CNA Essentials 2 TP

Senior Writers
Maria Rita Corrêa Vieira

Sérgio Luis Monteiro da Silva
Director of Education
Marcelo Augustus de Souza Barros
Managing Editor
Carina Nogueira Cerboncini
Assistant Editor
Dados Internacionais de Catalogação na Publicação (CIP)
Ana Paula Guerra Gil (Câmara Brasileira do Livro, SP, Brasil)
Editorial Assistants
Vieira, Maria Rita Corrêa
Ana Carolina Albuquerque de Lima CNA essentials 2 : teacher's pack / Maria Rita
Corrêa Vieira, Sérgio Luis Monteiro da Silva. --
Barbara Yumi Lemos São Paulo : Editora CNA, 2014.
Danielle Carvalho
Proofreaders
1. Inglês - Atividades, exercícios etc.
Ana Lucia de Mello Lemos Carriel 2. Inglês - Estudo e ensino I. Silva, Sérgio Luis
Monteiro da. II. Título.
Élcio Camilo Alves de Souza
Enrique Luis Melone
Leticia Casavella
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1. Inglês : Estudo e ensino 420.7
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2 | CNA ESSENTIALS 2
Introdu
ction
CNA ESSENTIALS is a two-level English course for basic learners. The aim of the course is to make English
enjoyable and tension-free. It is intended as a practical and natural approach to teaching English to basic
learners and emphasizes the listening and speaking skills.
CNA ESSENTIALS is based on a set of principles which underlie its structure and activities. In a nutshell, these
principles are:
A view of language which proposes that language is a means of communication and that to communicate is
to interpret, express, and negotiate meaning; and that in order to be able to communicate properly in a foreign
language, speakers should reach communicative competence (Savignon, 1991).
A view of teaching which is organized around the steps of engaging students in the task by providing them
with the language items to be worked on, studying that language in a way that students become familiar with it,
and activating their knowledge by experimenting with what they have learned (Harmer, 2008).
A view of learning which advocates that knowledge is constructed by means of interaction with the other
participants in the learning process (i.e. students, teacher, materials, context) and therefore that students are co-
responsible for their learning (Vygotsky, 1978).
A view of culture that not only encourages students to bring to class their cultural background and share it
with their classmates, but also promotes the exploration and discovery of other cultural contexts.
A view of social responsibility which is coherent with the educational belief that a language course should
go beyond teaching the foreign language only and that the teaching/learning process is also a means to offer
students a chance to reflect and act on their role as citizens of their communities and the world.
A view of the teacher’s role which is based on the belief that teachers play a key role in the success of the
teaching/learning process and therefore they should take it into their hands to make informed decisions
concerning the best way to make use of the material and other resources available.
CLASS LESSONS | 3
r s e
Cou ponents
Com
Student’s Learning Pack Teacher’s Pack
Class Lessons Class Lessons
Audio Files (online) Audio Files (CD)
Activity Book Activity Book
Information Gap Activities Information Gap Activities
Grammar Tips Further Practice
Web Lessons Grammar Tips
CNA NET Resource Pack
Audio Script
Class Lessons
The Class Lessons are made up of eight lessons
which mainly focus on the development of speaking,
listening, and reading skills, supported by activities
that specifically focus on linguistic input (grammar,
vocabulary, functions, and pronunciation). The book
starts with a special unit – the Starter Unit – which
will provide students with useful language to be used
throughout the course. Units 4 and 8 are dedicated
to review material studied in the previous units.
Audio Files
The Audio Files for the listening comprehension
activities in the Class Lessons are available on CNA
NET and can be downloaded for further practice.
The Audio Script can be found at the back of the
Teacher’s Pack.
Activity Book
The Activity Book offers students stimulating and
varied practice of the material studied in class.
Grammar Tips
Each unit has a set of grammar tips with more
detailed explanations of the grammar items studied
in the unit. Activities and their answer keys are also
available for those students who want extra practice.
Teacher's Pack
The Teacher’s Pack contains detailed suggestions
on how to teach the course, answer keys to the
class lessons activities, transcripts of the listening
comprehension activities, and reduced pages of the
Class Lessons.
Further Practice
These are activities are meant to provide more
practice of the content taught in the units and
should be worked with if time is available.
Resource Pack
Flashcards, cue cards, and supplementary materials
are available in the Resource Pack. These materials
are meant to add diversity to and enrich the lessons.
Web Lessons
The Web Lessons are online activities which provide
students with further practice of the contents
studied in class.
CLASS LESSONS | 5
r u c t u r e
S t CNA ESSENTIALS 2 is organized in thematic
units consisting of activities which have specific characteristics
and goals coherent with the broad objectives of the unit and the material.
Speaking
These activities aim at providing students with opportunities to practice the new language items in context.
The activities encompass both more controlled and freer practice. Before students start interacting, your
job is to set the scene so that they understand the language to be practiced/used and the context of
production. During interaction, you are not expected to interfere, unless students require your help or
there is a communication breakdown.
Listening
The purpose of the listening comprehension activities is to develop students’ strategies and techniques to deal
with the language in its aural form. It is very important to prepare the students for the different tasks through
pre-listening activities such as exploring visual cues, eliciting information related to the topic to be listened to,
and making predictions. These will activate their previous knowledge and will help them better perform the
task. It is also important to remind students that the objective of the activities is not to understand each and
every word, but rather to listen for the information necessary to do the task.
Reading
The approach to the teaching of reading is similar to that used for the teaching of listening. That is, the main
goal of these activities is to develop students’ strategies and techniques to deal with the written language. Pre-
reading activities such as exploring visual cues and making predictions are crucial to ease the students’ way into
the text. Bear in mind that the objective of the reading comprehension activities is not to understand each and
every word, but rather to find the information necessary to do the tasks that follow the reading passage.
Writing
The focus of the writing activities is to develop students’ abilities to produce texts which they are likely to need
in real life. A processed-oriented approach which aims at valuing not only students’ final product but also
reflecting on the process of production of the texts is used.
Vocabulary
The focus of these activities is to expand students’ lexical repertoire. Activities in this section lead students to
use the words in context so that they serve as tools for the speaking, listening, and reading activities. From the
start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal
with the new words.
Language Awareness
These activities are primarily meant to guide students to realizing how the target language works. Students are
stimulated to build hypotheses on how the language works and then experiment with them. As a result, the
activities are not only meant to develop students’ understanding of the way the language works, but also to
increase their critical and autonomous thinking skills.
Pronunciation
The main goal of these activities is to develop students’ awareness of English sounds and intonation patterns.
Therefore, students will be exposed to the phonetical and phonological aspects of the language which are seen
as more challenging. The assumption is that, by working on them, students’ speech will become more natural.
Game
Games provide students with natural opportunities for using language for real purposes as well as for
enjoyment. Your job during these activities is to guarantee that students understand the rules of the game and
the language to be practiced/used. You should also keep control of the situation, especially if it involves groups
or teamwork.
Information Gap Activities

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

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

The Did you know…? boxes occur in different parts of the material with the aim of broadening students’
knowledge of the language or their English-speaking world. These boxes provide them with information related
to the theme of the units. It is important that you go through the information in them with students and give
more examples if necessary.
CLASS LESSONS | 7
page 14
pa ge 28
UNIT
pa ge 10 UNIT
What does your

STARTER father do? What’s a typical
UNIT
Communicative goals
day like?
• Talking about what people do Communicative goals
Getting started! • Talking about where people
• Talking about daily routines
work
• Saying how you like your work/ • Talking about weekend activities
Communicative goals • Talking about how often you do
school
• Review of the main language something
• Describing what people do
items of CNA Essentials 1 • Talking about what people want • Talking about healthy habits and
to do in the future recycling
Vocabulary • Talking about your family
• Review of the main language Language awareness members
items of CNA Essentials 1 • LIKE versus LIKES Language awareness
• DO versus DOES
• He WORKS. versus DOES he
Pronunciation WORK?
• Main stress of new words such Pronunciation
page 42 as plumber
• Rising and falling intonation in
Vocabulary questions
• Occupations Vocabulary
UNIT • Adverbs of frequency
• Everyday activities
• Healthy habits and recycling
It’s a lovely house!

Communicative goals
• Talking about where people live pa ge 56
• Talking about what houses are
like
• Talking about favorite places in a
house UNIT
• Talking about what you like and
dislike
• Asking for information to rent a
house or an apartment
Putting it all
Language awareness together.
• Compound adjectives
• Verbs + -ing
Communicative goals
Pronunciation • Review of Units 1 to 3
• Main stress of new words such
Vocabulary
as kitchen
• Review of the main language
Vocabulary items already studied
• Parts of the house
• Furniture
pa ge 60
pa ge 88
UNIT
page 74 UNIT
What are you UNIT

doing tonight? It looks yummy!
Communicative goals Communicative goals
• Talking about free time activities How do I get • Talking about eating habits
• Talking about how often people there? • Talking about the ingredients
you need to make a recipe
do things
• Talking about kinds of movies • Going grocery shopping
Communicative goals • Talking about your favorite food
• Talking about future
arrangements • Talking about the existence of • Ordering a meal at a restaurant
• Inviting people to go to the places
• Talking about the location of Language awareness
movies
places • Countable versus uncountable
Language awareness • Asking for and giving directions nouns
• Position of adverbs of frequency • Talking about favorite places in • HOW MUCH versus HOW
• The Present Continuous Tense town MANY
for the future • Talking about how you get • SOME versus ANY
around
Pronunciation • Giving commands and Pronunciation
• Main stress in sentences instructions • Pronunciation patterns of new
• Main stress of new words such • Talking about cycling words such as fish and apple
as comedy • Main stress in sentences
Language awareness • Contracted form of words
Vocabulary • The imperative
Vocabulary
• Free time activities
Vocabulary • Food
• Kinds of movies
• Directions • Grocery products
• Expressions to indicate position • Containers
• Collocations
page 102
UNIT
n t e n t s
Putting it all
together.
Communicative goals
• Review of Units 5 to 7
Co
Vocabulary Further Practice................................................ page 107
• Review of the main language
items already studied
Information Gap Activities........................ page 111
Grammar Tips . . ................................................... page 123
Resource Pack.. ................................................. page 137
Activity Book....................................................... page 201
Audio Script .. ........................................................ page 235
CLASS LESSONS | 9
0
STARTER
UNIT
say hello to one another. If there

Communicative goals GOALS are new students, ask them to
• Review language presented • Activate previous introduce themselves and have
and studied in CNA knowledge them meet their classmates. You
Essentials 1 • Review language that may say:
• Get to know students has already been Hello, guys. Welcome to our group.
• Talk about how students studied My name’s _____ and I’m your
learn – their learning styles • Boost students’ self- teacher.
and preferences confidence to start a
• Encourage interaction, new course • Look at a new student and ask:
cooperation, and • Promote cooperative What’s your name?
development of oral skills learning
As he/she answers, encourage all
students to say in unison:
• Books closed. Before you start your Welcome, __________.
first class, introduce yourself and (student’s name)
welcome students. If they have
been your students previously, This will warm up the class and
greet them warmly and have them students will feel comfortable to
start.
SPEAKING
1.
GOALS
• Activate previous
knowledge
• Review language that
has already been
studied
• Boost students’ self-
confidence to start a
new course
• Promote cooperative
learning
• Books closed. Photocopy the cards

available in the Resource Pack,
page 139, Getting to know your
classmates.
• Hand them out and have
students complete the table with
information about themselves
(except their names).
• Collect cards, shuffle them, and
hand them out. Students should
move around the room asking
and answering the corresponding
questions. The aim is to find
the students who wrote the
information they have on their
slips. When they do, they should
write down the person’s name and
stop looking.
• When students are done, they
should introduce their classmates
to the rest of the class.
Getting started!
GAME • Books open. Students should work should follow the instructions on
in pairs. Tell them to use markers the squares. When they stop at
2.
(coins of different values, beans, a square marked Your question,
GOALS or small plastic objects) and put they should ask their classmate a
• Consolidate learning them on START. question of their choice.
• Provide further • Students should take turns and • Each correct answer is worth one
language practice in a flip a coin. If they get heads, they point. At the end of the game, the
fun way move one square. If they get tails, player with the most points wins.
they move two squares. They
CLASS LESSONS | 11
0
STARTER
UNIT
LISTENING • Books open. Ask students to work SPEAKING

in pairs. Tell them to read the
3.
4.
(track 2) options provided for the three
conversations so they know what GOALS
to listen for. • Promote
GOALS • Play the audio once and ask development of
• Review and students to do the activity. Check discourse competence
consolidate language answers with the whole class. • Review and
that has already been • If necessary, you may play the consolidate language
dealt with audio again and go over the dealt with previously
• Provide an conversations with the whole • Offer students an
opportunity for class. opportunity to
students to develop work collaboratively
listening strategies through oral language
Answers practice
Refer to the reduced page of
the Class Lessons for answers. • Books closed. Photocopy the cards
pages 140 and 141, Conversation
slips 1 and Conversation slips 2.
Depending on your students’
proficiency level and the amount
of time available, you may hand
out both conversations or just
Conversation slips 1.
• Divide students into pairs and
hand out a set of cards to each
pair. Tell students they should
unscramble the conversations
appropriately and then practice
them.
• Move around the room and help if
necessary.
• When students are done,
invite two pairs to present the
conversations to the whole class.
GAME
5.
GOALS
• Consolidate learning
• Provide further
practice of language
in a fun way
• Books closed. Photocopy the cards

pages 142 to 145, Memory game 1
and Memory game 2. Depending
on your students’ proficiency level
and on the time available, you
may want to use Memory game 1
or Memory game 2.
Getting started!
• Divide students into groups • Books open. Go over the questions How many of you like to learn
of three and hand out a set of and options available and help individually?
cards to each group. Explain to students understand them. Ask In pairs?
them how to play the game. them to check what applies to In groups?
Memory game 1 deals with places themselves. How many of you learn best
in town, so the aim is to find • Divide students into pairs and when you can see pictures and
the picture of a place and the have them exchange their illustrations?
corresponding definition. Memory answers concerning their learning
game 2 is about action verbs in This will provide you with valuable
preferences and styles. Move
the present continuous form. They information not only to help
around the room and help them if
have to find a picture and the prepare your classes, but also on
necessary.
corresponding sentence and put how to handle your students’
• When students are done, go over different learning styles.
them together.
the possibilities offered and write
• Tell students to place all the cards the results on the board. You may
on the floor. The cards should say:
be facing down. The first player
flips over two cards and says out
loud what is on the cards. If it is a
match, the student keeps the cards
and scores a point. Otherwise, he/
she should flip the cards back over
and keep them in the same place.
• Move around the room and help
students if necessary. The student
with the most matches at the end
of the game wins.
SPEAKING
6.
GOALS
• Provide students with
an opportunity to
raise awareness about
their learning process
• Guide teachers
towards their
students’ preferences
and learning styles
• Books closed. Since this is the first

activity aimed at raising awareness
of students’ learning process,
you should provide a simple
explanation. Say:
How do we learn?
Let’s think about it.
CLASS LESSONS | 13
1 UNIT
Communicative goals
VOCABULARY • Help students answer the
questions by relying on their
1.
• Talking about what people previous knowledge. Do this
do GOALS routine with two or three students
• Talking about where people • Activate previous at first, the ones you feel may
work/go to school knowledge know how to say what their
• Saying how you like your • Introduce vocabulary occupations are.
work/school related to the topic of • Books open. If necessary, explore
• Describing what people do the unit the pictures so that students can
• Talking about what people • Explore pictures understand the new words.
want to do in the future to understand the • Ask students to do the activity.
meaning of new Allow them about two minutes.
words Move around the room and help
them if necessary.
• Books closed. Contextualize the • When students are done, move on
beginning of the class by asking to Activity 2. Don’t check answers
questions related to students’ at this moment since they’ll be
occupations. You may say: checked in Activity 3.
I’m a teacher. How about you? What
do you do? Are you a teacher, too?
6
1
14
15
5
8
16
11
13
10
12
9
2
4
7
3
What does your father do?
PRONUNCIATION SPEAKING • Draw students’ attention to the

example in their books. Model the
2.
3.
(track 3) conversation and show them how
GOALS to disagree with their classmates’
• Provide practice of answers.
GOALS language related to • Allow students about five minutes.
• Provide recognition of occupations Walk around the room to check
word stress • Encourage their performances.
• Develop awareness cooperation and • Check answers with the whole
and practice of the develop learners’ class.
pronunciation of autonomy
words related to
occupations Answers
• Books open. Have students
exchange partners from the Refer to the reduced page of
• Books open. Divide students into previous activity and check the Class Lessons for answers.
pairs. Ask them to look at the answers to Activity 1.
words in Activity 1 and mark
the stressed syllable in each one.
Draw students’ attention to the
compound words such as fashion
stylist, for example, in which they
should underline a syllable in each
word (fashion stylist).
• Carry out some chorus repetition
first and then play the audio.
Check answers with the whole
class.
• If necessary, have students repeat
the words they have most
difficulty with. You may play the
audio again if you think some
students still need some more
practice.
Answers
physical therapist
nurse (there is just one
syllable)
engineer
architect
electrician
painter
actor
game designer (there is just
one syllable in game)
fashion stylist
personal financial advisor
doctor
dental hygienist
software developer
construction worker
computer analyst
plumber
CLASS LESSONS | 15
1 UNIT
4.
LISTENING disagree. Ask some individual

students what they think.
SPEAKING
5.
(track 4) • Ask students to work in pairs
and go over the whole list of GOALS
occupations provided in Activity 1. • Introduce language
GOALS Move around the room to check related to describing
• Offer room for their performances. what people do
students to exchange • Tell students they are going to and encourage the
opinions about listen to a professor talking about practice of it
occupations the occupations of the future. • Expand vocabulary
• Develop listening Ask them to listen and circle the related to occupations
strategies occupations they hear. • Foster interaction and
• Play the audio once. Play it once development of oral
• Books open. Have students look at more and check answers with the skills
the pictures in Activity 1 and give whole class. • Offer room for
their opinions about whether they students to exchange
are occupations of the past or of opinions about
the future. Answers occupations
• Model the exchanges first and Refer to the reduced page of
reinforce the use of I think so, the Class Lessons for answers. • Books open. Ask students to read
too./I don’t think so. to agree and the definitions of the occupations
silently and do the matching. Tell
them to look back at Activity 1 if
they don’t remember what they
mean. You may want to carry out
some chorus repetition of the
occupations listed emphasizing the
use of the indefinite articles a/an.
have them check their work by
asking and answering questions.
Model the exchanges first. Draw
student’s attention to the present
simple tense and make sure they
use the verb forms correctly.
Further practice will be provided
on asking questions so don’t worry
about giving students lengthy
explanations using does.
students if necessary.
• Check answers with the whole
class and ask students to say the
sentences out loud.
• Ask students’ opinions about
unusual occupations. Carry out
the discussion with the whole
class and encourage them to
express themselves using the
language they already know.
• Wrap up the activity by writing
the occupations they mention on
the board.
Answers
the Class Lessons for answers.
GAME GAME reading the sentences out loud so

the opposite team can guess the
6.
7.
correct occupations.
GOALS GOALS • Model the activity before students
• Add an element of • Add an element of start playing it. Write an example
fun to the lesson fun to the lesson on the board:
• Allow students • Offer room for
an opportunity to further practice and A: He takes care of sick
practice and develop consolidation of children.
their speaking skills vocabulary related to B: He’s a pediatrician.
• Further practice occupations
talking about what • Foster cooperative
• If teams get the answer right, they
people do learning strategies
score a point. The team with the
most points at the end of the
• Books closed. Prepare a tic tac toe • Books closed. Divide students into game wins.
grid with the verbs presented in two teams and invite them to play • If you want to have students
the occupations definitions. a guessing game. practice interrogative questions,
• Divide students into two teams. • Each team should write a specific encourage them to ask simple
Write the grid on the board and number of sentences with questions such as:
numbers from 1 to 9 in each definitions of occupations. Team Does she work at a hospital?
square. Tell students they have to members should take turns
make sentences using the verbs
appropriately. Example:
design: My friend Joana designs
houses and buildings. She’s an
architect.
• Both teams should take turns 10
choosing squares and making 8
sentences. If a team makes a 6
mistake, the other team scores a 5
point. 9
• The winner is the team that makes 7
3
a horizontal, vertical, or diagonal
4
line first. 1
• If time is available, ask pairs of 2
students to draw a tic tac toe grid
and play the game again.
CLASS LESSONS | 17
1 UNIT
8.
LISTENING • Books open. Anticipate the

contents of the listening passage
• Follow the same procedure
with Activity 8c and play the
(track 5) by asking students to look at the audio again. As you check
pictures in Activity 8a and try to students’ answers, ask them more
guess some information about the comprehension questions about
GOALS people. Ask them to justify their the conversation and draw their
• Develop listening answers with simple statements attention to the information in
comprehension such as because they are having the Did you know…? box. You may
strategies coffee or because they are at a coffee want to bring a map to class and
• Foster further practice shop. Check students’ hypothesis show them where those places are.
of talking about other with the whole class. • Divide students into pairs and
people • Allow about two minutes have them ask and answer the
• Encourage motivation for students to glance at the questions provided in Activity 8d
and curiosity about comprehension questions in and write down the information
what people do in Activity 8b before they listen so required. Encourage them to
different parts of the they know what to listen for. ask further questions about the
world • Play the audio once and tell conversation.
students to answer the questions. • When students are done, go over
Check answers with the whole their answers with the whole class.
class.
Answers
Jack lives in Clara is a marine

Anchorage, Alaska. biologist.
CLASS LESSONS | 19
1 UNIT
9.
SPEAKING • Books open. Go over the sample

conversation and carry out some
Classmates’ names
chorus repetition.
GOALS • Students may role play a situation Marisa
• Develop students’ in which they create the
speaking skills information they wish. Encourage Occupation
• Foster an atmosphere students to come up with either secretary
of cooperation and real or fictitious information and
exchange of personal help them write those. Allow Place of work/school
information about three minutes for them to
• Expand and get ready. law office downtown
consolidate language • Tell students to move around the How does he/she like it?
related to occupations room and talk to five classmates.
They should write down their OK
classmates’ answers in the spaces
provided. Help them take notes
in a way that they do not need to • Move around the room and check
write complete statements, but students’ performances. The
just jot down key information. reporting phase will be done later
Write an example on the board: on, after they have worked on
Activity 10.
• Use the board to write anything
new you think it’s worth
mentioning such as any new
occupation that has been
mentioned or a verb form that
needs reinforcement. Alternatively,
if you feel your students are at
ease to talk about their family
members, and if time allows,
you may invite them to talk to a
classmate about a couple of family
members. Write an example on
the board:
A: What does your father

do?
B: He’s a vet. He works at
a pet hospital and treats
cats and dogs.
A: How does he like his job?
B: He loves it!
A: What does your sister
do?
B: She’s a student.
A: Where does she go to
school?
B: She goes to _________.
A: How does she like it?
B: She thinks it’s OK.
LANGUAGE • Use the board to write anything He’s a doctor and I’m an engineer.
. you think it’s worth mentioning The third student says He’s a
10
AWARENESS such as the verb forms in the doctor, she’s an engineer, and I’m
present with the additional -s. a nurse, and so on and so forth.
Occupations are picked at random
GOALS and do not have to be for real.
• Develop students’ GAME • Alternatively, if you feel your
.
12
awareness concerning students are ready for more
verbs used in the challenging work, you may have
third person singular GOALS them say a second statement to
• Offer room for • Add an element of practice the simple present tense.
students to induce fun to the language For example, the first student says
lesson I’m a doctor. I work at a hospital.
language rules The student next to him/her says
• Review and
He’s a doctor and he works at a
consolidate hospital, and I’m an engineer and
• Books open. Divide students into
pairs and ask them to do Activities vocabulary related to work at a construction company.
10a and 10b. They should use occupations The third student says, He’s a
both their previous knowledge doctor and works at a hospital.
and what they have just practiced • Books open. This is a chain game. She’s an engineer and works at a
in this unit. Remind them that this Have students stand in a circle. construction company, and I’m a
task requires them to pinpoint nurse and work at retirement home,
the statement that is different • The first student says I’m a doctor. and so on and so forth.
concerning the structure of The student next to him/her says
present tense forms in English.
students if necessary.
• When students are done, go over
their answers. Use the board to
write anything you think it’s worth
mentioning such as the verb forms
in the present with the additional -s.
Answers
SPEAKING
.
11
2
GOALS
1
• Offer room for review
and practice of
language related to
talking about other
people
• Develop collaborative
learning strategies
• Books open. This task consists

basically of reporting the answers
for Activity 9.
• Ask students to share what their
classmates told them. Encourage
them, at this point, to say
complete statements. For example:
Marisa is a secretary and she works
at a law office downtown. She thinks
her job is OK.
CLASS LESSONS | 21
1 UNIT
13

.
LISTENING job). Ask them if they remember
where Jack and Clara live (in
a connection with the word
unemployed, which has been
(track 6) Anchorage, Alaska). presented earlier. (self/un +
• Books open. Tell students they are employed). Explain what the
going to listen to the second part prefixes mean and how they
GOALS of the conversation. Allow about change the word.
• Develop listening one minute for them to take a • Play the audio twice and tell
comprehension look at the questions so that they students to do Activities 13a
strategies know what to expect and what to and 13b. Then ask students to
• Foster further listen for. compare answers in pairs. Move
recognition of • Before you play the audio, go over the around the room and help them if
language used to talk information in the Did you know…? necessary.
about what people do box and ask students to make some • You may want to play the audio a
guesses as to the content of this third time if you want to carry out
• Books closed. Ask students some listening passage. Ask: some chorus repetition depending
questions about the previous What do you think they are going to on how your students react to the
listening passage, if they remember talk about? Why? new information presented.
who the people were (Jack, Clara,
and Linda), where they were (at a You may want to pre-teach
coffee shop) and what they were the word self-employed. Use Answers
talking about (Clara’s job: Clara is a the example of someone who Refer to the reduced page of
marine biologist and she loves her works from home and make the Class Lessons for answers.
LANGUAGE
.
14
AWARENESS
GOALS
• Develop students’
awareness concerning
questions in the
simple present
• Offer room for
1 Marco 3 students to induce
3 Linda 2 language rules
2 Jack 1
• Books open. Draw students’
attention to Activity 14a. Go over
4 the first question and elicit the
3 answer. Tell them to match the
5 other five questions individually.
2
• Divide students into pairs and ask
6
1 them to compare their answers.
Move around the room and help
Where do your parents live? them if necessary. Then check
What does your mother do? answers with the whole class.
Where do you work (study)?
How does your father like his job? • Have students exchange partners
Where does your best friend go to school? and work on Activity 14b. Tell
What do you and your cousin do?
them they don’t have to provide
real information about their family
members if they don’t want to.
Move around the room to check
students’ performances.
• When students are done, ask
them to share their answers to the
questions. You may ask one student verbs used with the third person • Books closed. Tell students that
each question or more, depending singular, the auxiliary forms do you love to teach and that’s why
on the amount of time available. and does, or anything else your you are a teacher. Tell them they
• Do Activity 14c with the whole students may need. are going to associate what the
class and make sure they people in the pictures like with
understand the mechanics of See page 113 of what they want to be.
questions in the simple present Information the Teacher’s • Books open. Tell students to look
Gap Activity
tense. Use the board and write Pack for at the picture of Leo. Ask:
down anything that seems relevant.
1 instructions. What does Leo like?
Students are expected to answer:
Answers SPEAKING Leo likes/loves sea animals.
Refer to the reduced page of • Keep the conversation going. Say:
.
16
the Class Lessons for answers. So, what does he want to be?
GOALS
• Develop students’ Take the opportunity to mention
that if he likes sea animals, he
speaking skills may want to be a veterinarian or
SPEAKING • Encourage language maybe a marine biologist.
.
15
recognition and
• Model the sample conversation
development of with a student and carry out some
GOALS cognitive learning chorus repetition.
• Develop students’ strategies
speaking skills
• Foster collaborative
learning strategies and
exchange of personal
information
• Books open. Tell students they

are going to find out people in
the class who do certain things.
Tell them the sentences in their
books have to be transformed into
questions and ask them to try the
first one. Ask:
How do you ask your classmate if
he/she works with children? (Do you
work with children?)
• Explain to students that the
questions should be asked with you
and that they have to use do. Go
over all the questions and make
sure they know how to ask them.
• Tell students to move around the
room and talk to their classmates.
When they find someone whose
answers are affirmative, they should
write down the name of the person
in the spaces provided. Allow
about five minutes for the activity.
Move around the classroom and
help them if necessary.
• When time is up, ask students to
report their findings and make
sure they are using the correct
simple present forms.
• Use the board to write down
anything that is relevant such as
CLASS LESSONS | 23
1 UNIT
• Divide students into pairs and have

them talk about the other people
LISTENING
.
Suggested answers
17
in the activity. Remind them (track 7)
that there are no right or wrong Joaquim wants to be a P.E.
answers, but that they should be teacher.
sensible to choose compatible Matilde wants to be a
occupations with what people like. musician/composer/singer/ GOALS
For example, Florence likes math, guitar player. • Develop listening
so she wants to be a math teacher Sienna wants to be a software comprehension
or a scientist or still an engineer. developer/a computer analyst. strategies
• When students are done, ask them Jorge wants to be a therapist/ • Promote controlled
to share their answers with the psychologist/psychiatrist. practice of talking
whole class. Florence wants to be a about what people
math teacher or professor/a want to do in the
scientist/an engineer. future
• Books closed. Ask students some

questions about the previous
activity. For example:
Jorge likes to help his friends with
their problems. What does he want
to be? (He wants to be a therapist.)
• Books open. Tell students they are
going to listen to some teenagers
talk about what they want to be
in the future. Allow about one
minute so they can go through
the questions in Activities 17a and
17b and have an idea of what to
listen for.
• Play the CD twice and tell students
to do Activities 17a and 17b.
• Have students check their answers
in pairs. Move around the room
and offer help if necessary.
• You may want to play the CD
a third time if you think your
students will profit from listening
again. You may also want to
carry out some chorus repetition
of the occupations mentioned,
depending on how your students
react to the new information
presented.
• Write the names of the people
interviewed on the board and
elicit the information they
provided about their choices of
occupations. Have students ask
and answer these questions as a
big group. Monitor their work and
make sure they ask and answer the
questions correctly.
Answers
SPEAKING READING • Books open. Tell students they will

.
.
read two texts on volunteer work.
18
19
Ask them to study the texts and
GOALS GOALS answer the questions in Activity
• Allow students • Develop and practice 19a. Point out that at this point
an opportunity to reading strategies they are not supposed to read the
practice and develop • Help develop texts thoroughly, but just browse
their speaking skills students’ awareness through them to decide where
• Encourage further about volunteer work they can be found and what
practice of talking • Foster interaction in they are about. Allow them three
about what they want English minutes to answer the questions
to do in the future and then check answers with the
• Provide an whole class.
opportunity for • Books closed. Ask students • Ask students to read the texts
students to exchange questions such as: in detail. Divide them into pairs
personal information Do you do volunteer work? and tell them to think about the
young people in Activity 16 and
Does your mother/father/brother/ imagine which ones would like
• Books closed. Tell students that sister/husband/wife do volunteer to apply for the volunteer jobs
now it’s their turn to talk about work? presented. Allow them a few
what they want to be in the What kind of volunteer work can minutes to do so.
future/when they finish high you do in your neighborhood?
school/college. If they already have
a job, ask them to think about
what they want to do five years
from now.
• Books open. Go over the sample
conversation in students’ books
and have them practice it in pairs.
They may proceed to say what
they really want to do in the
future. Move around the room to
check students’ performances.
• When you notice students feel
comfortable about asking and
answering the question, ask them
to walk around the classroom and
talk to four students. Tell them to
take notes in the table provided.
Explain to them they do not need
to write complete sentences,
just to write the names of their
classmates and the key words
related to what they want to be/
do in the future.
• When students finish, ask the
whole class to share some of their
answers.
• Use the board to write anything
that is relevant such as new words
related to occupations that have
been mentioned.
CLASS LESSONS | 25
1 UNIT
• When time is up, have students SPEAKING • Books open. Go over the situations
.
share their thoughts with the with students and elicit the
20
whole class. To wrap the activity language used throughout this
up, ask students what they think GOALS unit so that they know what to
about volunteer work and which • Provide students with say in each situation.
job they would like to apply for. an opportunity to • Divide students into pairs and ask
use what they have them to act out the situations.
learned so far Allow them about 10 minutes to
Answers • Develop students’ do the activity. Move around the
Refer to the reduced page of communicative room to check their performances.
the Class Lessons for answers. competence in • When students are done, you may
English invite some of the pairs to come
up front and act out the situations
for the whole class.
• To wrap up the activity, go
through mistakes with the whole
class.
FEEDBACK TIME • Books open. Go through the • When students are done, have
.
21
communicative functions listed them share with their classmates
and encourage students to come the most meaningful findings
GOAL up with the corresponding about their own learning process.
• Provide students language points. Ask them to Discuss questions related to study
with an opportunity rate their skills. They may refer to habits and the importance of
to come up with the specific language content in keeping up with the language
an overview of the the unit. Lower their anxiety by through the Web Lessons, the
language worked making sure they are not being Grammar Tips section, and so on.
on throughout evaluated during this task. This is a
the unit for the powerful resource as long as they
purposes of reviewing, understand its purpose.
summarizing, and • After the first couple of units, you
self-evaluating may want to have students work
in pairs on this task. Monitor the
activity at all times and offer help
if necessary.
CLASS LESSONS | 27
2 UNIT
Communicative goals
SPEAKING know, contextualize, and/or pre-
teach some of the new language
1.
• Talking about daily activities exponents. Note that you do not
• Talking about weekend GOALS have to teach all the new language
activities • Contextualize, at this point since it will be
• Talking about how often you introduce, and studied and practiced throughout
do something practice language the whole unit.
• Talking about healthy habits students will deal with • Talk to some students. Use some
and recycling throughout the unit of the exponents in Activity 1. You
• Talking about other people • Provide practice and may say:
development of oral I go to work at eight o’clock every
skills day. What about you? What time do
• Offer an opportunity you go to work?
for students to talk
about what they like • Books open. Ask students to
about their routines match the pictures and the
activities. Check answers with the
whole class.
• Books closed. This first moment • Divide students into pairs or
of interaction will offer you an groups of three and ask them to
opportunity to find out how check the activities they like to
much your students already do every day. Carry out chorus
repetition of the example in their
books so that they can do the
activity appropriately. Encourage
students to use adjectives (cool,
boring) they already know. Move
around the room, listen to what
they say, and offer help when
necessary.
• Ask a few students to report
what their classmates said.
This reporting phase is just an
opportunity to use the present
tense to talk about a third person.
Note that more practice will be
8 encouraged throughout the unit.
1 If necessary, have students repeat
4 some of the sentences using the
6 correct form of the verbs.
7
2
5 Answers
9
10 Refer to the reduced page of
3 the Class Lessons for answers.
,
What s a typical day like?
CLASS LESSONS | 29
2 UNIT
2.
LISTENING • Books open. Have students look

at the pictures and try to guess
• Play the audio once and ask
students to do the activity. Check
(track 8) what the passage is about. This answers with the whole class.
task aims at engaging students • Play the audio again. In pairs, have
on what’s coming next. It’s not students do Activities 2c and 2d.
GOALS intended as a right or wrong sort Then check answers with the
• Present and of question, although the pictures whole class.
contextualize show a full-time mom.
language to • Have students look at the
be worked on sentences in Activity 2b before Answers
throughout the unit they listen. This will work as a Refer to the reduced page of
• Provide an pre-listening task and may help the Class Lessons for answers.
opportunity for them focus on what they should
students to recognize listen for.
and understand
conversations related
to routines
• Develop listening
strategies
,
SPEAKING • Books closed. Ask a few students: • Books open. Divide students
into pairs and ask them to first
3.
Are you married?
complete the table with their
What does your wife/husband do?
GOALS own information. Then they
• Provide practice and • Help students answer the should interview their classmate.
development of oral questions. Do this routine with Move around the room to check
skills two or three students at first. students’ performances and offer
• Offer an opportunity You may carry out some chorus help if necessary.
for students to repetition of these exchanges if • Go over the examples in the
exchange some necessary. speech bubbles in Activity 3b and
personal information • When students are comfortable help students report their findings.
(marital status, family) with these questions and answers, Make sure they use the correct
• Develop interpersonal start asking other students if they forms of the verbs.
learning strategies have any brothers and sisters, their
names, ages, and occupations. If
necessary, carry out some chorus
repetition.
CLASS LESSONS | 31
2 UNIT
4.
SPEAKING • Books closed. Get some pictures of

ordinary people and ask students:
• Tell students to work in pairs
and exchange information using
Who is this? the pictures in their books.
GOALS Walk around the room, listen to
What does he/she do?
• Provide practice and your students as they carry out
development of oral Help students answer the the activity, and help them if
skills questions. necessary.
• Offer an opportunity • Books open. Have students look • To wrap up the activity, point
for students to at the pictures and the words in to some of the pictures and ask
activate and review the box. You may carry out some students who those people are.
previous knowledge chorus repetition of the words if Make sure they use the correct
• Allow students to use necessary. verb forms when talking about
their imagination and • Ask students to imagine that those someone.
transfer knowledge are pictures of people in their
about the language families and think about further
• Develop interpersonal information they can share with
learning strategies their classmates (age, occupation, TEACHING TIP
marital status, etc.). Draw students’ • Offering pictures for
attention to the example in their students to talk about their
books. family is a strategy to avoid
embarrassing students who
may not want to talk about
and to show real pictures of
their loved ones. If you feel
it’s OK with your students,
though, you may ask them
to bring pictures of their
families.
,
VOCABULARY Help them answer the questions. Walk around the room, listen
Do this routine with two or three to your students as they carry
5.
students at first. You may carry out the activity, and offer help if
GOALS out some chorus repetition if necessary. You may suggest that
• Introduce adverbs of necessary. they vary the conversations a
frequency • Books open. Draw students’ little and add other questions and
• Offer an opportunity attention to the Did you answers as well. For example:
for students to know…? box and check their How often do you play soccer/video
recognize, understand, understanding. Then, in pairs, ask games?
and practice language them to do Activities 5a and 5b.
• To wrap up the activity, go
used to talk about • When students are done, check through their mistakes with the
everyday activities answers with the whole class. whole class.
Make sure they understand what
• Books closed. Ask students: frequency adverbs are and what
each one means. Answers
I always go to the movies on • Have students exchange partners Refer to the reduced page of
weekends. How about you? How and practice the conversations. the Class Lessons for answers.
often do you go to the movies?
I sometimes go to the beach on my
vacation. How about you? How often
do you go to the beach?
4 5 3
1 2
CLASS LESSONS | 33
2 UNIT
6.
GAME • Books closed. Divide students into

two teams. Photocopy the cards Possible questions
available in the Resource Pack, 1. What does your husband/
GOALS page 146, Replies, and give a set to father/friend/brother do?
• Review and each team. 2. What do you do every
consolidate language • Model the activity with a couple day?
learned throughout of students so that they know 3. How often do you have
the unit through a what to do. Have students from English classes?
fun activity one team draw a card one at a 4. Are you married?
• Allow students a time. They are supposed to ask the 5. Who’s this?
chance for language appropriate question. When one 6. Is your sister married?
practice team is not able to come up with 7. What does your mother/
• Provide an the question, the opposite team is sister/wife do?
opportunity for the challenged to try. 8. Where do you work?
development of • Teams score a point for each 9. What do you do?
collaborative learning correct question. The team with 10. Where do you live?
strategies the most points at the end of the 11. Does your husband help
game wins. you with the kids?
12. How often do your kids
have swimming lessons?
READING
7. GOALS
• Develop and practice
reading strategies
• Activate and develop
students’ awareness of
healthy habits
• Provide an
opportunity for
students to share
opinions
• Books closed. Contextualize the

topic by asking students if they
have healthy habits. You may ask
them some of the questions in the
quiz. For example:
How often do you eat hot dogs and
hamburgers?
How often do you eat apples and
broccoli?
How often do you and your family
go to the beach?
• Books open. Ask students to work
individually and do the quiz in
their books. Set a time limit of
about three minutes.
,
• When time is up, have students SPEAKING • Books open. Go over the
compare their answers in pairs. alternatives and ask students to
8.
Walk around the room, observe check the ones that apply to
their performances and help them GOALS them. Encourage your students to
if necessary. • Activate and develop come up with other possibilities
• Ask students to check their results students’ awareness of and help them write those.
and read what they mean. As healthy habits • Tell students to compare their
they finish, tell them to discuss • Development of answers in pairs. When they are
the results. Model this part of the speaking skills done, ask some of them to report
activity with students. Say: • Expand students’ what their partners do to stay
I agree with the results. I really don’t lexical repertoire healthy.
have a healthy routine. concerning healthy • Use the board to write anything
habits new you think it’s worth
I don’t agree with the results. I have a • Provide an mentioning and taking notes.
healthy routine. opportunity for
• To wrap up the activity, have students to share
some of the students express their opinions
opinions to the whole class.
CLASS LESSONS | 35
2 UNIT
9.
LISTENING • Books open. To contextualize the

situation, help students explore
• When students are done, check
answers with the whole class.
(track 9) the pictures in Activity 9c and ask Encourage students to report
them what they think the topic of Jason’s activities using the correct
the listening passage is. form of the verbs.
GOALS • Play the audio and ask them to do
• Consolidate and Activities 9b and 9c. If necessary,
expand listening play the audio one more time. Go Answers
strategies over the routine activities Jason Refer to the reduced page of
• Provide further mentions and make sure students the Class Lessons for answers.
practice of language understand them.
used to talk about
everyday activities
• Expand students’
lexical repertoire
,
VOCABULARY • Books closed. Divide students into guess what verb teapot is, the
. two groups, Group A and Group students in Group B are encouraged
10
B. Group A leaves the room and to give easier clues as the game
GOALS Group B comes up with a verb progresses until the students in
• Introduce and expand related to everyday activities. Once Group A can guess what teapot
vocabulary related to the verb is decided, Group A is means.
daily habits asked to return to the classroom • When the students in Group A
• Consolidate, expand, and stand at the front of the find the secret verb, it’s Group B’s
and practice language room. Then each student of Group turn to leave the room. And so it
concerning everyday A has to ask a question using the goes until both groups have had a
routines word teapot in his/her sentence chance to guess five secret verbs
• Review and provide instead of the secret verb. For each (or more if time is available).
practice of verbs in example: • Monitor the activity and keep
the present tense How often do you teapot? score. The group with the most
What time do you teapot? points wins.
Do you teapot every day?
• Books open. Set the scene. Help See page 114
Do you always teapot in the Information
students explore the pictures and evening? Gap Activity
of the Teacher’s
encourage them to describe a few Pack for
of them. Teach the new activities
through the pictures.
• The students in Group B should also
use the word teapot in their answers.
If the students in Group A cannot
2 instructions.
• Divide students into pairs. Ask

them to match the pictures and
the sentences and then organize
Jason’s activities in the three parts
of the day. Walk around the room
and help them if necessary.
their answers with the whole 10
class. Ask a few volunteers to read 2
the sentences. You may carry 4
out some chorus repetition if
necessary. 3
7
5
Answers 6
Refer to the reduced page of 8
the Class Lessons for answers. 1
9
11
GAME 14
13
.
11
12
GOALS 15
• Review and consolidate 16
language learned
throughout the unit
through a fun activity
• Allow students a
chance for language
practice
• Provide an opportunity
for the development of 1, 2, 3, 4, 5, 6, 7, 8 7, 9 10, 11, 12, 13, 14,
collaborative learning 15, 16
strategies
CLASS LESSONS | 37
2 UNIT

.
LISTENING • Books open. Divide students PRONUNCIATION
.
into pairs. Tell them to match
12
13
(track 10) both columns and then organize (track 11)
the sentences in the order they
happen throughout the day. Set a
GOALS time limit of about five minutes. GOALS
• Offer room for • When students are done, play the • Present students
controlled language audio so that students can check with an overview
practice related to their work. of commonly used
everyday activities and • Ask students to practice the intonation patterns
frequency adverbs questions and answers. in wh-/yes or no
• Provide consolidation questions
of listening strategies • Develop awareness
and collaborative Answers and provide semi-
learning strategies controlled language
practice of asking and
answering questions
• Books open. Go over the questions

and tell students there are two
intonation patterns for questions
in English.
• Play the audio and ask them to
listen carefully and mark the
correct intonation pattern based
on what they hear.
• As you check students’ work,
encourage them to come up with
the rules. That is, when asking
wh- questions, your voice goes
3 down and when asking yes or no
5 questions, your voice goes up.
1 • Ask students to practice asking
7 these questions in pairs. They
2 should use their imagination or
10 talk about a real person in their
4
lives. Have them take turns asking
8
the questions so that each one has
6
a chance to practice.
11
12
9
Answers
,
LANGUAGE SPEAKING What’s your routine like?

.
.
What time do you get up?
14
15
AWARENESS
GOALS Do you have a job/go to school?
What time does school start/do you
• Offer students an start work?
GOALS opportunity to reflect How do you go to school/work?
• Develop students’ upon and practice
Do you have lunch at home?
awareness of language used to talk
What time does school finish/do you
questions used to talk about daily activities finish work?
about someone else • Practice and develop
What do you do/Do you watch TV
(third person) oral skills (read, take a shower) before you go
• Offer an opportunity • Review language to bed?
for language discovery already dealt with • Divide students into groups
and practice and further practice of three. Have them ask the
talking about questions and write down the
someone else (third answers. Move around the room
• Books open. Use the questions in person) and offer help if necessary.
Activity 13 as a link to introduce • To wrap up the activity, ask some
this activity. Ask students to study of the students to report their
the questions in the previous • Books open. Help students work findings.
activity and elicit what they have on the questions they will have
in common. to ask their classmates in order to
• Divide students into pairs or complete the table. For example:
small groups and ask them to go
through Activities 14a to 14e. They
may use their previous knowledge
and exchange information among
themselves.
• Move around the room and offer
5
help if necessary. When students
are done, check answers with the 4
whole class. 6
• As students proceed to Activity 1
14f, have them exchange partners 2
and practice the conversations. 3
Then have them ask the questions
and give their own answers. If time
allows, ask students to share their
findings.
Answers
CLASS LESSONS | 39
2 UNIT
16
.
GAME be their “secret person”. Allow
about five minutes and tell them
who the person is after asking 10
questions, they don’t score points.
to write as many sentences as they • You may have them play more
can about this secret person. For rounds depending on their level of
GOALS example:
• Review and interest and the time available. The
He/She works as an actor/actress. team with the most points wins.
consolidate language
learned throughout He/She is married and has three kids.
the unit through a He/She is from Chile, but he/she lives SPEAKING
in the U.S.A.
.
fun activity
17
• Allow students a • Get both teams together. They (track 12)
chance for language will have to find out who the
practice opposite team’s secret person is.
• Provide an To do so, they have to ask their GOALS
classmates questions. Only yes
opportunity for the or no questions are allowed. For • Expand students’
development of example: lexical repertoire
collaborative learning • Allow recognition
strategies Does he/she work as an engineer? and practice of new
Is he/she married? language items related
Does he/she have kids? to recycling and
• Books open. Divide students into Does she/he live in Brazil?
two teams. Ask them to think frequency adverbs
about a person who is going to • Each team has 10 questions to ask. • Develop listening and
If students are not able to find out collaborative learning
strategies
• Books open. Use the flashcards

pages 147 and 148, (Habits and
routine) and introduce the new
vocabulary through them. To check
g the comprehension of those words
students may not be familiar with,
e
ask questions such as:
c On weekends do you take a nap
after lunch?
d Do you recycle to preserve the
environment?
h
• Students should do the matching
i in pairs. Move around the room
and offer help if necessary.
a • Play the audio and have students
check their work.
j • Ask students to practice the
questions with a classmate. Now
f they should come up with their
own answers.
b
Answers
See page 115

Information of the Teacher’s
Gap Activity
Pack for
3 instructions.
,
SPEAKING students should say the sentences the corresponding language points.
. out loud. Check how accurate the Alternatively, you can produce one
18
sentences are compared to what set of cards for every pair of students
they have been provided. with examples of the language points.
GOALS Ask students to match the language
• Provide practice and samples and the corresponding
development of oral FEEDBACK TIME communicative functions. Check
.
20
skills answers with the whole class and, if
• Offer an opportunity necessary, elicit more examples.
for students to GOAL • Ask students to rate their skills. They
talk about people’s • Provide students may refer to the specific language
activities and how with an opportunity content in the unit. Lower their
often they occur to come up with anxiety by making sure they are not
being evaluated during this task. This
an overview of the is a powerful resource as long as they
• Books open. Go over the situations language worked on understand its purpose.
and brainstorm the necessary throughout the unit
• When students are done, have them
questions and answers. Make for the purposes of share with their classmates the most
sure they have been presented reviewing, summarizing, meaningful findings about their own
throughout the unit. and self-evaluating learning process. Discuss questions
• Tell students to move around the related to study habits and the
room and talk to their classmates. • Books open. Go through the importance of keeping up with the
Walk among them and offer help communicative functions listed and language through the Web Lessons,
if necessary. Pay attention to the encourage students to come up with the Grammar Tips section, and so on.
way they communicate with their
classmates, if their pronunciation
is intelligible, and if they seem to
communicate naturally.
• When students are done, invite a
few of them to present their work
for the whole class.
GAME
.
19
GOALS
• Review and consolidate
language learned
throughout the unit
through a fun activity
• Allow students a
chance for language
practice
• Provide an opportunity
for the development of
collaborative learning
strategies
• Books closed. Divide students into

two teams. Photocopy the cards
page 150, Chinese whispers, and
give a set to each team.
• Have team members stand in
line. Hand out a card to the last
student in each line.
• Tell students they have to whisper
the sentences on their cards to
the next student standing in front
of them. These students will have
to do the same and so on and so
forth until the first students in line
are whispered the message.
• When students do so, those first CLASS LESSONS | 41
3 UNIT
Communicative goals
SPEAKING • Books closed. Contextualize the
unit by asking questions such as:
1.
• Talking about where people Do you live near here?
live GOALS Do you like the place where you live?
• Talking about what houses • Contextualize the
are like Is it a nice neighborhood?
theme of the unit
• Talking about favorite places • Elicit language that • Books open. Divide students into
in a house students may already pairs and ask them to go through
• Talking about what you like/ know related to the the questions in Activity 1. Before
dislike doing at home theme of the unit they start the conversation, ask
• Asking for information to • Offer students an them to write down one or two
rent a house opportunity to questions they may want to ask
practice and develop their partner. You may want to
their speaking skills elicit some possible questions with
the whole class before you ask
students to write their questions
individually. For example:
Do you like where you live?
Do you have nice neighbors?
Is your house old or new?
• Allow students about three
minutes for them to write their
questions. Move around the room
take turns asking and answering
the questions. Allow them about
five minutes for this interaction.
Move around the room and help
them if necessary.
report their findings to the whole
class. Take the opportunity and
draw their attention to the Did
you know…? box. Go through the
information with them and check
their understanding.
,
It s a lovely house!
LISTENING VOCABULARY How many bedrooms/bathrooms

are there in her house?
2.
3.
(track 13) Is there a porch?
GOALS Is there a dining room?
• Introduce parts of the • Books open. Ask students to
GOALS house match the pictures to the words.
• Contextualize and • Build up students’
allow students an lexical repertoire • When students are done, divide
overview of some of them into pairs and ask them
the main language to do Activity 3b. If necessary,
exponents to be • Books closed. Ask students if they model it with a student. Move
studied remember what Julia’s house is around the room and help them
• Practice listening like. Use the flashcards available if necessary.
strategies in the Resource Pack, pages 151
to 155, Parts of the house, and ask
questions such as: Answers
• Books closed. Tell students who Refer to the reduced page of
you live with and describe your the Class Lessons for answers.
house. Use the flashcards available
in the Resource Pack, pages
151 to 155, Parts of the house, to
describe your place. At this point
it’s not necessary to focus on the
new language (parts of the house)
as it will be thoroughly practiced
and presented later on in the unit.
• Books open. Tell students they will
listen to Julia describing the place
she lives. Ask students to read
the options in Activity 2. Play the
audio once or twice.
• When students are done, ask them
to compare answers in pairs. If
necessary, play the audio again.
class.
Answers
Refer to the reduced page of 8
7
6
9
12
11
10
1
13
14
2
3
4
5
CLASS LESSONS | 43
3 UNIT
4.
PRONUNCIATION • Books closed. Write the word

kitchen on the board and ask
• Play the audio once. Play it again if
necessary. Check answers with the
(track 14) students to pronounce it. Elicit whole class.
where the stress goes and • Play the audio again and ask
underline it. students to repeat the words.
GOALS • Books open. Tell students they
• Raise students’ will listen to the words being said
awareness of the and they should underline the Answers
stressed syllable of stressed syllable in each word. Refer to the reduced page of
new words Alternatively, you may want to ask the Class Lessons for answers.
• Allow students your students to try to identify the * notice that in British English
an opportunity to stressed syllable before you play the stress changes in the
practice saying such the audio. word garage /’gæridƷ/
words
,
READING • Books open. Ask students to read

the descriptions and match them
5.
to the pictures. If necessary, pre-
Answers
teach words students may not Refer to the reduced page of
GOALS the Class Lessons for answers.
• Further practice the know such as studio, downtown,
new vocabulary in a two-story house, commuting, and
context of describing condo.
someone’s house • Pair students up and elicit some See page 116
• Offer students an of the questions and answers Information of the Teacher’s
opportunity to necessary to check the matching. Gap Activity
Pack for
practice and develop
their speaking and
reading skills
Set a time limit of about five
minutes for students to do the
activity. Move around the room
4 instructions.

• When time is up, check answers
with the whole class.
1 2
CLASS LESSONS | 45
3 UNIT
6.
LANGUAGE • Books open. Ask students to look

at the pictures and elicit what they
sentences in Activity 6b.
AWARENESS • Ask students to match sentences
see. You may ask questions such in Activity 6b with the
as: descriptions in Activity 6a. Check
GOALS Look at picture one. What do you answers with the whole class.
• Raise students’ see? How many bedrooms are there • Ask students to do Activities 6c
awareness of in the apartment? and 6d. Move around the room
the formation of • Follow the same procedure with and help them if necessary.
compound adjectives the other pictures. Check answers with the whole
• Allow students class. If necessary elicit more
• Ask students to complete the
an opportunity to examples. You may write the
sentences. Set a time limit of
practice the formation following sentences on the board
about three minutes. Move
of compound and ask students to produce
around the room and help them
adjectives and use new sentences using compound
if necessary.
them to describe adjectives:
places where people • When time is up, check answers
live with the whole class. Make sure
the sentences they produce The house has three bedrooms.
will somehow match with the à It’s a three-bedroom house.
The building has twenty floors.
à It’s a twenty-floor building.
The house has five stories.
à It’s a five-story house.

them to rewrite the underlined
sentences in Activity 6e. Then
check answers with the whole
class.
• Ask students to practice the
has two conversations. Move around the
room and help them if necessary.
• Ask students to use a compound
adjective and write one sentence
in Activity 6f to describe their
fifteen
my house houses. Elicit sentences.
Answers
is five years
has eleven
two stories
,
5
2
1
3
4
two bedrooms
apartment
two bedrooms apartment
two-bedroom
CLASS LESSONS | 47
3 UNIT
7.
SPEAKING • Books closed. Tell students who

you live with and what your
provided. Divide students into
pairs and ask them to discuss the
house is like. Elicit the questions questions in Activity 7a. Set a time
GOALS students may ask to find out what limit of about five minutes. Move
• Practice describing their partner’s house is like. You around the room and help them if
someone’s house may write those questions on the necessary. Encourage students to
using the language board as you elicit them. keep the conversation as long as
previously presented • Books open. Go through the they can during the time allotted.
• Offer students an questions with students. Elicit • When time is up, ask students to
opportunity to what other questions they could report their findings to the whole
practice and develop ask their partners and ask them class.
their speaking skills to write them down in the space
I live in a one-bedroom apartment downtown .
It’s a five-minute walk away.
I live with my family in a six-room house.
I live in a small one-bedroom apartment.
,
LISTENING VOCABULARY Carry out chorus repetition of the

new words.
8.
9.
(track 15) • Ask students to match pictures
GOALS and words. Allow them about
• Introduce pieces of three minutes.
GOALS furniture • When students are done, divide
• Contextualize and • Practice saying which them into pairs and model
allow students an pieces of furniture can Activity 9b with a student.
overview of some be found in each part
of the language • While students do the checking,
of the house move around and help them if
exponents to be • Build up students’
studied necessary.
lexical repertoire
• Practice listening • Ask students to add one more
strategies word to the existing list. Help
• Books open. Tell students those them with it if they do not know
are photos of Cynthia’s new how to say it in English.
• Books open. Ask students to look apartment. Elicit what they can
at the pictures and tell what they see. Use the flashcards available
see. Elicit what the women are in the Resource Pack, pages 156 Answers
probably talking about. You may to 163, Furniture, to introduce the Refer to the reduced page of
ask questions such as: words students may not know. the Class Lessons for answers.
Look at these young women. Do you
think they work together? Are they
friends? What do you think they are
talking about?
Imagine Cynthia’s place. What is it
like? What about her living room?
What does she have in her living
room?
• Elicit what pieces of furniture
Cynthia might have in her
living room. Show students
the flashcards available in the
Resource Pack, pages 156 to 163,
Furniture, to introduce some of
the new words. Do the same with
the other rooms. Make sure you
cover the items students may not
be familiar with to do the listening 14 3
task. 8 12
16 7
• Ask students to go through the 11 13
options in Activity 8. Play the 10 2
audio once or twice and have 5 9
students check them. 23 1
• Have students compare answers 4 21
18 17
in pairs and, if necessary, play 15 19
the audio again for confirmation. 6 20
Check answers with the whole 22
class.
Answers
CLASS LESSONS | 49
3 UNIT
.
GAME Model questions and answers with
the class. For example:
GAME
.
10
11
A: Does Claudia have a coffee table
in her living room?
GOALS GOALS
B: Yes, she does./No, she doesn’t.
• Add an element of • Add an element of
A: Is there an armchair in her living fun to the class
fun to the class room?
• Further practice the • Further practice the
B: Yes, there is./No, there isn’t. new vocabulary
new vocabulary
• When a team answers a question
correctly, they score a point. • Books closed. Divide students into
• Books closed. Divide students Encourage different students to
into two teams, A and B. Give groups of three. Ask students to
ask the questions each round. choose a leader. The leader will
each team a picture available in Keep a tally for each team.
the Resource Pack, pages 151 do the writing during the activity.
• When time is up, add up the Invite students to play a game
to 155, Parts of the house, and tell points. The team with the
them they have one minute to called Stop.
most points wins. Alternatively, • Students will have one minute to list
memorize it. you may make a copy of each
• When time is up, swap pictures, all the words they can remember
picture for each pair of students related to a certain category. Do a
that is, Team A should have Team and they may compete one
B’s picture and vice-versa. dry run with the groups to model
against the other following the the game. For example, ask students
• Students should take turns asking same instructions as previously to list all the countries they can
and answering questions to find described. remember. Set a time limit of one
out what there is in each picture. minute for students to write down
the countries.
with students. The group with the
most words wins.
LISTENING
.
12
(track 16)
GOALS
Tonya bedroom a bed, a computer, a TV set,
a closet • Contextualize and
Raj living room a sofa, two armchairs, a TV set, allow students an
a video game console overview of some
a stove, a microwave oven, cupboards,
Sarah kitchen a table, chairs, a dishwasher of the language
Ricardo living room two sofas, four armchairs, exponents to be
a TV set
practiced
• Practice listening
strategies
• Books closed. Tell students what

your favorite place in the house is
and what’s in it.
will listen to a few people talking
about their favorite places in the
house and should complete the
chart in Activity 12.
• Play the audio more than once if
necessary. You may want to pause
between each description so that
students can take notes.
• After students have completed the
chart, divide them into pairs and
ask them to check answers. Model
the activity with one student.
While students are checking
answers, move around the room
and help them if necessary. Check
,
• Model the activity with a student and • Books open. Ask students to
Answers tell students to stand up and talk to answer the questions in Activity
Refer to the reduced page of their classmates. Set a time limit of 15a. Check answers with the
about five minutes. Move around the whole class by asking questions
the Class Lessons for answers. room and help them if necessary. such as:
• When time is up, ask students to What do you like doing at home?
share their findings. Check how What do you hate doing at home?
SPEAKING many correct guesses they got. What do you like doing when you
.
13
get home?
LANGUAGE Write answers on the board.
.
15
GOALS AWARENESS • Elicit what people are doing in the
pictures in Activity 15b. Ask
• Practice asking what students to complete the
someone’s favorite sentences using one verb from box
place in the house is GOALS A and another from box B. Warn
and describing what’s • Raise students’ them to use the verbs in the
in it awareness of verbs correct form. Check answers with
• Offer students an that are followed by the whole class.
opportunity to other verbs in the -ing
personalize the form
content of the lesson • Allow students Answers
• Develop students’ an opportunity to Refer to the reduced page of
speaking skills practice such verbs the Class Lessons for answers.

interview their classmates to find
out what their favorite place in the
house is and what is in it. Elicit the
questions to be asked and model
the activity with one student.
• Tell students to stand up and move
around to interview four of their
classmates and complete the chart in
their books. Set a time limit of about
five minutes. Move around the room
report their findings.
SPEAKING
.
14
GOALS
• Contextualize and
offer experimentation
with new language to
be studied
• Develop students’ loves cooking likes studying
speaking skills
• Books open. Ask students if they

are good at guessing. Ask them to
read the sentences and imagine
who those sentences might be
true for. Then ask students to write
their classmates’ names in the
spaces provided. Tell them they hate cleaning dislikes watching TV
are not allowed to repeat names
and ask them not to share their
information with other students.
• When students are done, elicit the
questions students are supposed
to ask to find out if the sentences
are true or false. CLASS LESSONS | 51
3 UNIT
.
SPEAKING • Books open. Tell students what SPEAKING
.
your favorite place in the house
16
17
is and what you like/dislike doing
GOALS there. Write an example on the GOALS
• Practice asking what board. • Contextualize the
someone’s favorite • Ask students to complete sequence of activities
place in the house is the chart with their personal • Offer students an
and what someone information. Set a time limit of opportunity to
likes/dislikes doing about three minutes for this task. practice and develop
there • When time is up, model the their speaking skills in
• Offer students an activity in the book with one a freer context
opportunity to or two students. Divide them
personalize the into pairs and have them take
content of the lesson • Books closed. Tell students you
turns asking and answering the need to rent an apartment. Ask
• Develop students’ questions. Move around the room
speaking skills students questions such as:
I need to rent an apartment. Can
you tell me good places in town to
to share their findings with the
rent one?
whole class.
How much is the rent in
_________________________?
(name of a neighborhood)
Are there good apartments in this

neighborhood? Are they expensive?
What are apartments like there?
What is important to consider when
you rent an apartment?
• Books open. Comment on what
students point out as important
and tell them there is a similar
list in Activity 17a. Go through
the list with students and explain
words they may not be familiar
with (amenities, for example). Ask
students to check the three most
important things they consider
when they need to rent a house or
an apartment.
them to compare their lists of
priorities. Model the activity with
a student. Set a time limit of about
three minutes for this task.
• When students are done, carry out
a discussion on what they consider
most important when renting a
place.
,
LISTENING • Books closed. Photocopy the cards • After students have had the
. available in the Resource Pack, opportunity to practice the
18
(track 17) page 164, What’s the apartment conversation at least once,
like?, for each pair of students encourage them to practice it
and cut them out as indicated. again, but this time changing parts
GOALS Tell students the cards have the of it or eliminating bits of the
• Contextualize and conversation they have just heard, original conversation so that they
allow students an but it’s not in order. can try to remember the questions
overview of some of and the possible answers.
• Tell students to put the
the main language Alternatively, you may ask students
conversation in the correct order.
exponents to be to put the conversation away and
Give each pair of students a set of
studied try to do the conversation on their
cards and ask them to unscramble
• Practice listening own. You may want to elicit what
them. Set a time limit of about
strategies they remember before they start
three minutes.
and write some cues on the board
• Books open. Tell students Hans is to help them.
the order with the whole class.
looking for a place to rent. Elicit • Then ask students to take turns to See page 117
what questions he might ask be the real estate agent and the Information of the Teacher’s
when talking to a real estate agent. Gap Activity
person looking for an apartment Pack for
Write them on the board. Take the
opportunity to teach how to say
some numbers in English when
to rent. Move around the room
and offer help if necessary. 5 instructions.
it comes to prices. For example,

$1500 is commonly said as fifteen
hundred dollars.
• Ask students to read the
information in Activity 18a. Play
the audio and have students fill in
the blanks. Lincoln Avenue, East Valley
• Ask students to compare their 2
$1,200 a month
answers and, if necessary, play the tomorrow at 10:00
audio once more for confirmation.
them to check the questions in
Activity 18b. Play the audio once
again.
• Tell students to compare their
answers. Then check them with
the whole class.
Answers
SPEAKING
.
19
GOALS
• Practice asking
information to rent a
place
• Offer students
an opportunity
to develop their
speaking skills
CLASS LESSONS | 53
3 UNIT
20
.
READING • Books closed. Ask students
questions such as:
• Ask students to read the questions
in Activity 20b and read the text
Do you live alone? to answer them. Allow them
GOALS about three minutes to answer the
If not, who do you live with? Would
• Talk about living questions.
you like to live alone?
conditions in the In your opinion, what is better for • When time is up, check answers
world the planet: people living alone or with the whole class. To wrap
• Raise awareness of the more people living in the same the activity up, invite students
impact households house? to find out what the group’s
have on the average household is. They should
environment • Books open. Tell students they will move around the room asking
• Develop reading read a text on living conditions the question in Activity 20c and
comprehension in the world. Ask them to study taking notes of the number of
strategies the text and answer the questions people their classmates live with.
in Activity 20a. Tell them that at Model the activity with a student.
this point they are not supposed To calculate the group’s average
to read the text thoroughly, but household, add up the total
just browse through it to make number of people students live
predictions and get the gist. Allow with and divide by the number of
them one minute to answer the households. Then comment on
questions and check answers with the result.
the whole class.
Answers
,
FEEDBACK TIME • Books open. Divide students into • When students are done, elicit
. pairs and ask them to go through what item(s) they think they
21
the communicative functions need more practice. Brainstorm
GOAL listed. Encourage them to come specific actions they can perform
• Provide students up with the corresponding the following week to improve
with an opportunity language points. those items they feel they need
to come up with • Ask students to rate their own more practice. Ask students to
an overview of the skills. They may refer to the choose one action and put it into
language worked specific language content in practice. Ideally, you should keep
on throughout the unit. Lower their anxiety by track of their progress.
the unit for the making sure they are not being
purposes of reviewing, evaluated during this task. This is a
summarizing, and powerful resource as long as they
self-evaluating understand its purpose.
CLASS LESSONS | 55
4 UNIT
GAME • Hand out the bingo cards available LISTENING
2.
in the Resource Pack, pages 165
1.
and 166, Bingo, and give students (track 18)

GOALS a couple of minutes to look at
• Offer an opportunity the sentences on their cards and
to review language in come up with possible questions GOALS
a fun way to the answers. There are 10 bingo • Provide an
• Foster cooperative cards, so be sure to divide the opportunity to
learning strategies class in a way to offer students the develop and expand
• Promote interaction opportunity to make the best of listening skills
in English the game. • Offer room for the
• Make a copy of the list of consolidation of
questions and answers available language used to talk
• Books closed. Divide students into in the Resource Pack, pages 167 about where people
two teams or, depending on the and 168, Dialogues, cut out the live
size of your class, you may divide dialogues, and put them in a • Raise students’
students into pairs or have them paper bag. Draw the slips of paper awareness of different
work in small groups. from the bag at random and call kinds of houses
the questions until one pair, trio, • Foster interaction in
or team covers the whole card. English
• Books open. Ask students to look

at the pictures and ask questions
such as:
What kind of house is this?
Where do people live in houses like
this one?
Is this house similar to yours?
Help students express themselves
and answer the questions as they
look at the pictures and infer the
answers.
• Ask students to do Activity 2a.
class and, if necessary, have them
repeat the vocabulary items in the
box.
Putting it all together.
• Play the CD and give students a • Help students exchange their

couple of minutes to work on opinions concerning the kind Answers
Activity 2b. Play the CD again. of house they would like to live Refer to the reduced page of
Divide students into pairs and in. They should provide simple the Class Lessons for answers.
have them do Activity 2c. Correct answers such as I’d like to live in a
answers with the whole class. houseboat because I love boats.
5 2 6
a trailer home a two-story house a town house
3 1 4
a large house in the suburbs a studio apartment a houseboat
The studio apartment.
One bedroom.
One bedroom.
CLASS LESSONS | 57
4 UNIT
3.
SPEAKING • Books open. Invite students to

look at the pictures and explore
them to act out the situations.
them. Make sure they understand Move around the room and offer
GOAL what each situation is about. Elicit help if necessary.
• Provide students some language that may be used • When students are done, invite
an opportunity to in each one of them. some pairs to act out the
use what they have situations for the whole class.
learned so far
GAME GAME • Team members should write down

information about this person/
4.
5.
character so that they will be
GOALS GOALS able to answer questions their
• Add an element of • Add an element of classmates may ask such as:
fun to the lesson fun to the lesson What does he/she do?
• Review and practice • Review and practice Where does he/she live?
the vocabulary language used to talk Does he/she have brothers and
studied in previous about other people sisters?
units • Foster creativity and Where is his/her family from?
imagination
• Promote interaction What’s his/her nationality?
• Books closed. Draw a circle on and development of What languages does he/she speak?
the board and divide it into four cooperative learning • Limit the number of questions.
parts. Each part of the circle will strategies Teams should take turns asking
correspond to a different category
and answering them. The team
of words: jobs, routine activities,
that can guess the famous person/
parts of a house, and furniture. • Books closed. Divide students into
character using fewer questions
• Ask a volunteer to pick a number two teams and tell them to pick a
wins.
from one to four. Then students famous person or someone they
should take turns saying a word all know (the teacher, the school
related to that category. When coordinator, the school secretary,
a student takes more than five or even a cartoon character).
seconds to add a word or when
a student says a word that has
already been used, he/she leaves
the game. Then another volunteer
should pick a different number so
that the game goes on.
• At the end of the game, there will
be only two students left. One
should play against the other so
there is a winner.
See page 118
Gap Activity
Pack for
6 instructions.
CLASS LESSONS | 59
5 UNIT
Communicative goals
SPEAKING • Ask students to complete the
sentence on the board with
1.
• Talking about free time simple activities they like to do
activities GOALS on the weekend. Set a time limit
• Talking about how often • Contextualize the of about one minute for this part
people do things theme of the unit of the activity. Help students with
• Talking about kinds of • Elicit language that any words they may not know.
movies students may already However, remember that this
• Talking about future know related to the activity is just a lead-in to the
arrangements theme of the unit lesson and it is primarily meant to
• Inviting people to go to the • Offer students an elicit what language related to free
movies opportunity to time activities they already know.
practice and develop • Divide students into pairs and ask
their speaking skills them to compare their sentences.
It may be a good idea to elicit the
question to be asked (What do you
• Books closed. Write the following like to do on the weekend?) before
sentence on the board: they start the activity. When
students are done, check what
On the weekend I like to… they normally do on the weekend.
continue this discussion by asking
the questions in Activity 1. Go
through the questions with students
and make sure they understand
them. Set a time limit of about
two minutes for the activity. Move
around the room and help them if
necessary.
LISTENING
2.
(track 19)
GOALS
allow students an
overview of some
of the language
exponents to be
Relaxing and
thinking studied
26 minutes
Watching TV strategies
18 minutes
• Books open. Check answers to the
questions in the previous activity
37 minutes as a lead-in to this activity. Ask
students to look at the graph and
ask them questions such as:
How much free time do people have
in a day according to the graph?
How long do people spend reading
in a day?
What about participating in sports?
Can you guess?
What about playing games or using
What are you doing tonight?
the computer? How long do you Follow the same procedure with • To wrap up the activity, ask pairs
think people do that in a day? all the other activities on the to try to come up with two more
• Help students predict either the flashcards. If necessary, carry out free time activities. Help them if
time spent for each activity or the chorus repetition of new words necessary. For example: play sports,
kind of activity that is missing. while you introduce them. collect things, read, cook, and take
• Books open. Ask students to pictures.
• Tell students they will listen to
a conversation and should fill match the activities and the
in the boxes with the missing pictures. Set a time limit of about
two minutes. When students Answers
information. Refer to the reduced page of
are done, divide them into pairs
• Play the audio once or twice. Ask and ask them to compare their the Class Lessons for answers.
students to compare answers and, answers. Model the interaction
if necessary, play the audio again. in Activity 3b with a student.
Check answers with the whole While they do the activity, move
class. around the room and help them if
• Divide students into pairs and ask necessary.
them to discuss the questions
in Activity 2b. Set a time limit
of about two minutes for this
and help them if necessary. When
students are done, check answers
with the whole class. Use the last
question as a lead-in to the next
activity.
Answers
5 6 9
VOCABULARY 1 3 8
7 4 2
3.
GOALS
• Introduce free time
activities
• Build up students’
lexical repertoire
• Books closed. As a continuation

to the discussion initiated in the
previous activity, elicit possible free
time activities. Use the flashcards
pages 169 to 172, Free time
activities, to teach the new
language. You may say:
What are people doing here in this
picture?
Do you like going to movies?
CLASS LESSONS | 61
5 UNIT
4.
SPEAKING with a student. As students talk,

move around the room and help
around the room asking and
answering questions to complete
them if necessary. Give them the sentences in the squares.
GOALS about five minutes to do the The objective of the game is to
• Further practice the activity. find people who do the activities
new vocabulary • When time is up, ask students to described and complete a vertical,
• Offer students an refer to the model in Activity 4b horizontal, or diagonal line first.
opportunity to and report their findings to the The first student to complete a
practice and develop whole class. line should shout BINGO and he/
their speaking skills she will be the winner. Students
can only ask yes or no questions.
SPEAKING • Before students start the activity,
• Books open. Tell students they 5. elicit the questions to be asked. To
will interview some classmates to add an element of fun, you may
find out what they do in their free GOALS set as a rule that students are not
time. Ask them first to complete • Add an element of allowed to ask more than two
the “you” column in the chart. fun to the class questions in a row to the same
Then ask them to move around • Further practice the student. That will force them to
the room and interview three new language studied talk to as many people as they can.
classmates they still haven’t talked
to during this class. • When a student shouts BINGO,
• Books open. Invite students to check this student’s answers. If
• Model the interaction in the book they are correct, declare him/her
play bingo. Tell students to move
the winner.
GAME
6.
GOALS
• Add an element of
fun to the class
• Further practice the
new language studied
• Books closed. Before class, write

each of the suggested questions
on a separate sheet of paper. Then
crumple the sheets into a ball.
The sheets of paper should be
crumpled in layers so that they
can be gradually removed.
• Ask students to stand up and
form a circle. Tell them you will
play a song and while the song
is on, students should throw the
crumpled ball to each other. When
you stop the music, the student
holding the ball should get a layer
(one of the questions) and choose
someone in the group to ask the
question. The chosen student
should answer the question.
• Play the song again and ask
students to throw the ball to each
other again. Follow this procedure
up to the moment all the
questions have been asked.
Suggested questions
She usually listens to music. Answers
How often do you work out?
How often do you go window Refer to the reduced page of
The stressed words are usually, the Class Lessons for answers.
shopping?
listens and music and the stressed
How often do you listen to music? syllable in each sentence is
How often do you hang out with underlined.
your friends?
• Books open. Tell students they LISTENING
How often do you go to a concert? will listen to some other dialogues
8.
How often do you eat out? and should underline the stressed (track 21)
How often do you travel? words in each sentence. Play the
How often do you go to the movies? audio. Then check answers with
How often do you play computer the whole class. Alternatively, you GOALS
games? may ask your students to identify • Contextualize and
What do you usually do on the the stressed words before you play allow students some
weekend? the audio. preliminary practice
What do you usually do in the • Divide students into pairs and ask of some of the
evenings? them to take turns as Student A language exponents
What do you usually do in your free and Student B to practice the to be studied
time? conversations. While they work, • Practice listening
move around the room and offer strategies
help if necessary.
PRONUNCIATION
7.
(track 20)
GOALS
• Raise students’
awareness of the
stressed words
(content words) in a
sentence
• Allow students
an opportunity to
practice rhythm
• Books closed. Write the following

dialogue on the board:
A: What does John do in his

free time?
taking elevators and escalators
B: He often plays tennis.
• Ask students to say the dialogue
out loud. Elicit where the stress
goes in each word and underline working out dancing
those words. Show students
that important words, that
is, words which express clear cycling basketball
meanings, are always stressed
whereas unimportant words are
supposed to be mumbled. When
saying the sentences, emphasize
only the stressed syllable in the
stressed words and mumble the walking
unimportant syllables in those
words, too. For example:
CLASS LESSONS | 63
5 UNIT
• Books closed. Ask students what

activities they should do every day
• Books open. Ask students to study
the graph in Activity 8a and elicit
model the interaction in Activity
and what activities they should possible examples to complete the 8d with a student. While students
reduce or eliminate. You may say: boxes. Tell students they will listen do the checking, move around
To have a healthy life what do you to a conversation and should fill and help them if necessary. Then
need to do every day? in the boxes with the missing check answers with the whole
information. Play the audio once. class.
What do you need to reduce?
Ask students to do the activity
• If students can’t come up with and, if necessary, play the audio
any suggestions, give them again. Check answers with the Answers
some examples by showing whole class. Refer to the reduced page of
the flashcards available in the • Tell students they will now the Class Lessons for answers.
Resource Pack, page 173, How listen to the second part of the
often? Take the opportunity to conversation and should complete
teach the expressions three to five the chart in Activity 8c with the
times a week and twice or three missing information. Play the
LANGUAGE
9.
times a week. audio once. If necessary, pause AWARENESS
the CD after each answer to allow
students time to jot them down.
GOALS
awareness of the
position of adverbs
of frequency and
expressions of
frequency in a
sentence
• Allow students
an opportunity to
practice this language
swims twice a week
walks every day
swims and plays soccer twice a week • Books open. Ask students to read
does martial arts every Saturday
the answers in the speech bubbles
dances three times a week and circle the one that best
walks her dog every day
applies to them. Check answers
plays tennis twice a week with the whole class. This task
plays soccer every Saturday
will help clarify the meaning of
the adverbs of frequency and the
adverbial expressions. Comment
on students’ answers. You may say:
Teacher: How often you work out,
Raquel?
Raquel: I sometimes work out, but
not very often.
Teacher: Really? How often?
Raquel: Once a week.
• Write some of the students’
answers on the board and
underline the adverbial
expressions. Do not do it with all
the adverbial sentences, as this will
be the activity students will have
to perform next.
• Ask students to underline the SPEAKING • Books open. Pair students up and
.
words that indicate frequency ask them to find out how often
10
in the speech bubbles. Refer to they do the activities in Activity
the sentences on the board if GOALS 8a. Model the interaction in the
necessary as examples. Allow • Further practice book with a student if necessary.
them about two minutes to do talking about how • While students interact, move
that. When they are done, check often people do around and offer help if necessary.
answers with the whole class. things Allow them about five minutes. To
• Divide students into pairs and • Offer students an wrap the activity up, ask students
ask them to sort the expressions opportunity to to report their findings.
out in the chart in Activity 9c. practice and develop
Allow them about two minutes their speaking skills
to do that. Elicit which words
usually come before the main
verb (adverbs of frequency) and
which expressions come at the
end of a sentence (expressions of
frequency).
answers with the whole class and
ask them to rewrite the answers
in Activity 9d so they are true for
them. Tell students they should
use the words/expressions in
Activity 9c. Then pair them up
and ask them to practice the
conversations. While they work,
move around and help them if
necessary.
usually every day
never three times a week
Answers sometimes once a week
rarely every Saturday
often twice a day
CLASS LESSONS | 65
5 UNIT
11
.
READING one they identify with. Explain the
expression couch potato. Write the
• Ask students what kind of health
problems a couch potato may
following sentences on the board: have. Elicit what simple actions
GOALS could be taken to prevent
• Raise awareness of I think I am a couch potato being a couch potato. Take this
the negative impact a because… opportunity to pre-teach some of
sedentary lifestyle has I don’t think I am a couch the difficult words in the text.
on people potato because… • Books open. Ask students to read
• Discuss solutions the questions in Activity 11a.
to promote a more Make sure they understand them.
Elicit possible ways to complete
active lifestyle Ask students to read the text and
each sentence. If you find it
• Develop reading answer them. Check answers with
necessary, model the following
comprehension the whole class.
interaction with a student:
strategies A: Are you a couch potato? • Pair students up and ask them
B: I (don’t) think I am a couch to discuss the questions in
potato because… Activity 11b. Allow them about
• Books closed. Show the two three minutes for this part of
flashcards available in the Allow students about one minute the activity. Move around while
Resource Pack, page 174, Active x for this exchange. Then check their students talk and help them if
Sedentary, and ask students which answers with the whole class. necessary. When time is up, check
Answers
GAME • Books open. Use the last sentence play the audio. Play the audio
. in the previous activity (if there’s once and ask them to answer the
12
anyone in the group who goes to questions. Ask them to check
GOALS the movies every weekend) and answers and, if necessary, play the
• Add an element of the picture to contextualize the audio again. Check answers with
fun to the class activity. You may ask questions the whole class.
• Further practice the such as: • To wrap the activity up, pair
new language studied What are the people in the picture students up and ask them to
probably talking about? discuss the questions in Activity
What are they planning to do? 13b. Allow them about three
• Books open. Ask students to read minutes for them to do the
the sentences and try to guess What kind of movie are they
planning to watch? activity. While students talk, move
to whom in class each sentence around and help them if necessary.
may be true. Tell students to If necessary pre-teach the kinds Check students’ conclusions with
complete the chart with five of of movies that are shown in the the whole class.
their classmates’ names. Students pictures.
are not supposed complete the • Tell students they are going to
sentences with their own names Answers
listen to a conversation and should
and, if there are people from the answer questions 1 to 4. Ask them Refer to the reduced page of
same family or who know each to read the questions before you the Class Lessons for answers.
other very well in the classroom,
you may tell them they are not
allowed to write those people’s
names either.
• When students are done, elicit
the questions to be asked.
Ask students to stand up and
move around interviewing their
classmates to check either the
Right or the Wrong column in
the chart accordingly. Allow them
about five minutes to do that.
• When time is up, ask students how
many correct guesses they had.
The winner is the student(s) with
the most correct guesses.
• To wrap the activity up, ask
students to report their findings to
the whole class.
LISTENING
.
13
(track 22)
GOALS
allow students an
overview of some of
the main language
exponents to be
studied
strategies
CLASS LESSONS | 67
5 UNIT
.
VOCABULARY of movies. Allow students about PRONUNCIATION
.
one minute to do it.
14
15
• When students are done, divide (track 23)
GOALS them into pairs and ask them
• Introduce different to check their answers with a
kinds of movies classmate’s. Model the interaction GOALS
• Build up students’ in Activity 14b with one student • Raise students’
lexical repertoire before they start the task. While awareness of the
students check answers, move stressed syllable of
around the room and check their new words
• Books closed. Elicit what kinds of performances. Check answers with • Allow students an
movies students already know. the whole class. opportunity to practice
Use the flashcards available in the saying such words
Resource Pack, pages 175 to 179,
Kinds of movies, to introduce the Answers
kinds of movies. • Books open. Write the word
Refer to the reduced page of comedy on the board and
• Books open. Ask students to the Class Lessons for answers.
match the pictures and the kinds ask students to pronounce it.
Elicit where the stress goes and
underline it.
• Tell students they will listen to
the words being said and should
underline the stressed syllable in
each word. Play the audio. Play it
again if necessary. Check answers
with the whole class.
• Alternatively, you may want to ask
your students to try to identify the
stressed syllable before you play the
audio. Play the audio once more
and ask students to repeat the
words.
Answers
5
9 SPEAKING
1
.
16
7
2
3 GOALS
6 • Further practice
8 talking about kinds of
10
4
movies
• Offer students an
opportunity to
their speaking skills

will interview their classmates to
fill in the chart with the missing
information. Elicit how to ask
and answer the questions. Model
the interaction with a student if
necessary.
• Ask students to stand up and talk winner. While students interact, • Books closed. Write the following
to three classmates. Allow them move around and help them if sentence on the board:
about five minutes to do it. While necessary.
students are interacting, move • When the activity is over, elicit I’m ____________ tonight.
around and help if necessary. what kind of movie and what
When time is up ask students to movie each group is watching.
report their findings. • Give students an example and ask
them to complete the sentence
individually. Tell them not to show
GAME LISTENING it to their classmates.
.
18
.
17
(track 24)
to find someone who is doing
GOALS the same thing as they are. Elicit
• Add an element of GOALS the question they should ask.
fun to the class Tell them to stand up and move
• Further practice around interviewing each other.
allow students some
talking about kinds of Allow them about two minutes to
preliminary practice of
movies do that. When time is up, check
some of the language
• Preview some of with the whole class if there are
items to be studied
the language to any students doing the same
be studied in the thing.
strategies
following activities
• Books closed. Tell students they

will play a game in which they
have to look for their movie
partner. The game will be played
in two parts. In the first part,
students should find their movie
partner by talking to each other.
Write the following interaction on
the board:
A: What are you watching

tonight?
B: I’m watching
_________________.
(name of the movie)
• When students find their movie

partner, they should look for other
people who have the same kind of
movie. Write the dialogue they’ll
need to use this time on the
going to having
board: the movies with Gordon dinner with her mom
A: What kind of movie are

studying for a test
you watching tonight?
B: I’m watching going to the movies
with Tina
______________.
(kind of movie) meeting some friends going to a concert
Give each student a card available

in the Resource Pack, page 180,
Movie partners, and model the
interactions with one or two
students. Tell them that the group
that gets formed first will be the
CLASS LESSONS | 69
5 UNIT
• Books open. Tell students they will LANGUAGE Look at picture 1. What is the boy
.
listen to a conversation between doing?
19
AWARENESS
Tina and Gordon. They should fill When is the action happening?
in the appointment books with the What about picture 2. What are
different appointments they have they doing?
GOALS
so that they decide when they are Are they going to the movies now?
going to the movies together. • Raise students’
awareness of the When are they going to the movies?
• Play the audio once. Then ask different uses of the
students to check their answers • The questions should help
present continuous students understand that the
with a partner’s. Before they tense (present and
start, draw their attention to the same verb form can be used for
future meaning) different meanings: to express
example in their books. While • Allow students
students are talking, move around actions in progress at the
an opportunity to moment of speaking and future
and help them if necessary. Then practice this language
check answers with the whole class. arrangements.
• Ask students to read the
• Books open. Explore the pictures conversations carefully and answer
Answers in the book. Ask students the questions in Activity 19a.
Refer to the reduced page of questions such as: Allow them about two minutes
the Class Lessons for answers. to do that. When time is up,
check answers with the whole
class. You may want to check
their understanding by asking
them to give examples of things
that are happening now and
future arrangements. You may ask
questions such as:
What is your ________ doing now?
(a family member)
What are you doing next weekend?
• Tell students to look at the
pictures in Activity 19b, write
sentences using the words given,
and check the appropriate option
in each case. Allow them about
two minutes to do that. When
they are done, check answers with
the whole class.
Dennis is playing soccer.

Answers
Arthur is meeting friends next Saturday.
Melody is cooking.
Vivian is taking a trip next Sunday.
LISTENING the students. Talk to them about • Books open. Tell students they will
. the kind of movie they’d like to listen to a conversation between
20
(track 25) watch. Decide on a movie to see, Juan and Tyra. Before you play the
where to go and what time. While audio, tell students to fill in the
you have this conversation with spaces with the sentences in the
GOALS students, write the questions you box. Play the audio once. Play it
• Contextualize and are asking. For example: again if necessary. Check answers
allow students some Would you like to go to the movies? with the whole class.
preliminary practice What are you doing on Saturday? • Pair students up and ask them to
of some of the practice the conversation. While
What kind of movies do you like?
language items to be students do the activity, move
studied What times is it showing?
around and help them if necessary.
• Practice listening Let’s meet at ________ at
(place)
strategies _____________.
(time) Answers
• Books closed. Ask students what Refer to the reduced page of
they are doing next weekend. the Class Lessons for answers.
Tell them you would like to go
to the movies and invite some of
Would you like to go to the movies?

What are you planning to see?
What kind of movie is it?
What kind of movies do you like?
What times is it showing?
Let’s get the five o’clock session.

Let’s meet in front of the ticket office at 4:30.
CLASS LESSONS | 71
5 UNIT
21
.
SPEAKING • Books closed. Elicit the language to
invite people to go to the movies.
• Alternatively, you may ask students
to try to find someone who wants
• Books open. Ask students to read to see the same movie as they do
GOALS the movie posters and choose a instead of agreeing on a movie
• Further practice movie of their preference. Then that both would like to see. This
inviting people to go ask them to work in pairs and role may add an element of fun to the
to the movies play the situation of inviting each class.
• Offer students an other to go to the movies. While • If possible, bring actual movie
opportunity to students talk, move around and guides to class and have students
practice and develop help them if necessary. further practice role playing the
their speaking skills situation using real movies.
FEEDBACK TIME • Books closed. Individually, ask language points. Ask them to rate
.
22
students to jot down what they their skills. They may refer to the
think were the most relevant and specific language content in the
GOAL meaningful things they learned unit. Monitor the activity at all
• Provide students in this unit. Give them about times and offer help if necessary.
with an opportunity two minutes for this part of the • When students are done, have
to come up with task. Elicit their conclusions. If them share with their classmates
an overview of the necessary, ask students to give you the most meaningful findings
language worked examples of language to illustrate about their own learning process.
on throughout what they mean. Discuss questions related to study
the unit for the • Books open. Go through the habits, and the importance of
purposes of reviewing, communicative functions listed keeping up with the language
summarizing, and and encourage students to come through the Web Lessons, the
self-evaluating up with the corresponding Grammar Tips section, and so on.
CLASS LESSONS | 73
6 UNIT
Communicative goals
SPEAKING • Books open. Have students look
at the spidergram and encourage
1.
• Talking about the existence them to brainstorm possibilities
of places GOALS of how people get around. Go
• Talking about the location • Recycle and practice over the verbs in the box and help
of places language related to them formulate complete answers.
• Asking for and giving the theme of the unit Conduct some chorus repetition if
directions • Provide room for the necessary.
• Talking about favorite places exchange of personal • Ask students to work individually
in town experience first. Tell them to use the verbs
• Talking about how you get • Offer students an in the box and the means of
around opportunity to transportation in the pictures to
• Giving commands and practice and develop write phrases that are true for
instructions their speaking skills them. For example, if a student
• Talking about cycling takes the bus to go to work, he/
she should write take the bus in
the corresponding space.
• When students are done, tell them
to work in pairs and interview
each other using the question that
is in the middle of the spidergram.
Students should complete the
other spaces with phrases that are
true for their partners.
• When students finish this part
of the activity, go over the
answers with the whole class. Ask
questions such as:
Do you walk to school?
How do you get around?
How does your partner get around?
• Take the opportunity and tell
students to write the verbs in the
box combined with the means of
transportation in the pictures in
the missing spaces.
Answers
take the bus
drive my car
use the subway
skateboard ride a bike/cycle
walk
How do I get there?
LISTENING • Books open. Ask students to look Activity 2b. Play the audio once.
at the pictures and try to guess Ask students to compare answers
2.
(track 26) what the conversations are about. in pairs and play the audio again
• Tell students they will listen to if necessary. Then check answers
the audio and should number with the whole class.
GOALS the pictures based on the
• Contextualize and conversations they hear. Play the
provide students with audio. Ask students to compare Answers
an overview of some answers in pairs. Then check them Refer to the reduced page of
of the main language with the whole class. the Class Lessons for answers.
exponents to be • Tell students they will listen to the
studied conversations again and should
• Practice listening check the correct information in
strategies
3 1 2
CLASS LESSONS | 75
6 UNIT
3.
VOCABULARY • Books open. Explore the pictures

on this page as a lead-in to
may already know. Take the
opportunity to teach the words
Activities 3a and 3b. and phrases students are not
GOALS • Tell students a police officer is familiar with. Carry out chorus
• Introduce and offer giving them directions. Elicit repetition of them if necessary.
practice of vocabulary what he is saying. This is a good • Don’t check answers at this
related to the topic of moment to elicit what language moment since this will be done in
the unit related to directions students Activity 4.
• Recycle and expand
students’ lexical
repertoire
2
3
4
1
5
6
How do I get there?
SPEAKING SPEAKING • Books closed. Show students the

flashcard available in the Resource
4.
5.
Pack, page 181, Busy neighborhood,
GOALS GOALS and introduce and review the
• Encourage • Encourage prepositions of place.
cooperative learning cooperative learning • Books open. Tell students to work
strategies strategies in pairs and talk about the places
• Offer students an • Offer students an on the map. Draw students’
opportunity to opportunity to attention to the example in their
practice and develop practice and develop books and let them work. Move
their speaking skills their speaking skills around the room, offer help if
necessary, and check students’
performances.
• Books open. Tell students to work
in pairs and check their answers
to Activities 3a and 3b. Draw their
attention to the examples in their
books and model the activity with
a student if necessary.
• Move around the room to check
students’ performances. When
they are done, check answers with
the whole class.
Answers
CLASS LESSONS | 77
6 UNIT
6.
GAME • Tell teams they are going to

challenge each other by giving
VOCABULARY
7.
the location of a place without
GOALS mentioning which place they are GOALS
• Encourage referring to. The other team should • Further practice the
cooperative learning guess what establishment it is. vocabulary related to
strategies • Model the activity with students the topic of the unit
• Offer students an before they start it. Say: • Recycle and expand
opportunity to It’s on Christopher Avenue next to students’ lexical
practice and develop the post office. repertoire
• Add an element of • Students are expected to give you
the correct answer: the National • Books open. Divide students into
fun to the class
Bank. pairs and tell them to complete
• Set a limited number of hints and the conversations in their books
• Books open. Divide students into let teams play. Every time a team with the phrases in the box.
two teams and tell them to look answers correctly, it scores a point. • Set a time limit of about five
at the map and pay attention to The team with the most points at minutes. While students work,
the location of places. the end of the game wins. move around the room and offer
help if necessary.
with the whole class. Then
ask students to practice the
conversations with a classmate.
Answers
See page 119

Gap Activity
Pack for
7 instructions.
on the corner of
far from here
blocks away
How do I get there?
on the next block
between White
and Yellow
upstairs, across from

the auditorium
downstairs, on your
left, next to the language lab
near here
blocks away
CLASS LESSONS | 79
6 UNIT
8.
SPEAKING • Draw students’ attention to the

example in their books and let
• Books closed. Tell students what
your favorite restaurant in town is.
them work. Move around the Ask them if they know it and elicit
GOALS room to give help if needed and theirs.
• Encourage to check students’ performances. • Books open. Draw students’
cooperative learning • When students are done, tell them attention to the places in the chart
strategies to report their findings to the and ask them to fill in the first
• Offer students an whole class. column with their favorites. Go
opportunity to over the example in their books
practice and develop and set a time limit of one minute.
SPEAKING
• When time is up, ask students
9. to move around the room and
interview their classmates about
• Books open. Divide students into GOALS
groups of three. Tell them to talk their favorite places in town. Tell
• Encourage
to each other and fill in the chart students to take notes of their
cooperative learning
in their books with information classmates’ answers in the chart.
strategies
about where they live and how Set a time limit of about three
they commute. minutes.
opportunity to
practice and develop • When time is up, elicit the most
their speaking skills voted places in town. If you live
in a small town where there aren’t
movie theaters or shopping malls,
adapt the activity so the places
in the chart are true for your
students. They can talk about
their favorite ice cream parlor, for
example.
• When students finish Activity 9a,
ask them to work in groups
of three and fill in the chart
in Activity 9b. Draw students’
attention to the example in their
books and let them work. Move
around the room to give help if
needed and to check students’
performances.
• When students are done, elicit
answers.
See page 120

Gap Activity
Pack for
8 instructions.
How do I get there?
GAME LISTENING • Play the audio so students can

. check the correct options. Play
.
10
11
(track 27) it again if necessary. Ask pairs of
GOALS students to compare their answers.
• Encourage Then check them with the whole
cooperative learning GOALS class.
strategies • Consolidate and • Tell students to look at the map in
• Offer students an expand language Activity 11b. Play the audio once
opportunity to related to asking for more and ask students to trace
practice and develop and giving directions their route to the furniture store.
their speaking skills • Practice listening Then check the answer with the
• Consolidate language strategies whole class.
practice related to
the topic of the unit • Books open. Tell students to read
through a fun activity the questions in Activity 11a
Answers
so they know what to listen for. Refer to the reduced page of
Ask them what they think the the Class Lessons for answers.
• Books closed. Divide students into
two teams. Make a copy of the conversation is about and who the
maps available in the Resource people are.
Pack, page 182, What’s different?,
and give a different map to each
team.
• Tell team members they are
supposed to look at their maps
and share information to find
differences between them.
• Model the interaction with
students before they start the
activity. Ask:
Is there a park on your map?
• Make sure different students in
the teams ask questions each turn.
While they’re playing, check their
performances.
CLASS LESSONS | 81
6 UNIT
12
.
LANGUAGE • Books open. Ask students to read
the directions in the box and do
• Change pairs of students and tell
them to do Activities 12e, 12f,
AWARENESS
Activities 12a, 12b, and 12c. Set a and 12g. Check answers with the
time limit of about five minutes. whole class and elicit the examples
GOALS • When time is up, ask students to in Activity 12f. Point out that
• Raise students’ compare their answers in pairs. there is just one form of negative
awareness of the Then check them with the whole imperative.
language used to class.
give directions (the • Move on to Activity 12d. Go
imperative) Answers
over the four situations and ask
• Recycle language students to do the activity in pairs. Refer to the reduced page of
related to giving Do the first one with them and the Class Lessons for answers.
commands using the set a time limit of about three
imperative minutes. Check answers with the
whole class.
1 1
1 1
3 1
3 2
2 4
1 4
How do I get there?
VOCABULARY • Books open. Form pairs of students • Pair students up and have them
. and ask them to complete each practice the conversations. Move
13
conversation with the words and around the room to check their
GOALS phrases in the boxes. Call their performances.
• Provide students with attention to phrasal verbs such
controlled practice as pick up and get off and check
of language used to students’ understanding. Answers
talk about everyday • Set a time limit of about five Refer to the reduced page of
activities and ways to minutes and move around the the Class Lessons for answers.
get around town room to give help if needed.
• Offer room for Check answers with the whole
interaction and class.
vocabulary expansion
2
5
1
3
4
don’t without
Golden Theater
public
subway
off
south
Thank you very much
CLASS LESSONS | 83
6 UNIT
14
.
GAME • Books closed. Divide students
into two teams. Photocopy the
students who are guessing the
actions say a complete sentence.
cards available in the Resource For example:
GOALS Pack, page 183, Commands, shuffle Don’t smoke.
• Encourage them, and put them in a plastic
bag. • Teams score a point for each
cooperative learning correct guess. The team with the
strategies • In turns, team members should
most points at the end of the
• Offer students an draw a card from the bag and
game wins.
opportunity to mime the action in the picture
practice and develop to their own team. Make sure the
• Consolidate language
practice related to
commands through a
fun activity
school
carpool
drives
Fridays
us fun
environment
ride
get off
picks me up
like
sit
transportation
See you tomorrow
How do I get there?
READING • Books open. Explore the pictures • Ask students to work in pairs
. and ask students what they think and discuss the questions in the
15
the text is about. Help them find last activity. Set a time limit of
GOALS which region is mentioned and ask about five minutes. Move around
• Activate previous them which countries are part of the room and check students’
knowledge Great Britain (England, Scotland, performances.
• Provide information Wales, and Northern Ireland). • When time is up, elicit students’
about cycling in Great • Ask students to read the text cycling habits and their benefits.
Britain and do the related activities
• Develop and individually. Set a time limit of
consolidate reading about seven minutes. Answers
strategies • When students are done, check Refer to the reduced page of
• Offer room for answers with the whole class. the Class Lessons for answers.
interaction and
development of
speaking skills
Cycling.
Great Britain.
b
c
a
CLASS LESSONS | 85
6 UNIT
SPEAKING
16
.
similar conversation using their
own names and information. Set
• Books open. Explore the pictures
and elicit what they represent.
a time limit of about five minutes. • Ask students to work in pairs and
GOALS While students do the activity, role play the situations in their
• Offer students an move around the room and offer books. Allow them about three
opportunity to help if necessary. minutes. Move around the room
practice and develop • When time is up, invite some pairs to offer help if necessary and to
their speaking skills to present their conversations to check students’ performances.
• Provide students the whole class. • When time is up, have students
an opportunity to • To wrap up the activity, go switch partners and roles. You may
transfer knowledge through students’ mistakes with invite volunteers to present their
and apply it through the whole class. conversations for the whole class.
an oral activity • To wrap up the activity, go
SPEAKING through students’ mistakes with
the whole class.
.
17
• Books open. Ask students to

work in pairs and practice the
conversation in Activity 16a. Move GOAL GAME
around the room to check their
.
18
• Provide students
performances. an opportunity to
• When students are done, ask them use what they have GOALS
to change partners and create a learned so far • Add an element of
fun to the lesson
• Have students review
and practice what
they have learned
so far
• Develop collaborative
learning strategies
Cambridge 17%
• Books closed. Divide the class into

two teams and have students help
you arrange the classroom seats
in rows, making as many aisles as
possible, as if they were streets
or avenues. Ask them to label
each “street” or “avenue”. Suggest
that they use numbers, colors, or
names of people. Make sure there
are enough blocks and corners
(two seats put together may be
one block, or even one seat, if you
don’t have a large classroom).
• Elicit places in town and have
students decide where each one is.
Have students write them all and
place them accordingly.
• Review giving directions and ask
teams to choose five places each.
Depending on how much time
you have left, you may have more
or fewer places.
• Team members should take turns.
The first student will be the
pedestrian and the students in
his/her own team are supposed
to give directions as the student
moves around following them.
Students score a point for each
destination they reach correctly.
How do I get there?
FEEDBACK TIME • Books open. Go through the • Students should do the same with
. communicative functions listed the remaining communicative
19
and encourage students to come functions. As students interview
GOAL up with the corresponding each other, they should register
• Provide students language points. their partner’s answers for the
with an opportunity • Ask them to rate their skills. They sharing that will be carried out in
to come up with may refer to the specific language the next step of the activity.
an overview of the content in the unit. • Monitor the activity at all times
language worked • Alternatively, you may turn this and offer help if necessary.
on throughout first part of the activity into an • When students are done, have
the unit for the interview. Model the following them share with their classmates
purposes of reviewing, interaction with a student: the most meaningful findings
summarizing, and about their partner’s learning
self-evaluating Teacher: Is there a restaurant
near here? process. If necessary, help them.
Discuss questions related to study
Student: Yes, there is. habits and the importance of
keeping up with the language
through the Web Lessons, the
Grammar Tips section, and so on.
CLASS LESSONS | 87
7 UNIT
Communicative goals
SPEAKING • Books closed. Contextualize the
lesson by asking questions such as:
1.
• Talking about eating habits Do you have a balanced diet?
• Talking about the ingredients GOALS
• Contextualize and Do you like fruit and vegetables?
you need to make a recipe
• Going grocery shopping introduce the topic of Do you eat them every day?
• Talking about your favorite the lesson Do you always have breakfast,
food (fruit, vegetables, dish) • Elicit students’ lunch, and dinner?
• Ordering a meal at a previous knowledge • Books open. Ask students to look
restaurant on the topic/language at the pictures. Elicit what they
of the lesson can see in the first picture. Elicit
• Allow students what the people are doing, where
an opportunity to they are, how they are related.
• Pair students up and ask them
to take turns to describe the
pictures. Set a time limit of about
three minutes for this part of the
activity. While students talk, move
When time is up, elicit their
conclusions.
• Ask students to come up with
questions related to the pictures.
Give them one or two examples
if they cannot produce any. For
example:
Do you always have breakfast in the
morning?
Do you usually have breakfast at
home with your family?
What do you usually have for
breakfast?
Do you usually have fast food?
How often do you have fast food?
Do you usually eat out?
• Ask students to write their
questions down. Set a time limit of
about three minutes for this task.
Move around, check questions
produced, and help them if
necessary. When time is up, ask
students to take turns asking
and answering those questions.
Move around and check their
performances. Allow them about
three minutes to do this part of
the activity. If time allows, elicit
questions and answers.
It looks yummy!
VOCABULARY
2. • Use the flashcards available in • Books open. Ask students to
the Resource Pack, pages 184 to match the food items and the
195, Balanced diet, to introduce words. Allow them about three
GOAL some of the language items in minutes to do so. When they are
• Introduce and the picture of Activity 2a. You done, pair them up and model the
practice language may want to write the words on question and answer so that they
related to a balanced the board and carry out chorus can check their answers in pairs.
diet repetition of them. Draw students’ While students do the activity,
attention to the plural form of the move around and help them if
words potato and tomato. necessary.
• Books closed. Ask students what
they should eat to have a balanced
diet. Elicit the food they already Answers
know. You may ask questions such Refer to the reduced page of
as: the Class Lessons for answers.
What should you eat to have a
balanced diet?
Should you eat fruit and vegetables?
What fruit and vegetables should
you eat?
31 28 8 7 14
35 6 11 10 17
1 2 16 23 4
32 29 24 3 13
5 25 22 18 20
30 12 33 34 9
15 26 21 19 27
CLASS LESSONS | 89
7 UNIT
3.
PRONUNCIATION showing both how many syllables

they have and where the main
since they can move around and
manipulate the words.
(track 28) stress goes. • Alternatively, you may also turn
• Books open. Pair students up and the activity into a pronunciation
ask them to complete the chart dictation. Ask students to write
GOALS with more examples of words of the pronunciation patterns on a
• Raise students’ the same stress pattern. Allow piece of paper. Call out the words
awareness of the them about three minutes to do so they can decide where each
different stress that. When they are done, play the word goes. When the dictation is
patterns of new words audio and ask students to check over, play the audio so they can
• Allow students their answers. If necessary, carry out check their answers.
an opportunity chorus repetition of the words.
to practice the • Alternatively, you may draw the
pronunciation of such pronunciation patterns on the Answers
words board and give each student a Refer to the reduced page of
card with a different word. Each the Class Lessons for answers.
• Books closed. Write the different student has to decide where
stress patterns on the board and the words go. Play the audio
elicit examples of words that so students can check answers.
This activity may be particularly
GAME
fit each pattern. Help students
4.
by pronouncing the words and appealing to kinesthetic students
GOALS
• Allow students
an opportunity to
practice the new
vocabulary
• Add an element of
fun to the class
• Books closed. Tell students this is

grapes bread melon onions vegetable watermelon potato
a memory game. Say a sentence
pear rice lettuce chocolate broccoli papaya and tell students to continue
lime fruit peppers butter banana
peas cheese carrot chicken it by adding more words to it.
eggs fat spinach sugar
beans corn soda The sentence is I’m going to the
meat jam supermarket to buy… Model
the activity with students. For
example:
Teacher: I’m going to the
supermarket to buy
some apples.
Student A: I’m going to the
supermarket to buy
some apples and milk.
Student B: I’m going to the
supermarket to buy
some apples, milk, and
potatoes.
• Alternatively, you may bring a ball
to class and ask students to stand
in a circle. You start the game by
saying the sentence and throw the
ball to one student. He/She will
have to say the sentence adding
one more word and throw the ball
to another student.
It looks yummy!
SPEAKING GAME board. Give each one a card and

tell them they will have to draw
5.
7.
on the board the words written
GOALS GOALS on the cards. They are not allowed
• Further practice some • Further practice some to speak and can only answer yes
of the new vocabulary of the new vocabulary or no questions. The two teams
• Allow students • Allow students should compete at the same time.
an opportunity to an opportunity to The team that gets all the words
practice and develop practice and develop first is the winner.
their speaking skills their speaking skills • Alternatively, you may have one
team go to the board at a time
and you can time them. The team
• Books open. Pair students up and • Books closed. Before class, prepare that gets the words in the least
ask them to take turns asking and two cards with five to eight words amount of time wins.
answering the questions in their on each.
books. Set a time limit of about • Alternatively, you may play the
• Divide students into two teams. game with the whole class and
three minutes. While they are Ask each team to choose a
talking, move around and check change the student at the board
representative. Ask the two for each new word. So instead of a
their performances. representatives to come to the competition, this becomes a game
• When time is up, ask students to of cooperation.
report their findings.
SPEAKING
6.
GOALS
new vocabulary
• Talk about eating
habits
• Allow students
an opportunity to
• Books open. Ask students if they

have healthy eating habits. Pair
students up and tell them they will
questions to find out how healthy
their eating habits are.
• Each student in the pair should
keep a record of his or her
partner’s answers so that they
can be added up at the end of
the activity so they can find out
how healthy their eating habits
are. Each question answered
affirmatively is worth one point.
• Before students start, ask them
to go through the questions for
words they may not know. If
necessary, explain to them. Set a
time limit of about 10 minutes for
the activity. While students talk,
move around and help them if
necessary. When time is up, ask
students to report their findings.
CLASS LESSONS | 91
7 UNIT
8.
SPEAKING What is the woman doing in the first

picture?
VOCABULARY
9.
What is the man doing in the second
GOALS picture? GOALS
• Contextualize and Where do you usually go grocery • Introduce containers
introduce some of the shopping? • Allow students
new language items • Pair students up and ask them to an opportunity to
• Allow students take turns asking and answering practice new words
an opportunity to the questions. While students • Build up students’
practice and develop talk, move around and help them lexical repertoire
their speaking skills if necessary. Elicit answers. This
wrapping-up activity will serve as • Books open. Tell students Mindy
• Books open. Ask students to look lead-in to the next activity. is cooking dinner for some friends
at the pictures and tell you what tonight. Ask them to look at the
the people are doing. You may ask pictures and tell you what she is
questions such as: going to buy. This may be a good
moment to elicit what language
related to containers students may
already know.
• Use the flashcards available in
the Resource Pack, pages 196
to 200, Quantities and containers,
to introduce the words students
do not know. Carry out chorus
repetition of the new words if
necessary.
• Ask students to complete Mindy’s
list with the missing items. When
they are done, pair them up and
have them check answers in
pairs. Model the activity with one
student. While students talk, move
class.
Answers
tomato soup the Class Lessons for answers.
orange juice
wine
chocolate cookies
cereal
chocolate
cheese
tomatoes
eggs
It looks yummy!
PRONUNCIATION LISTENING • Tell students they will listen to

. the audio and should check the
.
10
11
(track 29) (track 30) ingredients she needs. Play the
audio. Ask students to compare
answers in pairs.
GOALS GOALS • In the second part of the activity,
• Raise students’ • Practice the new students will listen to the
awareness of the language items conversation again and should
stressed words • Practice listening write down how much of each
(content words) in a strategies ingredient Mindy needs. Play the
sentence audio. Tell students to compare
• Allow students answers in pairs. Then check them
• Books open. Tell students Mindy
an opportunity to with the whole class.
is going to cook a root vegetable
practice rhythm
stew. Ask them to look at the
pictures and tell you what
ingredients she may need. Teach
Answers
• Books closed. Write the following
the words they may not know. Refer to the reduced page of
exchange on the board:
A: What does Mindy need?
B: She needs a bottle of
vinegar.
• Ask students to say the sentences

out loud. Ask them where the
stress goes in each word and
underline those words.
listen to some other sentences
being said and should underline
the stressed words in each
sentence. Play the audio. Check
• Alternatively, you may want to
ask students to try to identify the
stressed words before you play the
audio.
• Pair students up and ask them to
what Mindy needs. They should
refer to the shopping list in the
previous activity. While students
interact, move around and help
them if necessary.
Answers three
half a
pound some
one pound some one pound one one bottle
CLASS LESSONS | 93
7 UNIT
12
.
READING • Books open. Pair students up
and ask students to discuss the
• Tell students they will read a recipe
and should put the instructions in
questions in Activity 12a. Set a the correct order according to the
GOALS time limit of about three minutes pictures. When students are done,
• Develop and practice for the discussion. While students check answers with the whole
reading strategies talk, move around and help them class.
• Practice new language if necessary. • Pair students up and ask them to
items • When time is up, elicit conclusions. discuss the questions Activity 12c.
• Foster interaction in Take the opportunity to ask them Set a time limit of about three
English if they usually follow recipes minutes for the conversation.
when they cook. If necessary, While students talk, move around
teach the word recipe. Bring to and help them if necessary. When
• Books closed. Ask students what class recipes written in English to time is up, discuss the questions
they can cook. You may ask pre-teach some of the key words. with the whole class and elicit
questions such as: Also, draw their attention to the what students’ favorite dishes are
What can you cook? information in the Did you know…? and what goes in them.
What ingredients do you need to box on page 91 and check their
make this dish? understanding.
Answers
GAME
.
13
GOALS
new vocabulary
• Expose and allow
some initial practice
of new language
2 • Allow students
1 an opportunity to
4 practice and develop
3 their speaking skills
5
• Books open. Divide students into
two teams. Ask them to look at
the picture in their books for 20
seconds.
It looks yummy!
• When time is up, ask students to • Books open. Ask students to read • Tell students to read the
close their books and tell them the recipe and tell you which conversation and answer the
you will ask questions. If they ingredients from the list you can questions in Activity 14c. Set a
answer correctly, they score a individually count and which ones time limit of about three minutes.
point. Model the activity before you can’t. Then ask students to When time is up, check answers
you start. For example: complete the table. Give them with the whole class.
Teacher: Is there any milk? about one minute and then ask • Finally, to concept-check, ask
Student A: Yes, there is some. them to compare their answers. students to complete the
Check them with the whole class. conversation in Activity 14d.
Teacher: Good. How many
Be ready to explain to them why Check answers with the whole
cartons of milk are
cheese in uncountable. class. If necessary and if time
there?
Student B: There are three cartons • Ask students to work in pairs allows, you may ask students to
of milk. and add three more examples practice the conversation.
of countable and uncountable
Teacher: That’s correct. Are there
ingredients to the list. Set a time
any tomatoes? Answers
limit of about two minutes. When
Student C: No, there aren’t. time is up, check answers with the Refer to the reduced page of
• Keep a tally of correct answers on whole class. the Class Lessons for answers.
the board for each team. The team
with the most points at the end of
the game wins.
LANGUAGE
.
14
AWARENESS
GOALS
awareness of
countable and
uncountable words
in English and
expressions used with
these words
opportunity to
practice the new
language
• Books closed. Ask students if

they can make a potato frittata.
If students do not know what it
is, explain to them that it’s a dish
similar to an omelet. Elicit the
ingredients that go in it. You may
ask questions such as:
Can you make a potato frittata?
What ingredients go in it?
How many potatoes do you need?
What about cheese? How much
cheese do you need?
potatoes, eggs, onion cheese, flour, milk, butter, salt
CLASS LESSONS | 95
7 UNIT
TEACHING TIP
LISTENING • Tell students that Joan is going
.
grocery shopping. Tell them they
15
• Bring a dictionary (which (track 31) will listen to the conversation
marks words as countable between Joan and the grocery
and uncountable) to class shop assistant and and should
in case students mention an GOALS complete the table in their
ingredient you do not know, • Practice the language books. Go through the table with
mainly if you do not cook. studied in the unit students and make sure they
If you are not sure whether • Practice listening understand what information they
the word is countable or strategies need to complete it with. Play the
uncountable, look it up. audio. Ask students to compare
Share with them that some their answers with a classmate.
words which are countable in • Books open. Ask students if Then check them with the whole
Portuguese are uncountable they go grocery shopping and if class.
in English and vice-versa, they know the price of different
so it is always important to products and food. Ask the price
check. You may take this of some products. It may be a Answers
opportunity to show them good idea to have a supermarket Refer to the reduced page of
how to check words using a leaflet to check the prices. the Class Lessons for answers.
dictionary.
some
some some some
How many
some some
How much
oranges $3.00
a bottle
potatoes $1.30
$1.50
a carton $0.90
It looks yummy!
SPEAKING LANGUAGE • Ask students to look at the picture

. in Activity 16 and produce some
16
.
17
AWARENESS
sentences using some and any. Tell
GOALS them to write them down in the
• Contextualize and space provided.
GOALS
sensitize students to • Raise students’
the use of some and awareness of the use
any Answers
of some and any Refer to the reduced page of
• Offer some • Offer students an
preliminary practice the Class Lessons for answers.
opportunity to
of these words practice the new
• Allow students language
an opportunity to See page 121
practice and develop Gap Activity
Pack for
9
their speaking skills • Books open. Ask students to read
the conversation and check the instructions.
correct options. When they are
• Books open. Pair students up done, check answers with the
and tell them they will take turns whole class.
asking and answering questions
about the picture.
• Go over the examples in the
students’ books and model
the activity with one student if
necessary. Set a time limit of about
five minutes. While students do
the activity, move around and
offer help if needed.
CLASS LESSONS | 97
7 UNIT
SPEAKING
18
.
• Elicit what language students might
use in this situation. Draw their
• Books closed. Ask students if they
like going to the supermarket. Tell
attention to the example in their them that they will go shopping
GOALS books and model the activity with with you and should buy
• Practice buying goods a student. Set a time limit of about something. Say:
at a grocery store five minutes for the interaction. I’m going to the
• Allow students an While students talk, move around supermarket and I’m buying
opportunity to use to check their performances. _______________________.
the language studied (a fruit, vegetable, or food that has the same initial
in a communicative GAME letter of your name)
context
.
19
Therefore, for example, Paula
• Allow students can buy pineapples, pears, and
an opportunity to GOALS popcorn.
• Further practice the • Ask students what they are going
new vocabulary to buy. The interaction should be
• Add an element of something like this:
• Books open. Ask students to look fun to the class Teacher (Paula): I’m going to the
at the picture in Activity 16 and • Allow students supermarket and I’m buying pears.
choose three to five items they an opportunity to And you, Ricardo? What are you
would like to buy. Tell them that practice and develop buying?
they will take turns being the shop their speaking skills
Ricardo: I’m going to the
assistant and the customer. supermarket and I’m buying
bananas.
Teacher: I’m sorry, you can’t buy
bananas, Ricardo. I’m going to
the supermarket and I’m buying
pineapples. What about you, Carla?
Carla: I’m going to the supermarket
and I’m buying carrots.
Teacher: Excellent. Carla is buying
carrots.
• Keep the game going until all the
students find out what they can
take or up to the moment you
consider appropriate. For the latter
option, if there are students who
haven’t figured out how the game
works, ask those who have, to
explain it to them.
SPEAKING
.
20
GOALS
engage students
in the situation of
ordering food at a
restaurant
• Talk about eating
habits
• Allow students
an opportunity to
It looks yummy!
• Books open. Ask students to look LISTENING • Books open. Tell students they will
.
at the pictures on page 95 and ask listen to some people ordering a
22
them questions such as: (track 32) meal at a restaurant and should
What can you see in the pictures? complete the chart in their books.
Make sure they understand what
Do you like eating out?
GOALS information they should gather
What’s your favorite restaurant? to complete it. Play the audio
• Practice some of the
• Pair students up and ask them to vocabulary previously once. Play it again if necessary. Ask
go through the questions. Clarify studied students to compare answers in
any possible questions they may • Introduce language pairs. Then check them with the
have. Set a time limit of about five for ordering a meal whole class.
minutes for the interaction. While • Develop listening
students talk, move around and comprehension skills
help them if necessary. Answers
• When time is up, elicit answers. As a Refer to the reduced page of
• Books closed. Ask students to the Class Lessons for answers.
lead-in to the next activity, elicit the imagine they are at a restaurant.
dishes students like to have when Elicit/Teach language to order a
they eat out. Take the opportunity meal. Act the situation out with
and draw their attention to the some students so that they can
information in the Did you know…? be exposed to the new language
box. Go over the information in it exponents.
and check their understanding.
VOCABULARY
.
21
GOALS
• Practice guessing and
inferring the meaning
of words 3
• Introduce some 2
popular dishes and 1
4
beverages
• Build up students’
lexical repertoire 6
5
9
8
• Books open. Ask students to look
at the pictures of the different 7
dishes and beverages and name 11
those they already know. Students 10
12
should be able to name some of
them.
• Ask students to read the menu 14
15
and guess the names of the dishes 13
based on the language they 16
already know. Set a time limit of
about two minutes for the activity.
• When time is up, divide students
into pairs and ask them to
Table for how many? Two.
compare answers. Then check
them with the whole class. Take Are you ready to order? The vegetarian lasagna and the
roast chicken with vegetables.
the opportunity to practice the
pronunciation of the new words What would you like to drink? Orange juice and red wine.
by asking students to repeat them Would you like some dessert? A fruit salad with whipped
cream and chocolate mousse.
after you.
Answers
CLASS LESSONS | 99
7 UNIT
23

.
PRONUNCIATION • Books closed. Write the following
exchange on the board:
• Pair students up and ask them
to practice the conversations
(track 33) changing the answers. Tell them to
refer to the menu in Activity 21.
A: Are you ready to order?
While students talk, move around
B: Yes, I’d like a salad, please.
GOALS and check their performances.
• Draw students’ attention to
awareness of
the contracted form of I would Answers
contracted form of
and underline it. Elicit the
words Refer to the reduced page of
non-contracted form of it and
• Allow students the Class Lessons for answers.
give them other examples of
an opportunity
contractions students are likely
to practice these
to use when ordering a meal (I’m,
contractions in
we’re, I’ll, we’ll, I’d, we’d). SPEAKING
speech
.
24
• Offer students some • Books open. Ask students to listen
preliminary practice to the audio and circle the words
of ordering a meal which are contracted. Play the GOALS
audio and check answers with • Practice ordering a
the whole class. If necessary, carry meal at a restaurant
out some chorus repetition of the • Recycle language
conversations. previously studied in
the unit
• Develop students’
speaking skills
• Books closed. Tell students they

are at Phil’s Cuisine and are going
to order a meal. Elicit the language
to be used in this situation
and model the situation with a
student.
• Books open. Divide students
into pairs or trios and have them
take turns as waiter/waitress and
customer(s). They should initially
choose their order from the menu
in Activity 21. Set a time limit of
about five minutes for the task.
While students talk, move around
and check their performances.
• When students are done, invite
some pairs/groups to act the
situation out for the whole
class. Take the opportunity and
draw their attention to the Did
you know…? box. Go over the
information in it and check their
understanding.

It looks yummy!
FEEDBACK TIME • Books open. Go through the • When students are done, have
. communicative functions them share with their classmates
25
listed and, in pairs, encourage the most meaningful findings
GOAL students to come up with the about their own learning process.
• Provide students corresponding language points. Discuss questions related to study
with an opportunity Ask them to rate their skills. They habits, and the importance of
to come up with may refer to the specific language keeping up with the language
an overview of the content in the unit. Monitor the through the Web Lessons, the
language worked activity at all times and offer help Grammar Tips section, and so on.
on throughout if necessary.
the unit for the
purposes of reviewing,
summarizing, and
self-evaluating
CLASS LESSONS | 101

8 UNIT
SPEAKING
1.
• Books open. Go over the items in
the table and encourage students
• When students are done, ask a
volunteer to provide an example
to come up with the appropriate of his/her findings. Then invite the
GOALS questions. Elicit an example of a other students to report his/her
• Allow students question and an answer and ask findings. When they do so, say:
to interact and them to write them down. Model Laura exercises three times a week.
experiment with the the activity with one student first Who else exercises three times a
language so that they understand what they week?
• Activate and recycle are supposed to do. Make sure
they know how to use the present As students reply to your question,
language which has contrast the two different forms of
been worked on tense correctly.
the verb in the simple present. Say:
previously • Tell students to walk around the
room, talk to their classmates, Laura and Danilo exercise three
and carry out the task. Move times a week.
around the room to offer help if
necessary and to check students’
performances.

GAME
2. What do you think the conversation • Play the audio once again and
is about? tell students to fill out the order
Where are these people? in Activity 3c. When they finish,
GOALS Who are they? check their answers with the
• Offer students an Where does the guy wearing a whole class.
opportunity to review uniform work? • Pair students up and have them
language in a fun way do Activity 3d. Encourage them
Help students express themselves
• Foster cooperative to talk to their classmates and
and answer the questions as they
learning strategies exchange their likes and habits.
explore the picture.
• Promote interaction As a wrap-up activity, invite some
in English • Elicit the vocabulary in their books students to report what their
and ask students to do Activity 3a partners said.
in pairs. Set a time limit of about
• Books closed. Divide students into two minutes and move around
groups of three. Tell them they are the room to give help if needed. Answers
going to play a game called Stop. • When time is up, play the audio Refer to the reduced page of
• Tell students they should and tell students to work on the Class Lessons for answers.
remember words related to Activity 3b. Ask students to
topics they have already studied. compare their answers and then
Give them examples. Elicit check them with the whole class.
words related to family. At your
command, students should
write as many words as they can
remember in one minute. Then
you should check the words with
the whole class. Call another topic
and go over the same procedure.
Keep a score for each group on
the board.
• The group with the most points at
the end of the game wins.
LISTENING
3.
(track 34)
4 2 11 7
GOALS 10 8 6 12
9 1 5 3
• Provide an
opportunity for
students to develop
and expand listening
skills
• Offer room for
expansion and
consolidation of
language used to
order food
• Foster interaction in
English
• Books open. Tell students to look at

the pictures. Ask questions such as:
CLASS LESSONS | 103

8 UNIT

VOCABULARY SPEAKING • Books open. Before students start

the activity, have them explore
4.
5.
the pictures and understand what
GOALS GOALS each one is about. Go over the
• Offer students an • Allow students situations and elicit the language
opportunity to review to interact and necessary to carry out the activity.
vocabulary related to experiment with the Situation 1 is about ordering a
parts of a house language meal at a restaurant; Situation 2
• Develop cooperative • Activate and recycle is about inviting someone to go
learning strategies language which has to the movies; and Situation 3
• Promote interaction been worked on is about interviewing someone
in English previously about his/her free time activities.
• Provide room for • Divide students into pairs and
communication in have them role play the situations.
• Books open. Pair students up and real life situations Walk around the room and check
have them explore the picture. Tell students’ performances.
them to write the corresponding
parts of the house. Set a time • When students are done, invite
limit of about two minutes. Move volunteers to act out the
around the room to give help if situations for the whole class.
needed.
• When time is up, students should
ask each other questions to check
their answers. Draw their attention
to the example in their books and
let them work. Move around the Miguel Torino
room to check their performances.
498 East
• When students are done, go over Pine Street, Ap. 203
555
their answers with the whole class. 328 0494
If there’s enough time, you can ask Mozza
them about their impressions on onions on rellaha , ham , and
mozzarella,ondreied lf and
the house portrayed. You can ask corn on the other tomatoes, and
questions such as: Apple juice
$33.19
Is it nice?
Is it spacious and comfortable?
What is their neighborhood like?
bathroom
bedroom
Answers
dining room
kitchen
living room
swimming pool
CLASS LESSONS | 105

2
W h a t ,s UNIT
a typic
day lik al
e?
AFTER ACTIVITY 17
lable in the Resource Pack, page 149, Find
• Ask students to refer to the table avai
. Help them with the questions they will
someone who…, to carry out this activity
have to ask their classmates. For example:
How often do you walk to school?
How often do you travel on your own?
the room and find out about their
• Tell students they should walk around
classmates’ names in the spaces provided
classmates. Remind them to write their
based on the answers they get.
if necessary. Pay attention to the way they
• Move among students and offer help
if their pronunciation is intelligible.
communicate with their classmates and
report their findings to the whole class.
• When students are done, ask them to
FURTHER PRACTICE | 109

AFTER ACTIVITY 16
• You may carry out a survey to find out
the most popular activities people like
do in different parts of the house. Model to
the following conversation with students
:
A: What do you like doing in the living
room?
B: I love hanging out there.
• Invite students to stand up and mov
e around talking to as many people as they
can. They should take notes to rememb
er the information collected. Set a time
limit of about five minutes for this activity
.
• When time is up, ask students to repo
rt their findings to the whole class. The
say: y may
Most students like/dislike ____________

___ _ in the living room.
3
UNIT ,
It s a lo
house vely
!

UNIT
1
Information GOAL
Gap Activity • Have students practice talking about other people (name, age, place of
1
origin, occupation, and place of work)
• Books open. Divide students into A: How old is she?

pairs, Students A and Students B. B: She’s forty years old.
• Ask each student to refer to the A: Where is she from?
corresponding page and not show B: She’s from Argentina.
it to his/her partner. Tell them to A: Tell me more about her.
read the information provided and B: Well, she teaches students with
get ready to take turns asking and special needs. She works at a
answering questions to complete small school in Buenos Aires.
the missing information.
• Set a time limit of about seven
• If necessary, model the activity
minutes for students to do the
with one student. For example:
A: Who’s number 1?
and offer help when necessary.
B: Her name’s Virginia.
INFORMATION GAP ACTIVITY | 113

2 UNIT
Information GOALS
Gap Activity • Allow students an opportunity to practice and develop their speaking skills
• Further practice talking about daily habits, parts of the day, days of the
2
week, and telling the time
• Books open. Divide students into • Set a time limit of about seven
pairs, Students A and Students B, minutes. Move among students
and explain how this type and offer help if necessary.
of activity works. Tell them Pay attention to the way they
Students A have information communicate with their partners,
Students B need and vice-versa. if their pronunciation is intelligible
• Provide examples by having a and if they seem to have grasped
couple of students role play the mechanics of asking and
a question and an answer answering these questions.
to complete the cards with • When students are done, ask them
information about Daisy’s and to compare their cards.
Francesco’s routines.

UNIT
2
Information GOALS
Gap Activity • Provide students with an opportunity to practice and develop their
speaking skills
3
• Further practice talking about someone’s activities
• Books open. Divide students into and offer help if necessary. Pay
pairs, Students A and Students B, attention to the way students
and explain to them how this type communicate with their
of activity works. Provide examples classmates, if their pronunciation
by having a couple of students role is intelligible and if they seem
play a question and an answer to to have grasped the mechanics
find out about Catarina’s and Leo’s of asking and answering these
routines. Help students prepare questions.
the questions they are supposed • When students are done, go over
to ask their classmates. their answers and make sure the
• Set a time limit of about seven goals have been achieved.
minutes. Move around the room

3 UNIT
Information GOALS
Gap Activity • Further practice the new vocabulary
4
• Offer students an opportunity to practice and develop their speaking skills
• Books open. Divide students into asking and answering questions to

pairs, Students A and Students B. complete the crossword puzzle.
• Ask each student to refer to the • Model the activity with one
corresponding page and not student. Set a time limit of about
show it to his/her partner. Tell seven minutes for them to do
them to read the clues on their the activity. When time is up, ask
cards. Students should take turns students to compare their cards.

UNIT
3
Information GOALS
Gap Activity • Further practice asking for information to rent a place
5
• Offer students an opportunity to develop their speaking skills
• Books open. Divide students into to fill in their notes about the
pairs, Students A and Students apartment they want to rent.
B, and ask them to refer to the Elicit the questions they need to
corresponding cards at the back of ask and how to answer them. If
their books. necessary, ask students to refer to
• Students should take turns being the questions in Activity 18.
the real estate agent and the • While students work, move
person looking for a place to around the room to check their
rent. They should ask questions performances.

4 UNIT
GOALS
Information • Add an element of fun to the lesson
Gap Activity • Review and practice vocabulary related to occupations
6
• Review and consolidate language used to talk about what people do
• Promote interaction and development of cooperative learning strategies
• Books open. Divide students into Students B about the occupations

pairs, Students A and Students B, in the across lines and Students B
and tell them to refer to the should ask Students A about the
corresponding cards at the back of occupations in the down lines.
their books. • Move around the room to check
• Students should take turns students’ performances. When
asking questions to complete they are done, ask them to
the crossword puzzle. compare their cards.
Students A should ask

UNIT
6
Information GOALS
Gap Activity • Offer language practice
7
• Develop students’ speaking skills
• Encourage cooperative learning strategies
• Books open. Divide students into are. Model the activity with one
pairs, Students A and Students B, student.
and tell them to refer to the • While students do the activity,
corresponding cards at the back of move around and help them if
their books. necessary. Elicit the location of the
• Students should take turns asking places with the whole class when
and answering questions to find the activity is over.
out where the places in the box

6 UNIT
Information GOALS
Gap Activity • Offer language practice
• Develop students’ speaking skills
8
• Encourage cooperative learning strategies
• Books open. Divide students into are supposed to give directions on

pairs, Students A and Students B, how to get to those places.
and tell them to refer to the • Model the activity with one
corresponding cards at the back of student. Set a time limit of about
their books. five minutes. While students do
• Students should take turns asking the activity, move around and
questions to find out where the check their performances.
places in the box are located on • When time is up, ask students to
the map. In order to do that, they compare their cards.

UNIT
7
Information GOALS
Gap Activity • Practice the use of some, any, how much, and how many
9
• Allow students an opportunity to develop their speaking skills
• Books open. Divide students into • Draw students’ attention to the

pairs, Students A and Students B, example on their cards and let
and tell them to refer to the them work. Set a time limit of
corresponding cards at the back of about five minutes and move
their books. around the room to check their
• Explain to students they should performances.
take turns asking questions to find • When time is up, elicit the
out the differences between their differences with the whole class.
pictures.

UNIT
1
THE PRESENT SIMPLE
We use the present simple tense to talk about:
• routines
• facts
Study the chart for the affirmative, negative, and interrogative form of the verb work in the present simple tense:
AFFIRMATIVE NEGATIVE INTERROGATIVE SHORT ANSWERS
I work. I do not (don’t) work. Do I work? Yes, I do./No, I don’t.

You work. You do not (don’t) work. Do you work? Yes, you do./No, you don’t.
He works. She does not (doesn’t) work. Does he work? Yes, he does./No, he doesn’t.
She works. He does not (doesn’t) work. Does she work? Yes, she does./No, she doesn’t.
It works. It does not (doesn’t) work. Does it work? Yes, it does./No, it doesn’t.
We work. We do not (don’t) work. Do we work? Yes, we do./No, we don’t.
You work. You do not (don’t) work. Do you work? Yes, you do./No, you don’t.
They work. They do not (don’t) work. Do they work? Yes, they do./No, they don’t.
GRAMMAR TIPS | 125

1 UNIT
In the present simple tense, after he, she, and it, the verbs end in –s, –es and –ies. Study the examples:
She works in a big office.
He goes to Mackenzie High School.
She studies in the evenings.
Verbs that end in –o, –s, –x, –ch, –sh and –z take –es. Study the examples:
watch watches
kiss kisses
go goes
For verbs that end in consonant + –y, drop the –y and add –ies. Study the examples:
study studies
cry cries
try tries
EXCEPTION
have has
GR AM MA R AC TIV ITY
Fill in the blanks with the correct form of the verbs in parentheses.
This is my family. Dan and Claire are my parents. They _______ (work)
for big companies. My mom __________ (work) from home so
she _________________ (not go) to the office every day. My dad
____________ (work) downtown so he ___________ (leave) home
early in the morning. My brothers and I ___________ (go) to school at
Thomas Jefferson High. We ________ (love) it there.
work / works / doesn’t go / works / leaves / go / love

ANSWERS

UNIT
2
HOW OFTEN + ADVERBS
OF FREQUENCY
We use the expression HOW OFTEN to indicate the frequency of an activity. Study the example:
How often (= how frequently) do you eat fruit and vegetables?
The expression HOW OFTEN normally takes adverbs of frequency as answers. Study the list of adverbs below:
always usually often sometimes seldom/rarely never

100% 0%
The adverbs of frequency usually come before the verb. Study the examples:
I always eat fruit and vegetables.
We often exercise.
Adverbs of frequency usually come after the verb TO BE. Study the examples:
He is never late.
She is always happy.
We normally use the following phrases of frequency

at the end of sentences. Study the examples:
She walks to school every day.
He sees his girlfriend every night.
GRAMMAR TIPS | 127

2 UNIT
Rewrite the sentences using the words in parentheses.
1.
2.
Jane studies after class. (always) Sarah walks to work. (sometimes)
____________________________________ ____________________________________
____________________________________ ____________________________________
3.
4.
Tina is tired. (never) Fatimah goes to the gym. (every day)
____________________________________ ____________________________________
____________________________________ ____________________________________
5.
6.
Igor is late for class. (often) We see our friends. (every week)
____________________________________ ____________________________________
____________________________________ ____________________________________
6. We see our friends every week. 3. Tina is never tired.
5. Igor is often late for class. 2. Sarah sometimes walks to work.
4. Fatimah goes to the gym every day. 1. Jane always studies after class.
128 | CNA ESSENTIALS 2 ANSWERS
UNIT
3
COMPOUND ADJECTIVES
We can form compound adjectives by using a hyphen to join the two words that describe a thing or person
and eliminating the plural form. Study the examples:
There are two bedrooms in the house. It’s a two-bedroom house.
The house has a garage for two cars. The house has a two-car garage.
The office building has twenty floors. It’s a twenty-floor office building.
Rewrite the sentences using compound adjectives.
1. 2. 3.
___________________ ___________________ ___________________
___________________ ___________________ ___________________
___________________ ___________________ ___________________
3. A ten-room house is for sale.

2. It’s a four-bedroom apartment.
1. I live in a five-room house.
ANSWERS
GRAMMAR TIPS | 129
3 UNIT
VERBS OF PREFERENCE +
GERUND & INFINITIVE
Verbs such as LIKE, DISLIKE, LOVE, HATE, DETEST, ADORE, and ENJOY can be followed by verbs in both the
infinitive form (TO DO) or the gerund (DOING). Study the examples:
I love watching TV in the evening. (or) I love to watch TV in the evening.
I hate washing the dishes. (or) I hate to wash the dishes.
I love studying in my bedroom. (or) I love to study in my bedroom.
Write sentences using the verbs in parentheses.
1.
She hates (stay) home on weekends.

____________________________________.
2. 3.
We love (hang out) on the front porch. I like (cook) for my friends.
____________________________________. ____________________________________.
3. I like cooking for my friends. (or) I like to cook for my friends.

2. We love hanging out on the front porch. (or) We love to hang out on the front porch.
1. She hates staying home on weekends. (or) She hates to stay home on weekends.
UNIT
5
ADVERBS OF FREQUENCY
AND ADVERBIAL
EXPRESSIONS OF FREQUENCY
Adverbs of frequency such as ALWAYS, USUALLY, OFTEN, SOMETIMES, RARELY, and NEVER are usually placed
before the main verb. Study the examples:
I usually work out in the evenings.
She often goes to school with her friends.
In sentences with the verb TO BE, the adverb of frequency is placed after the verb. Study the example:
She is always late.
Adverbial expressions of frequency such as ONCE, TWICE, THREE TIMES A WEEK, EVERY WEEK, and EVERY
SUNDAY are placed at the end of the sentence. Study the examples:
They play soccer once a week.
She goes to the movies every Saturday.
Rewrite the sentences using the words in parentheses.
1. She works out. (once a week)

_____________________________________________________________.
2. They play basketball with their friends. (always)
_____________________________________________________________.
3. We are late. (never)
_____________________________________________________________.
4. I play computer games with my friends. (every weekend)
_____________________________________________________________.
5. John studies English. (twice a week)
_____________________________________________________________.
5. John studies English twice a week.

3. We are never late. 4. I play computer games with my friends every weekend.
| 131
1. She works out once a week. 2. They always play basketball with their friends.
ANSWERS GRAMMAR TIPS
5 UNIT
THE PRESENT
CONTINUOUS FOR FUTURE
ARRANGEMENTS
We can use the present continuous tense to indicate future arrangements. Study the examples:
I am traveling to Rio de Janeiro next week.
She is watching a movie with her friend next Saturday.
Look at Rachel’s appointment book and write down her appointments. Follow the example.
Rachel is having dinner with Greg next Monday.

Example:_________________________________________________________
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
4. Rachel is having lunch with her family next Sunday.

3. Rachel is going to a concert with her dad next Saturday.
2. Rachel is going to the movies with Chris next Friday.
1. Rachel is playing golf with friends next Wednesday.
UNIT
6
THE IMPERATIVE
The imperative is used to give commands and instructions and also to make invitations. The imperative is also
used on signs. We can make the imperative more polite by adding please. Study the examples:
Open your books to page 10.
Read the article and find information about this grammar topic.
Come in, please.
Go up North Avenue and turn left.
Sit down and have a cup of coffee.
AFFIRMATIVE NEGATIVE
To make the imperative, we use
the base form of the verb without Use it. Don’t use it.
TO. For negative commands, we Go straight. Don’t go straight.
use DON’T. Study the examples: Call him. Don’t call him.
Complete the sentences with the imperative form of the verbs in the box.
go up eat get use make turn

not eat not come come in not watch not write
1. If you’re traveling in Japan, _______ some information about trains and buses.
2. __________ fruit before you exercise.
3. ________________________________ that movie. It’s really bad.
4. ________________ White Street and _____________ right. The movie
theater is on the corner of White and Main Avenue.
5. _________________, please. _________________ yourself comfortable.
6. _________________ in pencil. _____________ a pen.
7. _________________ after 10:00 p.m. The store closes at 10:00 sharp.
8. _________________ too much before you go to bed.
8. Don’t eat 4. Go up / turn

7. Don’t come 3. Don’t watch
6. Don’t write / Use 2. Eat
| 133
5. Come in / Make 1. get
ANSWERS GRAMMAR TIPS
7 UNIT
COUNTABLE AND
UNCOUNTABLE NOUNS,
HOW MUCH AND
HOW MANY, SOME AND ANY
Most nouns in English have a plural form. They are called countable nouns. Study the examples:
We only have one apple. We need to buy some more apples.
There is one book on the table and the other books are on the shelf.
Some nouns in English have no plural form. They are called uncountable nouns. Study the examples:
We don’t have any milk. (Not milks.)
We need to buy wine. (Not wines.)
EXAMPLES OF UNCOUNTABLE NOUNS

milk juice wine beer coffee fish
meat chicken butter cheese ham jam chocolate
We usually use quantifiers with uncountable nouns. Study the examples:

A piece of cheese A bottle of wine
A carton of milk A half pound butter
Study the chart:
We use HOW MUCH with uncountable We use HOW MANY with countable nouns.
nouns. For example: For example:
A: How much sugar do you need? A: How many bananas do you want?
B: One pound, please. B: A dozen, please.

We use SOME and ANY when we don’t specify the quantity of something. Study the examples:
UNIT
7
I need some oranges. (Compare with: I need six oranges.)
I need some cheese. (Compare with: I need half a pound of cheese.)
Study the charts:
We usually use SOME in affirmative We usually use ANY in negative and

sentences. Study the example: interrogative sentences. Study the example:
A: I need some bananas. A: Is there any milk in the fridge?
B: How many bananas do you need? B: Sorry, but I can’t see any milk in the
A: Five or six, please. fridge.
We can use SOME and ANY with plural We can use SOME and ANY with
countable nouns. Study the example: uncountable nouns. Study the example:
A: There are some pineapples in the basket, A: There isn’t any milk in the fridge and
but there aren’t any tomatoes. we need to buy some chocolate for
the cake.
GRAMMAR TIPS | 135

7 UNIT
Underline the correct option.
Bert: Carol, what are you doing?

Carol: I’m writing a shopping list. Can you check
what we have in the fridge, please?
Bert: Sure.
Carol: Do we have (some/any) milk?
Bert: No, we don’t have (some/any).
Carol: So, we need (some/any).
Bert: (How much/How many)?
Carol: Two cartons is enough. What about eggs?
Bert: We have (some/any) eggs. Not many, but
we have (some/any).
Carol: Good. What about orange juice?
Bert: No, there isn’t (some/any). (How much/
How many) juice should I get?
Carol: Two cartons.
Bert: Two cartons then. I love orange juice.
Carol: I know! (How much/How many) wine do
we have?
Bert: Not much. We really need (some/any).
Carol: One bottle of wine then?
Bert: OK.
Carol: And (how much/how many) oranges are
there?
Bert: I don’t see (some/any) oranges.
Carol: Really? So get (some/any) oranges, too.
Bert: (How much/How many)?
Carol: A dozen.
Bert: OK.
How much / some / how many / any / some / How many

any / any / some / How much / some / some / any / How much /
ANSWERS

0
STARTER
Getting to know your classmates. UNIT
Birthday
Place of origin
Favorite sport
Favorite band
Favorite city in the world
Favorite actor/actress
Birthday
Place of origin
Favorite sport
Favorite band
Birthday
Place of origin
Favorite sport
Favorite band
Birthday
Place of origin
Favorite sport
Favorite band
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0
STARTER
UNIT Conversation slips 1
OK, class. It’s time to go. See you tomorrow.
Bye, Mr. Walton.
Just a minute, Chris. You’re a new student, right?
Yes, I am.
What’s your last name?
Lavette.
How do you spell it?
L-A-V-E-T-T-E.
Thank you, Chris. Have a nice day.
Thank you, Mr. Walton. Have a good day.

0
STARTER
Conversation slips 2 UNIT
Where are you from, Chris?
I’m from Argentina.
So, you speak Spanish.
Yes, that’s my first language.
Cool! Is your family here with you?
No, they aren’t. There are lots of people in my

family. I have three brothers and two sisters.
They’re all in Argentina.
Look! There’s a new café on Main Street. Let’s get
something to eat.
I’m sorry, I can’t.
Oh, too bad. See you tomorrow!
See you.
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0
STARTER
UNIT Memory game 1
You go to this place to buy bread

and have some coffee.
You go to this place to buy food.
You go to this place if you are sick.
You go to this place to ride a

bike and exercise.
You go to this place if you want

to see a movie.

0
STARTER
Memory game 1 UNIT
You go to this place when you

want to see works of art.
You go to this place to study and learn.
You go to this place when

you need money.
You go to this place if you

want to go skateboarding.
You go to this place when

your car needs gas.
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0
STARTER
UNIT Memory game 2
She’s talking on the phone.
He’s reading the newspaper.
He’s downloading music

on the Internet.
They’re playing soccer.
He’s playing video games.

0
STARTER
Memory game 2 UNIT
He’s taking a shower.
She’s setting the table.
She’s dancing.
They’re watching TV.
They’re cooking.
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2 UNIT Replies
1. He’s an engineer.
2.
I go to college in the morning and I work at an office in
the afternoon.
3. I have English classes on Tuesdays and Thursdays.
4. No, I’m single.
5. This is my brother. His name’s Julian and he’s 29 years old.
6. Yes, she is and she has two kids.
7.
She’s a special education teacher. She works with autistic
children.
8. I work at home. I’m self-employed.
9. I’m a marine biologist.
10. We live in Canada.
11. No, he doesn’t. He doesn’t have time.
12.
They have swimming lessons on Mondays and
Wednesdays.

Habits and routine UNIT
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2 UNIT Habits and routine

2
After Activity 17
Find someone who... UNIT
Find
someone
who... Na m es
always walks to school/work.
sometimes goes to the park

on weekdays.
rarely studies at the library.
never travels on his/her own.
usually takes the subway to

go to work/school.
always recycles paper.
rarely watches TV.
always takes quick showers.
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2 UNIT Chinese whispers
My brother How often do

What do you
takes the bus you go to the
do on Fridays?
to work. movies?
Do you I usually go to
What time do
exercise every bed at 11:00
you get up?
day? p.m.
What do you
My mother What do you
usually do on
rarely watches usually eat for
Saturdays and
TV. dinner?
Sundays?
How often My family and My sister is

do you play I always travel a full-time
soccer? to the beach. mom.

Parts of the house UNIT
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3 UNIT Parts of the house

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3 UNIT Parts of the house

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3 UNIT Furniture

Furniture UNIT
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3 UNIT Furniture

Furniture UNIT
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3 UNIT Furniture

Furniture UNIT
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3 UNIT Furniture

Furniture UNIT
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3
,
UNIT What s the apartment like?
A: Hello, I’m calling about an apartment for rent in East Valley.

B: East Valley. OK, sir.
A: Where exactly is the apartment?

B: It’s on Lincoln Avenue.
A: OK. And what’s the apartment like?

B: It’s a nice two-bedroom apartment on the tenth floor. It has a nice living room, an
open kitchen, and a large bathroom.
A: Great. Are there amenities in the building?

B: Yes, the building has a playground, a swimming pool, and a workout room.
A: Good. What’s the neighborhood like? Is it calm and safe?

B: Yes, it’s a very calm and safe neighborhood.
A: All right. And how much is the rent?

B: $1,200 a month, bills not included.
A: Good. Can I see the apartment?

B: Sure, sir.
A: When can I see it?

B: How about tomorrow in the morning at ten o’clock?
A: Great.

Bingo
My full name is I’m a fashion stylist. I’m sorry. I don’t

UNIT
4
Fabio Almeida. have one.
It’s P-I-Z-E-L-L-I.
BINGO It’s on April 4.
Does she like to cook? We We go to school

Yes, I can.
can give her a cookbook. at 8:00 a.m.
My neighborhood is My family is originally from It’s Paris.

safe and calm. Portugal.
It’s At Christmas we eat dinner

annasales@cnanet.com.br.
BINGO together and exchange
presents.
On weekends my family It’s 555 398-9064. My sister is a nurse.

and I always go to the beach.
My father starts Yes, she can. It’s 9:35.

work at 8:30.
We sometimes go to the park,

but we usually go to my
grandmother’s house on Sundays. BINGO I can play soccer and
volleyball.
Not really. I prefer to When I work with my

It’s basketball.
work in pairs. classmates.
A lawyer defends
It’s Friday. I really love what I do. people in court.
A veterinarian takes
care of sick animals. BINGO I think I want to have
my own company.
This professional designs I go to Bradenton This professional helps

Internet games. High School. people with their finances.
I’m watching a
School starts at 7:30. I’m fine, thanks. movie on TV.
I sometimes eat vegetables.

BINGO Well, I love to skateboard
in the park.
No. We rarely go to the

It’s big and polluted. It’s Sandra Bullock. movies on weekdays.
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5 UNIT
I’m from China. P-S-Y-C-H-O-L-O-G-I-S-T. No, there isn’t.

Bingo
This professional designs

houses and buildings. BINGO I play video games
every day.
No, he isn’t. He’s Yes, I have two brothers and Yes, there are.
watching TV. three sisters.
I can play soccer and It’s in Minas Gerais. It’s 9:35.

volleyball.
I work at a big computer

company. BINGO They live in a small
town in Italy.
Yes, I have two brothers Yes, there are. He lives in Alaska.

and three sisters.
I’m watching a My neighborhood is safe Yes, I can.

movie on TV. and calm.
My sister is a nurse.
BINGO It’s 555 398-9064.
It’s basketball. It’s on April 4. It’s Friday.
I sometimes eat
I really love what I do. I’m from China. vegetables.
I’m sorry. I don’t have one.

BINGO I’m fine, thanks.
This professional helps I play video games

It’s big and polluted.
people with their finances. every day.
I’m a fashion stylist. It’s Paris. No, there isn’t.
This professional designs

houses and buildings. BINGO No, he isn’t. He’s
watching TV.
At Christmas we eat dinner

together and exchange We go to school at 8:00 a.m. School starts at 7:30.
presents.

Dialogues
Complete list of questions and answers:
UNIT
4
Questions Answers
1. What’s your full name? My full name is Fabio Almeida.
2. What do you do? I’m a fashion stylist.
3. Can you lend me an eraser, please? I’m sorry. I don’t have one.
4. How do you spell your last name? It’s P-I-Z-E-L-L-I.
5. When is your birthday? It’s on April 4.
6. It’s Cristina’s birthday. What can we give her? Does she like to cook? We can give her a cookbook.
7. Can you swim? Yes, I can.
8. What time do you go to school? We go to school at 8:00 a.m.
9. What’s your neighborhood like? My neighborhood is safe and calm.
10. Where does your family come from? My family is originally from Portugal.
11. What’s your favorite city in the world? It’s Paris.

At Christmas we eat dinner together and exchange
12. How do you and your family celebrate Christmas? presents.
13. What do you usually do on weekends? On weekends my family and I always go to the beach.
14. What’s your phone number? It’s 555 398-9064.
15. What’s your e-mail address? It’s annasales@cnanet.com.br.
16. What does your sister do? My sister is a nurse.
17. What time does your father start work? My father starts work at 8:30.
We sometimes go to the park, but we usually go to my
18. Do you usually go to the park on Sundays? grandmother’s house on Sundays.
19. Can she skateboard? Yes, she can.
20. Excuse me. What time is it? It’s 9:35.
21. What sports can you play? I can play soccer and volleyball.
22. What’s your favorite sport? It’s basketball.
23. Do you like to work in groups? Not really. I prefer to work in pairs.
24. When do you learn best? When I work with my classmates.
25. How do you like your job? I really love what I do.
26. What does a vet do? A veterinarian takes care of sick animals.
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5 UNIT
Complete list of questions and answers:

Dialogues
Questions Answers
27. What do you want to do five years from now? I think I want to have my own company.
28. Where do you go to school? I go to Bradenton High School.
29. What does a lawyer do? A lawyer defends people in court.
30. What does a personal financial advisor do? This professional helps people with their finances.
31. What does a game designer do? This professional designs Internet games.
32. What is your favorite day of the week? It’s Friday.
33. What is your favorite weekend activity? Well, I love to skateboard in the park.
34. How are you? I’m fine, thanks.
35. What are you doing? I’m watching a movie on TV.
36. What time does school start? School starts at 7:30.
37. How often do you eat vegetables? I sometimes eat vegetables.
38. Who’s your favorite actress? It’s Sandra Bullock.
39. What’s São Paulo like? It’s big and polluted.
40. Do you go to the movies during the week? No. We rarely go to the movies on weekdays.
41. Do you have any brothers or sisters? Yes, I have two brothers and three sisters.
42. How do you spell psychologist? P-S-Y-C-H-O-L-O-G-I-S-T.
43. Is there a movie theater in your neighborhood? No, there isn’t.
44. Where are you from? I’m from China.
45. Are there restaurants nearby? Yes, there are.
46. Is your brother studying now? No, he isn’t. He’s watching TV.
47. What does an architect do? This professional designs houses and buildings.
48. How often do you play video games? I play video games every day.
49. Where do you work? I work at a big computer company.
50. Where’s Belo Horizonte? It’s in Minas Gerais.
51. Where does he live? He lives in Alaska.
52. Where do your grandparents live? They live in a small town in Italy.

Free time activities UNIT
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5 UNIT Free time activities

Free time activities UNIT
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5 UNIT Free time activities

How often? UNIT
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5 UNIT Active x Sedentary

Kinds of movies UNIT
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5 UNIT Kinds of movies

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5 UNIT Kinds of movies

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5 UNIT
You are You are

Movie partners
You are You are

watching watching
watching watching
The The
Friday 13 Friday 13
Shining Shining
tonight. tonight.
tonight. tonight.
(horror movie) (horror movie)
(horror movie) (horror movie)
You are You are You are You are

watching watching watching watching
Flashdance Flashdance Cabaret Cabaret
tonight. tonight. tonight. tonight.
(musical) (musical) (musical) (musical)
You are You are You are You are

watching watching watching watching
Matrix Matrix Star Trek Star Trek
tonight. tonight. tonight. tonight.
(sci-fi) (sci-fi) (sci-fi) (sci-fi)
You are You are

You are You are
watching watching
watching watching
The The
Titanic Titanic
Schindler’s Schindler’s
tonight. tonight.
list tonight. list tonight.
(drama) (drama)
(drama) (drama)

Busy neighborhood UNIT
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6
,
UNIT What s different?

Commands UNIT
6
Turn off Open your
the TV. books.
Don’t
Don’t talk.
smoke.
Don’t open Open the

the door. window.
Don’t eat Don’t step

junk food. on the grass.
Wake up at
Pass the salt.
6:00 a.m.
Don’t use
your cell Come in.
phone.
Close your Don’t take

books. pictures.
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7 UNIT Balanced diet

Balanced diet UNIT
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Balanced diet UNIT
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Balanced diet UNIT
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Balanced diet UNIT
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Balanced diet UNIT
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Balanced diet UNIT
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7 UNIT Quantities and containers

Quantities and containers UNIT
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Quantities and containers UNIT
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1
What d UNIT
oes yo
father ur
do?
Name: ____________________________________ Group: ____________
Teacher’s name: _____________________________ Date: _____________
Complete the conversations with the sentences in the boxes.

1.
Situation 1
Does he like his job? What does your father do?
What does a personal financial advisor do?
Where does he work? He works for a big international bank.
Mick: What does your father do?

_______________________________________________________________
Jessica: He’s a personal financial advisor.
Mick: Really? _________________________________________________________
What does a personal financial advisor do?
Jessica: He helps people invest their money.
Mick: Where does he work?
Wow! That’s interesting. ____________________________________________
Jessica: He works for a big international bank.
_______________________________________________________________
Mick: Does he like his job?
_______________________________________________________________
Jessica: I think he likes it a lot. He always talks about investments.
Situation 2
I want to be a fashion stylist. What does a fashion stylist do?
What would you like to be? He creates new computer systems.
Jessica: Mick, _________________________________________________________

What would you like to be?
Mick: I don’t know. Maybe a computer analyst.
Jessica: Really? What does a computer analyst do?
Mick: He creates new computer systems.
______________________________________________________________
Jessica: for me! I
That’s not want to be a fashion stylist.
________________________________________________
Mick: What does a fashion stylist do?
______________________________________________________________
Jessica: A fashion stylist helps people choose the best looks for them. Don’t laugh!
That’s an important job.
ACTIVITY BOOK | 203

Match the columns.

2.
1. What do you do? 4 A teacher teaches classes and corrects tests and homework.
2. How do you like your job/school? 1 I’m an engineer.
3. Where do you go to school? 5 I’d like to be an architect and plan houses.
4. What does a teacher do? 2 I like it a lot.
5. What would you like to be? 6 I want to be a senior manager at my company.
6. What do you want to be five years from now? 3 I go to John Kennedy High School.
a. Write the occupations under the pictures.

3.
1. 2. 3. 4.
doctor plumber lawyer nurse
5. 6. 7. 8.
actor electrician engineer architect

b. Use the words in the box to write sentences about
what these professionals do. Follow the example.
take care of people
A doctor treats people.
1. ___________________________________________ defend people in court
A plumber fixes the pipes in a house.
2.___________________________________________ fix electrical equipment
A lawyer defends people in court build buildings, bridges,
3.___________________________________________
and roads
A nurse takes care of people.
4.___________________________________________
take on roles in the
An actor takes on roles in the theater or on TV. theater or on TV
5.___________________________________________
An electrician fixes electrical equipment. plan houses
6.___________________________________________
fix the pipes in a house
An engineer builds buildings, bridges, and roads.
7.___________________________________________
treat people
An architect plans houses.
8.___________________________________________

Name: ____________________________________ Group:____________
Teacher’s name: ______________________________ Date:_____________
UNIT
1
4. Paula sent an e-mail to her friend Luisa. Read it and fill in the blanks with the verbs in the box.
have walks go meet have has
works likes spend go has
Hi Luisa,
I am writing
how Marcos
to let you know and We ha
I are doing. ve___ a place now! It’s a small
______
a store. He says he
apartment in Greenwich. It’s really small, but it’s our place. Marcos is working at
li
______ ____ it – I doubt it, lol – but
kes
at least it’s nearby and h
he ______as _____ lunch at home every
walks___
day. He ______ to work and ______ has works
___ a lot of time to study. He ______ part time.
I’m just studyin h

As for me, ave
g. I ______
___ classes mornin
in the on I go
g and in the afterno _______
go ___
es ______
I sometim
back home. s pend
is also nearby. We ______ our nights
to the park, which ___
togethe r and we sometim m
es ______ eet___ the few friends we have here.
Well, that’s it. I’ll write more soon.
Love,
Paula
Imagine you are waiting in line. You start a conversation with the person in front of you.
5.
Answer the questions asked.

1. Do you work or study?
2. What do you do?
3. Where do you work/go to school?
4. How do you like your job/school?
5. What does your ___________________ do?

(family member)
6. Where does he/she work?
7. Does he/she like his/her job/school?

ACTIVITY BOOK | 205

Read the text and answer the questions.
6.
Young people are often viewed as idealists. But a new survey shows that the youngest generation is as
pragmatic as their parents when it comes to job security, ranking that as more important than becoming
rich or having a prestigious job.
That is in contrast to Boomers and Generation Xers when they were in their 20s, according to a study
released Wednesday by the Heldrich Center for Workforce Development at Rutgers University in New Jersey.
Polling 1,700 adults, the survey also shows that millennials – those aged 21 to 32 years old – also place
a high importance on “work/life balance”, ranking it as the most important thing they look for in a job.
Workers of all ages rank the five things below as the most “essential” or “very important” components of
their work lives:
• good work/life balance • positive work environment
• good compensation • interesting work
• job security
Other key findings from the report include: “doing good” is important. Sixty-five percent of university
students expect to make some positive social or environmental difference through their work. “Having a
job where they can make an impact” is something that the vast majority of college students want from
their work, with 70% ranking it as “very important”. Of those, 31% said it was essential.
Adapted from http://jobs.aol.com/articles/2012/05/24/gen-y-wants-balance-more-than-an-interesting-job-or-wealth-s/
1. Where is this text probably taken from?

A website. A book. An e-mail.
2. People of what age group were part of the survey?
People of all ages. 21 to 32 years old. People over 30 years old.
3. People of what age group think balancing work/life is very important?
People of all ages. 21 to 32 years old. People over 30 years old.
4. What percentage of college students think it is essential to have a job that can make an impact?
31% 70% 65%
5. Which item below isn’t considered an important component of people’s work lives according to the
survey?
Becoming rich and having a prestigious job.
A nice work environment.
A good salary.
6. Of all the things listed in the text, which are the most important for you?

2
W h a t ,s UNIT
a typic
day lik al
e?
Name: ____________________________________ Group: ____________
Match the columns.

1.
1. How often do you go to the country club? 2 No, she doesn’t. She goes to the office every day.
2. Does your wife work at home? 5 Yes, I do. I love them.
3. Does he go home for lunch? 6 No. I have classes on Tuesdays and Thursdays.
4. Do you usually exercise? 1 I go to the country club on Sundays.
5. Do you often have fruit and vegetables? 3 Yes, he does.
6. Do you have English classes on Mondays 4 Yes, I go to the gym every day.
and Wednesdays?
Look at the pictures and describe Andrew’s daily routine.

2.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Andrew wakes up at 7:00, takes a shower at 7:10, gets dressed at 7:20 and has
breakfast at 7:25. Then he goes to school at 7:30. He starts school at 8:00 and
has lunch at 1:30. He goes to the gym at 5:00 and has dinner at 8:00. At 11:00
p.m . he goes to bed.
ACTIVITY BOOK | 207

,
You are talking to a friend about a relative’s routine.

3.
Complete the conversation.
Jeff: So, this is Jane.

You: Yes, that’s her.
Jeff: She looks young.
How old is she
_______________________________ ?
You: She’s 25 years old.
Jeff: What does she do _
Really? She looks very young. _____________________________________________ ?
You: She’s a web designer.
Jeff: Where does she work _
That’s interesting. ______________________________________________________ ?
You: She works for a big computer game company.
Jeff: Does she like her job
___________________________________________________________________
_ ?
You: Yes, she does. Actually she loves to work there.
Jeff: That’s good.
Does she work from home
__________________________________________________________
_ ?
You: Actually, she does. She loves to work from home. How did you know?
Jeff: Does she
A lot of people in the computer game industry in the U.S.A. work from home. _________
go to the gym
___________________________________________________________________
_ ?
You: Yes, she does. She exercises every day. Are you interested in her? I can introduce you to her.
Fit2You is a new health food company. They’ve asked you to answer a survey to find out more
4.
about your healthy habits.
1. How often do you eat natural or organic food?

2. Do you often eat fruit and vegetables?
3. How often do you eat out?
4. How often do you have snacks during the day?
5. Do you often exercise?
6. Do you usually have juices, smoothies, sodas, or thirst quenchers after exercising?
7. Do you usually cook your own food?
8. How often do you eat frozen processed food?


Name: ____________________________________ Group:____________
UNIT
2
5. a. This is a section from the Fit2You website. Match each paragraph to one of the headings in
the box.
TIPS FOR A HEA LTH Y LIFE STY LE

1. Most of us don’t drink enough water every day. Water is essential for our body
to function. Do you know that over 60% of our body is made up of water?
The amount of water we need every day depends on various factors, but
generally we need 2.7 to 3.7 liters of water intake or about 8 to 10 glasses.
2. When you don’t sleep well, you compensate by eating more. Usually
it’s junk food. Get enough rest and you won’t need to snack to stay
awake. Also, not enough sleep causes premature aging and you
don’t want that.
3. Not just a few times a week, but every day. Movement
is life. Research shows that exercising daily brings
tremendous benefits to our health. Choose
walking for close distances. Climb the stairs
instead of taking the elevator. Join some
aerobics classes.
4. Fruits have lots of vitamins and minerals.
Consuming synthetic supplements is
not the same as consuming the foods
directly from nature. Fill your plate
with these 10 most nutritious fruits:
watermelon, apricots, avocados, apples,
cantaloupes, grapefruits, kiwis, guavas, Get enough sleep.
papayas, and strawberries. Eat more vegetables.
5. Like fruits, vegetables are important for Drink more water.
our health. Experts suggest that we have
5 to 9 servings of fruits and vegetables, Exercise.
and unfortunately most people don’t Eat more fruits.
even have at least five servings! What are
your favorite vegetables and how can
you include more of them in your diet
today?
Taken from http://personalexcellence.co/blog/healthy-living/
ACTIVITY BOOK | 209

b. Read the text and answer the questions.
1. How many glasses of water should you drink every day?
2 to 3. 3 to 4. 8 to 10.
2. If you don’t sleep enough you can:
get fat. get sick. get irritated.
3. Can vitamin supplements substitute fruits and vegetables?
Yes, they can. No, they can’t.
4. How often should you exercise?
A few times a week. On the weekends. Every day.
c. Do you do any of the tips suggested? Which ones? How often?
Write a paragraph about your daily routine. Remember to mention when and how often you do the
6.
different activities.

3
,
It s a lo
UNIT
vely
house
!
Name: ____________________________________ Group: ____________
Match the columns.

1.
1. What’s your apartment like? 8 I live in a house.

2. Where do you live? 4 My favorite place in the house is my bedroom.
3. How many bedrooms are there in your house? 7 It’s busy and exciting.
4. What’s your favorite place in the house? 9 Yes, I do.
5. What do you have in your bedroom? 10 or 1 It’s small, but comfortable.
6. How much is the rent? 1 or 10 It’s quite big.
7. What’s the neighborhood like? 5 I have my bed, a nightstand, a table, and a chair.
8. Do you live in a house or in an apartment? 2 I live downtown.
9. Do you like reading in bed? 6 It’s $1,200.
10. Is your house big or small? 3 There are three.
Complete the parts of the house.

2.
kitchen dining room living room
laundry room bedrooms
bathroom
garden
porch
garage swimming pool
ACTIVITY BOOK | 211

,
a. Complete the conversation with the sentences in the box.

3.
What is it like? Do you like it here? Where are you from?

There are four bedrooms, a living room, a dining room, a garden, and a big back yard.
It’s calm and safe. It’s a one-bedroom apartment.
Shaun: Where are you from?

___________________________________
Marli: I’m from Brazil.
Shaun: Really? Where in Brazil?
Marli: I’m from a small city called Tubarão.
Shaun: Do
Nice. you like it here?
_______________________________
Marli: Yes, I do. It’s different, but I like it.
Shaun: How different?
Marli: The apartment I’m in for example.
Shaun: What? What is it like?
Marli: It’s a one-bedroom apartment.
___________________________________
________________________. It’s very small.
Shaun: What about your house in Brazil?
What is it like?
___________________________________
Marli: There are
My house in Brazil is very big. _____________
four bedrooms, a living room, a dining
___________________________________
room, a garden, and a big back yard.
___________________________________
Shaun: Yes, it sounds big. And what’s your
neighborhood like?
Marli: It’s calm and safe.
___________________________________
There are lots of green areas and the
neighbors are very nice.
Shaun: Awesome!
b. Imagine you are talking to Shaun. Complete the conversation.

Shaun: And you? Where are you from?
You: _______________________________________________________________ .
Shaun: What’s your city like?
You: _______________________________________________________________ .
Shaun: OK. What about your neighborhood? What is it like?
You: _______________________________________________________________ .
Shaun: I see. And do you live in a house or in an apartment?
You: _______________________________________________________________ .
Shaun: What is it like?
You: _______________________________________________________________ .
Shaun: Well, it’s time to go. Bye.
You: _______________________________________________________________ .

Name: ____________________________________ Group:____________
UNIT
3
4. Answer the questions.
1. Who do you live with?
2. What’s your favorite part of the house?
3. What is there in your favorite part of the house?
4. What do you like doing when you are home?

Find these objects in the A R W T D H V O G U I W Q G A N

5.
wordsearch. L G O W Q W K I R K C A V S F O
Q H R Q U O U B E R U E I R I T
Z J I E P I C O H D P Y O Y U V
T A Q Z A L E O J N B P R P M L
E F M Y T R Y K W A O X H M N A
I P X T J A S S I E A R N D W E
Y L N A R M C H A I R U E C I B
B V T B L G I E R B D H K H B M
C A H L T E O L C T S O F A H V
T Y B E D H N F N W I R F I K N
B I W A S X D A Y I U E W R A U
K P D H G I R S T A H N T O E N
O W O K R B T X Y R J P A L J S
R S H L E Q G Q M B O T I F G T
W Z A B N J R U G I V A O V S O
S N G N Y M L I V U C N U W I V
M Y D X I R A V N P A X R T U E
I E C I P W U Z S T S E Q I W D
Q L A M P V Q T W R Q W X R Q I
ACTIVITY BOOK | 213

Read the ad and answer the questions.
6.
Hi there! I’m an actress living in the

Hollywood Hills. I’m looking for gre
I have a large, beautiful house to sha at roommates.
re! It has four bedrooms and three
at the top of Laurel Canyon. There’s bathrooms
a large, open living/dining area, a nice
and a swimming pool. There is a tree kitchen,
house and a small meditation platform
pool, a great place to relax! by the
This is a non-smoking residence.
I rent by the month for one year or
lease ($1,450 per month, includin six months
g water, electricity, cable, gas, and
for an appointment. I’d love to me Internet). Call
et you!
Thanks, Chantal
1. Which picture best represents the house?
a. b. c.
2. Where is the house?

At the top of Laurel Canyon .
3. How much is the rent? What is included in the rent?
1,450 including water, electricity, cable, gas, and Internet.
Imagine you are renting your house/apartment. Think about the answers for the questions in the box
7.
and write an ad.

Nice place for rent! _______________
How many bedrooms/bathrooms are there? _____________________________
What is the house/apartment like? _____________________________
What facilities are there? _____________________________
Are there amenities? _____________________________
What is the neighborhood like? _____________________________
How much is the rent? _____________________________
How can people contact you for further information? _____________________________
_____________________________

Putting
all toge it
ther.
Name: ____________________________________ Group: ____________
1.
Match the columns.

4 UNIT
1. What does your brother do? 4 This professional helps people with physical
2. Where do you live? activities when they’re injured.
3. How do you like your school? 5 We go every Friday.
4. What does a physical therapist do? 6 No. She goes twice a week.
5. How often do you and your friends 7 I don’t think so. I think they live in normal houses.
go to the mall? 3 I love it! I have lots of friends and the teachers
6. Does your sister go skateboarding are cool!
every day? 1 He’s a social worker. He works at an NGO.
7. Do people live in igloos in 8 I’m married and live with my husband and
Alaska? three kids.
8. Who do you live with? 2 I live in a small apartment downtown.
ACTIVITY BOOK | 215

Read and answer the questions.

2.
a. What is an au pair? Check the correct definition.

works at a school.
An au pair is someone who helps a family with childcare and housework.
teaches children and adolescents.
b. Read and check your answer to question 2a.
AU PAIR WANTED
We are a young Australian family with two lovely girls
(one and four years old). We live in Dover Heights in a
three-bedroom house with a small garden and an open
kitchen and living room. The au pair at our home has
her own bedroom and shares the bathroom with the
children. The au pair helps with the children – plays with
them, picks them up from school (walking distance),
prepares simple meals, and does some household chores
such as washing and folding clothes and cleaning.
Dover Heights is located in the eastern suburbs of

Sydney, five minutes from the famous Bondi Beach
and 20 minutes from the city center. There’s a bus stop
outside the house with connection to trains and ferry
services. There are several parks in the area, including a
beautiful view of the Opera House.
c. What does the au pair do at this Australian family home? List what she does.
helps with the children – plays with them, picks them up
The au pair _____________________________________________________________
from school, prepares simple meals, and does some household chores
______________________________________________________________________
such as washing and folding clothes, and cleaning.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Name: ____________________________________ Group:____________
UNIT
4
3. Read the text on the opposite page again and answer the questions.
1. Does the au pair have her own room?
Yes, she does.
2. Does she have her own bathroom?
No, she doesn’t.
3. Are there bus routes in the neighborhood?
Yes, there are.
4. What else is there in the neighborhood?
There are several parks.
5. Would you like to work as an au pair?
Your sister wants to work as an au pair and you decide to recommend her. Complete the
4.
message with the verbs in parentheses.
Dear Australian mom,
I read your ad and I think I can help. My sister Veronica

is a very smart girl and she is looking for a job as au pair.
lives
She ________________ (live) in Melbourne, but she
wants
____________________ (want) to move to Sydney. She
cooks
can drive and she also ____________________ (cook) very
well. She ____________________
loves (love) children and she
likes
____________________ (like) to live near the beach. She
enjoys
____________ (enjoy) walking in the park every morning and
I’m sure she can help with the housework. The only problem is
doesn’t speak (not speak) English very well, but
that she _______________
she _________________
learns (learn) fast. You can contact her at
veronica.khalo@cnanet.com.
Sincerely,
Patricia Khalo
ACTIVITY BOOK | 217

Unscramble the words to write questions. Then answer them.
5.
1. do / What / do / you / ?
What do you do?
2. work / Where / you / do / ?

Where do you work?
3. your / friend / best / Where / work / does / ?

Where does your best friend work?
4. you / go / to / do / the / movies / How / often / ?

How often do you go to the movies?
5. you / live / Do / in / a / house / in / an / apartment / or / ?

Do you live in a house or in an apartment?
6. Where / from / come / does / your / family / ?

Where does your family come from?
7. at / home / What / is / favorite / place / your / ?

What is your favorite place at home?
8. a / TV / Is / there / in / your / bedroom / ?

Is there a TV in your bedroom?
You and an old school friend are talking. Complete the conversation.
6.
Joan: Are you coming to the party on Saturday?

You: Of course I am. I wouldn’t miss it for anything. You know, Sandy Porter is coming.
Joan:
Sandy I remember
Porter! _______________________________?
her. Where does she live
You: She lives in Mexico. She’s married to an engineer.
Joan: kidding!
No Does she have children
______________________________________?
You: Yes, she has two children, a boy and a girl.
Joan: Does she have a job
____________________________?
You: No, I think she’s a full-time mom. She stays home and takes care of the kids.
Joan: Oh, she was such a nice girl! I’m glad she’s coming to the party!

5
What a
UNIT
doing t re you
onight?
Name: ____________________________________ Group: ____________
Match the columns.

1.
1. What do you usually do in your free time? 7 At 6:00, 8:00, and 10:00.
2. How often do go to the country club? 4 Sure, I’d love to.
3. Do you usually work out in the morning? 8 Yes, we can.
4. Would you like to go to the movies? 6 I like dramas and comedies.
5. What are you doing next Friday evening? 1 I read, go to the movies, and listen to music.
6. What kind of movies do you like? 2 I usually go to the country club once a week.
7. What times is it showing? 5 I’m going to a party with some friends. Why?
8. Can we meet at the mall at 6:00? 3 Yes, I do.
Look at the pictures and answer the questions. Follow the example.
2.
1. 2. 3.
What are these people
doing tonight?
4. 5.
1. _They are meeting friends.

____________________________________________________________________
2. _She is shopping for clothes.
____________________________________________________________________
3. _He is listening to music.
____________________________________________________________________
4. _They are having dinner.
____________________________________________________________________
5. _They are watching a movie.
____________________________________________________________________
ACTIVITY BOOK | 219

Complete the appointment book with your

3.
appointments for this week. Then write sentences

describing what you are doing on each day.
1. ___________________________________
__________________________________.
2. ___________________________________
__________________________________.
3. ___________________________________
__________________________________.
4. ___________________________________
__________________________________.
5. ___________________________________
__________________________________.
6. ___________________________________
__________________________________.
7. ___________________________________
__________________________________.
How often do you do the following activities? Follow the example.

4.
1. 2. 3.
I never ice skate.
4. 5. 6.
7. 8. 9.

Name: ____________________________________ Group:____________
UNIT
5
5. Look at the pictures and find ten kinds of movies in the wordsearch.
A C T I O N W O R A E W Q G A H
L G O W Q W K I R K H A V S F O
S C I E N C E F I C T I O N I R
Z J I E P I C C H D G Y O Y U R
T A Q D R A M A J W B P R P M O
E F M Y T R Y K W A I X H M N R
I P X T J A S F I R A M N D W R
Y L N A R M C H A M R U E C I O
B V T Y L G I A R E T S K J B T
C A H L T E O L C N S I F A H I
T Y C E T H N G N I I C F I K E
B I W A S R D A Y E U A W R A U
C A R T O O N S T A H L T O E N
O W O K R M T X Y R J P A L J O
M S H L E A G Q M B O T I F G S
E Z A B N N R A D I V A O V S V
D N G N Y C L I V U C N U W I X
Y Y D X I E A V N P A X R T U E
I E C I P W U Z S T S E Q I W D
Q P A M L V Q T W E S T E R N I
ACTIVITY BOOK | 221

Complete the conversation with the sentences in the box.
6.
Where is it showing?
Let’s meet at Lincoln Center at 7:00.
What are you planning to watch?
Liz: Hey, Andrea.

Andrea: Hey, Liz.
Liz: What are you doing tonight?
_____________________________________________________________________
Andrea: Nothing special. Why?
Liz: Would you like to go to the movies?
Andrea: I’d love to. What are you planning to watch?
_____________________________________________________________
Liz: There’s this new comedy with Sandra Bullock.
Andrea: I know. I’d like to see it, too.
Liz: Good.
Andrea: Where is it showing?
_____________________________________________________________________
Liz: At Lincoln Center.
Andrea: That’s good. It’s near my place.
Liz: Awesome. Let’ s meet at Lincoln Center at 7:00.
_____________________________________________________________
Andrea: Sure.
Liz: See you later then.
Andrea: See you.
Answer the questions.

7.
1. What do you usually do in your free time?

___________________________________________________________________________
2. Do you usually go to the movies?
___________________________________________________________________________
3. What kind of movies do you like?
___________________________________________________________________________
4. Who are your favorite actors?
___________________________________________________________________________
5. What are your favorite movies?
___________________________________________________________________________

How d
I get th o
ere?
Name: ____________________________________ Group: ____________
6UNIT
Match the columns.

1.
1. Is there a bank near here? 4 It’s the Italian restaurant on Main Street.
2. Excuse me. Is the cafeteria on I usually have lunch there on Sundays.
this floor? 2 No, it’s on the first floor, next to the gym.
3. How do I get to the supermarket? 5 I carpool with friends from the office four
4. What’s your favorite restaurant times a week. On Fridays I walk to work.
in town? 6 Sure. I can open the window as well.
5. How do you get to work every day? 1 Yes, there is one on the corner of Lake and
6. Open the door, please. It’s too hot Elm.
in here! 3 Go north on Broadway, turn left, and walk
7. How often do you ride your bike two blocks.
to school? 7 Twice a week.
Match the directions on the map and the sentences below.

2.
4 2 Turn right.
Go straight ahead for two blocks and turn left.
5 Go straight ahead for three blocks and turn right. 1 Turn left.
6 Go straight ahead.
3 Go straight ahead for three blocks.
ACTIVITY BOOK | 223

How do I get there?
Look at the map and answer the questions below. Follow the example.
3.
bookstore
1. A: Is there a ______________________ near here? I need to buy a book for my son.
Yes, there’s one on Matthews Street, between a bank and a café
B: __________________________________________________________________.
2. A: I’d like to have Chinese
food. Is there a _____________________________
Chinese restaurant near here?
Yes, there’ s one on the corner of Green and Walton Streets
B: __________________________________________________________________.
3. A: I need to buy flowers.
Is there
a _________________________________
flower shop near here?
Yes, there’s one on Second Street, across form a hospital
B: __________________________________________________________________.
4. A: I’d like to see that new art exhibition.
Where’s the _____________________________?
museum
It’s on Third Street, next to a bookstore
B: __________________________________________________________________.
5. A: I’d like to have a cup
of coffee.
Is there
a _______________________
coffee shop near here?
Yes, there’ s one on Fourth Street and another on Matthews
B: __________________________________________________________________. Street

Name: ____________________________________ Group:____________
UNIT
6
4. Look at the pictures and answer the questions.
A: Excuse me. How do I get to the nearest gas

A: Excuse me. How do I get to the bank?
station?
You: _Go north on Rainbow Street for
You: _Go straight on Oak Street for ________________________________
________________________________ three blocks. It’s on the corner of
one block.
_________________________________
_________________________________
Rainbow Street and Ocean Road.
A: Excuse me. How can I get to the nearest A: Excuse me. I’m a new student here. Where’s
drugstore? the cafeteria?
You: _Go straight on Melbourne
________________________________ You: _It’ s at the end of the corridor,
________________________________
Street for five blocks.
_________________________________ across from the computer lab.
_________________________________
ACTIVITY BOOK | 225

Unscramble the conversation.
5.
2 Yes. There’s one on Abbey Road.

3 Where is it on Abbey Road exactly?
7 OK. Thank you so much!
4 It’s on the corner of Abbey Road and Peach Avenue.
1 Excuse me. Is there a good restaurant near here?

5 Peach Avenue. That sounds familiar. How far is it from here?
8 You’re welcome.
6 About two blocks. Abbey Road is the second street.
Use the questions below as guidelines and write a paragraph about yourself.
6.
• Do you live in a house or in an apartment? Is it near or far from the places where you usually go?
• How do you get around in town? How do you go to school/work? Do you drive? Do your parents
drive you places? Do you carpool? Do you use public transportation?
• Do you ride your bike? How often? Do you think bicycle use is increasing in your town?
• Is traffic a problem in the place where you live? If so, what is a possible solution to it?

7
UNIT
It looks
yumm
y!
Name: ____________________________________ Group: ____________
Match the columns.

4
1.
1. What’s your favorite fruit? Yes, there are two cartons of milk in the fridge.
2. What’s your favorite dish? 3 You need lasagna noodles, some cheese, and
3. What do you need to make it? tomato sauce.
4. Are there any cartons of milk? 6 Table for two, please.
5. Can I help you? 2 My favorite dish is lasagna.
6. Table for how many? 1 My favorite fruit is watermelon. I love it.
7. Are you ready to order? 5 Yes, I need two pounds of potatoes, please.
8. Would you like some dessert? 8 Yes, I’d like some chocolate cake, please.
7 Yes, I’d like a Caesar salad, please.
Find sixteen names of fruit and vegetables in the wordsearch.

2.
A W A T E R M E L O N W Q G A H
L G O W Q W E I R K H A V S F O
Q T I E K N L V I W T I O N I J
Z J I E P I O C B D G Y L I M E
J A Q D Z A N A A P P L E P M O
E F M Y T R Y K N I I X T M N C
S P X P E A S F A R A M T D W A
O L N A R M C H N M R E U C I U
N V B Y L G P E A R T S C J B L
I A R L T E O L C N S U E A H I
O Y O E T H T G N I I C F I K F
N I C A S C A R R O T B W R A L
F A C T O O T S T A H L T O E O
O W O K R T O M A T O P A L J W
M S L L E A G Q M B O T I F G E
E P I N E A P P L E V A O V S R
D N G N Y C L I V U C N U W I X
Y Y D X I E A V N P A P A Y A E
I G R A P E S Z S T S E Q I W D
ACTIVITY BOOK | 227

It looks yummy! Shoppin g list
1 box of cereal
3 cans of soda
1 carton of milk
1 bottle of wine
a dozen oranges
Look at the pictures and complete
4 bars of chocolate
3.
Sarah’s shopping list.

½ lb of beans
Sarah is shopping now. Based on the information in Activity 3, fill in the blanks to complete
4.
her conversation with the grocer.

Grocer: Can I help you
____________________________________?
Sarah: I’
d like some ___________________,
Yes, _________________ soda please.
Grocer: How many cans do you want?
Sarah: Three please.
I also need some
________________.
oranges
Grocer: How many do you need
________________________________?
Sarah: A dozen, please. They look delicious.
Grocer: What else do you need?
Sarah: Let me see. I need ____________________
some bars of chocolate, please.
Grocer: How many bars do you need
___________________________________________?
Sarah: Four. I also need ___________________.
milk
Grocer: One or two cartons?
Sarah: Only one, please. _________________________________________.
And a bottle of wine
Grocer: Red or white?
Sarah: half a pound of beans
Red, please. Finally, I need _________________________.
Grocer: Here are your beans.
Sarah: Thanks. ___________________________________________?
How much is it all
Grocer: That’ll be $47.20.
Sarah: Here you are.
Grocer: Thank you. Have a nice day.

Name: ____________________________________ Group:____________
UNIT
7
5. You are talking to your nutritionist. Answer her questions.
Nutritionist: Do you always have breakfast?

You: _________________________________________________________
Nutritionist: What do you usually eat for breakfast?
You: _________________________________________________________
Nutritionist: Do you like vegetables?
You: _________________________________________________________
Nutritionist: What vegetables do you usually eat?
You: _________________________________________________________
Nutritionist: What about water? How many glasses of water do you drink a day?
You: _________________________________________________________
Nutritionist: Do you often have fast food?
You: _________________________________________________________
Nutritionist: What’s your favorite food?
You: _________________________________________________________
Nutritionist: How often do you have it?
You: _________________________________________________________
Unscramble the conversation.

6.
2 Table for one, please.

3 This way, please. Here’s the menu.
4 Thanks.
1 Welcome to Taylor’s. Table for how many?
6 I think so. I’d like a salad and the roast chicken.
8 I’d like some orange juice, please.
9 Would you like some dessert?
10 Yes. I’d like a piece of apple pie, please.
7 And what would you like to drink?
11 Anything else?
5 Are you ready to order?
12 No, that’s all. Thank you.
ACTIVITY BOOK | 229

Complete the conversations with how much, how many, some, and any.
7.
Linda: I’m going to the grocery store. Do you need anything, Bianca?
Bianca: Yes, I do. But can you help me out? Can you check what we have in the fridge first?
Linda: Sure.
Bianca: any eggs?
Do we have __________
Linda: any
No, we don’t have ___________.
Bianca: we need
So, _______________.
some
Linda: How many
________________________?
Bianca: I guess half a dozen is enough. What about cheese?
Linda: some
There is __________ cheese. Not a lot, but we
have ______________.
some
Bianca: Good. What about milk?
Linda: any How
No, I don’t see ___________ milk. _________________much milk should I get?
Bianca: I think a carton or two.
Linda: Two cartons then. We drink a lot of milk.
Bianca: How much
____________________ wine do we have?
Linda: some
Very little. We really need __________________.
Bianca: One bottle of wine, then?
Linda: OK.
Bianca: _________________________
And how many apples are there?
Linda: any
I don’t see _______________ apples.
Bianca: some
Really? So get ____________________ apples, too.
Linda: How many
____________________?
Bianca: Five or six. I think that’s all.
Linda: OK.

Putting
all toge it
ther.
Name: ____________________________________ Group: ____________
1.
Read and answer the questions that follow.

8 UNIT
a. Where can you find this reading passage?

In blogs, e-mail messages, diaries.
______________________________________________________________________
b. What adjectives does the author use to describe his house?
Spacious, comfortable, old.
______________________________________________________________________
MY HOUSE
My house is very spacious and comfortable. There are three bedrooms and two bathrooms. It’s an
old house, but the living room is big and the sun shines in every morning. The bedrooms are big,
but we don’t have a lot of room for our computers and video games. My family is big. I have two
sisters and one brother, so I share a room with my brother and my sisters share the other room.
We have a small garden and the garage is big enough for two cars. The neighborhood is very safe
and the public services are very efficient. There is a bus stop across the street from my house and
there are many subway lines. I’m happy living here.
c. Complete the table.
Number of bedrooms 3
Number of bathrooms 2
Number of siblings 3
What else is there in the house? A garden and a garage.
What’s the neighborhood like? Safe and public services

are efficient.
d. Write a similar paragraph describing your house and neighborhood.
ACTIVITY BOOK | 231

Look at the
2.
map and
complete the
conversation
with the
directions.
A: Excuse me. Is there a hospital near here?

B: Yes, there is one.
__________________________________________________________________
A: Where is it exactly?
B: It’ s on Second Street, across from the police station .
__________________________________________________________________
A: How do I get there?
B: Go straight ahead for two blocks and turn right. Then go ahead for
__________________________________________________________________
four blocks.
__________________________________________________________________
A: Thank you very much.
B: You’ re welcome.
__________________________________________________________________
Invite a friend to go Batman

3.
to the movies with THEATER AT LINCOLN HALL

you. Look at the ad NOW PLAYING AT DOWNTOWN MOVIE
Sat. and Sun. 8:00 and 10:00 p.m.
and complete the Weekdays 2:00, 4:00, and 6:00 p.m.,
conversation.
You: What are you doing now?

______________________________________________________
Your friend: Well, I’m beginning to study for the math test.
You: What are you doing tomorrow?
______________________________________________________
Your friend: I don’t have any plans for tomorrow. Why?
You: Would you like to go to the movies?
______________________________________________________
Your friend: What are you planning to see?
You: Batman.
______________________________________________________
Your friend: That sounds interesting. Where is it showing?
You: At the Downtown movie theater at Lincoln Hall.
______________________________________________________
Your friend: OK. What time?
You: On weekdays at 2:00, 4:00, and 6:00 p.m. and on weekends at 8:00 and 10:00 p.m.
______________________________________________________
Your friend: That’s fine with me. How are you planning to get there?
You: By bus.
______________________________________________________
Your friend: Great. I’m taking the subway. See you there.
You: See you.
______________________________________________________

Name: ____________________________________ Group:____________
UNIT
8
4. You and your friend are hungry after the
movie and decide to get something to eat.
Look at the menu and order.
.80
Hamburger ............................ $2
.20
French fries .......................... $2
.90
Soda............................. large $1
medium $1.70
small $1.50

.50
Hot dog ................................. $2
.90
Chicken sandwich ................ $2
.50
Ice cream cone..................... $1
(chocolate or vanilla)
.50
Coffee ................................... $2
.10
Cake (slice) ........................... $3
(chocolate, orange, or apple)
You: ____________________________________________________________
Your friend: Good idea!
Waiter: Can I help you?
You: ____________________________________________________________
Waiter: OK. What would you like to drink?
You: ____________________________________________________________
Waiter: Large, medium, or small?
You: ____________________________________________________________
Waiter: Would you like to try one of our desserts?
You: ____________________________________________________________
Waiter: We have delicious cakes and ice cream.
You: ____________________________________________________________
Waiter: All right. And you, sir, what would you like?
Your friend: I’ll have a hot dog, French fries, and a large soda, please. And a slice of chocolate cake
for dessert.
Waiter: Very well. I’ll be back in a minute.
After a while…
You: ____________________________________________________________
Waiter: Of course, here it is.
You: ____________________________________________________________
Your friend: Here’s my half. Plus the tip.
Waiter: Thank you.
Your friend: Don’t mention it.
ACTIVITY BOOK | 233

Write questions to the answers below.
5.
1. What kind of movies do you like

A: __________________________________________________________________
?_ ?
B: I love comedies.
2. How many bedrooms are there in your house
A: __________________________________________________________________ ?
B: There are three. And two bathrooms.
3. Would you like to go to the movies tomorrow
A: __________________________________________________________________ ?
B: I’d love to, but I can’t. I have a test tomorrow.
4. What do you usually do on weekends
A: __________________________________________________________________ ?
B: I usually get up late and go skateboarding in the park with my friends.
5. What toppings do you have
A: __________________________________________________________________ ?
B: We have mushrooms, dried tomatoes, and ham.
6. Would you like dessert
A: __________________________________________________________________ ?
B: No, thank you. No dessert for me.
Answer the questions.

6.
1. Where would you like to go on the weekend?
2. Is there a restaurant near here? How do I get there?
3. Where is the nearest subway station?
4. What time does your school start?
5. What’s your favorite TV show?
6. How often do you eat out?

painters, dental hygienists, and personal
Starter Unit Host:
financial advisors.
That’s very interesting. Those are some
interesting occupations and some
Getting started! are also unusual. For example, dental
hygienists and personal financial advisors.
What does a dental hygienist do?
(Track 02)
Kim: A dental hygienist cleans teeth, takes
ACTIVITY 3 x-rays, and educates patients on dental
care.
Conversation 1 Host: What about a personal financial advisor?
Teen boy: Hello, Anna. How are you? What exactly does he do?
Anna: I’m fine, thank you. And you? Kim: This professional helps people plan their
Teen boy: I feel great! finances and decide on investments.
Anna: It’s nice to see you again. Host: Thank you so much, Professor Wilson.
Teen boy: Nice to see you, too. We’re going on a break now and we’ll be
right back.
Conversation 2
Teen boy: Anna, I want you to meet my friend
(Track 05)
Chris. She’s a new student.
Anna: Hi, Chris. Nice to meet you. Welcome to ACTIVITY 8
our class. Jack: Hello, Linda!
Chris: Gee, thanks. It’s great to meet you, too. Linda: Jack! What a surprise!
Jack: Linda, meet my wife, Clara.
Conversation 3
Linda: Wife? Wow! Great news! It’s a pleasure to
Teacher: OK, guys. Let’s start our class. Open your
meet you, Clara.
books to page 10, please.
Clara: Nice to meet you, too. Jack talks a lot
Chris: Oops! I don’t have a book.
about you.
Teacher: Can you please share with her, Anna?
Linda: So, what are you guys doing? I haven’t
Anna: Sure, Mr. Walton. Sit down here, Chris.
seen you in a long time.
Chris: Thank you!
Jack: We’re living in Alaska now.
Anna: No problem.
Linda: No kidding! Really? What do you do,
Clara?
Clara: I’m a marine biologist.
Unit 1 Jack:
Linda:
She works with sea animals.
Cool! Where do you work?
Clara: I work at a marine lab in Anchorage.
What does your father do? Linda: How do you like your job?
Clara: I love it! Come on, let’s sit down and have
some coffee.
(Track 04) Linda: Good idea!
ACTIVITY 4
Host: Hi, everyone. Our guest is Professor Kim (Track 06)
Wilson. Tonight she’ll talk to us about the
top ten jobs of the future. Good evening, ACTIVITY 13
Professor Wilson. Welcome to our show. Linda: I also have something to tell you. I’m
Kim: Thank you. Glad to be here. married now.
Host: Professor Wilson. Can you tell us about Jack: No kidding! Really? What’s your
the top ten jobs of the future? What are husband’s name?
they? Linda: His name’s Marco.
Kim: Sure. My research shows that the Clara: What does he do?
top ten jobs of the future include Linda: Well, he’s a game designer and he loves
nurses, software developers, plumbers, his work. He’s self-employed and he
construction workers, electricians, works from home.
physical therapists, computer analysts, Clara: That’s cool!
AUDIO SCRIPT | 237

Linda: How about you, Jack? Are you still
Jack:
teaching?
Yes, I work as a physical education
Unit 2
teacher at the local high school. What ,
about you? Are you still working as a What s a typical day like?
psychologist?
Linda: Yes, but I work for an NGO now.
(Track 8)
I’m responsible for a team of five
psychologists. ACTIVITY 2
Clara: That’s great, Linda! Host: Good evening, ladies and gentlemen. This
is a special report on people’s daily habits.
(Track 07) Let me talk to this young woman. Excuse
me, can I ask you some questions?
ACTIVITY 17 Heather: Sure.
Woman: Hello, guys. First of all, thank you very Host: What’s your name?
much for helping me with this survey. So Heather: Heather Field.
the first question is, what do you want to Host: Are you married?
do in the future? First say your name and Heather: Yes, I am.
age, please. Host: What does your husband do?
Nicholas: Hello, my name is Nicholas. I’m 17 years Heather: He’s a lawyer. He works for a bank.
old. I love children, so I want to be a Host: Do you have any kids?
teacher. I want to work with children Heather: We have three kids. A girl and two boys.
with special needs. Host: How old are they?
Woman: A teacher… a special education teacher, Heather: The girl is five and the boys are three.
right? That’s very inspiring! Thank you They’re twins.
Nicholas and good luck! Host: Cute! What do you do, Heather?
Ingrid: Hi, my name’s Ingrid. I’m 17 and I want to Heather: Well, I’m a psychologist, but I don’t have
be a fashion designer. a job right now. I’m a full-time mom.
Woman: So, Ingrid wants to be a fashion designer. Host: That’s fun!
Thank you, Ingrid. Now, let’s talk to some Heather: Yes, I love being a mom.
of these older people. What do you do? Host: So, tell us, what do you do every day?
Gregory: My name’s Gregory. I’m 29 years old What is your routine like?
and I’m an engineer. I’m with a big Heather: The kids go to preschool in the
construction company. afternoon. School starts at 1:00 and
Woman: Say, Gregory, what do you want to do finishes at 5:00 p.m. On Tuesdays and
five years from now? Thursdays I take them to their swimming
Gregory: Hmm… I think I want to be self- classes in the morning. They love it! And
employed, you know, have my own we always go to the beach on weekends.
construction company. Host: Wow! You’re a busy mom! Does your
Woman: Wow! That’s quite a big project! Good husband help you with the kids?
luck, Gregory. Now, what about you? Heather: Well, not during the week. He doesn’t
Walt: My name’s Walt, I’m 25 years old and I have time.
play guitar in a band, I’m a musician. Five Host: Thank you so much, Heather. It was nice
years from now I want to work as a music talking to you.
producer. Heather: You’re welcome!
Woman: What does a music producer do exactly?
Walt: Hmm… a music producer works with
(Track 9)
artists to create and sell music – CDs,
DVDs, or shows. ACTIVITY 9
Woman: That’s awesome! I love music! Well, thank Man: Hello, Jason. Say, what is your typical day
you very much, Nicholas, the future like?
special education teacher, Ingrid, the Jason: Well, it’s kind of boring. I’m a single dad.
fashion designer, Gregory, who already I get up at six thirty, shower, get dressed,
works as an engineer, and Walt, our and drive my daughter to school. I
musician who wants to become a music then go to work. I usually start work at
producer. Thank you all very much! eight thirty. At work I write e-mails and
do other office work. I sometimes go
home for lunch. If I do, I make lunch,
and then at one I go back to work and

do the same things. At five I go home, (Track 16)
cook dinner, eat dinner and talk to my
daughter, check her homework, do the ACTIVITY 12
dishes, shower, read a book, and go to
sleep. Number 1
Man: Thanks, Jason. Tonya: Hi, my name is Tonya and I live with my
Jason: You’re welcome. family on a ranch. I love living away from
big cities. My house is very comfortable
and I absolutely love my bedroom. It’s my
favorite place in the house. It has my bed,
Unit 3 my computer, my TV, and a large closet
for all my clothes.
,
It s a lovely house! Number 2
Gopal: Hey, my name is Gopal. I live alone in a
small apartment in New Delhi. I don’t
(Track 13) like the apartment very much, but it’s
what I can afford now. I like its location
ACTIVITY 2 especially because it’s near my job. I love
Man: So, Julia, who do you live with and what’s walking to work. The living room is my
your house like? favorite room. It’s not very big, but it has
Julia: I live with my family on a ranch in the everything I need: a comfortable sofa,
countryside. Our house is very big. There two armchairs, a TV set, and my video
is a large living room, a dining room, a game console. I love hanging out there.
basement, and an attic. There are also
four bedrooms and bathrooms. There’s a Number 3
large porch where we usually spend a lot Sarah: Hey, my name is Sarah. I live with my
of time together. I love living here. I just husband in an apartment in Tokyo. I love
don’t like taking the bus to school in the living here. The apartment is modern
morning. School is 20 kilometers away so and comfortable. I work from home
I have to wake up very early. so I spend a lot of time at home. I love
cooking, so my favorite place is my
(Track 15) kitchen. It’s small but very modern. It
has a stove, a microwave oven, beautiful
ACTIVITY 8 cupboards, a table, chairs, and the most
Barb: Hey, Cynthia. What’s up? important item: a dishwasher.
Cynthia: Hey, Barb. What’s up?
Barb: Have you moved yet? Number 4
Cynthia: Yes, my mom and my sisters still call me Ricardo: Hello, my name is Ricardo. I live in a
all the time, but I’m OK. house in a small village in Italy. My house
Barb: So, how do you like the new place? is very old and big and there are a lot of
Cynthia: I love it! It’s an old apartament, but I love green areas around it. I love hanging out
it! there, but my favorite place is my living
Barb: Cool. room. I love entertaining my friends
Cynthia: And my favorite place is my bedroom. It’s there. It has two large sofas and four
very comfortable. armchairs. It also has a large TV set. It’s
Barb: Really? What do you have in it? the perfect place to relax with friends.
Cynthia: I have a bed, a TV set, a nightstand with a
lamp, a closet, a table, my computer, and
a chair.
Barb: It sounds really cozy.
Cynthia: It is! You should see it. Why don’t you
come over for a drink tonight?
Barb: Sounds like a good idea.
AUDIO SCRIPT | 239

(Track 17) Number 4
Woman: This is a houseboat. It’s small, but very
ACTIVITY 18 nice. It has one bedroom, a living room,
Woman: Hello, Sunset Real Estate Agency. How a small dining area, a small kitchen, and a
can I help you? bathroom.
Man: Hello, I’m calling about an apartment for
rent in East Valley. Number 5
Woman: East Valley. OK, sir. Woman: This is a trailer home. It’s not very
Man: Where exactly is the apartment? spacious. It has a bedroom, a kitchen, and
Woman: It’s on Lincoln Avenue. a bathroom.
Man: OK. And what’s the apartment like?
Woman: It’s a nice two-bedroom apartment on Number 6
the tenth floor. It has a nice living room, Woman: This is a lovely town house. It has two
an open kitchen, and a large bathroom. bedrooms, a bathroom, a dining room, a
Man: Great. Are there amenities in the living room, a small kitchen, and a front
building? yard.
Woman: Yes, the building has a playground, a
swimming pool, and a workout room.
Man: Good. What’s the neighborhood like? Is it
calm and safe?
Woman: Yes, it’s a very calm and safe
Unit 5
neighborhood.
Man: All right. And how much is the rent?
Woman: $1,200 a month, bills not included.
Man: Good. Can I see the apartment? (Track 19)
Woman: Sure, sir.
Man: When can I see it? ACTIVITY 2
Woman: How about tomorrow in the morning at Man: This article is really interesting.
ten o’clock? Woman: What is it about?
Man: Great. Man: It is a survey on what Americans do in
their leisure time.
Woman: Oh really? What does it say?
Man: Some pieces of information are no
Unit 4 surprise. People usually have five hours a
day of free time and they spend 2.8 hours
watching TV.
Putting it all together. Woman: 2.8 hours watching TV? That’s a lot!
Man: Do you think so? I probably watch more
(Track 18) than that.
Woman: What else?
ACTIVITY 2 Man: People spend only 17 minutes thinking
and relaxing every day.
Number 1 Woman: 17 minutes thinking and relaxing? That’s
Woman: This is a studio apartment. It’s very little.
conveniently located and it’s furnished Man: Yes, it is. But, people spend 26 minutes
with a refrigerator, a stove, and a double playing games or using the computer for
bed. leisure.
Woman: I think I spend more than 26 minutes
Number 2 playing games.
Woman: This is a two-story house in a nice Man: Me, too.
residential area. It has three bedrooms, Woman: What else does it say?
two bathrooms, an open kitchen, a living Man: It says that people spend only 18 minutes
room, a dining room, and a garage. participating in sports, exercising, or
other forms of recreation.
Number 3 Woman: What? Only 18 minutes participating in
Woman: This is a large house in the suburbs. It has sports or exercising? That can’t be true!
four bedrooms, three bathrooms, a large Man: Well, that’s what the survey says.
living room, a dining room, a garage, and Woman: I’m shocked. What else?
a front and a back yard. Man: It also says that we spend 37 minutes
socializing and communicating.

Woman: I definitely think I spend more than 37 (Track 22)
minutes communicating.
Man: You bet! ACTIVITY 13
Woman: Hey! Noah: Hello?
Penny: Hello? Noah? This is Penny.
Noah: Hi, Penny. How’s it going?
(Track 21) Penny: Everything is fine. What are you doing
ACTIVITY 8 tonight?
Noah: Tonight? I don’t have any plans. Why?
Part 1 Penny: Rick and I are going to the movies.
Ms. Tate: OK, class, since there are no questions Would you like to come with us?
about the reading passage, please have a Noah: Hmm. What are you planning to watch?
look at the graph. Can you give me more Penny: Maybe a drama. Do you like dramas?
examples of activities in each different Noah: Not really.
category? For instance, strength activities? Penny: OK. What kind of movies do you like?
Kim: Working out, Ms. Tate? Noah: Comedies and action movies.
Ms. Tate: Good, Kim. Working out is definitely Penny: OK. We can see one of those then. Let’s
an example of strength activities. What meet at the mall at seven and decide.
about flexibility activities? Noah: Sounds good to me.
Eileen: Dancing, Ms. Tate. My dance teacher says Penny: Great. See you later then.
it makes you more flexible. Noah: See you.
Ms. Tate: That’s true, Eileen. Dancing is a flexibility
activity. (Track 24)
Mohamed: I think cycling is a good example of an
aerobic activity. ACTIVITY 18
Ms. Tate: Good, Mohamed. Cycling is a good Gordon: Hello?
example of an aerobic activity. Tina: Hey, Gordon. This is Tina.
Mohamed: And basketball is an example of a Gordon: Hey, Tina. What’s up?
recreational activity. Tina: Nothing much. Listen, would you like to
Ms. Tate: Yes, basketball. What about activities you go the movies?
should do every day? Gordon: I’d love to.
Josh: Walking? Tina: What are you doing next Thursday?
Ms. Tate: Yes, that’s a very good example of Gordon: I’m meeting some friends.
something we should do every day. Tina: I see.
Thanks. There are also activities we Gordon: What about next Friday? Are you free on
should do less of such as spending time Friday?
in front of the TV or computer and Tina: No, I am not. I’m having dinner with my
taking elevators and escalators. mom. What about Saturday? What are
you doing on Saturday?
Part 2 Gordon: Saturday is a bit complicated. I’m going
Ms. Tate: All right, class. Which activities in the to a concert. Sunday? What are you
graph do you usually do in your free doing on Sunday?
time? Kim? Tina: Gosh, that’s tough! I’m studying for a test
Kim: I swim twice a week and I walk every day. the whole day.
Ms. Tate: What about you, Mohamed? Gordon: All right, Thursday and Saturday I can’t.
Mohamed: I swim and play soccer twice a week and Friday and Sunday you can’t. What about
do martial arts every Saturday. next Wednesday? Are you free next
Ms. Tate: Good. What about you, Eileen? Wednesday?
Eileen: I love dancing. I dance three times a week Tina: Yes, I am. What about you?
and I walk my dog every day. Gordon: Me, too. Deal then. We can go to the
Ms. Tate: What about you, Josh? movies on Wednesday. What time do
Josh: I play tennis twice a week and play soccer you…
every Saturday.
AUDIO SCRIPT | 241

Man: OK. Now where?
Unit 6 Woman:
Man:
Turn right on Valentine Street.
Okeydokey. Do I go straight ahead?
Woman: Yes, go straight ahead for 900 meters.
How do I get there? Then turn left on Temple Avenue and
drive three more blocks. The furniture
store is the big building on the right.
(Track 26)
Man: Big building on the right. OK. We seem
ACTIVITY 2 to have arrived safe and sound. Do you
think it’s still open?
Conversation 1 Woman: Sure! I saw on their website that they
Man: Excuse me. Can you help me? close at 10:00 p.m.
Woman: Sure.
Man: Is there a bank near here?
Woman: Yes, there is. There is one on Second
Man:
Avenue, next to the hospital.
Great. How can I get there?
Unit 7
Woman: Go up on 4th Street for three blocks and
turn right on Second Avenue. The bank is It looks yummy!
next to Saint Mary’s Hospital.
Man: Thank you. (Track 28)
Woman: You’re welcome.
ACTIVITY 3
Conversation 2
Man: Excuse me. Can you help me? Pattern 1
Woman: Sure. What can I do for you? Woman: fish
Man: Where is the Salvador Dali exhibition? grapes
Woman: It’s on the second floor on your left. Take pear
the elevator down the hall. lime
Man: Thank you. peas
Woman: You’re most welcome, sir. And here, take corn
this museum map to help you. cheese
Man: Great! What time does the museum eggs
close? beans
Woman: On Thursdays it closes at 8:00 p.m. meat
Man: Thanks again. bread
Woman: Any time. rice
jam
Conversation 3 milk
Woman 1: Excuse me, ma’am. Where’s the library?
Woman 2: This is the main hallway. Go straight and Pattern 2
turn left at the next hallway. Go straight Man: apple
to the end. The library is on the right. melon
Woman 1: OK. Let me see if I can get there. Go lettuce
straight, turn left at the next hallway. The pepper
library is on the right. carrot
Woman 2: Right. It’s across the hall from the spinach
cafeteria. onion
Woman 1: OK, I got it. Thank you. chocolate
Woman 2: You’re welcome. butter
chicken
(Track 27) soda
orange
ACTIVITY 11
Woman: Hon, are you sure about how to get Pattern 3
there? Woman: pineapple
Man: No, darling… Why don’t you help me? broccoli
Check it out on your super-duper gadget. cereal
Woman: OK. Here goes. Go north on Riverdale
Drive for two blocks.

Pattern 4 else do you need?
Man: cauliflower Joan: I need some potatoes. How much is a
watermelon pound of potatoes?
Mr. Taylor: It’s one thirty.
Pattern 5 Joan: Good. One pound potatoes, please. I also
Woman: tomato need some onion soup.
potato Mr. Taylor: How many cans do you need?
banana Joan: Just one. How much is it?
papaya Mr. Taylor: It’s one fifty.
Joan: Finally, I need a carton of milk. How
(Track 30) much is it?
Mr. Taylor: That’s ninety cents. I’ll put it all in a bag
ACTIVITY 11 for you. So what are you cooking for
Mindy: Jamal, I think I’m making my root dinner?
vegetable stew for tonight. What do you
think? (Track 32)
Jamal: I think that’s a good idea. I love that stew.
Mindy: Can you help me check if we have ACTIVITY 22
everything we need? Hostess: Good evening. Welcome to Phil’s Cuisine.
Jamal: Sure. Table for how many?
Mindy: Do we have potatoes? Man: Table for two, please.
Jamal: Let me see. No, there aren’t any potatoes. Hostess: This way, please. Here’s the menu.
Mindy: So, one pound of potatoes. What about Man: Thanks.
vinegar. Do we have any vinegar? .......................................................................
Jamal: No, we don’t have any. Waiter: Are you ready to order?
Mindy: OK, so one bottle of white wine vinegar. Man: I think so. I’d like a Caesar salad and
We also need carrots. Do we have any vegetarian lasagna.
left? Waiter: OK, sir. A Caesar salad and a vegetarian
Jamal: No, we don’t have any either. lasagna. What about you ma’am?
Mindy: OK, so half a pound of carrots. And we Woman: I’m really hungry so I’d like some toast
also need sweet potatoes. We don’t have with avocado and salmon and the roast
any, do we? chicken.
Jamal: No, there aren’t any sweet potatoes. Waiter: The toast with avocado and salmon and
Mindy: OK, one pound of sweet potatoes will the roast chicken with vegetables, right?
do. Do we have bay leaves? Woman: That’s right.
Jamal: Yes, we have some. And we also have Waiter: And to drink? What would you like to
some cider, a squash, and three onions. drink?
Mindy: Good. So we don’t need to buy any of Woman: I’d like some orange juice, please.
these. Man: And I’ll have a glass of red wine, please.
Waiter: All right. Orange juice and a glass of red
(Track 31) wine. Anything else?
Man: No, that’s all. Thank you.
ACTIVITY 15 Waiter: OK. Excuse me.
Joan: Good morning, Mr. Taylor. .......................................................................
Mr. Taylor: Good morning, Joan. How can I help Waiter: Excuse me. Would you like some dessert?
you? Woman: Yes, I’d like a fruit salad with whipped
Joan: I need some groceries. I’m having a few cream.
friends for dinner tonight. Waiter: And you, sir?
Mr. Taylor: Excellent. What do you need? Man: I’d like the chocolate mousse, please.
Joan: I need some oranges. Waiter: OK, that’ll be a fruit salad with whipped
Mr. Taylor: How many do you want? cream and chocolate mousse.
Joan: Six, I guess. How much are they? Woman: That’s right.
Mr. Taylor: It’s three dollars for half a dozen oranges. .......................................................................
Joan: I also need a bottle of red wine. How Man: Can we have the check, please?
much is it? Waiter: Sure, sir. Here you are.
Mr. Taylor: It’s eleven dollars and fifty cents. What
AUDIO SCRIPT | 243

Unit 8
Henry: Sure. Would you like to order anything to
drink?
Miguel: Do you have any apple juice? Or orange?
Henry: Yes, we have both. Which one would you
Putting it all together. like?
Miguel: Apple juice, please.
(Track 34) Henry: OK. Your total comes to thirty three
dollars and nineteen cents. Could I have
ACTIVITY 3 your name, please?
Henry: Mama Pizza. Henry speaking. Can I take Miguel: Miguel Torino.
your order? Henry: Is that Michael?
Miguel: Yes, I’d like a large mozzarella pizza with Miguel: Well, that’s Michael in Spanish, but it’s
ham and onions. actually Miguel.
Henry: OK. Mozzarella, ham, and onions. Would Henry: Oh, I got it. I also need your address and
you like anything else? telephone number, please.
Miguel: Well, wait a minute, please. (pause) What Miguel: It’s 498 East Pine Street, Apartment 203.
is it, honey? (pause) Sorry. Can I make And the phone number is 555 328-0494.
that half and half pizza? My wife would Henry: 555 238-0494?
like something else. Miguel: No, 555 328-0494.
Henry: Sure, no problem. What would you like Henry: OK, let me repeat your order. A large half
on each half? and half pizza. One half with mozzarella,
Miguel: What toppings do you have? ham, and onions and the other half with
Henry: We have mushrooms, pepperoni, mozzarella, dried tomatoes, and corn.
bacon, black olives, green peppers, dried Apple juice and your free order of green
tomatoes, corn, ham, onions, bananas, salad and Italian dressing.
pineapples, and strawberries. Miguel: Oh, it comes with a salad. Perfect!
Miguel: Strawberry and bananas on pizza? Henry: It should be there in thirty minutes.
Awesome! But that’s dessert, right? I Otherwise, you’ll get a free small pizza
don’t think I’m ready for that yet. I’ll have with your next order.
mozzarella, ham, and onions on one half Miguel: Gee, great! Thanks!
and mozzarella, dried tomatoes, and corn
on the other. Oh, and can I have thin
crust, please?

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For CNA Essentials 2 every effort has been made to trace

Information Gap Activities

What else could you say?

Did you know...?

What does your

It’s a lovely house!

What are you UNIT

say hello to one another. If there

• Books closed. Photocopy the cards

LISTENING • Books open. Ask students to work SPEAKING

• Books closed. Photocopy the cards

• Books closed. Since this is the first

PRONUNCIATION SPEAKING • Draw students’ attention to the

LISTENING disagree. Ask some individual

GAME GAME reading the sentences out loud so

LISTENING • Books open. Anticipate the

Jack lives in Clara is a marine

SPEAKING • Books open. Go over the sample

A: What does your father

• Books open. This task consists

• Books open. Tell students they

• Divide students into pairs and have

• Books closed. Ask students some

SPEAKING READING • Books open. Tell students they will

LISTENING • Books open. Have students look

SPEAKING • Books closed. Get some pictures of

GAME • Books closed. Divide students into

• Books closed. Contextualize the

LISTENING • Books open. To contextualize the

• Divide students into pairs. Ask

• Books open. Go over the questions

LANGUAGE SPEAKING What’s your routine like?

• Books open. Use the flashcards

See page 115

• Books closed. Divide students into

LISTENING VOCABULARY How many bedrooms/bathrooms

PRONUNCIATION • Books closed. Write the word

READING • Books open. Ask students to read

and help them if necessary.

LANGUAGE • Books open. Ask students to look

• Divide students into pairs and ask

two bedrooms apartment

SPEAKING • Books closed. Tell students who

I live in a one-bedroom apartment downtown .

It’s a five-minute walk away.

I live with my family in a six-room house.

I live in a small one-bedroom apartment.

LISTENING VOCABULARY Carry out chorus repetition of the

• Books closed. Tell students what

• Books open. Tell students they will

• Books open. Ask students if they

Are there good apartments in this

it comes to prices. For example,

GAME • Hand out the bingo cards available LISTENING

and 166, Bingo, and give students (track 18)

• Books open. Ask students to look

• Play the CD and give students a • Help students exchange their

a trailer home a two-story house a town house

a large house in the suburbs a studio apartment a houseboat

The studio apartment.

SPEAKING • Books open. Invite students to

GAME GAME • Team members should write down