w8 New - Checking Sentences

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SEN CKING
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artigos 186 e 927 do Código Civil.
2 TWO
CHECKING SENTENCES
IN THIS MATERIAL YOU WILL FIND:

• lesson Learning Objectives and Grammar points;
• checking sentences or instructions for the Teacher Support;
• Remember this is a guide to be used only by teachers and coordinators. Students will have all the
information they need in their audio material. Remind them to do the activities aloud. They should
always start the class by listening to the audio material.
W WELCOME
E LCO ME LESSON
LESSON GRAMMAR
• reported questions making tense changes – present
LEARNING OBJECTIVES to past tenses;
• reported questions using if and whether.
• Can discuss and become aware of the topics related
to each batch of lessons of this coursebook.
TEACHER SUPPORT |
TEACHER SUPPORT | CHECKING SENTENCES
CHECKING SENTENCES 1. He asked whether the story was true or not. /
headline / scoop
1. If you had the chance to go away on a sabbatical
year, where would you go? 2. What do you consider sensationalist news?
2. What have you been doing in order to improve your 3. She didn’t ask where I read the news. / information
English? / testimonial
3. What would you do next vacation if you were me? 4. What headlines have you seen today?
4. Would you accept an invitation to speak to a large 5. He wanted to know if I read sensationalist
audience? Why or why not? newspapers. / magazines / websites
5. What are the advantages and disadvantages of 6. Why is news coverage worth having?
eating out?
6. What situations can’t you put up with?
Other Activities
Real Life – This task was completed on the
Other Activities Wiz.tab. Check if students have any questions about
Can you find other ways to...? – This task was this section.
completed on the Wiz.tab. Check if students have any Check it Out! – This task was completed on the
questions about this section. Also, check if they were Wiz.tab. Check if students have any questions about
able to do the challenges and briefly ask them which this section.
challenge was the most difficult in their opinion.
Wiz.me – Students are guided to access their Personal
Let’s understand the reasons why you study Assistant, go to the Speaking Practice card related
English – Have the Let’s understand the reasons why you to Lesson 181, and work on Pronunciation Practice
study English answering sheet with you and hand it in and Oral Practice.
to your students when they get to this section. Check if
they have any questions.
LESSON 182
Wiz.me – Students are guided to download their
Personal Assistant, then work on Diagnosis Pre card
before they interact with the teacher. Then they are REITERATIVE LEARNING OBJECTIVES
guided to access the Class Preparation card before
• Can talk about different kinds of news sources.
Lesson 181 and watch the introductory There and
Around video in the Video card. • Can report questions.
LESSON 181 TEACHER SUPPORT |

STUDENT’S BOOK ACTIVITIES
LEARNING OBJECTIVES Listen, Mark, and Discuss – Students work on the
• Can talk about different kinds of news sources. picture and then they listen to the story. In their book,
• Can report questions. they mark the false sentence or sentences. They check
their answers by doing the exercise on the Wiz.tab.
THREE 3
CHECKING SENTENCES
During the Teacher Support, discuss the three

questions from the book with your students: Can we
TEACHER SUPPORT |
rely on stories found in tabloids or glossy magazines? CHECKING SENTENCES
Why or why not? / Is Matt’s opinion about tabloids 1. She said the paparazzi insisted on following her. /
enough to avoid reading them? Why or why not? / taking pictures of her / talking to her
How dangerous can scandals or fake news be
2. What is an eye-catching headline?
to people?
3. We recommend that you don’t share fake news. /
In this practice, encourage students to use relevant outdated news / the source
structures for their level and praise them on their work. 4. How important is it to be a fact-checker?
5. He didn’t tell me if his boss had a bias against that
Other Activities story or not. / report / theory
Fluency – Students read the sentences and make 6. Do you think fake news is dangerous? Why or
the necessary changes according to the model. For why not?
correction, they should match the content from the
boxes. Check if students have any questions. Other Activities
Real Life – This task was completed on the Wiz.tab.
Describe and Compare the Pictures – Students
Check if students have any questions about this section.
look at the pictures one at a time to describe each, and
then compare them. To close the activity, they listen Check it Out! – This task was completed on the
to some questions about the pictures and choose the Wiz.tab. Check if students have any questions about
correct answer on the screen. Check if students have this section.
any questions. Wiz.me – Students are guided to access their Personal
There and Around – For the first part of the story, Assistant, go to the Speaking Practice card related
students choose one of the Realia pictures to work on to Lesson 183, and work on Pronunciation Practice
during this and the following Output Lessons. Then and Oral Practice.
they listen to the story and take notes of the important
things the characters say. After that, they write their
speech based on the Realia and their notes. Clarify any LESSON 184
questions students may have.
Unlock – This task was completed on the Wiz.tab.
Check if students have any questions.
REITERATIVE LEARNING OBJECTIVES
• Can report recommendations or suggestions.
Wiz.me – Students are guided to access the Personal
Assistant to complete the Homework card and the • Can talk about problems related to the news.
Speaking Practice card to work on Pronunciation
Practice. They also have to watch the There and TEACHER SUPPORT |
Around video, complete the activity in the Recording
card, and get ready for the next class by doing the
Class Preparation card. Food for Thought – Students look at the picture,
describe what they see, and answer some questions
about it on the Wiz.tab. Then they are instructed to
listen to the Student’s Book questions and think about
LESSON 183 the answers: a. What does the headline above suggest?
/ b. Do you agree with it? Why or why not? / c. Why are
LEARNING OBJECTIVES clickbait headlines so appealing? / d. How many times
have you clicked on clickbait headlines?
• Can report recommendations or suggestions. During the Teacher Support, discuss these questions
• Can talk about problems related to the news. with your students. Take into consideration the guided
questions and their answers from the Wiz.tab:
GRAMMAR 1. How would you describe the picture?
R: An appealing attempt to attract a click.
• reported speech making tense changes – present to
W: A likely reliable source of information.
past tenses;
2. Why does clickbait usually get a lot of hate?
• reported speech with modals should and would;
R: Because most of its content is misleading.
• reporting verbs followed by that.
W: Because most of its content is funny.
4 FOUR
CHECKING SENTENCES
3. Why do most people click on clickbait?

R: Because they are tempted by its headlines. TEACHER SUPPORT |
W: Because they want to be well-informed. CHECKING SENTENCES
4. When can clickbait be considered good for users? 1. That video was our first one to go viral. / post / scoop
R: When it is ethical, not only worried about getting clicks.
2. They warned us about the importance of avoiding
W: When it’s appealing, despite its content.
bias. / fake news / sensationalism
After the discussion, remember to congratulate 3. They said they wouldn’t visit us on vacation. /
students on their work. on the weekend / that weekend
Other Activities 4. The eyewitness said she would tell the police
everything. / wouldn’t / anything
Ask and Answer – First, students work on the picture
saying what comes to their mind when they see it. 5. She said the content wasn’t very engaging. /
Then, they listen to the model, make the question awful / eye-catching
based on it, listen to an audio to confirm the question 6. Do you think digital influencers should be
they made, and answer it. Check if students have any fact-checkers? Why or why not?
questions.
Taking Notes – Students work on the picture saying
Other Activities
how they interpret it. After that, they listen to the text to Real Life – This task was completed on the Wiz.tab.
understand its main idea. Then they listen to the text one Check if students have any questions about this section.
more time and complete the summary in their books.
Check it Out! – This task was completed on the Wiz.tab.
Finally, they do the exercise on the Wiz.tab to check their
answers. Check if students have any questions.
There and Around – For the second part of the story, Wiz.me – Students are guided to access their Personal
students work with the same Realia picture they chose in Assistant, go to the Speaking Practice card related
the first Output Lesson. Then they listen to the story and to Lesson 185, and work on Pronunciation Practice
take notes of the important things the characters say. and Oral Practice.
After that, they write their speech based on the Realia and
their notes. Clarify any questions students may have.
Unlock – This task was completed on the Wiz.tab. LESSON 186
Wiz.me – Students are guided to access the Personal REITERATIVE LEARNING OBJECTIVES
Assistant to complete the Homework card and the
• Can give or seek personal views and opinions when
discussing sources of information.
Practice. They also have to watch the There and
• Can report past situations.
Class Preparation card. TEACHER SUPPORT |
LESSON 185 Going Beyond – Students work on the pictures by
describing them. Then they listen to two texts and
follow them in their book. After that, they are instructed
LEARNING OBJECTIVES
to listen to some questions and think about their
• Can give or seek personal views and opinions when answers before discussing the topic later on.
discussing sources of information.
During the Teacher Support, ask students to read the
• Can report past situations.
titles, look at the images in their books, and say how
they are related. Mention interesting ideas you have
GRAMMAR heard from the students, while they were working on
this activity alone, in order to engage them and boost
• reporting questions and direct sentences with will
their confidence. Take into consideration the guided
using the modal would;
questions from the Wiz.tab:
• relative clauses with infinitive verb phrases.
1. In the first text, what does the study find about
most Americans?
2. According to the study, who tends to easily believe
fake news?
FIVE 5
CHECKING SENTENCES
3. Based on the second text, why does information

get distorted?
Self-assessment
4. How can we avoid telling distorted facts? 1. How do you keep up with the news from around
the world?
After finishing the practice, compliment students on
2. Why do you think people share fake news?
their improvement.
3. Do you follow any digital influencers? Why or why not?
Other Activities
Complete the Sentences – Students describe the Other Activities
picture out loud. Then they listen and reproduce the Self-assessment in the Student’s Book – This section
model. After that, they complete the sentences out will be completed on the Wiz.tab. Check the faces they
loud. As a wrap-up, they listen to the audio and choose marked according to the can-do statements. Then ask
two images that best describe the situation. Check if them if they have any questions and what they need to
students have any questions. do to improve their learning. Also, use this moment and
Pronunciation and Intonation – Students look at pieces of information to prepare a review of these LOs
the box in their book, then listen and reproduce the in the following lessons, or to recommernd remedial
sentence paying attention to the highlights. They are classes or extra practice in the Study Hall if needed.
given the explanation on the different pronunciation of Written Part – Collect the sheets from students’
the –ed sound at the end of verbs. Then they listen to Workbooks to correct them.
the sentences in their book and reproduce them out
loud. Check if students have any questions. There and Around – In order to prepare for their
presentation, students review the final version of the
There and Around – For the last part of the story, speech they wrote in the previous Output Lessons
students work with the same Realia picture they chose in and make the adjustments needed, justifying the
the first Output Lesson. Then they listen to the story and Realia they chose.
take notes of the important things the characters say.
After that, they write their speech based on the Realia Wiz.me – Students are guided to watch the There and
and their notes. Clarify any questions students may have. Around video again and get ready for the next class by
doing the Class Preparation card.
Picture Unlock – This task was completed on the
Wiz.tab. Check if students have any questions.
Wiz.me – Students are guided to access the Personal LESSON 187
Practice. They also have to watch the There and LEARNING OBJECTIVES
Around video, complete the activity in the Recording • Can discuss topics related to being an active citizen.
card, and get ready for the next class by accessing
• Can talk about duties and obligations.
the Dubbing card, preparing a script, recording
it and writing its final version in the Written Part • Can talk about conditions and consequences.
sheet of the Workbook. To complete the Review
Lesson preparation, they are also guided to watch the GRAMMAR
Pinpoint video in the Video card.
• review of Zero and First conditionals;
• unless, as long as, as soon as, and in case for
REVIEW 1 conditional clauses.
TEACHER SUPPORT | TEACHER SUPPORT |

CHECKING SENTENCES CHECKING SENTENCES
1. How might fake videos affect someone’s life? 1. If I don’t encourage my husband, he doesn’t vote. /
2. Have you ever heard of a story that ended badly eat healthily / wake up early
after fake news was shared? 2. You will lose your driver’s license if you don’t obey
3. How can we avoid sharing fake news? the rules. / work permit / job
4. Do you think that the dangers of fake news should 3. If you don’t engage in your community, nothing will
be discussed at school? Why or why not? change. / encourage people to vote / say anything
5. Has your opinion about fake materials changed 4. If you aren’t honest, your children won’t be either. /
after all we discussed in these lessons? Why or family / employees
why not?
6 SIX
CHECKING SENTENCES
5. Citizenship is not only voting. / helping others / There and Around – For the first part of the story,
obeying rules students choose one of the Realia pictures to work on
6. What are your duties as a citizen of your country? during this and the following Output Lessons. Then
Other Activities things the characters say. After that, they write their
speech based on the Realia and their notes. Clarify any
Real Life – This task was completed on the Wiz.tab. questions students may have.
Check it Out! – This task was completed on the Check if students have any questions.
Wiz.tab. Check if students have any questions about
this section.
Wiz.me – Students are guided to access their Personal Speaking Practice card to work on Pronunciation
Assistant, go to the Speaking Practice card related Practice. They also have to watch the There and
to Lesson 187, and work on Pronunciation Practice Around video, complete the activity in the Recording
and Oral Practice. card, and get ready for the next class by doing the
Class Preparation card.
LESSON 188
LESSON 189
• Can discuss topics related to being an active citizen. LEARNING OBJECTIVES
• Can talk about duties and obligations. • Can say what can be done to help people.
• Can talk about conditions and consequences. • Can say what can be done to improve the
conditions of the places where they live.
• Can talk about conditions and consequences.
TEACHER SUPPORT |
STUDENT’S BOOK ACTIVITIES GRAMMAR
Describe and Compare the Pictures – Students look • Second conditional;
at the pictures one at a time to describe each, and then • review of lack of and to be needed.
compare them. To close the activity, they listen to some
questions about the pictures and choose the correct
answer on the screen. TEACHER SUPPORT |
During the Teacher Support, discuss the following CHECKING SENTENCES
questions with your students: a. Do these children 1. If I were you, I would give away all these clothes. /
have the same opportunities? Why or why not? / b. In food / furniture
your opinion, how might the future of the children in 2. If you won a large quantity of money, would you
the pictures be different? / c. Why aren’t opportunities donate it?
equal for all children everywhere? / d. What can we do
3. Donating money isn’t the only way to do something
to help children around the world?
for charity, love is also needed. / your time / food
Other Activities 4. What should the government do to help the needy?
5. The lack of donations made us ask for help on the
Fluency – Students read the sentences and make the Internet. / social media / at an NPO
necessary changes according to the model. For correction, 6. Would you volunteer if you had time? Why or why not?
they should match the content from the boxes. Check if
students have any questions.. Other Activities
What’s the Definition? – Students describe what
they see in the picture. Then they listen and read the
content on the screen out loud. After that, they listen to
this content contextualized in a dialogue. In their books, Check it Out! – This task was completed on the
they write the definition of the words/phrases. Wiz.tab. Check if students have any questions about
They check their answers by doing the exercise on the this section.
SEVEN 7
CHECKING SENTENCES
Wiz.me – Students are guided to access their Personal Wiz.me – Students are guided to access the Personal
Assistant, go to the Speaking Practice card related Assistant to complete the Homework card and the
to Lesson 189, and work on Pronunciation Practice Speaking Practice card to work on Pronunciation
and Oral Practice. Practice. They also have to watch the There and
LESSON 190
REITERATIVE LEARNING OBJECTIVES LESSON 191

• Can say what can be done to help people.
• Can say what can be done to improve the
LEARNING OBJECTIVES
conditions of the places where they live.
• Can talk about conditions and consequences. • Can discuss options and possible actions.
• Can understand and discuss information related to
humanitarian matters.
TEACHER SUPPORT |
Building your Story – Students listen and reproduce • conditional sentences with modal verbs: may, might,
the audio paying attention to the picture in their books. had better, could, and should.
Then they read some sentences with the words or
phrases and match them to their corresponding halves
to form full sentences and make sure they understand TEACHER SUPPORT |
what they mean. They should reproduce these CHECKING SENTENCES
sentences out loud.
1. In your opinion, what should the government do
During the Teacher Support, they create a story using about poverty?
the words or phrases in the right and left-hand columns 2. If people don’t know their rights, they may not fight
in their books. for them. / homeless / underprivileged
After students finish telling their stories, congratulate 3. What social problem do you find hard to swallow?
them on their work. 4. If they are not aware of their civil rights, they won’t
fight for them. / privileges / situation
Other Activities 5. Some people aren’t engaged in humanitarian
Ask and Answer – First, students work on the picture initiatives. / equal rights / civil rights
saying what comes to their mind when they see it. Then, 6. What might happen if we fight for our rights?
they listen to the model, make the question based on
it, listen to an audio to confirm the question they made, Other Activities
and answer it. Check if students have any questions. Real Life – This task was completed on the Wiz.tab.
Focus Listening – First, students listen to the passage Check if students have any questions about this section.
carefully. They listen to the audio a second time to take Check it Out! – This task was completed on the
notes or answer the questions in the spaces provided Wiz.tab. Check if students have any questions about
in their books. Students listen to the audio for the last this section.
time to confirm their answers. They check the exercise
from the book by doing the exercise on the Wiz.tab. Wiz.me – Students are guided to access their Personal
Check if students have any questions. Assistant, go to the Speaking Practice card related
to Lesson 191, and work on Pronunciation Practice
There and Around – For the second part of the story, and Oral Practice.
students work with the same Realia picture they chose in
the first Output Lesson. Then they listen to the story and
After that, they write their speech based on the Realia
and their notes. Clarify any questions students may have.
8 EIGHT
CHECKING SENTENCES

LESSON 192 Assistant to complete the Homework card and the
• Can discuss options and possible actions. card, and get ready for the next class by accessing
• Can understand and discuss information related to the Dubbing card, preparing a script, recording
humanitarian matters. it and writing its final version in the Written Part
TEACHER SUPPORT | Lesson preparation, they are also guided to watch the
Is it Nonsense? – Students read the description of
the picture and fill in the blanks with the words from REVIEW 2
the boxes. Then they explore it and start thinking
about what can be changed to make sense. They will TEACHER SUPPORT |
also listen to the sentences from the Note box in the
Teacher’s Guide to give them some insights for the CHECKING SENTENCES
discussion. 1. Why do women have few rights in some places?
During the Teacher Support, ask students about 2. Why do people see men and women differently in
their ideas and give yours to make it an interesting some countries?
discussion. Take into consideration the text from the 3. Are women and men treated equally in your
Wiz.tab: The proud-looking man on the right is checking country? If not, why?
how much money he has while the man on the left 4. How can women help more in the economy?
seems to be upset in a devastated world. Despite not 5. Are women expected to be different from men?
being a homeless man, the man on the left might be in Why or why not?
suffering from hunger as there is nothing around him.
After finishing the practice, compliment students on Self-assessment
their creativity. 1. Do you consider yourself an active citizen? Why or
why not?
Other Activities 2. What do you think the government should do to
Complete the Sentences – Students describe the fight poverty?
picture out loud. Then they listen and reproduce the 3. What is a refugee?
model. After that, they complete the sentences out
loud. As a wrap-up, they listen to the audio and choose Other Activities
two images that best describe the situation. Check if
This section will be completed on the Wiz.tab. Check
students have any questions.
the faces they marked according to the can-do
Pronunciation and Intonation – Students look at statements. Then ask them if they have any questions
the box in their book, then listen and reproduce the and what they need to do to improve their learning.
sentence paying attention to the highlights. They are Also, use this moment and pieces of information to
given an explanation on sentence intonation, linking prepare a review of these LOs in the following lessons,
sounds, and sound stress. Then they listen to the or to recommend remedial classes or extra practice in
sentences in their book and reproduce them out loud. the Study Hall if needed.
Written Part – Collect the sheets from students’
There and Around – For the last part of the story, Workbooks to correct them.
students work with the same Realia picture they chose
There and Around – In order to prepare for their
in the first Output Lesson. Then they listen to the story
and take notes of the important things the characters
speech they wrote in the previous Output Lessons
say. After that, they write their speech based on the
and make the adjustments needed, justifying the Realia
Realia and their notes. Clarify any questions students
they chose.
may have.
Wiz.me – Students are guided to watch the There and
Around video again and get ready for the next class by
NINE 9
CHECKING SENTENCES

LEARNING OBJECTIVES Listen, Mark, and Discuss – Students work on the
• Can talk about sustainability and ecological picture and then they listen to the story. In their book,
awareness. they mark the false sentence or sentences. They check
• Can talk about things based on the action instead of their answers by doing the exercise on the Wiz.tab.
the agent in the present and in the past. During the Teacher Support, discuss the three
questions from the book with your students: Do you
have environmental awareness? Why or why not? /
GRAMMAR What are the advantages of being a student at Eve’s
• review of passive voice in the Simple Present and school? / How were you engaged to experience
Simple Past tenses; environmental awareness while you were a student?
• Passive voice with the modals can and could. In this practice, encourage students to use relevant
structures for their level and praise them on their work.
TEACHER SUPPORT |
Other Activities
CHECKING SENTENCES
1. Relevant topics weren’t raised during the Fluency – Students read the sentences and make
discussion. / meeting / conference the necessary changes according to the model. For
2. Some people aren’t educated to be politically
boxes. Check if students have any questions.
conscious. / sustainable / empathetic
3. Sustainability is being experienced by young people. Describe and Compare the Pictures – Students look
/ Accountability / Rights and obligations are at the pictures one at a time to describe each, and then
4. Being empathetic is seen as a remarkable skill. / compare them. To close the activity, they listen to some
memorable / relevant questions about the pictures and choose the correct
answer on the screen. Check if students have any
5. Is ecological awareness a family or school
questions.
accountability? Why?
6. What can be done to change today’s situation? There and Around – For the first part of the story,
students choose one of the Realia pictures to work on
Other Activities during this and the following Output Lessons. Then
Real Life – This task was completed on the Wiz.tab. things the characters say. After that, they write their
Check if students any questions about this section. speech based on the Realia and their notes. Clarify any
Check it Out! – This task was completed on the questions students may have.
Wiz.tab. Check if students have any questions about Unlock – This task was completed on the Wiz.tab.
this section. Check if students have any questions.
Wiz.me – Students are guided to access their Personal Wiz.me – Students are guided to access the Personal
Assistant, go to the Speaking Practice card related Assistant to complete the Homework card and the
to Lesson 193, and work on Pronunciation Practice Speaking Practice card to work on Pronunciation
and Oral Practice. Practice. They also have to watch the There and
LESSON 194 Class Preparation card.

• Can talk about sustainability and ecological
awareness.
• Can talk about things based on the action instead of
the agent in the present and past.
10 TEN
CHECKING SENTENCES

LEARNING OBJECTIVES Food for Thought – Students look at the picture,
• Can talk about things in the future based on the describe what they see, and answer some questions
action instead of the agent. about it on the Wiz.tab. Then they are instructed to
• Can give opinions on how to be more committed to listen to the Student’s Book questions and think about
the future of the planet. the answers: a. What is your answer to the question
above? / b. How can companies help the environment?
• Can discuss the 3Rs (Reduce, Reuse, and Recycle).
/ c. What do you consider when buying clothes
and electronics? / d. What do you think about the
GRAMMAR sustainable and green idea of purchasing?
• Passive Simple Future with modal verb will; During the Teacher Support, discuss these questions
• Passive voice with the modals may and might. with your students. Take into consideration the guided
1. What does “Less is More” mean here?
TEACHER SUPPORT |
R: That having the essentials is better.
CHECKING SENTENCES W: People should stop buying what they want to.
1. Metal won’t be taken to the recycling container. / 2. “Buying green” means to...
Cardboard / Aluminum W: buy products from local producers.
2. What will be done to avoid wasting water? R: consider the environmental impacts of the
3. Metal can’t be left in the environment. / Aluminum / products.
Plastic 3. Companies help the environment by...
4. Recycling creates jobs. / saves money / helps the R: trying to become sustainable.
planet W: offering affordable products to the population.
5. We are supposed to reduce the trash in the world. / 4. Green products tend to be more expensive than
pollution / waste the others because...
6. How can we engage people in recycling? R: they are more difficult and expensive to create.
W: of their high demand.
Other Activities
After the discussion, remember to congratulate
Real Life – This task was completed on the students on their work.
this section. Other Activities
Check it Out! – This task was completed on the Ask and Answer – First, students work on the picture
Wiz.tab. Check if students have any questions about saying what comes to their mind when they see it. Then,
this section. they listen to the model, make the question based on
Wiz.me – Students are guided to access their Personal it, listen to an audio to confirm the question they made,
Assistant, go to the Speaking Practice card related and answer it. Check if students have any questions.
to Lesson 195, and work on Pronunciation Practice Taking Notes – Students work on the picture saying
and Oral Practice. how they interpret it. After that, they listen to the text
to understand its main idea. Then they listen to the
text one more time and complete the summary in their
LESSON 196 books. Finally, they do the exercise on the Wiz.tab
to check their answers. Check if students have any
questions.
There and Around – For the second part of the story,
• Can talk about things in the future based on the students work with the same Realia picture they chose in
action instead of the agent. the first Output Lesson. Then they listen to the story and
• Can discuss the 3Rs (Reduce, Reuse, and Recycle). take notes of the important things the characters say.
• Can give opinions on how to be more committed to After that, they write their speech based on the Realia and
the future of the planet. their notes. Clarify any questions students may have.
ELEVEN 11
CHECKING SENTENCES

Check if students have any questions. LESSON 198
Assistant to complete the Homework card and the REITERATIVE LEARNING OBJECTIVES
• Can discuss some causes of climate change.
Around video, complete the activity in the Recording • Can say what can be done to change the reality of
card, and get ready for the next class by doing the the planet.
TEACHER SUPPORT |
LESSON 197
Going Beyond – Students work on the pictures by
LEARNING OBJECTIVES follow them in their book. After that, they are instructed
• Can discuss some causes of climate change. to listen to some questions and think about their
• Can say what can be done to change the reality of answers before discussing the topic later on.
the planet. During the Teacher Support, ask students to read the
GRAMMAR
heard from the students, while they were working on
• Passive voice in the Simple Present, Simple Past, this activity alone, in order to engage them and boost
and Simple Future tenses; their confidence. Take into consideration the guided
• review active vs. passive sentences. questions from the Wiz.tab:
1. Based on the title of the exercise, what’s out of
TEACHER SUPPORT | control?
2. What does “NASA goes green” mean?
CHECKING SENTENCES
3. How might NASA be related to the control of
1. Climate change is increased by everybody’s climate change?
irresponsibility. / Global warming / Pollution 4. Did you hear this piece of news somewhere before?
2. Global warming isn’t seen as harm by some people. What do you think about it?
/ threat / our irresponsibility
3. Damage to the world will be caused by humankind’s
their improvement.
action. / environment / ocean
4. Our natural resources will be protected by Other Activities
everyone. / ecosystem / forests
5. In your opinion, are children educated to fight Complete the Sentences – Students describe the
against climate change? Why or why not? picture out loud. Then they listen and reproduce the
6. Why are some countries committed to meeting model. After that, they complete the sentences out
net-zero emissions and others aren’t? loud. As a wrap-up, they listen to the audio and choose
Other Activities students have any questions.
Pronunciation and Intonation – Students look at
the box in their book, then listen and reproduce the
sentence paying attention to the highlights. They are
Check it Out! – This task was completed on the given the explanation on the different pronunciation of
Wiz.tab. Check if students have any questions about the –ed sound at the end of verbs. Then they listen to the
this section. sentences in their book and reproduce them out loud.
Wiz.me – Students are guided to access their Personal Check if students have any questions.
Assistant, go to the Speaking Practice card related There and Around – For the last part of the story,
to Lesson 197, and work on Pronunciation Practice students work with the same Realia picture they
and Oral Practice. chose in the first Output Lesson. Then they listen to
the story and take notes of the important things the
characters say. After that, they write their speech
12 TWELVE
CHECKING SENTENCES
based on the Realia and their notes. Clarify any speech they wrote in the previous Output Lessons and
questions students may have. make the adjustments needed, justifying the Realia
Picture Unlock – This task was completed on the they chose.
Wiz.tab. Check if students have any questions. Wiz.me – Students are guided to watch the There and
Wiz.me – Students are guided to access the Personal Around video again and get ready for the next class by
Assistant to complete the Homework card and the doing the Class Preparation card.
Around video, complete the activity in the Recording LESSON 199
the Dubbing card, preparing a script, recording it
and writing its final version in the Written Part sheet LEARNING OBJECTIVES
of the Workbook. To complete the Review Lesson • Can discuss technology and its impact on daily
preparation, they are also guided to watch the Pinpoint routine.
video in the Video card.
• Can understand, talk about, and describe situations
that occur in the future.
REVIEW 3
GRAMMAR
• review of Simple Future (will), Future going to, and
TEACHER SUPPORT | Present Continuous as Future;
CHECKING SENTENCES • Future Continuous;
1. Do you think supermarkets should stop offering • shall be –ing vs. will;
plastic bags? Why or why not? • stative verbs vs. Future Continuous.
2. Do you usually bring your own bag when you go to
the supermarket? Why or why not? TEACHER SUPPORT |
3. What kinds of reusable containers do you have in
your house?
CHECKING SENTENCES
4. What’s the importance of separating items to be 1. This new device will enhance people’s quality of life.
recycled? / health / productivity
5. What small things can you do to live a more 2. Charging stations in parks aren’t going to be
sustainable life? installed soon. / malls / public sites
3. Not every bus in the country is going to have
Self-assessment wireless hotspots by next year. / train / station
1. How can we make the world more sustainable? 4. What device will be revolutionary in two years? Why?
2. How committed are you to recycling? 5. How dangerous is it not to back up your files from
3. What can be done to raise people’s awareness of your computer or cell phone?
climate change? 6. They have fixed the network so the computers
won’t crash anymore. / devices / Wi-Fi
Other Activities
Other Activities
Self-assessment in the Student’s Book – This section
will be completed on the Wiz.tab. Check the faces they Real Life – This task was completed on the Wiz.tab.
marked according to the can-do statements. Then ask Check if students have any questions about this section.
them if they have any questions and what they need Check it Out! – This task was completed on the
to do to improve their learning. Also, use this moment Wiz.tab. Check if students have any questions about
and pieces of information to prepare a review of these this section.
LOs in the following lessons, or to recommend remedial
classes or extra practice in the Study Hall if needed.
Assistant, go to the Speaking Practice card related
Written Part – Collect the sheets from students’ to Lesson 199, and work on Pronunciation Practice
Workbooks to correct them. and Oral Practice.
THIRTEEN 13
CHECKING SENTENCES
LESSON 200 LESSON 201
REITERATIVE LEARNING OBJECTIVES LEARNING OBJECTIVES

• Can discuss technology and its impact on daily • Can talk about completed actions in the future.
routine. • Can discuss technological innovations.
• Can understand, talk about, and describe situations
that occur in the future.
GRAMMAR
TEACHER SUPPORT | • Future Perfect tense.

TEACHER SUPPORT |
Describe and Compare the Pictures – Students look CHECKING SENTENCES
at the pictures one at a time to describe each, and then
compare them. To close the activity, they listen to some 1. New wireless sensors won’t have been launched
questions about the pictures and choose the correct before the end of the year. / until next year / by
answer on the screen. next month
2. By the end of the year, I will have already launched
During the Teacher Support, discuss the following
my book. / moved to Bolivia / changed devices
questions with your students: a. Would you rather work
at the office than home? Why or why not? / b. What are 3. By the end of the day, I still won’t have figured out
the advantages and disadvantages of working in both how this device works. / drone / invention
places? / c. Where is your productivity better? / d. How 4. Many cities won’t have purchased drones for
has the Internet changed the work environment? security purposes by 2030. / police departments /
airports
Other Activities 5. The lack of job opportunities puts students’ future
in jeopardy. / people’s / foreigners’
Fluency – Students read the sentences and make the 6. How do you see the future of AI?
necessary changes according to the model. For correction,
they should match the content from the boxes. Check if Other Activities
What’s the Definition? – Students describe what they Real Life – This task was completed on the Wiz.tab.
see in the picture. Then they listen and read the content Check if students have any questions about this section.
on the screen out loud. After that, they listen to this Check it Out! – This task was completed on the
content contextualized in a dialogue. In their books, they Wiz.tab. Check if students have any questions about
write the definition of the words/phrases. They check this section.
their answers by doing the exercise on the Wiz.tab. Wiz.me – Students are guided to access their Personal
There and Around – For the first part of the story, to Lesson 201, and work on Pronunciation Practice
students choose one of the Realia pictures to work on and Oral Practice.
during this and the following Output Lessons. Then
things the characters say. After that, they write their LESSON 202
Unlock – This task was completed on the Wiz.tab. REITERATIVE LEARNING OBJECTIVES
Check if students have any questions. • Can talk about completed actions in the future.
Wiz.me – Students are guided to access the Personal • Can discuss technological innovations.
Speaking Practice card to work on Pronunciation TEACHER SUPPORT |
Around video, complete the activity in the Recording STUDENT’S BOOK ACTIVITIES
Building your Story – Students listen and reproduce
the audio paying attention to the picture in their books.
14 FOURTEEN
CHECKING SENTENCES

phrases and match them to their corresponding halves GRAMMAR
to form full sentences and make sure they understand • mixed Future tenses and various degrees of
what they mean. They should reproduce these likelihood;
sentences out loud. • Future tenses to show hope, certainty, expectation,
During the Teacher Support, they create a story using fear, offer, promises, and refusals.
the words or phrases in the right and left-hand columns
in their books. TEACHER SUPPORT |
After students finish telling their stories, congratulate
CHECKING SENTENCES
them on their work.
1. I’m afraid they won’t launch it any time soon. /
Other Activities I’m sure / It’s likely
2. It’s unlikely this innovation will be considered
Ask and Answer – First, students work on the picture revolutionary / practical / a breakthrough
saying what comes to their mind when they see it. Then,
3. I don’t think virtual reality will be used for
everything. / for work / for studies
it, listen to an audio to confirm the question they made,
4. What will the future of video games be?
and answer it. Check if students have any questions.
5. I’m sure wireless hotspots won’t have become
Focus Listening – First, students listen to the passage available everywhere by next year. / in developing
carefully. They listen to the audio a second time to take countries / on the streets
notes or answer the questions in the spaces provided
6. What will you definitely be doing in five years?
in their books. Students listen to the audio for the last
time to confirm their answers. They check the exercise
Other Activities
from the book by doing the exercise on the Wiz.tab.
Check if students have any questions. Real Life – This task was completed on the Wiz.tab.
There and Around – For the second part of the story, Check if students have any questions about this section.
students work with the same Realia picture they chose in Check it Out! – This task was completed on the
the first Output Lesson. Then they listen to the story and Wiz.tab. Check if students have any questions about
take notes of the important things the characters say. this section.
and their notes. Clarify any questions students may have.
Unlock – This task was completed on the Wiz.tab. to Lesson 203, and work on Pronunciation Practice
Check if students have any questions. and Oral Practice.
Speaking Practice card to work on Pronunciation LESSON 204
card, and get ready for the next class by doing the REITERATIVE LEARNING OBJECTIVES
Class Preparation card. • Can understand and express degrees of certainty
about future situations.
• Can discuss the influence of technology in one’s life.
LESSON 203 • Can relate entertainment to technology.
LEARNING OBJECTIVES TEACHER SUPPORT |

• Can understand and express degrees of certainty STUDENT’S BOOK ACTIVITIES
about future situations.
• Can discuss the influence of technology in one’s life.
the picture and fill in the blanks with the words from
• Can relate entertainment to technology. the boxes. Then they explore it and start thinking
about what can be changed to make sense. They will
Teacher’s Guide to give them some insights for the
discussion.
FIFTEEN 15
CHECKING SENTENCES
During the Teacher Support, ask students about 2. Would you say screens have made us sick? Why or
their ideas and give yours to make it an interesting why not?
discussion. Take into consideration the text from the 3. What device couldn’t you live without? Why?
Wiz.tab: A big robot is sitting on the earth holding a 4. How important is research for a country?
man who is afraid that his own invention may put his 5. Can we rely on artificial intelligence? Why or why not?
future in jeopardy. Maybe AI has reached levels we can’t
understand now and this picture might somehow be a Self-assessment
sign of things to come.
1. What are a glitch and a patch?
2. How much are you familiar with the universe of
their creativity.
gaming?
Other Activities 3. Do you think AI can put our lives in jeopardy? Why
or why not?
Complete the Sentences – Students describe the
picture out loud. Then they listen and reproduce the Other Activities
loud. As a wrap-up, they listen to the audio and choose Self-assessment in the Student’s Book – This section
two images that best describe the situation. Check if will be completed on the Wiz.tab. Check the faces they
students have any questions. marked according to the can-do statements. Then ask
them if they have any questions and what they need
Pronunciation and Intonation – Students look at to do to improve their learning. Also, use this moment
the box in their book, then listen and reproduce the and pieces of information to prepare a review of these
sentence paying attention to the highlights. They are LOs in the following lessons, or to recommend remedial
given an explanation on linking sounds and connected classes or extra practice in the Study Hall if needed.
speech. Then they listen to the sentences in their book
and reproduce them out loud. Check if students have Written Part – Collect the sheets from students’
any questions. Workbooks to correct them.
There and Around – For the last part of the story, There and Around – In order to prepare for their
students work with the same Realia picture they chose in presentation, students review the final version of the
the first Output Lesson. Then they listen to the story and speech they wrote in the previous Output Lessons and
take notes of the important things the characters say. make the adjustments needed, justifying the Realia
After that, they write their speech based on the Realia they chose.
and their notes. Clarify any questions students may have. Wiz.me – Students are guided to watch the There and
Picture Unlock – This task was completed on the Around video again and get ready for the next class by
Wiz.tab. Check if students have any questions. doing the Class Preparation card.

LEARNING OBJECTIVES
the Dubbing card, preparing a script, recording • Can talk about how they balance their professional
it and writing its final version in the Written Part and personal lives.
sheet of the Workbook. To complete the Review • Can discuss sedentary vs. active lifestyles.
Lesson preparation, they are also guided to watch the • Can analyze and use proper structures to describe
Pinpoint video in the Video card. situations in the past.
• Can describe repeated situations or actions that no
longer happen.
REVIEW 4
GRAMMAR
TEACHER SUPPORT | • review of past tenses: Simple Past, Present Perfect,
CHECKING SENTENCES and Past Perfect;
• used to to describe regular past actions;
1. Do you think you spend too much time using
• review of Past Continuous tense with when
devices? Why or why not?
and while.
16 SIXTEEN
CHECKING SENTENCES
would you recommend a friend to do to have good

TEACHER SUPPORT | welfare?
CHECKING SENTENCES In this practice, encourage students to use relevant
1. We invested a lot of time in this project a year ago. / structures for their level and praise them on their work.
money / sources
2. They have trained long hours to reach that Other Activities
performance. / result / score
Fluency – Students read the sentences and make the
3. He hadn’t been in a good condition until that necessary changes according to the model. For correction,
summer. / bad / promising they should match the content from the boxes. Check if
4. He had to go the extra mile to get that opportunity. students have any questions.
/ become a better player / improve his performance
Describe and Compare the Pictures – Students look
5. The team didn’t celebrate last night. / the day
before yesterday / over the weekend
compare them. To close the activity, they listen to some
6. What are the advantages and disadvantages of questions about the pictures and choose the correct
living on the edge? answer on the screen. Check if students have any
questions.
Other Activities
There and Around – For the first part of the story,
Real Life – This task was completed on the Wiz.tab. students choose one of the Realia pictures to work on
Check if students have any questions about this section. during this and the following Output Lessons. Then
Check it Out! – This task was completed on the they listen to the story and take notes of the important
Wiz.tab. Check if students have any questions about things the characters say. After that, they write their
this section. speech based on the Realia and their notes. Clarify any
Assistant, go to the Speaking Practice card related Unlock – This task was completed on the Wiz.tab.
to Lesson 205, and work on Pronunciation Practice Check if students have any questions.
and Oral Practice. Wiz.me – Students are guided to access the Personal
LESSON 206 Practice. They also have to watch the There and
REITERATIVE LEARNING OBJECTIVES Class Preparation card.
• Can talk about how they balance their professional
and personal lives.
• Can discuss sedentary vs. active lifestyles. LESSON 207
• Can analyze and use proper structures to describe
situations in the past.
LEARNING OBJECTIVES
• Can describe repeated situations or actions that no
longer happen. • Can talk about sports achievements and life goals.
• Can describe hypothetical past results of a past action.
TEACHER SUPPORT |
GRAMMAR
• Third conditional;
Listen, Mark, and Discuss – Students work on the • What if for hypothetical questions;
picture and then they listen to the story. In their book, • Third conditional with modals could and might.
they mark the false sentence or sentences. They check
TEACHER SUPPORT |
questions from the book with your students: Why do CHECKING SENTENCES
most people learn how important it is to balance their 1. If we had been determined to win, we would have
professional and personal lives later in life? / How do defeated our opponent. / won the tournament /
you balance your professional and personal life? / What overcome the obstacles
SEVENTEEN 17
CHECKING SENTENCES
2. The sponsor hasn’t invested millions of dollars in 3. What good effect do sports have on our emotional
the team. / spent / given – to the team state?
3. What are you counting down the days until? W: They make people feel more anxious.
4. I can’t wait to see our athletes winning the prize. R: They help us with stress.
/ celebrating on the podium / celebrating their 4. Why isn’t it common to see women playing soccer?
achievement R: Because they weren’t encouraged to.
5. If I had defeated him, I would have won the W: Because it’s not a sport for women.
tournament. / more money / the prize
6. Do you think winning is everything? Why or why not?
students on their work.
Other Activities
Other Activities
Real Life – This task was completed on the
this section.
Check it Out! – This task was completed on the it, listen to an audio to confirm the question they made,
Wiz.tab. Check if students have any questions about and answer it. Check if students have any questions.
this section.
Wiz.me – Students are guided to access their Personal how they interpret it. After that, they listen to the text to
Assistant, go to the Speaking Practice card related to understand its main idea. Then they listen to the text one
Lesson 207, and work on Pronunciation Practice and more time and complete the summary in their books.
Oral Practice. Finally, they do the exercise on the Wiz.tab to check their
answers. Check if students have any questions.
LESSON 208 students work with the same Realia picture they chose in
• Can talk about sports achievements and life goals. and their notes. Clarify any questions students may have.
• Can describe hypothetical past results of a past action. Unlock – This task was completed on the Wiz.tab.
TEACHER SUPPORT | Wiz.me – Students are guided to access the Personal
STUDENT’S BOOK ACTIVITIES Assistant to complete the Homework card and the
Food for Thought – Students look at the picture, Practice. They also have to watch the There and
describe what they see, and answer some questions Around video, complete the activity in the Recording
about it on the Wiz.tab. Then they are instructed to card, and get ready for the next class by doing the
listen to the Student’s Book questions and think about Class Preparation card.
the answers: a. In your opinion, how could team sports
enable us to experience a good welfare? / b. Do you
think team sports change us differently compared LESSON 209
to working out alone? Why? / c. What other effects
do sports have on us? / d. If sport is so efficient at
enhancing our quality of life, why don’t people practice it? LEARNING OBJECTIVES
During the Teacher Support, discuss these questions • Can talk about extreme sports.
with the students. Take into consideration the guided • Can express wishes and regrets.
1. How are the girls in the picture feeling?
R: Relaxed, so this might not be a tournament. GRAMMAR
W: Embarrassed and this might be a tournament. • wish + Past Perfect tense;
2. How can team sports enable us to have a happier • if only + Past Perfect tense;
social life? • What if for hypothetical questions;
R: They make us cooperate with and encourage people. • wish + could + have + past participle.
W: They make us compete with people.
18 EIGHTEEN
CHECKING SENTENCES
3. What was the aim of the adventurer in the second

TEACHER SUPPORT | picture?
CHECKING SENTENCES 4. Why was her achievement considered so special?
1. If only I had been more committed to my sports After finishing the practice, compliment students on
carreer. / less fearless in / more aggressive in their improvement.
2. I wish I hadn’t chickened out on big wave surfing. /
extreme sports / climbing Other Activities
3. If only I had known what his method was. / tactic /
game plan
picture out loud. Then they listen and reproduce the
4. She wishes she had won first place. / the prize / the model. After that, they complete the sentences out
medal loud. As a wrap-up, they listen to the audio and choose
5. He wishes he hadn’t trained that hard. / risked so two images that best describe the situation. Check if
much / been that aggressive students have any questions.
6. What would make you chicken out?
Other Activities the box in their book, then listen and reproduce the
Real Life – This task was completed on the Wiz.tab. given an explanation on sentence intonation and
Check if students have any questions about this section. different –ed sound at the end of verbs. Then they listen
to the sentences in their book and reproduce them out
Check it Out! – This task was completed on the
loud. Check if students have any questions.
this section. There and Around – For the last part of the story,
students work with the same Realia picture they chose in
After that, they write their speech based on the Realia and
and Oral Practice.
their notes. Clarify any questions students may have.
LESSON 210
REITERATIVE LEARNING OBJECTIVES Speaking Practice card to work on Pronunciation
• Can talk about extreme sports. Practice. They also have to watch the There and
• Can express wishes and regrets. Around video, complete the activity in the Recording
TEACHER SUPPORT | it and writing its final version in the Written Part
STUDENT’S BOOK ACTIVITIES sheet of the Workbook. To complete the Review
Lesson preparation, they are also guided to watch the
Going Beyond – Students work on the pictures by Pinpoint video in the Video card.
to listen to some questions and think about their REVIEW 5
answers before discussing the topic later on.
TEACHER SUPPORT |
they are related. Mention interesting ideas you have CHECKING SENTENCES
heard from the students, while they were working on 1. How do you see the relationship between fans and
this activity alone, in order to engage them and boost athletes?
2. Are all the great sports players born with special
questions from the Wiz.tab:
skills or have they trained hard? Why?
1. What extreme sport does the man in the first
3. Why is there so much pressure on sports players/
picture practice?
athletes?
2. What do the safety tests indicate about his attempt?
NINETEEN 19
CHECKING SENTENCES
4. Who is the most important player/athlete in your 4. Is there anything more fulfilling than being
country? Why? successful in your career? Why?
5. Can sports change a person’s reality? If so, how? 5. She is a very skillful guitar player. / creative /
talented
Self-assessment 6. He didn’t turn into a famous gamer. / actor /
1. What should we invest our time in? guitar player
2. What are your life goals?
3. Have you ever tried any extreme sports?
Other Activities
Other Activities Check if students have any questions about this section.
Self-assessment in the Student’s Book – This section Check it Out! – This task was completed on the
will be completed on the Wiz.tab. Check the faces they Wiz.tab. Check if students have any questions about
marked according to the can-do statements. Then ask this section.
them if they have any questions and what they need Wiz.me – Students are guided to access their Personal
to do to improve their learning. Also, use this moment Assistant, go to the Speaking Practice card related
and pieces of information to prepare a review of these to Lesson 211, and work on Pronunciation Practice
LOs in the following lessons, or to recommend remedial and Oral Practice.
Workbooks to correct them. LESSON 212
speech they wrote in the previous Output Lessons REITERATIVE LEARNING OBJECTIVES
and make the adjustments needed, justifying the • Can talk about art in general.
Realia they chose. • Can discuss issues related to professions in general.
Wiz.me – Students are guided to watch the There and • Can understand and use various phrasal verbs to
Around video again and get ready for the next class by describe everyday situations.
TEACHER SUPPORT |
LESSON 211
LEARNING OBJECTIVES compare them. To close the activity, they listen to some
• Can talk about art in general. questions about the pictures and choose the correct
• Can discuss issues related to professions in general. answer on the screen.
• Can understand and use various phrasal verbs to During the Teacher Support, discuss the following
describe everyday situations. questions with your students: a. Would you pursue a
creative career? Why or why not? / b. Is it possible to
balance a creative career and an office job? Why or why
GRAMMAR
not? / c. What are the advantages and disadvantages
• non-separable phrasal verbs. of pursuing a career in music? / d. Why do people
consider pursuing a creative career not worthy?
TEACHER SUPPORT |
Other Activities
CHECKING SENTENCES
Fluency – Students read the sentences and make
1. We have been pursuing our objectives of being in
the necessary changes according to the model. For
politics for years. / fashion / gaming
2. She didn’t get a scholarship to study religion boxes. Check if students have any questions.
abroad. / English / Politics
What’s the Definition? – Students describe what
3. Famous athletes have a high income. / actors /
they see in the picture. Then they listen and read the
soccer players
content on the screen out loud. After that, they listen to
20 TWENTY
CHECKING SENTENCES
this content contextualized in a dialogue. In their books,

they write the definition of the words/phrases. They
Other Activities
check their answers by doing the exercise on the Real Life – This task was completed on the Wiz.tab.
Wiz.tab. Check if students have any questions. Check if students have any questions about this section.
There and Around – For the first part of the story, Check it Out! – This task was completed on the
students choose one of the Realia pictures to work on Wiz.tab. Check if students have any questions about
during this and the following Output Lessons. Then this section.
and Oral Practice.
Practice. They also have to watch the There and REITERATIVE LEARNING OBJECTIVES
Around video, complete the activity in the Recording • Can classify and discuss art and social
card, and get ready for the next class by doing the manifestations.
• Can understand and use various phrasal verbs to
describe everyday situations.
• Can use conjunctions to connect ideas.
LESSON 213
TEACHER SUPPORT |
LEARNING OBJECTIVES STUDENT’S BOOK ACTIVITIES
• Can classify and discuss art and social
manifestations. Building your Story – Students listen and reproduce
• Can understand and use various phrasal verbs to the audio paying attention to the picture in their books.
describe everyday situations. Then they read some sentences with the words or
• Can use conjunctions to connect ideas.
to form full sentences and make sure they understand
what they mean.
GRAMMAR During the Teacher Support, they create a story using
• separable phrasal verbs; the words or phrases in the right and left-hand columns
• conjunctions however, though, and although to in their books.
express concession. After students finish telling their stories, congratulate
them on their work.
TEACHER SUPPORT |
Other Activities
CHECKING SENTENCES
1. He was caught vandalizing stores during the riots. /
protests / manifestation
2. You can’t see elaborate paintings displayed here. / it, listen to an audio to confirm the question they made,
thought-provoking / street art and answer it. Check if students have any questions.
3. Do you weigh up the pros and cons before making
an important decision? Why or why not? Focus Listening – First, students listen to the passage
carefully. They listen to the audio a second time to take
4. Although not elaborate, his paintings are thought-
notes or answer the questions in the spaces provided
provoking. / creative / realistic
5. Though my father is old, he is an open-minded time to confirm their answers. They check the exercise
person. / active / enthusiastic from the book by doing the exercise on the Wiz.tab.
6. People don’t think over the diverse street art we Check if students have any questions.
find around us. / elaborate / creative
T W E N T Y- O N E 21
CHECKING SENTENCES
There and Around – For the second part of the story, Check it Out! – This task was completed on the
students work with the same Realia picture they chose Wiz.tab. Check if students have any questions about
in the first Output Lesson. Then they listen to the story this section.
and take notes of the important things the characters Wiz.me – Students are guided to access their Personal
say. After that, they write their speech based on the Assistant, go to the Speaking Practice card related
Realia and their notes. Clarify any questions students to Lesson 215, and work on Pronunciation Practice
may have. and Oral Practice.
Practice. They also have to watch the There and REITERATIVE LEARNING OBJECTIVES
Around video, complete the activity in the Recording • Can talk about new concepts for cities.
card, and get ready for the next class by doing the • Can discuss public art displayed in cities.
Class Preparation card. • Can understand and use various phrasal-
prepositional verbs to describe everyday situations.
• Can compare and contrast actions and situations.
LESSON 215
TEACHER SUPPORT |
LEARNING OBJECTIVES STUDENT’S BOOK ACTIVITIES
• Can talk about new concepts for cities.
• Can discuss public art displayed in cities.
the picture and fill in the blanks with the words from
• Can understand and use various phrasal-
the boxes. Then they explore it and start thinking
prepositional verbs to describe everyday situations.
about what can be changed to make sense. They will
• Can compare and contrast actions and situations. also listen to the sentences from the Note box on the
GRAMMAR discussion.
• phrasal-prepositional verbs; During the Teacher Support, ask students about

• compare and contrast actions and situations with their ideas and give yours to make it an interesting
while and whereas. discussion. Take into consideration the text from the
Wiz.tab: A man is escaping from a museum on fire.
He is trying to save what he can, but no one on the
TEACHER SUPPORT | street seems to care. Everyone is only worried about
CHECKING SENTENCES themselves.
1. They didn’t get back to us about the infrastructure After finishing the practice, compliment students on
project. / urban design / conception their creativity.
2. What do people living in urbanized areas have to
put up with?
Other Activities
3. What are the real problems for people living in Complete the Sentences – Students describe the
slums? picture out loud. Then they listen and reproduce the
4. She’s looking forward to having a fulfilling model. After that, they complete the sentences out
experience. / standard / diverse loud. As a wrap-up, they listen to the audio and choose
5. I won’t dedicate myself to the conception of the two images that best describe the situation. Check if
project anymore. / urban design / infrastructure students have any questions.
6. How important is urban design for the city citizens? Pronunciation and Intonation – Students look
at the box in their book, then listen and reproduce
Other Activities the sentence paying attention to the highlights. They
are given an explanation on stress for phrasal verbs
sentences: non-separable phrasal verbs, separable
phrasal verbs, and phrasal-prepositional verbs. Then
they listen to the sentences in their book and reproduce
22 T W E N T Y-T W O
CHECKING SENTENCES
them out loud. Check if students have any questions. Written Part – Collect the sheets from students’
There and Around – For the last part of the story, Workbooks to correct them.
students work with the same Realia picture they chose There and Around – In order to prepare for their
in the first Output Lesson. Then they listen to the story presentation, students review the final version of the
and take notes of the important things the characters speech they wrote in the previous Output Lessons and
say. After that, they write their speech based on the make the adjustments needed, justifying the Realia
Realia and their notes. Clarify any questions students they chose.
may have. Wiz.me – Students are guided to watch the There and
Picture Unlock – This task was completed on the Around video again and get ready for the next class by
Wiz.tab. Check if students have any questions. doing the Class Preparation card.
card, and get ready for the next class by accessing LEARNING OBJECTIVES
the Dubbing card, preparing a script, recording • Can talk about nurturing body and mind.
it and writing its final version in the Written Part • Can talk about different kinds of diets.
• Can use modals to add or change the meaning of
verbs in situations related to health habits.
GRAMMAR
REVIEW 6 • review of modal verbs and modal verbs in the
passive voice.
TEACHER SUPPORT |
CHECKING SENTENCES TEACHER SUPPORT –
1. What do you think of street art?
CHECKING SENTENCES
2. Do you think street art is a way to revitalize a city? 1. She couldn’t resist the chocolate ice cream. / cake /
Why or why not? pie
3. How important is street art for a city? 2. You shouldn’t cut down on carbohydrate intake. /
4. How would you feel if someone used your wall for chicken / vegetable
graffiti? 3. What ought we to learn about healthy diets?
5. Would you pay an artist to paint your house walls 4. Discipline may not be the only answer to a healthier
with graffiti? Why or why not? life. / A makeover / A balanced diet
5. Kids must have nutritive meals. / Athletes /
Self-assessment Everyone
1. How important is vocational guidance to decide on 6. What can healthy habits lead us to?
a career?
2. What is your favorite form of street art?
Other Activities
3. What can we do to enhance slum citizens’ quality Real Life – This task was completed on the Wiz.tab.
of life? Check if students have any questions about this section.
Check it Out! – This task was completed on the Wiz.
Other Activities tab. Check if students have any questions about this
Self-assessment in the Student’s Book – This section section.
will be completed on the Wiz.tab. Check the faces they Wiz.me – Students are guided to access their Personal
marked according to the can-do statements. Then ask Assistant, go to the Speaking Practice card related to
them if they have any questions and what they need Lesson 217, and work on Pronunciation Practice and
to do to improve their learning. Also, use this moment Oral Practice.
and pieces of information to prepare a review of these
T W E N T Y-T R E E 23
CHECKING SENTENCES
LESSON 218 LESSON 219
REITERATIVE LEARNING OBJECTIVES LEARNING OBJECTIVES

• Can talk about nurturing body and mind. • Can analyze and discuss different alternative
• Can talk about different kinds of diets. treatments for diseases.
• Can use modals to add or change the meaning of • Can talk about alternatives for the health of body
verbs in situations related to health habits. and mind.
• Can describe hypothetical situations.
TEACHER SUPPORT |
• modal verbs in Present Perfect tense.
Listen, Mark, and Discuss – Students work on the
picture and then they listen to the story. In their book,
they mark the false sentence or sentences. They check TEACHER SUPPORT |
their answers by doing the exercise on the Wiz.tab. CHECKING SENTENCES
During the Teacher Support, discuss the three 1. I should have looked for another professional. /
questions from the book with your students: What is doctor / treatment
your opinion of makeover TV shows? / Do you rely on
2. Some people believe that we could be healed
diets? Why or why not? / What’s your opinion on the
through meditation. / herbal tea / faith
body positivity movement?
3. I don’t think an ointment could have helped your
In this practice, encourage students to use relevant itchy skin. / pinkeye / sunburn
structures for their level and praise them on their work. 4. You couldn’t have used different ingredients to
prepare the tea. / salad / meal
Other Activities 5. They said faith made them get over a family
Fluency – Students read the sentences and make problem. / disease / that obstacle
the necessary changes according to the model. For 6. Do you believe in the use of healing plants? Why or
correction, they should match the content from the why not?
boxes. Check if students have any questions.
Describe and Compare the Pictures – Students
Other Activities
look at the pictures one at a time to describe each, Real Life – This task was completed on the Wiz.tab.
and then compare them. To close the activity, they Check if students have any questions about this section.
listen to some questions about the pictures and
choose the correct answer on the screen. Check if
this section.
students choose one of the Realia pictures to work on
and Oral Practice.
LESSON 220
Wiz.me – Students are guided to access the Personal REITERATIVE LEARNING OBJECTIVES
Assistant to complete the Homework card and the • Can analyze and discuss different alternative
Speaking Practice card to work on Pronunciation treatments for diseases.
Practice. They also have to watch the There and • Can talk about alternatives for the health of body
Around video, complete the activity in the Recording and mind.
• Can describe hypothetical situations.
24 T W E N T Y- FO U R
CHECKING SENTENCES

TEACHER SUPPORT | say. After that, they write their speech based on the
STUDENT’S BOOK ACTIVITIES Realia and their notes. Clarify any questions students
may have.
Food for Thought – Students look at the picture,
describe what they see, and answer some questions Unlock – This task was completed on the Wiz.tab.
about it on the Wiz.tab. Then they are instructed to Check if students have any questions.
listen to the Student’s Book questions and think about Wiz.me – Students are guided to access the Personal
the answers: a. What medical approach does this Assistant to complete the Homework card and the
treatment consider? / b. Does it work? Why? / c. What’s Speaking Practice card to work on Pronunciation
the importance of believing in the treatment during a Practice. They also have to watch the There and
process of healing? / d. How dangerous is taking over- Around video, complete the activity in the Recording
the-counter medicine? card, and get ready for the next class by doing the
During the Teacher Support, discuss these questions Class Preparation card.
with your students. Take into consideration the guided
1. There are many different medical approaches for LESSON 221
pains or diseases. Which of them is going to be
discussed according to the picture?
LEARNING OBJECTIVES
R: placebo effect
W: acupuncture • Can describe a fitness lifestyle.
2. The placebo effect is about positive thinking and • Can use language to express causation and
also believing that a treatment or procedure will consequence.
heal your body. • Can describe goals and achievements related to
R: True exercising.
W: False
3. What is an example of over-the-counter GRAMMAR
medication? • due to and owing to to express causation and
R: Common painkillers found in drugstores. consequence.
W: Specific drugs for a treatment or health
condition.
TEACHER SUPPORT |
4. What can over-the-counter medications cause?
R: They can cause health problems. CHECKING SENTENCES
W: There is no risk in taking them. 1. Why is it difficult for people to accept there is not a
“right” type of body?
students on their work. 2. My disposition has increased due to my training
buddy. / the instructor’s method / the coach’s
Other Activities tactics
3. Owing to his carbohydrate intake, he wasn’t given a
Ask and Answer – First, students work on the picture clean bill of health. / sedentary life / lack of workout
saying what comes to their mind when they see it. Then, 4. What do you do to work stress off?
5. We’d better raise awareness about the importance
it, listen to an audio to confirm the question they made,
of workouts. / setting goals / mental health
and answer it. Check if students have any questions.
6. We do circuits to build muscles. / get stronger /
Taking Notes – Students work on the picture saying burn calories
how they interpret it. After that, they listen to the text
to understand its main idea. Then they listen to the Other Activities
text one more time and complete the summary in
their books. Finally, they do the exercise on the Real Life – This task was completed on the Wiz.tab.
Wiz.tab to check their answers. Check if students Check if students have any questions about this section.
have any questions. Check it Out! – This task was completed on the
There and Around – For the second part of the story, Wiz.tab. Check if students have any questions about
students work with the same Realia picture they chose this section.
T W E N T Y- F I V E 25
CHECKING SENTENCES
Wiz.me – Students are guided to access their Personal Then they listen to the sentences in their book and
Assistant, go to the Speaking Practice card related reproduce them out loud. Check if students have
to Lesson 221, and work on Pronunciation Practice any questions.
and Oral Practice. There and Around – For the last part of the story,
LESSON 222 and take notes of the important things the characters
REITERATIVE LEARNING OBJECTIVES may have.
• Can describe a fitness lifestyle. Picture Unlock – This task was completed on the
• Can use language to express causation and Wiz.tab. Check if students have any questions.
consequence.
• Can describe goals and achievements related to
exercising.
TEACHER SUPPORT | Around video, complete the activity in the Recording
STUDENT’S BOOK ACTIVITIES the Dubbing card, preparing a script, recording
Going Beyond – Students work on the pictures by it and writing its final version in the Written Part
describing them. Then they listen to two texts and sheet of the Workbook. To complete the Review
follow them in their book. After that, they are instructed Lesson preparation, they are also guided to watch the
to listen to some questions and think about their Pinpoint video in the Video card.
titles, look at the images in their books, and say how REVIEW 7
heard from the students, while they were working on TEACHER SUPPORT |
their confidence. Take into consideration the guided CHECKING SENTENCES
questions from the Wiz.tab: 1. Why is some people’s goal to have a certain body
1. What does the headline “Forget standing desks” shape?
mean? 2. How is it possible to have a healthy lifestyle living
2. What does the author of the first article suggest? with a busy routine?
3. What are the most common excuses for not 3. Are people less healthy today than in the past? Why
exercising? or why not?
4. What does the author of the second article 4. What is your opinion about diets?
suggest? 5. Are people conscious of the harm caused by a
After finishing the practice, compliment students on sedentary life? Why or why not?
their improvement.
Self-assessment
Other Activities 1. What are the consequences of constant junk food
consumption?
2. What do you think of alternative medicine?
model. After that, they complete the sentences out 3. How do you set the mood for physical activities?
loud. As a wrap-up, they listen to the audio and choose
Other Activities
students have any questions. Self-assessment in the Student’s Book – This section
Pronunciation and Intonation – Students look at will be completed on the Wiz.tab. Check the faces they
the box in their book, then listen and reproduce the marked according to the can-do statements. Then ask
sentence paying attention to the highlights. They are them if they have any questions and what they need
given the explanation on the different pronunciation to do to improve their learning. Also, use this moment
of the contractions and –ed sound at the end of verbs. and pieces of information to prepare a review of these
26 T W E N T Y-S I X
CHECKING SENTENCES
LOs in the following lessons, or to recommend remedial to Lesson 223, and work on Pronunciation Practice
classes or extra practice in the Study Hall if needed. and Oral Practice.
Workbooks to correct them.
LESSON 224
speech they wrote in the previous Output Lessons and REITERATIVE LEARNING OBJECTIVES
make the adjustments needed, justifying the Realia
they chose. • Can talk about what’s on streaming.
• Can discuss movies.
Wiz.me – Students are guided to watch the There and
• Can use sense verbs to describe things, reactions,
Around video again and get ready for the next class by
and situations.
TEACHER SUPPORT |
LESSON 223 STUDENT’S BOOK ACTIVITIES
LEARNING OBJECTIVES at the pictures one at a time to describe each, and then
• Can talk about what’s on streaming. compare them. To close the activity, they listen to some
• Can discuss movies. questions about the pictures and choose the correct
• Can use sense verbs to describe things, reactions, answer on the screen.
and situations. During the Teacher Support, discuss the following
questions with your students: a. Would you rather
GRAMMAR watch movies on streaming or at a movie theater? /
b. How does streaming influence the movie industry?
• structure it + seems / appears / looks like (that); / c. What are the advantages and disadvantages of
• review of sense verbs. watching movies on streaming? / d. How has streaming
changed the way we entertain ourselves?
Other Activities
TEACHER SUPPORT |
Fluency – Students read the sentences and make
CHECKING SENTENCES the necessary changes according to the model. For
1. It seems that the movie will be available in July. / correction, they should match the content from the
sitcom / teaser boxes. Check if students have any questions.
2. It doesn’t look like it’s a family-friendly movie. / What’s the Definition? – Students describe what
thriller / comedy they see in the picture. Then they listen and read the
3. It doesn’t seem like a time-consuming activity. / job / content on the screen out loud. After that, they listen to
profession this content contextualized in a dialogue. In their books,
4. He slept through the movie. / documentary / sitcom they write the definition of the words/phrases. They
5. What kind of content can you find on VOD check their answers by doing the exercise on the
platforms? Wiz.tab. Check if students have any questions.
6. That movie hasn’t influenced the way I think about There and Around – For the first part of the story,
our society. / sitcom / book students choose one of the Realia pictures to work on
Other Activities they listen to the story and take notes of the important
this section.
T W E N T Y-S E V E N 27
CHECKING SENTENCES

Practice. They also have to watch the There and LESSON 226
Class Preparation card. REITERATIVE LEARNING OBJECTIVES
• Can give and understand a personal interpretation
of movies, series, or plays.
LESSON 225 • Can express how they feel when watching a movie
or series.
• Can reproduce rumors.
LEARNING OBJECTIVES • Can give stress and emphasis on information they
• Can give and understand a personal interpretation deliver.
of movies, series, or plays.
• Can express how they feel when watching a movie TEACHER SUPPORT |
or series.
• Can reproduce rumors.
• Can give stress and emphasis on information they Building your Story – Students listen and reproduce
deliver. the audio paying attention to the picture in their books.
GRAMMAR
to form full sentences and make sure they understand
• auxiliary verbs do, does, and did for stress or what they mean. They should reproduce these
emphasis; sentences out loud.
• to hear that + complement clause to talk about
During the Teacher Support, they create a story using
rumors.
the words or phrases in the right and left-hand columns
in their books.
TEACHER SUPPORT | After students finish telling their stories, congratulate
CHECKING SENTENCES them on their work.
1. What I did like was the plot. / cast / acting
Other Activities
2. His acting didn’t blow me away. / leading role /
sequel Ask and Answer – First, students work on the picture
3. What series or movie have you found dull? Why? saying what comes to their mind when they see it. Then,
4. I can’t wait to watch this series. / to binge-watch / to they listen to the model, make the question based on it,
end watching listen to the audio to confirm the question they made,
5. What is the worst movie you have ever watched? and answer it. Check if students have any questions.
Why? Focus Listening – First, students listen to the passage
6. I did like his performance in that movie. / acting / carefully. They listen to the audio a second time to take
supporting role notes or answer the questions in the spaces provided
Other Activities time to confirm their answers. They check the exercise
Real Life – This task was completed on the Wiz. Check if students have any questions.
tab. Check if students have any questions about this
section. There and Around – For the second part of the story,
Check it Out! – This task was completed on the in the first Output Lesson. Then they listen to the story
Wiz.tab. Check if students have any questions about and take notes of the important things the characters
this section. say. After that, they write their speech based on the
Wiz.me – Students are guided to access their Realia and their notes. Clarify any questions students
Personal Assistant, go to the Speaking Practice may have.
card related to Lesson 225, and work on Unlock – This task was completed on the Wiz.tab.
Pronunciation Practice and Oral Practice. Check if students have any questions.
28 T W E N T Y- E I G H T
CHECKING SENTENCES

Assistant to complete the Homework card and the LESSON 228
Around video, complete the activity in the Recording REITERATIVE LEARNING OBJECTIVES
card, and get ready for the next class by doing the • Can discuss movies, books, or plays.
Class Preparation card. • Can say sentences giving emphasis on new
information.
• Can use passive reporting structures to report
LESSON 227 information in a formal way.

• Can discuss movies, books, or plays. STUDENT’S BOOK ACTIVITIES
• Can say sentences giving emphasis on new Is it Nonsense? – Students read the description of
information. the picture and fill in the blanks with the words from
• Can use passive reporting structures to report the boxes. Then they explore it and start thinking
information in a formal way. about what can be changed to make sense. They will
GRAMMAR
discussion.
• cleft sentences;
During the Teacher Support, ask students about
• structure it’s + thought / believed / considered + that +
their ideas and give yours to make it an interesting
complement.
discussion. Take into consideration the text from the
Wiz.tab: A middle-aged man is holding a book on fire
TEACHER SUPPORT | in a library that is also on fire. A tall, angry man is
CHECKING SENTENCES behind him, grabbing him by the shoulder. The fire
is getting closer to them, but they don’t seem to be
1. I’m not really into e-books. / paperback books / worried about that.
hardback books
2. It’s not thought that teenagers have a hard time their creativity.
reading that novel. / autobiography / genre
3. She has never stayed up all night reading. / Other Activities
torn through a book in a day / been engrossed
in reading Complete the Sentences – Students describe the
4. Novels are what I enjoy reading. / Autobiographies / picture out loud. Then they listen and reproduce the
Horror books model. After that, they complete the sentences out
5. What is it that you like reading and why? loud. As a wrap-up, they listen to the audio and choose
6. People are believed to be engrossed in reading
paperback books. / e-books / hardback books
Pronunciation and Intonation – Students look
Other Activities at the box in their book, then listen and reproduce
the sentence paying attention to the highlights. They
Real Life – This task was completed on the are given an explanation on using rising and falling
Wiz.tab. Check if students have any questions about intonation in sentences. Then they listen to the
this section. sentences in their book and reproduce them out loud.
Check it Out! – This task was completed on the Check if students have any questions.
Wiz.tab. Check if students have any questions about There and Around – For the last part of the story,
this section. students work with the same Realia picture they chose
Wiz.me – Students are guided to access their Personal in the first Output Lesson. Then they listen to the story
Assistant, go to the Speaking Practice card related and take notes of the important things the characters
to Lesson 227, and work on Pronunciation Practice say. After that, they write their speech based on the
and Oral Practice. Realia and their notes. Clarify any questions students
may have.
T W E N T Y- N I N E 29
CHECKING SENTENCES
Picture Unlock – This task was completed on the Wiz.me – Students are guided to watch the There and
Wiz.tab. Check if students have any questions. Around video again and get ready for the next class by
Wiz.me – Students are guided to access the Personal doing the Class Preparation card.
Practice. They also have to watch the There and LESSON 229
the Dubbing card, preparing a script, recording LEARNING OBJECTIVES
it and writing its final version in the Written Part • Can discuss food relationships with people.
sheet of the Workbook. To complete the Review • Can interpret how food affects interactions among
Lesson preparation, they are also guided to watch the people.
• Can make requests in a polite and soft way.
• Can use verbs to give cooking instructions.
REVIEW 8
GRAMMAR
TEACHER SUPPORT | • verbs think, believe, wonder, and modal verbs could
and would to make requests;
CHECKING SENTENCES • will + infinitive for orders and instructions;
1. What book was adapted into an excellent movie? Why • review of Imperative.
2. Who is Steven Spielberg and what is he famous for?
3. Have you ever read a book influenced by its movie? TEACHER SUPPORT |
4. In your opinion, why are books and movies different
languages?
CHECKING SENTENCES
5. What book/movie would you recommend reading/ 1. We’d rather have a home-cooked dinner tonight. /
watching? Why? would prefer to / would like to
2. He was overwhelmed by the Italian cuisine. / dough
Self-assessment / recipe
1. How do you like to use streaming platforms? 3. What are the drawbacks of having food restrictions?
2. Do you think people will ever stop reading 4. The picture of this pork gives us a glimpse of their
paperbacks? menu. / service / dishes
3. In your opinion, what is the best family-friendly 5. I would not put anything else in this sauce. / salad /
movie? dough
6. He is not eclectic enough to try this pie. / recipe /
Other Activities soup
Self-assessment in the Student’s Book – This section Other Activities

will be completed on the Wiz.tab. Check the faces they
marked according to the can-do statements. Then ask Real Life – This task was completed on the
them if they have any questions and what they need Wiz.tab. Check if students have any questions about
to do to improve their learning. Also, use this moment this section.
and pieces of information to prepare a review of these Check it Out! – This task was completed on the
LOs in the following lessons, or to recommend remedial Wiz.tab. Check if students have any questions about
classes or extra practice in the Study Hall if needed. this section.
Written Part – Collect the sheets from students’ Wiz.me – Students are guided to access their Personal
Workbooks to correct them. Assistant, go to the Speaking Practice card related
There and Around – In order to prepare for their to Lesson 229, and work on Pronunciation Practice
presentation, students review the final version of the and Oral Practice.
speech they wrote in the previous Output Lessons and
make the adjustments needed, justifying the Realia
they chose.
30 THIRTY
CHECKING SENTENCES

LESSON 230 Around video, complete the activity in the Recording
• Can discuss food relationships with people.
• Can interpret how food affects interactions among LESSON 231
people.
• Can make requests in a polite and soft way.
• Can use verbs to give cooking instructions. LEARNING OBJECTIVES
• Can discuss eating habits.
TEACHER SUPPORT | • Can describe actions that happened after
something else.
STUDENT’S BOOK ACTIVITIES • Can mention actions that started in the past and
Listen, Mark, and Discuss – Students work on the continued up until another past time.
picture and then they listen to the story. In their book, • Can use idioms for various situations.
they mark the false sentence or sentences. They check
GRAMMAR
• Past Perfect Continuous;
questions from the book with your students: Would
• as soon as with Simple Past and Past Perfect tense.
you have a YouTubeTM channel with friends? Why or
why not? / What benefits could this channel bring to its
subscribers? / How would you approach a friend who is TEACHER SUPPORT |
going through a difficult time in life?
CHECKING SENTENCES
In this practice, encourage students to use relevant
1. I had been looking for organic food for a long time
structures for their level and praise them on their work.
when I found this store. / free-range eggs / this
Other Activities ingredient
2. By switching to a healthier diet, you will control your
Fluency – Students read the sentences and make cholesterol. / taking medicine / eating better
the necessary changes according to the model. For 3. I had not been working with seasonal products for
correction, they should match the content from the many years. / non-organic / whole-grain
boxes. Check if students have any questions. 4. People were so hungry that they pigged out on the
Describe and Compare the Pictures – Students food we served. / dishes / pastries
look at the pictures one at a time to describe each, 5. I haven’t bought any ready-made meals this week. /
and then compare them. To close the activity, they whole-grain food / organic food
listen to some questions about the pictures and 6. How would you whip someone up to have more
choose the correct answer on the screen. Check if nutritious food?
There and Around – For the first part of the story, Other Activities
students choose one of the Realia pictures to work on Real Life – This task was completed on the Wiz.tab.
during this and the following Output Lessons. Then Check if students have any questions about this section.
things the characters say. After that, they write their Check it Out! – This task was completed on the
speech based on the Realia and their notes. Clarify any Wiz.tab. Check if students have any questions about
questions students may have. this section.
Unlock – This task was completed on the Wiz.tab. Wiz.me – Students are guided to access their Personal
Wiz.me – Students are guided to access the Personal and Oral Practice.
T H I RT Y- O N E 31
CHECKING SENTENCES

LESSON 232 how they interpret it. After that, they listen to the text
to understand its main idea. Then they listen to the
text one more time and complete the summary in their
REITERATIVE LEARNING OBJECTIVES books. Finally, they do the exercise on the
• Can discuss eating habits. Wiz.tab to check their answers. Check if students have
• Can describe actions that happened after any questions.
something else. There and Around – For the second part of the story,
• Can mention actions that started in the past and students work with the same Realia picture they chose
continued up until another past time. in the first Output Lesson. Then they listen to the story
• Can use idioms for various situations. and take notes of the important things the characters
TEACHER SUPPORT | may have.
STUDENT’S BOOK ACTIVITIES Unlock – This task was completed on the Wiz.tab.
Food for Thought – Students look at the picture, Check if students have any questions.
describe what they see, and answer some questions Wiz.me – Students are guided to access the Personal
about it on the Wiz.tab. Then they are instructed to Assistant to complete the Homework card and the
listen to the Student’s Book questions and think about Speaking Practice card to work on Pronunciation
the answers: a. Considering the statement, what Practice. They also have to watch the There and
questions would you raise? / b. What’s your opinion Around video, complete the activity in the Recording
on this kind of meat? Justify your answer. / c. Would card, and get ready for the next class by doing the
you eat it? Why or why not? / d. Would you consider Class Preparation card.
becoming a vegan or a vegetarian? Why or why not?
During the Teacher Support, discuss these questions
with your students. Take into consideration the guided LESSON 233
1. What do you see in the picture?
R: Meat grown in a lab. LEARNING OBJECTIVES
W: The development of a new drug. • Can discuss topics related to food processing.
2. What’s one of the main reasons for growing this • Can explain the cons of certain food intake.
kind of meat? • Can express negative purpose using fixed
R: To avoid the slaughter of animals. expressions.
W: To develop meat with more protein. • Can use a few fixed expressions to describe
3. How can lab-grown meat help the environment? everyday situations.
W: It can increase greenhouse gas emissions.
R: It can reduce greenhouse gas emissions. GRAMMAR
4. The headline suggests that the consumption of this
• negative purpose with so as not to and in order not to.
type of meat will increase. What does it recommend
that we do?
R: That we start weighing up the pros and cons. TEACHER SUPPORT |
W: That people become more open-minded about it. CHECKING SENTENCES
After the discussion, remember to congratulate 1. Most ready-made meals are nutrient-poor. /
students on their work. inedible / tasteless
2. You shouldn’t be eating food with so many
Other Activities additives. / preservatives / so much bacon
Ask and Answer – First, students work on the picture 3. In order not to have additives intake, natural
saying what comes to their mind when they see it. Then, ingredients were added. / nutrient-poor / bad
they listen to the model, make the question based on cholesterol
it, listen to an audio to confirm the question they made, 4. Most processed food seems to be tasty. / ready-
and answer it. Check if students have any questions. made meals / fast food
5. Would you hold a debate on meat consumption?
Why or why not?
32 T H I RT Y-T W O
CHECKING SENTENCES
6. Doctors lash out at nutrient-poor dishes. /

convenience food consumption / high meat
Other Activities
consumption Complete the Sentences – Students describe the
Other Activities model. After that, they complete the sentences out
the box in their book, then listen and reproduce the
this section.
Wiz.me – Students are guided to access their Personal given an explanation on sentence intonation and
Assistant, go to the Speaking Practice card related different –ed sounds of the verbs. Then they listen to
to Lesson 233, and work on Pronunciation Practice the sentences in their book and reproduce them out
and Oral Practice. loud. Check if students have any questions.
There and Around – For the last part of the story,
LESSON 234 in the first Output Lesson. Then they listen to the story
REITERATIVE LEARNING OBJECTIVES Realia and their notes. Clarify any questions students
• Can discuss topics related to food processing. may have.
• Can explain the cons of certain food intake. Picture Unlock – This task was completed on the
• Can express negative purpose using fixed Wiz.tab. Check if students have any questions.
expressions.
• Can use a few fixed expressions to describe Assistant to complete the Homework card and the
everyday situations. Speaking Practice card to work on Pronunciation
TEACHER SUPPORT | Around video, complete the activity in the Recording
STUDENT’S BOOK ACTIVITIES the Dubbing card, preparing a script, recording
Going Beyond – Students work on the pictures by it and writing its final version in the Written Part
describing them. Then they listen to two texts and sheet of the Workbook. To complete the Review
to listen to some questions and think about their
REVIEW 9
heard from the students, while they were working on TEACHER SUPPORT |
CHECKING SENTENCES
questions from the Wiz.tab: 1. How big is the problem of food waste in your city/
1. What are the things that can be done to avoid country?
eating ultra-processed food? 2. What could be done to make people more
2. What can be done to avoid the risk of heart conscious about not wasting food?
disease? 3. What do you do to enable the best use of food at
3. What are some examples of a high sugar diet? your house?
4. What can be done in case of high stress? 4. In your opinion, what could be done to increase
food productivity for the world population by 2050?
5. What benefits can be found while being a
their improvement.
volunteer?
T H I RT Y-T H R E E 33
CHECKING SENTENCES
4. She has dropped out of school because she had

Self-assessment burnout. / a lot on her plate / a breakdown
1. Are your eating habits eclectic? 5. He told me that he had apologized to her. / written
2. What do you think of meat consumption? / talked
3. What have you learned about processed food? 6. I shouldn’t have forgotten to attach the pictures to
the e-mail! / reports / files
Other Activities
Other Activities
Self-assessment in the Student’s Book – This section
will be completed on the Wiz.tab. Check the faces they Real Life – This task was completed on the Wiz.tab.
marked according to the can-do statements. Then ask Check if students have any questions about this section.
them if they have any questions and what they need
to do to improve their learning. Also, use this moment
and pieces of information to prepare a review of these
this section.
classes or extra practice in the Study Hall if needed. Wiz.me – Students are guided to access their Personal
Workbooks to correct them.
and Oral Practice.
speech they wrote in the previous Output Lessons LESSON 236
and make the adjustments needed, justifying the
Realia they chose.
Wiz.me – Students are guided to watch the There and REITERATIVE LEARNING OBJECTIVES
Around video again and get ready for the next class by • Can describe and compare different lifestyles.
doing the Class Preparation card. • Can explain how some situations affect someone’s
mental and physical health.
• Can give people suggestions and recommendations.
LESSON 235 • Can report speech related to actions that happened
and finished in the past.
LEARNING OBJECTIVES
• Can describe and compare different lifestyles.
TEACHER SUPPORT |
• Can explain how some situations affect someone’s STUDENT’S BOOK ACTIVITIES
mental and physical health.
• Can give people suggestions and recommendations. at the pictures one at a time to describe each, and then
• Can report speech related to actions that happened compare them. To close the activity, they listen to some
and finished in the past. questions about the pictures and choose the correct
answer on the screen.
GRAMMAR During the Teacher Support, discuss the following
• verbs of advice and recommendation with noun questions with your students: a. Which of the pictures
phrases and verbs in the infinitive; best describes your lifestyle? Give examples. / b. What
• reported speech: from Simple Past to Past Perfect. are the advantages and disadvantages of each lifestyle?
/ c. What are the advantages and disadvantages of a
busy life in a big city? / d. What would you recommend
TEACHER SUPPORT | that people do to stress out less?
CHECKING SENTENCES
Other Activities
1. I told you not to get attached to this house. /
position / family Fluency – Students read the sentences and make
2. He told me that he had had a breakdown because the necessary changes according to the model. For
of his job. / parents / children correction, they should match the content from the
3. Do you consider yourself to be a resilient person? boxes. Check if students have any questions.
Why or why not?
34 T H I RT Y- FO U R
CHECKING SENTENCES
What’s the Definition? – Students describe what 4. Allow your kids to use social media as long as you
they see in the picture. Then they listen and read the control their screen time. / provided that / on
content on the screen out loud. After that, they listen to condition that
this content contextualized in a dialogue. In their books, 5. He told us he had never neglected his family’s
they write the definition of the words/phrases. They needs. / wife’s / kids’
check their answers by doing the exercise on the 6. Let’s leave this decision up in the air until the next
Wiz.tab. Check if students have any questions. meeting. / class / conference
students choose one of the Realia pictures to work on Other Activities
speech based on the Realia and their notes. Clarify any Check it Out! – This task was completed on the
questions students may have. Wiz.tab. Check if students have any questions about
this section.
Check if students have any questions. Wiz.me – Students are guided to access their Personal
and Oral Practice.
card, and get ready for the next class by doing the LESSON 238

LESSON 237 • Can name a few parenting styles and challenges of
modern parenting.
• Can make comparisons between two actions or two
LEARNING OBJECTIVES things.
• Can name a few parenting styles and challenges of • Can use chunks of language to make conditional
modern parenting. clauses.
• Can make comparisons between two actions or two • Can identify and discuss the benefits of education
things. styles.
• Can use chunks of language to make conditional • Can report speech related to actions that happened
clauses. in the past which have consequences in the present.
• Can identify and discuss the benefits of education
styles. TEACHER SUPPORT |
• Can report speech related to actions that happened
in the past which have consequences in the present.
Building your Story – Students listen and reproduce
the audio paying attention to the picture in their books.
GRAMMAR
• complex comparisons between verb or noun phrases and match them to their corresponding halves
phrases; to form full sentences and make sure they understand
• reported speech: from Present Perfect to Past what they mean. They should reproduce these
Perfect. sentences out loud.
During the Teacher Support, they create a story using
TEACHER SUPPORT | the words or phrases in the right and left-hand columns
CHECKING SENTENCES in their books.
After students finish telling their stories, congratulate
1. He told me his father had allowed him to travel with
them on their work.
his friends. / go out / train on weekends
2. What can parents do when kids are being picky?
3. Being open-minded is as important as being
well-informed. / up-to-date / tolerant
T H I RT Y- F I V E 35
CHECKING SENTENCES
Other Activities
2. Should we be more supportive of our family and
Ask and Answer – First, students work on the picture friends? Why or why not?
saying what comes to their mind when they see it. 3. You must not take the blame. He was
Then, they listen to the model, make the question unsympathetic. / disrespectful / judgmental
based on it, listen to an audio to confirm the question 4. He said he won’t have talked to his boss by Friday. /
they made, and answer it. Check if students have next week / tomorrow
any questions.
5. What will you have accomplished by the end of the
Focus Listening – First, students listen to the passage week?
carefully. They listen to the audio a second time to take 6. We got off on the wrong foot because they were
notes or answer the questions in the spaces provided very judgmental. / cold / disrespectful
time to confirm their answers. They check the exercise Other Activities
Check if students have any questions. Real Life – This task was completed on the Wiz.tab.
students work with the same Realia picture they chose Check it Out! – This task was completed on the
in the first Output Lesson. Then they listen to the story Wiz.tab. Check if students have any questions about
and take notes of the important things the characters this section.
say. After that, they write their speech based on the Wiz.me – Students are guided to access their Personal
Realia and their notes. Clarify any questions students Assistant, go to the Speaking Practice card related
may have. to Lesson 239, and work on Pronunciation Practice
Unlock – This task was completed on the Wiz.tab. and Oral Practice.
Assistant to complete the Homework card and the LESSON 240
Around video, complete the activity in the Recording REITERATIVE LEARNING OBJECTIVES
card, and get ready for the next class by doing the • Can discuss issues related to lifestyle and different
Class Preparation card. types of relationships.
• Can use expressions to describe the state of a
relationship.
LESSON 239 • Can report actions that will have finished sometime
in the future.

• Can discuss issues related to lifestyle and different
types of relationships.
• Can use expressions to describe the state of a Is it Nonsense? – Students read the description of
relationship. the picture and fill in the blanks with the words from
• Can report actions that will have finished sometime the boxes. Then they explore it and start thinking
in the future. about what can be changed to make sense. They will
GRAMMAR discussion.
• reported speech for Future Perfect.
During the Teacher Support, ask students about
their ideas and give yours to make it an interesting
TEACHER SUPPORT | discussion. Take into consideration the text from the
Wiz.tab: A woman who looks upset and angry is arguing
CHECKING SENTENCES with a man who doesn’t seem to care about what she’s
1. This relationship is quite good for us. / harmful / saying. People around them enjoy what they’re seeing
disrespectful and are doing nothing to calm them down. In fact, a
disrespectful man is recording the scene. This video will
probably have gone viral by the end of the day.
36 T H I RT Y-S I X
CHECKING SENTENCES

their creativity.
Self-assessment
1. What are the advantages of being an easy-going
Other Activities person?
2. How do you deal or how have you dealt with
academic pressure?
3. Are you more judgmental when you are around
your friends? Why or why not?
Other Activities
Pronunciation and Intonation – Students look at Self-assessment in the Student’s Book – This section
the box in their book, then listen and reproduce the will be completed on the Wiz.tab. Check the faces they
sentence paying attention to the highlights. They are marked according to the can-do statements. Then ask
given an explanation on linking sounds. Then they listen them if they have any questions and what they need
to the sentences in their book and reproduce them out to do to improve their learning. Also, use this moment
loud. Check if students have any questions. and pieces of information to prepare a review of these
There and Around – For the last part of the story,
in the first Output Lesson. Then they listen to the story Written Part – Collect the sheets from students’
and take notes of the important things the characters Workbooks to correct them.
say. After that, they write their speech based on the There and Around – In order to prepare for their
Realia and their notes. Clarify any questions students presentation, students review the final version of the
may have. speech they wrote in the previous Output Lessons and
Picture Unlock – This task was completed on the make the adjustments needed, justifying the Realia
Wiz.tab. Check if students have any questions. they chose.
Wiz.me – Students are guided to access the Personal Wiz.me – Students are guided to watch the There and
Assistant to complete the Homework card and the Around video again.
it and writing its final version in the Written Part
REVIEW 10
TEACHER SUPPORT |
CHECKING SENTENCES
1. Do you believe that screen time affects only
children and teens? Why or why not?
2. What are the dangers of excessive screen time?
3. Do you think parents should avoid their children
being on social media? Why or why not?
4. How old were you when you had your first social
media profile? What social media was that?
5. What are the dangers of letting teenagers share
sensitive data about themselves on the Internet?
T H I RT Y-S E V E N 37

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IN THIS MATERIAL YOU WILL FIND:

LESSON 181 TEACHER SUPPORT |

During the Teacher Support, discuss the three

3. Why do most people click on clickbait?

3. Based on the second text, why does information

TEACHER SUPPORT | TEACHER SUPPORT |

REITERATIVE LEARNING OBJECTIVES LESSON 191

Wiz.me – Students are guided to access the Personal

LESSON 193 TEACHER SUPPORT |

REITERATIVE LEARNING OBJECTIVES

LESSON 195 TEACHER SUPPORT |

Unlock – This task was completed on the Wiz.tab.

LESSON 200 LESSON 201

REITERATIVE LEARNING OBJECTIVES LEARNING OBJECTIVES

STUDENT’S BOOK ACTIVITIES

Then they read some sentences with the words or

LEARNING OBJECTIVES TEACHER SUPPORT |

Wiz.me – Students are guided to access the Personal

would you recommend a friend to do to have good

3. What was the aim of the adventurer in the second

this content contextualized in a dialogue. In their books,

• phrasal-prepositional verbs; During the Teacher Support, ask students about

LESSON 218 LESSON 219

REITERATIVE LEARNING OBJECTIVES LEARNING OBJECTIVES

and take notes of the important things the characters

Speaking Practice card to work on Pronunciation

Wiz.me – Students are guided to access the Personal

LEARNING OBJECTIVES TEACHER SUPPORT |

Self-assessment in the Student’s Book – This section Other Activities

Practice. They also have to watch the There and

Taking Notes – Students work on the picture saying

6. Doctors lash out at nutrient-poor dishes. /

4. She has dropped out of school because she had

REITERATIVE LEARNING OBJECTIVES

LEARNING OBJECTIVES TEACHER SUPPORT |

After finishing the practice, compliment students on

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