazer, jeans, and Salesperson: It’s a hundred twenty dollars.
a pair of shoes. Customer: Good. I’ll take it.
Nancy: I see. And what’s your style? Salesperson: I also have some nice blouses that
Clay: I’m not sure if I have one, but I’d say I’m would go with it. They’re on sale.
neat casual. Customer: No, thanks. I think I’ll only take the
Nancy: Awesome. Thank you very much, Clay. sweater.
Clay: Any time. Salesperson: All right. How would you like to pay?
Nancy: Next caller. Hello? Your name, please? Customer: By credit card, please.
Amanda: Hi. I’m Amanda Jamison.
Nancy: What are you wearing, Amanda?
Amanda: I’m wearing a blouse, a skirt, and high
heels.
Nancy: Pretty neat. Is that your everyday style?
Amanda: Actually, I only wear formal clothes at
work. I can define my style as casual chic.
Nancy: Thanks a lot, Amanda. After our
commercial break, we’re going to
see what works and what doesn’t in
Lynnette’s, Clay’s, and Amanda’s styles.
Stay with us.

(Track 13)
ACTIVITY 16 Unit 5
,
Number 1 Let s take a trip!
Man: Hi. Can I help you?
Number 2 (Track 15)
Man: Is it for you?
ACTIVITY 3
Number 3 Woman: Hey, hon. You look so tired. What’s the
Man: What size do you wear? matter?
Jeff: I don’t feel very well. I have a bad
Number 4 headache. I guess I’m stressed out.
Man: Would you like to try it on? Woman: I know. Your job as a teacher is really
Number 5 stressful. Why don’t you take some time
Man: How does it fit you? off?
Jeff: Take some time off? Are you kidding?
Number 6 The semester is just starting.
Man: How would you like to pay? Woman: Come to bed, then. We can talk about it
tomorrow.
Jeff: I can’t go to bed. I have to correct
students’ homework. Tomorrow is
Unit 4 Tuesday and I have to get up early. You
know, I want to walk in the park before I
go to work.
Putting it all together. Woman: Hey, I have an idea.
Jeff: What?
Woman: Let’s plan a vacation. And let’s invite Joan
(Track 14)
and Kip to come with us. It’ll be fun.
ACTIVITY 3 Jeff: That sounds great, but… I don’t know.
Jordan: Hey, Pam. Long time no see. Woman: Come on! Let’s start planning. Where
Pamela: Hi, Jordan. I was on vacation. I went to would you like to go?
Australia. Jeff: I’d like to go to an exotic place in South
Jordan: Wow! That’s far. Did you take pictures of America maybe.
koalas and kangaroos? Woman: That sounds like fun! We have to make
Pamela: Of course! But they’re not as sweet as arrangements first. We have to buy
they seem. tickets and get new passports. Ours
Jordan: I know. I saw a video about kangaroos. expired last year. Oh, and I think we have
They can be pretty aggressive. What else to get a visa. I’ll call Mary at the travel
did you do? agency and see what she can offer us.
Pamela: I visited the Sydney Opera House on the Jeff: Okey dokey. Honey, you’re super!
very first day.
Jordan: What’s that? (Track 16)
Pamela: It’s a very modern theater. I also went to
the Sydney Sea Life Aquarium, which is ACTIVITY 6
nearby. It’s amazing!
Jordan: I love fish! Did you see turtles and sharks Conversation 1
there? Officer: May I see your passport, sir?
Pamela: I sure did. Man: Sure. Here it is.
Jordan: And did you try any weird food there? Officer: OK. Here’s your visa. Thank you. Are you
Pamela: Well, not really. But there’s a kind of dark here on business or pleasure?
paste Australians usually eat on toast and Man: On business. I’m a professor and I’m here
crackers that I didn’t have the guts to try. to participate in a conference.
It’s called Vegemite. It smells so bad! Officer: Fine. Enjoy your stay.
Jordan: And how long did you spend there? Man: Thank you.
Pamela: A month. You should take a trip to
Australia. It’s worth it.
Jordan: Sure. Why not?
AUDIO SCRIPT | 229
Conversation 2 Number 7
Travel agent: Sunrise Travel Agency, good morning. Woman: Did you print the hotel confirmation?
Can I help you?
Woman: Yes, I’d like to take a trip to Brazil. Can Number 8
you tell me which documents are Man: Don’t forget the airline tickets.
required?
Travel agent: Let me see. To travel to Brazil you’ll Number 9
need a passport and a visa. Are you Woman: I need an international credit card.
planning to drive while you’re there? Number 10
Woman: Well, yes. We’ll probably rent a car. Man: Don’t take much luggage.
Travel agent: OK. So you have to have an
international driver’s license. Number 11
Woman: Thank you very much. I’ll come by Woman: Put your valuables in the hotel safe.
your office sometime this week.
Travel agent: Fine. We’ll be glad to help. Have a Number 12
good day. Man: Don’t take too much jewelry.
Woman: Thank you. You, too.
Number 13
Conversation 3 Woman: Did you buy a travel guide?
Daughter: I’m so excited about my trip, Mom!
Mother: I know. It’ll be unforgettable. But Number 14
remember, don’t take too much luggage. Man: Did you remember to pack your
And no jewelry, please. And let’s make dictionary?
copies of your documents. You’ll need Number 15
that in an emergency, you know. Woman: Don’t take too much cash.
Daughter: All right. Did Dad get me health
insurance? Number 16
Mother: Yes. I just have to check which medical Man: I think you should get health insurance.
expenses it covers.
Daughter: Thanks, Mom!
(Track 19)
Conversation 4
Man: Is it OK to take American dollars? ACTIVITY 18
Woman: Yes, that’s fine, but make sure you get David: Dream Trips. David Field speaking. Can I
some Argentinean pesos as well. Some help you?
cash. But don’t take too much, just Maggie: Yes, please. My name’s Maggie. My
enough to get a taxi to the hotel. husband and I would like to take a
Man: OK. Don’t worry. I’ll do that. vacation somewhere.
David: Do you have a place in mind?
Maggie: Not really. We thought we could go to an
(Track 17) exotic tropical place in South America.
What do you have to offer?
ACTIVITY 8 David: Well, basically we can send you to all the
Number 1 countries in Latin America. Let’s see. You
Woman: May I see your passport, sir? said an exotic tropical place. How about
Brazil?
Number 2 Maggie: Brazil sounds exciting!
Man: Would you like to travel abroad? David: There’s Rio de Janeiro, Recife, Salvador…
Maggie: Yeah, but these are big cities. We’re
Number 3 interested in a small town.
Woman: I think you should travel light. David: Hmm… Exotic… Tropical… Small. I know
where! You should go to Cumuruxatiba.
Number 4 Maggie: Cumu… what? How do you spell it?
Man: Don’t forget to take your ID card. David: C-U-M-U-R-U-X-A-T-I-B-A.
Number 5 Maggie: That certainly sounds exotic. What is it
Woman: Do I need to take my driver’s license? like?
David: It’s a small fishermen’s village in the south
Number 6 of Bahia. The beaches are amazing and
Man: To enter certain countries a visa is you can visit historical places such as
required. Monte Pascoal, the first place discovered
by the Portuguese.

Maggie: That sounds interesting. (Track 21)
David: Yeah, and you can also go whale
watching. That’s where the Jubarte ACTIVITY 7
whales go to have their babies in August Hostess: We’re back with Professor Ducker.
and September. Professor Ducker is an environment
Maggie: It sounds fascinating. We really have to expert and he’s here to talk about some
go there. I’ll talk to my husband and call shocking new research. Welcome to our
you again this afternoon. show, Professor Ducker.
David: OK. I’ll be glad to help you. Professor: Thank you for having me on the show.
Maggie: Thanks a lot, David. I’ll call you later. Hostess: Professor Ducker, we have been
discussing the impact of technology on
our planet. Can you share with us some
of the results of your research?
Unit 6 Professor: Sure. Advances in technology have
certainly made our lives easier. However,
, the impact on the environment has
We re all connected. mostly been negative. Studies have
shown that, based on current trends, the
global temperature will rise six degrees
(Track 20) Celsius by 2100. Due to the rise in
ACTIVITY 4 temperature and the destruction of the
Woman: Jay! Can you help me? environment, half of all amphibians in
Jay: Sure. What’s going on? Europe will be extinct by 2050.
Woman: I’d like to install this new app, but I don’t Hostess: Wow, half of all amphibians will be
know how to do it. extinct by 2050? That’s going to cause a
Jay: OK, let me do it for you. huge impact on the environment.
Woman: No, I want to learn how to do it. Just tell Professor: Definitely. And that’s not all. Up to 30%
me what to do, will you? of bird species will be extinct by 2100.
Jay: OK. First access your store. It’s this icon in Hostess: You mean 30% of all bird species?
the shape of a little bag on your screen. Professor: Yes, 30% of all bird species in the world.
Woman: This one? And, unfortunately, if nothing is done,
Jay: Yes. Tap it. extinctions will peak by 2060.
Woman: OK. Hostess: And all this just because of the rise in
Jay: Now search for the app you want. temperature?
Woman: Here it is. Now what? Professor: Yes. The rise in temperature can cause a
Jay: It’s a free app so you just have to tap it to lot of damage. For example, the melting
add it. of Arctic ice will increase drastically by
Woman: Good. It worked. 2030 and that may also contribute to the
Jay: Yes, you see the app automatically installs extinction of many species.
and its icon appears in the “apps” section Hostess: So what you mean is that the destruction
of the New Tab page. of the environment may contribute to
Woman: OK. Here it is. the rise in temperature, and the rise
Jay: You’ll see a prompt that points you in temperature can be fatal to several
to the icon at the top of the browser species.
window to open the New Tab page. Professor: That’s correct. Take, for example, the
When you want to use the app, go to the destruction of the Amazon rainforest.
page and tap the app icon. Studies show that nearly half of the
Woman: OK, I got it! It’s not so hard after all. jungle will be destroyed by 2050, and it
Thanks, Jay! could be almost entirely gone by 2100,
Jay: Don’t mention it. which in other words will also contribute
to the rise in temperature. So as you can
see, it’s a vicious cycle.
AUDIO SCRIPT | 231

(Track 22) Today “Golden Kids” offers a home to
almost 50 kids.
ACTIVITY 11 Host: That’s amazing! Do all the children go to
Kathy: I think technology is definitely harmful. school?
People spend too much time in front of Sophia: Yes, of course. They go to a public
their computers and cell phones. People school in the neighborhood and in the
should spend more time talking and afternoon there are all kinds of classes.
interacting with each other and not with There’s dance, there’s theater, there’s
machines. cooking, and there’ soccer. Besides that,
Bob: I’m sorry Kathy, but I don’t agree. In my there’s a lot of love. She believes that
opinion, technology is a good thing. children who don’t have families can be
Consider cell phones, for example. You good, generous, and smart when you give
can talk to people any time you want. them love and care.
It’s so much more convenient. As I see it, Host: Thank you very much, Sophia. Oh, one
the problem isn’t technology, but people last question. Do you think ordinary
who don’t know how to use it. people can be heroes? What’s your
Cynthia: I agree with Bob. If you ask me, definition of hero?
technology is neither bad nor good, it’s Sophia: Definitely! Heroes aren’t people who have
what we do with it that’s the problem. superpowers. Real heroes are simple men
Technology can make our lives much and women who make a difference in
easier and more comfortable. By the way, the world.
shouldn’t we be taking notes to report
our conclusions to the rest of the group?
Bruno: I don’t know, Cynthia. I tend to disagree. I (Track 29)
don’t know if it is that simple. Sometimes ACTIVITY 14
we can’t control everything. For example,
corporate e-mail. People expect you to Number 1
reply to them right away. I don’t know Man: Maybe I could introduce you to John.
about you, but I simply can’t keep up Woman: John? Is he a friend of yours? What does
with all the e-mail I receive. he look like?
Kathy: Bruno, you’re absolutely right! If you Man: No, he’s my cousin. He’s in his thirties
want my honest opinion, nowadays and he has brown eyes and short brown
technology is controlling us and not the hair. He has a beard and a mustache and
other way around. Anyway, I guess our wears glasses, too. He’s a very nice guy.
time is up. Mrs. Consani is signaling the
end of the discussion. Number 2
Woman: I want you to meet Alicia.
Man: Hmm… What does she look like?
Woman: She’s very tall and thin, and has shoulder-
Unit 7 Man:
length brown hair. She’s a model.
She must be beautiful.
Heroes in our lives Number 3
Woman 1: I never saw Annette after we finished
high school.
(Track 26) Woman 2: Annette? What was her last name?
ACTIVITY 4 Woman 1: Bradshaw, I think.
Host: So here with us today is Sophia. How old Woman 2: What did she look like?
are you? Woman 1: Well, I remember she had short blond
Sophia: Thirteen. hair and beautiful blue eyes.
Host: OK. You said you wanted to tell us about Number 4
your hero. Man 1: I want you to meet my friend Tracy. She’s
Sophia: Yes! She’s a beautiful woman who’s in her twenties just like you and she’s
changing the life of lots of poor kids. single, you know.
Host: What’s her name? Man 2: Well, I don’t know... What does she look
Sophia: Louise Hunter. She’s an educator who like?
decided to build a shelter for kids who Man 1: She’s not very tall and she’s a little
live on the streets. At the beginning, she overweight, but she has long red hair and
took them to her own home. Then she beautiful blue eyes.
got public money and rented a house. Man 2: Red hair and blue eyes? She must be very
pretty.

Number 5 Phil: The one with long hair and blue eyes, I
Woman 1: Henry is still so handsome! guess. She’s wearing a striped tank top
Woman 2: Oh, yeah? I don’t think I remember him. and jeans.
What does he look like? Ted: Oh, that’s Lynn. She’s in my math class.
Woman 1: He’s tall and has gray hair and green eyes. Phil: So you know her! Man, I think I’m in love
Woman 2: Oh, I know who you’re talking about. with her. What’s she like?
Ted: She’s very nice and intelligent. She
Number 6 always helps me after class with the
Woman 1: I met this really interesting guy at the math homework. Would you like me to
nightclub on Saturday. introduce you to her?
Woman 2: Oh, really? What does he look like? Phil: Oh, man… I’m not sure. She’s so beautiful.
Woman 1: He’s medium-height, has short black hair I don’t think I stand a chance.
and dark brown eyes. He has a beautiful Ted: Hang on. I’ll be back in a second.
smile, too. Phil: Wait! What are you going to do?
Woman 2: Wow! What’s his name? Ted: Hey, Lynn!
Woman 1: It’s Felipe. He’s from Brazil and he Lynn: Hey, Ted. What’s up?
definitely knows how to dance. Ted: Listen, a friend of mine would like to
meet you.
Lynn: Really? Who?
Unit 8 Ted:
Lynn:
Ted:
See that tall guy over there?
The one in the plaid shirt?
No, the one with curly brown hair, in the
blue T-shirt.
Putting it all together. Lynn: Yes. Who’s he?
Ted: His name is Phil. He’s my best friend.
(Track 30) Lynn: He seems like a nice guy.
Ted: He is! He is intelligent and determined.
ACTIVITY 3 He says he wants to marry you.
Phil: Oh my! Look at her! Lynn: C’mon, Ted. Knock it off.
Ted: Who? Ted: Seriously. He’d really like to meet you.
Phil: The blonde over there. Maybe I could introduce you guys and
Ted: There are at least three blondes across you could get a drink or something.
the hall. Who exactly are you talking Lynn: Hmm, he’s cute. Maybe we could. Who
about? knows?
Ted: Is that a yes?
AUDIO SCRIPT | 233


Cna Progression 1 TP Livro Didatico

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cna Progression 1 TP Livro Didatico

Uploaded by

Copyright:

Available Formats

Senior Writers

Maria Rita Corrêa Vieira

Ilustra Cartoon Índices para catálogo sistemático:

For CNA Progression 1 every effort has been made to trace

Information Gap Activities

What else could you say?

Did you know...?

Can I help you?

Let’s take a trip! Heroes in our lives

• Books closed. Before you start your SPEAKING

• Books open. Provide students

GAME • Books open. Photocopy the the function in number 1, he/she

(track 2) following question: answers with the whole class.

GAME SPEAKING • Books open. Before students start

LISTENING • Books open. Ask students to look • As a follow-up activity, ask

LANGUAGE • Books open. Tell students

• Elicit how the negative and

• Ask students to choose 昀椀ve • When time is up, tell students to

SPEAKING • Books open. Divide students into

• Books closed. Use the last sentence

LANGUAGE • 吀栀en ask students to do Activities

• Books open. Tell students that

VOCABULARY • Books open. Pair students up and See page 116 of

should also take the opportunity

READING • Books open. Ask students to

• Books open. Ask students to turn

• Books open. Go through the

You need money.

• Tell students to discuss with

LISTENING • Tell students they’ll listen to the

hate her boyfriend

my boss doesn’t think

VOCABULARY • Pair students up and match the

runny nose shoulders

SPEAKING them they’ll ask for and give each

• Books open. Explore the pictures

GAME problem that you’re talking about.

LANGUAGE • To concept-check, have students much input as possible, not only

GAME It’s important to remind them

I want to go to college but

At the doctor’s of昀椀ce.

• Continue until all the cards have

• Books closed. Make a copy of the

• Books open. Help students explore

SPEAKING the words to trigger questions. For

2. READING • Go through the questions in • When time is up, elicit answers.

• Books open. Ask students if

LISTENING • Books open. Tell students to look

movies electronics video games fashion smartphones

17 hours and 11 minutes

TV set laptop computer tablet

home theater e-reader MP3 player

digital camera cell phone blue-ray player

SPEAKING ask them to study the questions

• Books open. Tell students they are

• Books closed. Write the following

Most students bought a

• Tell students that they should

• When time is up, elicit answers

they probably haven’t met before.

• Books open. Ask students to look

• Books closed. Pair students up

Can I help you? How are you?