CNA Progression 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
Editorial Coordinator
Dados Internacionais de Catalogação na Publicação (CIP)
Ana Paula Guerra Gil (Câmara Brasileira do Livro, SP, Brasil)
Editorial Assistants
Vieira, Maria Rita Corrêa
Ana Carolina Albuquerque de Lima CNA progression 2 : teacher's pack / Maria Rita
Corrêa Vieira, Sérgio Luis Monteiro da Silva. --
Barbara Yumi Lemos 2. ed. -- 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
Susan Banman Sileci
Series Design
Design Divertido
Illustrations 14-13232 CDD-420.7
Índices para catálogo sistemático:
Ilustra Cartoon
1. Inglês : Estudo e ensino 420.7
Photographs
Shutterstock
Thinkstock
Audio Production
Spectrum Estúdio
Printing Supervisor
Arthur Costa de Souza
0020141007
For CNA Progression 2 every effort has been made to trace

all the copyright holders, but if any have been inadvertently
overlooked, the publishers will be pleased to make the necessary
amendments at the first opportunity.
All rights reserved. No part of this book may be reproduced, © Copyright Editora CNA - 2015
stored in a retrieval system, or transmitted in any form or by Todos os direitos reservados à
any means, electronic, mechanical, photocopying, recording, Editora CNA Cultural Norte Americano S/A.
or otherwise, without the prior permission in writing of the CNPJ no 58.062.779/0001-50
publishers. Rua Coronel Oscar Porto, 800 - Paraíso
04003-004 - São Paulo/SP
1st edition – 1st print www.cna.com.br
Printed by Pancrom.
2 | CNA PROGRESSION 2
Introdu
ction
CNA PROGRESSION is a two-level English course for basic learners. The aim of the course is to make English
enjoyable and tension-free. It is intended as a practical and natural approach to teaching English to basic
learners and emphasizes the listening and speaking skills.
CNA PROGRESSION is based on a set of principles which underlie its structure and activities. In a nutshell,
these principles are:
A view of language which proposes that language is a means of communication and that to communicate is
to interpret, express, and negotiate meaning; and that in order to be able to communicate properly in a foreign
language, speakers should reach communicative competence (Savignon, 1991).
A view of teaching which is organized around the steps of engaging students in the task by providing them
with the language items to be worked on, studying that language in a way that students become familiar with it,
and activating their knowledge by experimenting with what they have learned (Harmer, 2008).
A view of learning which advocates that knowledge is constructed by means of interaction with the other
participants in the learning process (i.e. students, teacher, materials, context) and therefore that students are co-
responsible for their learning (Vygotsky, 1978).
A view of culture that not only encourages students to bring to class their cultural background and share it
with their classmates, but also promotes the exploration and discovery of other cultural contexts.
A view of social responsibility which is coherent with the educational belief that a language course should
go beyond teaching the foreign language only and that the teaching/learning process is also a means to offer
students a chance to reflect and act on their role as citizens of their communities and the world.
A view of the teacher’s role which is based on the belief that teachers play a key role in the success of the
teaching/learning process and therefore they should take it into their hands to make informed decisions
concerning the best way to make use of the material and other resources available.
TEACHER'S BOOK | 3
r s e
Cou ponents
Com
Student’s Learning Pack Teacher’s Pack
Class Lessons Class Lessons
Audio Files (online) Audio Files (CD)
Activity Book Activity Book
Information Gap Activities Information Gap Activities
Grammar Tips Further Practice
Web Lessons Grammar Tips
CNA NET Resource Pack
Audio Script
Class Lessons
The Class Lessons are made up of eight lessons
which mainly focus on the development of speaking,
listening, and reading skills, supported by activities
that specifically focus on linguistic input (grammar,
vocabulary, functions, and pronunciation). The book
starts with a special unit – the Starter Unit – which
will provide students with useful language to be used
throughout the course. Units 4 and 8 are dedicated
to review material studied in the previous units.
Audio Files
The Audio Files for the listening comprehension
activities in the Class Lessons are available on CNA
NET and can be downloaded for further practice.
The Audio Script can be found at the back of the
Teacher’s Pack.
Activity Book
The Activity Book offers students stimulating and
varied practice of the material studied in class.
Grammar Tips
Each unit has a set of grammar tips with more
detailed explanations of the grammar items studied
in the unit. Activities and their answer keys are also
available for those students who want extra practice.
Teacher's Pack
The Teacher’s Pack contains detailed suggestions
on how to teach the course, answer keys to the
class lessons activities, transcripts of the listening
comprehension activities, and reduced pages of the
Class Lessons.
Further Practice
These are activities are meant to provide more
practice of the content taught in the units and
should be worked with if time is available.
Resource Pack
Flashcards, cue cards, and supplementary materials
are available in the Resource Pack. These materials
are meant to add diversity to and enrich the lessons.
Web Lessons
The Web Lessons are online activities which provide
students with further practice of the contents
studied in class.
TEACHER'S BOOK | 5
r u c t u r e
S t CNA PROGRESSION 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.
TEACHER'S BOOK | 7
page 14
pa ge 10 pa ge 28
UNIT
STARTER UNIT
UNIT
Memories
Go ahead! Communicative goals Crime doesn’t pay
• Talking about important past
Communicative goals events Communicative goals
• Telling someone about the last
• Review of the main language • Talking about what people were
time you did something
items of CNA Progression 1 doing when something else
• Talking about what you used to
happened
Vocabulary do when you were a child
• Talking about incidents in the
• Making comparisons
• Review of the main language past
• Asking questions to keep the
items of CNA Progression 1 • Describing a car accident
conversation going
• Describing incidents in the past
Language awareness
Language awareness
• Used to
• Past continuous
• Comparative (cheaper than)
• Present perfect (1) for indefinite
page 42 • Tag questions
time in the past
Vocabulary • Adjectives and adverb formation
• Kids’ games Pronunciation
UNIT • Language for comparison
• Sentence stress and rhythm
Pronunciation
Vocabulary
• Number of syllables in a word:
• Words related to car accidents
one-syllable: safe
Are you ready Process writing
to work? • Writing an account of an
accident
Communicative goals
• Talking about occupations
• Talking about what you like/
dislike doing
• Talking about what you’re good pa ge 56
at, skills, and abilities
• Talking about choosing a career/
job
UNIT
• Talking about how to get ready
and how to behave during a job
interview
• Asking and answering questions
during a job interview
Putting it all
Vocabulary together.
• Personality traits
• Collocations: cope with, Communicative goals
interested in, etc. • Review of Units 1 to 3
Pronunciation Vocabulary
• Stressed syllable • Review of the main language
• Sentence stress and rhythm items already studied
Language awareness
• Verbs and adjective +
prepositions followed by verb in
the -ing form
• Superlative (the proudest)
pa ge 60
pa ge 88
UNIT page 74
UNIT
UNIT
What makes
you happy? So much has
been going on
Communicative goals Modern lives these days.
• Talking about happiness and
what it means Communicative goals Communicative goals
• Talking about what makes you • Talking about what has been
• Talking about your lifestyle or
happy happening
someone else’s
• Talking about healthy lifestyles • Talking about what someone
• Talking about chores
• Making comparisons has been doing
• Talking about things that
happened over a period of time • Giving advice
Pronunciation • Talking about how someone
• Talking about stress and ways to
• Sentence stress and rhythm feels
deal with it
• Number of syllables in a word • Talking about ways not to feel
• Talking about things you have
already done and things you aggravated
Language awareness
haven’t done yet
• Questions without an auxiliary Pronunciation
verb (Who told you about social Language awareness • The tap as in matter
networks?)
• Both… and; either … or, neither …
• Comparatives of equality, Language awareness
nor
superiority, and inferiority • Had better and ought to
• Present perfect (2) for an
unfinished period of time • Present perfect continuous
Vocabulary • For and Since
• Present perfect (3) with just,
• Synonyms (tasty – delicious) • Something, anything, nothing
already, and yet
Verbs of senses + adjectives (It
looks delicious.) Vocabulary Vocabulary
• Chores • Expressions related to emotions
Process writing
• Writing a message
page 102
n t e n t s
Co
UNIT
Putting it all
together.
Communicative goals
• Review of Units 5 to 7
Further Practice............................................. page 107
Vocabulary
• Review of the main language
Information Gap Activities.................. page 111
items already studied Grammar Tips . . ................................................ page 121
Resource Pack.. .............................................. page 145
Activity Book.................................................... page 177
Audio Script .. ...................................................... page 211
TEACHER'S BOOK | 9
0
STARTER
UNIT
SPEAKING to introduce themselves. You can

Communicative goals also ask them if they have had a
1.
• Review language presented nice break or vacation and other
and studied in CNA GOALS things to get to know them.
Progression 1 • Review language • Books open. Go over the
• Get to know students content students have items in the table briefly and
• Encourage interaction, worked on in previous encourage students to ask you the
cooperation, and levels corresponding questions so that
development of oral skills • Promote you can check their oral skills and
development of offer help if necessary.
speaking skills
• Encourage social and • Next, pair up students and ask
collaborative learning them to exchange information
strategies about themselves. Allow a few
minutes for them to fill in the
table with their own answers
• Books closed. Welcome students first. Encourage them to ask their
and introduce yourself briefly if classmates further questions on
this is a new group. If there are any the topics provided. Model the
new students in class, ask them conversation with a student:
A: Tell me about your family./Do you
have a big family?
B: Not really. I have two brothers.
A: What are their names? What do
they do?
B: Roberto is a high school student
and Miguel is an economist.
A: Are you married?
B: No, I’m not, but I have a
boyfriend. His name’s Silvio and
we work at the same company.
• While students talk, walk around
the room, observe your students’
ability to cope with the task and
offer help when necessary. When
they are done, move on to Activity
1b and ask each of them to pick
one item from the table and share
it with the whole class. Depending
on how much time is available,
you can ask students to share
some more information. Be extra
careful with the new students.
Make sure they are introduced
properly and acquire a sense of
belonging to the group.
Go ahead!
GAME • Books open. Have students work Question And Answer they should
in groups of three or four. Tell choose a classmate and ask him/
2.
them they can use a coin or an her a question of their choice.
GOALS eraser as a marker and that they • Each correct question, answer, and
• Add an element of should place them on the Start situation carried out satisfactorily
fun to the lesson square. Explain they have to take is worth one point.
• Allow students an turns flipping a coin. If they get
opportunity to review • If they land on an occupied square,
heads, they should move one
language contents they should move on to the next
square and if they get tails they
as well as practice free square.
move two squares. They should
and develop their answer the questions or carry • Encourage students to evaluate
speaking skills out a conversation based on the their own work and keep score.
situations suggested. Whichever Walk around the room at all times
the case may be, encourage and offer help when necessary.
students to ask and answer The first student to get to the
appropriate questions. If they Finish square ends the game
land on a square that says Free for the group. The winner is the
student with the highest score.
TEACHER'S BOOK | 11
0
STARTER
UNIT
SPEAKING may want to have them exchange the room, help them change
pairs and carry out Situation 2. from pairs to groups of three and
3.
Situations 3 and 4 require groups monitor their work.

GOALS of three, so you may want to
• Review and rearrange the groups. Depending
consolidate language on the number of students, you LISTENING
4.
dealt with previously may have three interviewees (or
(track 2)
• Develop students’ just one). Feel free to do whatever
communicative is more appropriate for your
competence in group. Circulate among them and GOALS
English offer help when necessary. When • Develop listening
they are done, have at least one strategies
presentation of each situation. • Review and
• Books open. Go over the situations
• Alternatively, you may have consolidate language
with students and make sure they
stations in the classroom where dealt with previously
understand what each one is
each situation should be role • Encourage students to
about. Ask them if they have ever
played. Prepare a piece of think critically
been in situations like these and
how they felt. If necessary, elicit cardboard with the situation title
some questions to help them get and ask students to rotate around
the room. Every time they reach a • Books open. Ask students to look
started. Pair students up and ask at the picture a little bit and tell
them to role play Situation 1. You station they should role play that
specific situation. Walk around you what they think. You may say:
What do you see in the picture? Is it
common? Do people really use their
phones everywhere and all the time?
• Encourage them to answer the
question in Activity 4a. You may
want to pair them up, but you
may also carry out the task with
the whole group.
• Have students read the questions
in Activity 4b and try to
remember their answers. If they
can’t, have them guess. Play the
audio again if necessary so that
they can confirm their guesses.
• Follow the same procedure for
Activity 4c.
• Play the audio again and ask them
to answer the questions in Activity
4c. It’s a good idea to do this with
the whole group because of time
constraints.
• Tell students to get into small
groups and discuss the two
statements in Activity 4d. Circulate
among them and offer help when
necessary. You may want to review
some language used to agree and
disagree. Write it on the board:
I totally agree.
I couldn’t agree more.
I’m sorry, but I don’t agree.
I see your point, but remember
that…
Go ahead!
• Walk around the room and offer many words as they can under • Ask them to get a sheet of paper
help when necessary. each category. Here are some and write the categories.
• When time is up, open up the suggestions of topics: • Say GO to start a round. When
group and encourage students to • Parts of the body/physical time is up, say STOP.
share their conclusions. characteristics • Ask pairs or groups of students
• Personality characteristics to compare their words. Explain
Answers • Clothes/accessories that words repeated by two pairs
Refer to the reduced page of of students/groups are worth 50
• Electronics
the Class Book for answers. points. The words repeated by
• Objects to take on a trip three or more are worth 25 points.
• Feel free to add any category you The words that are not repeated
think students need to review. by anyone are worth 100 points.
• Divide students in groups of three. At the end of the game, ask pairs/
Answers Depending on the number of groups to add up their scores. The
Activity 4c students in your class, you may pair/group with the highest score
1. About seven hours a day. want to pair them up. is the winner.
2. The anxiety people
experience when they
have no access to their
mobile phones.
3. At emergencies only.
GAME
5.
GOALS
• Review vocabulary
items students have
worked on in previous
levels
• Foster cooperative
learning strategies
• Add an element of
fun to the lesson
can be responsible
• Books closed. Decide which topics drugs and alcohol

you would like to include in this
STOP game. To make the game Does it mean
better for reviewing language
don’t have
contents, you may want to their phones
eliminate the requirement that should use
students have to write words communication
beginning with a specific letter. breakfast
dinner really enjoy our family
Instead, have them write the
categories on top of the page.
Explain you will give them 30
seconds for them to write as
TEACHER'S BOOK | 13
1 UNIT
Communicative goals
SPEAKING • Books open. Go over the
questions. Pair students up and ask
1.
• Talking about past habits, them to answer these questions.
facts, and states GOALS Walk around the room and offer
• Talking about historical facts • Introduce the topic of help when necessary. When they
• Telling someone about the the unit are done, ask some students to
last time you did something • Foster oral practice share their answers.
• Making comparisons and interaction in
• Asking questions to keep the English
conversation going GAME
2.
• Books closed. Ask students if
they think it’s important to know GOALS
about the past and why. Ask them • Review the past
how important it is for us to know tense of regular and
about the history of the world and irregular verbs
of our country. Also ask them how • Provide students with
important it is to know about our an opportunity to talk
families and about our childhoods. and learn about some
Encourage them to express relevant world events
themselves. • Offer room for the
development of
collaborative learning
strategies
fun to the lesson
• Books closed. Briefly explain to

your students that they are going
to play a game about past world
events. You may want to ask
them what year they were born in
and tell them that some of these
events happened before they were
born.
• Photocopy the cards available
in the Resource Pack, page 147,
World events. Divide students into
two groups and explain the first
part of the game.
• Tell them that each group will
receive eight cards with sentences
related to general history. The
groups will then read the cards
and decide which dates are
correct. Allow a few minutes for
them to discuss the statements
and come to a conclusion. When
they are done, explain that the
groups will take turns asking each
other about the facts on their
cards. For example, if Group A has
the card with the sentence The
Brazilian capital moved from Rio
to Brasilia in 1940/1950/1960, they
should ask Group B: When did the
Brazilian capital move from Rio to
Brasilia? In 1940, 1950 or 1960?
Memories
• Allow a few seconds for Group B SPEAKING • Books open. Pair students up and
to answer. Then ask Group A to encourage them to talk about the
3.
show it’s card with its answer. items given. Go over the items
GOALS to make sure they understand
• Give the class the correct answer,
and keep the score of each group • Review language used them. You may want to elicit
on the board. to talk about the past some examples of adverbs of
• Offer room for time as well. Model the example
• Then ask Group B to take turns students to practice conversation with a student and
and ask Group A the next adverbs of time carry out the activity.
question. When all the questions related to the past
are over, check the final score and • At all times, walk around the
announce the winner. classroom and offer help if
necessary. When students are
• To wrap up the activity, ask
done, ask a few of them to report
students what world facts they
some of their findings.
have learned by doing this activity.
Answers
The Brazilian capital moved
from Rio to Brasilia in 1960.
The Soviets launched the first
man in space in 1961.
U.S. President John F.
Kennedy was assassinated in
1963.
The Beatles’ first show in the
U.S.A. happened in 1964.
The military took power in
Brazil in 1964.
The first heart transplant
took place in 1967.
Neil Armstrong became the
first man to walk on the
moon in 1969.
Brazil won the soccer world
championship in Mexico in
1970.
Elvis Presley died in 1977.
The first test-tube baby was
born in 1968.
Sony introduced the
Walkman in 1979.
John Lennon died in 1980.
IBM introduced the first
personal computers in 1981.
The Berlin Wall in Germany
fell in 1989.
In 1994 Brazil won the world
soccer championship in the
United States and became
the first nation to win four
World Cup titles.
In 1999 the euro became the
new European currency.
TEACHER'S BOOK | 15
1 UNIT
4.
LISTENING you can say that people used to

listen to music on record players
or taken one. Even though the
other two ones are still means of
(track 3) and cassette recorders and that transportation currently used, the
people used to watch black and pictures clearly show that these
white TV. They used to type are old models used in the past.
GOALS
letters and other documents on • After you have explored all the
• Introduce language typewriters. Ask them to look at
used to talk about pictures, have them go over
the words in the box and match the instructions for the tasks in
habits in the past them and the pictures. You may
(used to) Activity 4b so that they know
want to carry out some chorus what to listen for. Play the audio
• Offer students a view repetition if necessary.
of what life was like in once. Allow one or two minutes
the 1960s • Pair students up and encourage for students to check the correct
• Develop students’ them to explore the six pictures in choices. Play the audio again if
listening strategies Activity 4b, item 3. Call attention necessary. Check answers with the
to the pictures of the cell phone whole group.
and the desktop computer and • Go on to Activity 4c, and tell
• Books open. Ask students to look ask students if people used to students to discuss the sentences
at the pictures in Activity 4a have them in the past as well. with their partners and to decide
and see if they know what these Then go over the pictures of if they are true or false. While
objects are and what they were means of transportation and ask they talk, walk around the room
used for. In order to help them, them if they know what a streetcar and offer help if necessary. Check
is and if they have ever seen answers with the whole group.
• Finally, ask them what they like
about the past and encourage
students to express their views.
Point out the fact that it’s not a
question of being better, as the
passage says, but of realizing that
there are good things about the
present and also good things
about the past.
Answers
black and white cassette recorder typewriter record player
TV Refer to the reduced page of
the Class Book for answers.
take the streetcar.
Memories
LANGUAGE • Books open. Go over the • Ask them to write their own
instructions in Activity 5a and give sentences in Activity 5d. Allow a
5.
AWARENESS
students a few minutes to match few minutes and encourage them
the columns. You may want to to share their sentences and make
GOALS have them work in pairs if you comments or questions.
• Promote awareness of think that will help. Walk around
used to the classroom to observe how
• Provide students with your students perform the activity Answers
an opportunity to and offer help if necessary. Check Refer to the reduced page of
think about how the their answers with the whole the Class Book for answers.
world has changed in group.
the last few decades • Do Activity 5b with the
• Develop students’ whole group. Then help them
listening strategies understand the instructions
in Activity 5c so that they can
complete the sentences.
• Books closed. Brainstorm with the
whole group what life was like in
the recent past. Discuss things like
what people used to do before
the Internet and before there were
cell phones or cable TV. Encourage
students to come up with a few
examples and help them structure
sentences that require the use of
used to.
3
1
4
6
2
5
used to
did use to
didn’t use to
TEACHER'S BOOK | 17
1 UNIT
6.
SPEAKING • Books open. Ask students to take

a look at the activities listed in
• Next, tell students to share a little
about themselves in Activity 6b.
Activity 6a and check the ones After they complete the table, tell
GOALS they relate to. Encourage them to them to walk around the room to
• Provide room for add their own. share their experiences with each
language practice • Put students in pairs and tell them other. Give them a few minutes
related to used to to share their answers. Make sure to talk to as many classmates as
• Provide students with they ask complete questions such possible. At all times walk around
an opportunity to as What did you use to do…? or Did the room and offer help when
talk about habits that you use to cycle to school? When it necessary. Take notes of any
people used to have comes to sharing the activity they problems and check them with
in the past have added, tell them to ask What the whole class at the end of the
• Provide development else did you use to do…? While they activity.
of speaking strategies talk, walk around the room and
and interaction offer help if necessary.
among students VOCABULARY
7.
GOALS
• Introduce vocabulary
items related to
children’s games and
fun activities
• Provide interaction in
English
• Books open. Ask students to look

at the pictures and see if they
recognize any of the games and
activities.
• Have them work in pairs and
encourage them to match the
words and the pictures. Walk
around the room and offer help if
necessary. You may want to carry
out some chorus repetition of the
new vocabulary.
• As a wrap-up, ask them the
question in Activity 7b and have
7 them share their opinions.
8
4
2 Answers
1 Refer to the reduced page of
9 the Class Book for answers.
5
3
6
10
Memories
READING • Ask students to read the passage

to answer Activity 8b. Walk
8.
around the room, monitor
Answers
GOALS their work and offer help when Refer to the reduced page of
• Develop students’ necessary. When they are done, the Class Book for answers.
reading strategies ask them to compare their
• Offer students an answers in pairs. Finally check their
opportunity to learn answers with the whole group.
about the past • Tell students to work in small
groups to do Activity 8c.
• Books open. Invite students to Encourage them to use the target
take a look at the reading passage language used to as much as they
and infer what kind of text it is. can. Walk around to monitor and
Encourage them to explore the give help when necessary.
visual aspects: the pictures and
other details in the format. Tell
them to answer Activity 8a. Check
their answers and ask them what
cues in the activity led them to
their answers.
hide and seek, hopscotch, ride bikes, climb trees, go roller skating jump rope
For the feeling of freedom.
All of them. However bike riding, tree climbing, roller skating and jumping rope
could be done individually.
They kept children healthy, developed their bodies, made them strong.
TEACHER'S BOOK | 19
1 UNIT
SPEAKING When I was a child, I used live in a GAME
.
small town in the countryside. My
10
9.
friends and I used to play outdoors.

GOALS Now I live in a big polluted city. GOALS
• Promote language • Ask students to work in pairs, • Consolidate language
practice related to preferably with classmates they related to habits in
used to haven’t talked to yet. Encourage the past
• Provide room for them to ask questions with the • Develop speaking
students to talk about target language like: Did you use to skills and collaborative
their experience play indoors or outdoors? Ask them learning strategies
as children and/or to try to find as many similarities • Add another element
as they can. of fun to the lesson
teenagers
• Offer opportunities • Walk around to monitor. When
for development of students are done, change
partners and tell them to keep • Books closed. Bring enough slips
speaking skills the conversation going. Change of paper for every student in class.
partners as many times as possible, Hand one slip to each student and
• Books open. With the whole class, so they can get lots of practice. tell them to write three sentences
go over the topics in the box. Give • When they are done, have some about what they used to and/or
students an example of your own: students share their findings with didn’t use to do when they were
the whole group. younger. Make sure they vary the
sentences. Give examples of your
own:
I used to play soccer.
My family didn’t have a TV, so I used
to go to my friend’s house to watch
cartoons.
We used to live in an apartment, so
we never played outdoors.
• Collect all the slips and then
redistribute them to different
students. Make sure the student
doesn’t get his/her own slip. Give
them some time to read the
sentences and try to guess who
the slip belongs to.
• Tell students you will give them a
chance to confirm their guesses
or simply find out who it is if they
don’t have a clue. Explain they will
have to transform the sentences
on their slips into questions so
they can ask their classmates. Give
them an example of your own: Did
you use to play hide and seek?
• Ask students to stand up and ask
their questions so they can find
out the author of the sentences.
The first student to guess is the
winner but let all the students
have a chance to guess as well.
VOCABULARY
.
11
GOALS
• Introduce language
used to make
comparisons
• Offer room for
language practice
Memories
• Books closed. Present the students • Books open. Before you play the
with the following situation: you audio, ask students to take a brief
don’t have much time and you look at the pictures and describe Answers:
have to go downtown. Then ask where the girls are and what they Activity 12a
them: Is it faster to take the subway are doing. 1. It’s about studying online.
or drive? Help them answer your • Ask students to read the questions 2. She’s doing her homework
question using the comparative in Activity 12a. Play the audio and for an online course.
form. Give them another situation have them answer the questions. 3. She thinks it’s a lot of
if necessary. Have them check their work in fun and better than she
• Books open. Tell students to match pairs first and then with the group. expected.
the columns in Activity 11a. When • Tell students to read the sentences 4. According to Kerri, it’s
they are done, check answers with in Activity 12b and try to cheaper than going
the whole group and ask them if they complete them. Tell them to
agree or disagree with the sentences. to school. Besides,
check in pairs and then play the students become more
• Next, pair students up and invite audio. independent and you may
them to work on Activity 11b. • To wrap up the activity, talk to
They are supposed to read the learn faster.
them about the advantages and
statements and complete them disadvantages of taking online
with the words in the box. Explain courses, if they have ever taken one,
that these words are used to or if they would like to try it out.
make comparisons, just like the Encourage them to think about all
ones in Activity 11a. Allow a few the changes in education after the
Answers
minutes for them to complete the Internet and how these changes Refer to the reduced page of
sentences. Ask them to add their affect their lives. the Class Book for answers.
own idea in number 7. They should
then write A (agree) or D (disagree)
beside each one and discuss them
with their classmates. Help them
with arguments they may need
to express their opinions. To wrap
up the activity you may ask some
students to share their answers 4
with the whole group. 2
• Note that some statements may 1
accept different answers so tell 3
students they may come up with
other answers as well.
Answers smaller
Refer to the reduced page of more expensive
the Class Book for answers. more comfortable
worse
easier
LISTENING better
.
12
(track 4)
GOALS
• Provide students
with a listening
passage dealing with
comparisons better than
easier than
• Encourage more complicated
development of more independent faster
listening strategies cheaper than
• Promote interaction
in the foreign
language
TEACHER'S BOOK | 21
1 UNIT
13
.
LANGUAGE • Books open. Ask students to read
the instructions in Activity 13a
• Finally, ask students to do Activity
13d in pairs. While students carry
AWARENESS
and go over the example provided. out the task, walk around the
Give them some time to do it room and offer help if necessary.
GOALS and check their answers with the When they are done, check their
• Promote awareness of whole group. answers with the whole group. Ask
comparison forms of • Pair them up and ask them to do a couple of students to take roles
adjectives in English Activity 13b. While students carry and act out the conversation.
• Provide language out the activity, walk around the
practice related to room and offer help if necessary. Answers
comparatives When they are done, check their Refer to the reduced page of
answers with the whole group. the Class Book for answers.
Encourage them to give you
• Books closed. Briefly review the other examples of short and long
comparisons presented in the adjectives that they have worked
vocabulary and listening activities. with.
Elicit the adjectives and their
comparative forms. Make sure the • Move on to Activity 13c and ask TEACHING TIP
examples involve both forms of students to focus on the adjectives • There are some variable
comparisons: shorter and longer good and bad to try to recognize comparative forms of
adjectives. their comparative forms in the adjectives that have two
sentences. syllables, for example
healthier/more healthy,
friendlier/more friendly, but
the general rule is the one
provided in Activity 13b of
the Language Awareness
section.
small
expensive
interesting
easy
1
2
bad
good
harder
thinner
longer
bluer
older
more mature
more beautiful
Memories
PRONUNCIATION SPEAKING I think riding a bike to school is faster

.
.
because there are lots of bike lanes in
14
15
(track 5) town now, but my parents think it’s
GOALS safer to go by bus.
• Provide room
GOAL • While students talk, walk around
for language
• Promote awareness, the room and offer help if
practice related to
recognition, and necessary. Allow a few minutes
comparisons
practice of the and when they finish, ask them to
number of syllables in share their answers with the whole
in the target language
adjectives in English group.
• Move on to Activity 15c. Ask
• Books open. Pair students up. Go students to write their own
• Books closed. Ask students to over the instructions and make question. Tell them to walk around
come up with a few examples sure students know how to carry the room and talk to as many
using adjective -er and more + out Activities 15a and 15b. Before classmates as they can. As a wrap-
adjective. they start, and as a model, give up, ask students to share the most
• Ask students to count the syllables your own example so you can interesting questions and answers.
of the adjectives provided as encourage students to include
examples. additional comments. You may
• Books open. Ask students to say:
look at the table and read the
examples. Make sure they notice
that the final -e in safe is not an
extra syllable. Give them other
examples such as late, nice,
large, etc.
• Play the audio once, have them
listen, and place the words in the
correct table. Allow a few minutes
so that they can review their
answers and help each other. Play tall hard easy lazy dangerous difficult
the audio again, have them listen, big shy pretty bossy lenient beautiful
and check their work in pairs. tough early peaceful
When they are done, go over their
answers with the whole group.
• Play the audio one more time
so that students can repeat the
words and you can check their
pronunciation.
• Allow a few more minutes for
them to do Activity 14c. Have
them write as many adjectives as
they can in all three columns.
Encourage them to share their
work with the whole group.
TEACHING TIP
• Remind students of the
spelling patterns for
comparatives. Tell them to
check the Grammar Tips
section.
TEACHER'S BOOK | 23
1 UNIT
16
.
GAME • Divide students into two groups
and hand each one a card with
• Go on with the game until all
adjectives have been used. Keep
the words and a sheet of paper. the pace fast to keep motivation
GOALS Explain to students that you will levels high. If you feel it’s worth it,
• Review and say an adjective from your list and ask students to think about two
consolidate language that they are supposed to write a words and an adjective of their
used to make sentence using the adjective. They own and challenge the opposite
comparisons should use the two words on the team. Keep score and congratulate
• Foster collaborative card, and compare them using the the winners at the end.
learning strategies adjective.
• Add another element • The group that finishes the
of fun to the lesson LISTENING
sentence first shouts DONE and
.
17
has to read the sentences aloud. If (track 6)
the sentence is correct, the group
• Books closed. Bring white sheets
scores a point. If not, the opposite
of paper and make two copies of GOALS
group will then have a chance to
the comparisons cards available in • Offer room for
complete its sentence and read it.
the Resource Pack, page 148, Let’s development
If they manage to do so correctly,
compare. For your reference, also of listening
they score a point.
prepare a list of adjectives students comprehension skills
have studied so far. • Remind students to cross out the
words already used on their cards. • Provide students with
an opportunity to
recognize language
used to make
comparisons
• Introduce tag
questions

at the picture and come up with
ideas about the characters. Elicit
who those boys are, where they
are, what their relationship is, what
they are talking about, what grade
they are in, and what subjects they
are good at.
tough • Ask students to read the questions
in Activity 17a so that they know
buddy
what to listen for. Play the audio
earlier once and ask them to answer the
questions. Help them compare
their guesses and check how
aren’t you? much information they were able
to preview.
• Tell students to work in pairs.
Have them read the instructions
doesn’t it? of Activity 17b. Play the audio
again and monitor their work. If
necessary, play the audio again.
When they finish, check their
• Allow a few minutes for them to
do Activities 17c and 17d. Check
if students can tell you what the
questions mean. You may say:
Are they real questions? Are they
equivalent to saying “right”?
Memories
• Ask students to work in groups LANGUAGE • Pair students up and encourage
.
of four and talk about the them to do Activity 18b together.
18
AWARENESS
questions provided in Activity Walk around the room and offer
17e. Encourage them to exchange help if necessary. When they are
information about themselves GOALS done, check their answers with the
and their friends. If they are still • Promote awareness of whole group.
students at a regular school, they language used to ask • Ask them now to do Activities
can speak in the present, but if tag questions 18c and 18d and refer to the
they aren’t, make sure they use the • Review and tag questions in the previous
past forms they know. You can consolidate auxiliary activity in order to complete the
also ask them about the changes verbs in the present sentences.
that have occurred since they left and past tense • Finally, check their answers with
elementary school. You may say:
the whole group.
Are teachers tougher or more
• Books open. Have students read
demanding? Is school harder?
the lines of the listening activity
• While students carry out the task, and check the correct answer in
Answers
walk around the room and offer Activity 18a. Help them infer that Refer to the reduced page of
help if necessary. When time is up, tag questions are used in informal the Class Book for answers.
ask students to share some of the language.
information they got.
Answers
Activity 17a
1. They are talking about
Matt’s abilities concerning
math and how it has
become tougher.
2. Matt is.
3. Study math together. Matt
is going to help Sam.
Answers
Refer to the reduced page of
the Class Book for answers. 2
4
5
1
3
8
TEACHING TIP 7
6
• Call students’ attention to the
difference in pronunciation
of Matt /mæt/ and math /
mæθ/. Remind that the th
sound is made by putting
one’s tongue between one’s
upper and lower teeth. Have
them practice saying both
negative
words. affirmative
TEACHER'S BOOK | 25
1 UNIT
SPEAKING • Books open. Ask students to read SPEAKING
.
.
each situation and elicit some tag
20
19
questions they can use. You may

GOALS want to elicit other language used GOALS
• Provide students with throughout this unit as well. • Provide an
an opportunity to • Pair up students and ask them opportunity for
practice and develop to act out Situation 1. Walk students to express
their speaking skills around the room and offer and share their ideas
• Offer room for help if necessary. Allow a few in the target language
students to use what minutes and when time is up • Offer room for
they have studied in a ask students to change pairs and students to compare
real life situation act out Situation 2. Do the same and contrast different
procedures and move on to arguments
Situation 3. Make sure students
play both roles. • Books open. Have students read
• To wrap up the situation, invite the opinions provided and think
some of the pairs to come up about them. Tell them to get
front and act out the situations for together in small groups and think
the whole group. about arguments for and against
these opinions.
• Elicit and review exponents used
to agree, disagree, and express
opinions. Write them on the
board:
Expressing opinions
I think…
It was definitely…
It was probably…
I’m sure it was…
According to my mom and
dad…
I wasn’t born then, but
according to my parents/
grandparents…
Agreeing and disagreeing
I’m sorry, but I don’t agree. In
my opinion, …
I agree with…
I tend to disagree.
I see your point, but…
You’re absolutely right.
In my honest opinion, …
The way I see it, …
• Walk around the room and offer

help if necessary. When you feel
they are ready to debate all four
testimonials, tell the groups who
is going to be for and against each
testimonial. There must be at least
one group for and one against
each one.
• Alternatively, you may want to
form two groups only, one for and
another one against the topics
suggested.
Memories
• Depending on how much time • Books open. Go through the • When students are done, have
you have left you may want to communicative functions listed them share their most meaningful
add other topics such as: Life in and encourage students to come findings about their own learning
the 1960s was better than today or up with the corresponding process. Discuss questions
Raising kids in the past was harder exponents. Ask them to rate their related to study habits, and
than it is today. Bring any topic skills development related to each the importance of keeping up
that you believe will be relevant to one of them. They may refer to with the language through Web
your group of students. the specific language content in Lessons, Grammar Tips sections
• As they list their arguments, the unit. Lower their anxiety by and so on.
encourage them to make making sure they are not being • Alternatively, you may pair
comparisons using adjectives evaluated during this task. This is a students up and ask them to
correctly as well as other language powerful resource as long as they come up with a list of suggestions
studied in the unit. understand its purpose. on practical ways they could
• You may want to have students improve their command of the
work in pairs on this task. While language. Set a time limit of three
FEEDBACK TIME they go over the activity, walk to four minutes for this part of the
.
21
around and help when necessary. task then have students share their
GOAL suggestions.
• Provide an
opportunity to
come up with an
overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and self-
evaluating
TEACHER'S BOOK | 27
2 UNIT
Communicative goals
SPEAKING
What was the couple doing
1.
• Talking about what people before they heard some noise?
were doing when something GOALS What did Dr. Crowe try to do
else happened • Contextualize the when he saw the man with the
• Talking about incidents in theme of the unit gun?
the past • Elicit language related Who was shot?
• Describing past incidents to the theme of the
• Describing a car accident unit that students
may already know • Show the video snippet and check
• Practice and develop answers with students.
students’ speaking • Books open. Tell students they will
skills read about another crime. Ask
students to study the pictures in
Activity 1.
• Books closed. You can start the
class showing a murder scene, • Elicit what they see and teach the
from a movie such as the one at words they may not know. Tell
the beginning of The Sixth Sense. students that the pictures relate to
Before showing the scene, write the text they are going to read.
questions such as the ones below • Pair students up and give them
on the board: three or four minutes to try to
predict what may have happened.
Move around and help them
with the language they have
difficulty with. When time is up,
check students’ versions of the
crime. This is a good moment
to introduce key words students
don’t know.
• Write students’ predictions on
the board. When all pairs have
presented their version of the
crime, ask students to browse
through the text to find out if
their predictions were accurate
or not. Warn students that at this
point they are only supposed to
look for information that shows
if their predictions were correct.
To promote this, give them one
minute to go through the text in
Activity 2.
• When time is up, check answers
with the whole class.
Crime does not pay.
READING • Ask students to answer Activity 2b. • Finally, pair students up and ask
When they are done, ask students them to discuss the question in
2.
to compare their work in pairs first Activity 2e. Give students two
GOALS before you check answers with the or three minutes to discuss the
• Introduce new whole group. question. While they talk, move
language • Ask students to try to guess the around and help them if necessary.
• Develop reading meaning of the words in Activity When time is up, check students’
comprehension 2c. Encourage them to refer to the conclusions with the whole group.
strategies: predicting, text to try to guess their meaning.
skimming, scanning,
and guessing the • Then, tell them to match these Answers
meaning of words words and the definitions in 2d. Refer to the reduced page of
Give them two or three minutes the Class Book for answers.
to do so. When time is up, check
• Books open. Ask students to read answers with the whole group.
the text and do Activity 2a. Check
F
T
F
F
Murder
Arrest
Witness
Testimony
Guilty
Evidence
Trial
TEACHER'S BOOK | 29
2 UNIT
3.
LANGUAGE Ask each group to choose a

representative. The representative,
Give them a few minutes to do
the task. When time is up, check
AWARENESS
after consulting the group, will answers with the whole group. If
answer the questions. Ask the necessary, elicit more examples
GOALS following questions: from students to make sure
• Raise students’ What was John Hindley doing when they know how to use the past
awareness of the the reporter met him? continuous and the simple past
use of the past tenses.
What was he waiting for?
continuous tense What was Frederick Grieveson doing • Ask students to study the pictures
versus the simple past when his wife disappeared? in Activity 3c. Ask them to write
tense sentences to describe what the
• Practice these verb • Use this opportunity to find out people were doing when Mrs.
tenses how much students know and Archer died. Give them one or
• Develop students’ can use the past continuous and two minutes to do the task. When
speaking skills the simple past tenses. After each time is up, pair them up and ask
question, write answers on the them to check answers. Model
board. Ask students which action the interaction with a student if
• Books closed. Tell students you will happened first, which action was necessary. Say:
play a memory game with them. interrupted, which action is longer. A: What was the maid doing when
Tell them you will ask questions • Books open. In pairs, ask students Mrs. Archer was killed?
about the text they have just read. to study the sentences and answer B: She was…
Divide students into two groups. questions in Activities 3a and 3b.
• Move around while students check
answers, and help if necessary.
When time is up, check answers
with the whole group. Do Activity
3d with the whole group. Explain
that there is a testimony that
doesn’t match the others.
Answers
Answer
Activity 3d
The butler probably killed
Mrs. Archer because he says
he was cooking dinner with
the maid, but the maid says
she was cooking dinner with
the driver. Her version of the
The maid was cooking The driver was helping the facts is confirmed by the
dinner with the driver when maid when Mrs. Archer driver.
Mrs. Archer was killed. was killed.
Mr. Murray was shooting Mr. Willow was playing The butler was making
pool with Mr. Willow when against Mr. Murray when dinner with the maid when
Mrs. Archer was killed. Mrs. Archer was killed. Mrs. Archer was killed.
Crime does not pay.
LISTENING GAME pair does not see what the other

student has changed. Give them
4.
5.
(track 7) one minute to do that. Ask them
GOALS to turn around, and identify what
• Practice language has been changed. They may say
GOALS already learned sentences such as:
• Further practice of • Practice and develop
language previously students’ speaking Before we turned around, you were
studied skills wearing your jacket, glasses, etc.
• Develop listening • Add an element of • If necessary, explain language for
comprehension fun the activity before they start. For
strategies example, hold your hair up or
down, put on/take off jacket, wear
• Books closed. Pair students up. ring on the right/left hand, etc.
• Books open. Tell students they will Ask students in each pair to stand
listen to the conclusion of John • While students do the activity,
up, look at each other closely, move around and help if
Hindley’s story. Ask students to and turn around. Ask them to
tell you what they know about the necessary. Set a time limit of two
change six things on them. For or three minutes. When time is up,
case so far. example, take earrings, jackets, ask students to report what they
• Before you play the audio, ask rings, glasses off, put on jacket or found out and how many correct
students to read the questions in glasses or hold hair up or down. It guesses they made.
Activity 4a. Play the audio once is crucial that one student in the
or twice. Ask students to check
answers in pairs, and if necessary,
play it one more time. Check
• Go through questions in Activity
4b with the whole group. Find
out who they think killed Myra
Grieveson.
See page 113 of
Information the Teacher’s
Gap Activity
Pack for
1 instructions.
TEACHER'S BOOK | 31
2 UNIT
6.
GAME ask them to close their books.

Tell them that this is the scene
• Alternatively, you can turn this into
a competition. Divide students
from a bank before it was robbed. into groups of three or four with
GOALS Tell students the police are one representative. This student
• Practice language interrogating everyone to find out will do the writing. Ask the group
already learned what happened before the crime. questions. For example, What
• Practice and develop Tell students they are going to was Laura doing before the bank
students’ speaking help the police by describing what robbery? Then the representative,
skills people were doing. Give students after talking to the group, writes
• Add an element of fun two minutes to write as many down the answer. When you are
sentences as they can describing done with the questions, check
the scene. Give/Elicit one example answers with the whole group. For
• Books closed. Divide students from the group if necessary: each correct sentence, the group
into groups of three or four. scores a point. The group with
Ask students to choose a Tina was cleaning the desks before
the robbery. most points is the winner.
representative. The representative
will do the writing during the task. • When time is up, ask students to
Ask students to get together. put their pens down and read
• Books open. Tell students they their sentences out loud. For each LISTENING
7.
will play a memory game. Give correct sentence, the group scores
them 30 seconds to memorize one point. The group with most (track 8)
the picture. When time is up, points is the winner.
GOALS
• Raise students’
awareness of the
stress and intonation
of sentences
• Practice these
different phonetic
features
• Develop speaking
skills
• Books open. Pair students up and

ask them to decide which words
are stressed in the conversation
in Activity 7a. Play the audio
and ask them to check their
guesses. Check answers with the
whole group. You can write the
conversation on the board and
show which words are stressed as
well as the intonation patterns.
A: Where were you at eight

o’clock last NIght?
B: I was at HOME.
A: What were you DOing?
B: I was studying for a
TEST.
• Ask students to practice the

conversation in pairs. While they
interact, move around and help
if necessary. Give them feedback
on their pronunciation and
intonation when the activity is
over.
Crime does not pay.
• Then ask students to fill in the • Play the audio once or twice and them to use the target language.
second column in Activity 7b. have students do Activities 8a For example:
Give them one or two minutes to and 8b. When they are done, ask I think while the woman was talking
do so. While they do that, move students to check answers in pairs. to Lynn, the man opened her purse
around and help them if necessary. If necessary, play the audio one and stole the wallet and cell phone.
When time is up, ask them to more time. Check answers with
stand up and move around the whole group.
interviewing other classmates. • Go through the question in
When they find someone who
Answers
Activity 8c with the whole group Refer to the reduced page of
was doing the same thing as and help them explain how the
they were at the same time, they the Class Book for answers.
couple may have stolen Lynn’s
should write down that student’s wallet and cell phone. Encourage
name. Give them three or four
minutes for this activity. When
time is up, ask students to report
their findings.
LISTENING
8.
(track 9)
GOALS
• Further practice of
language previously
studied
• Expose students to
new language
• Develop listening
comprehension
strategies
• Books open. Tell students that

they are going to listen to a
conversation between Liam
and Lynn. Lynn had some of her
belongings stolen. Tell students
that the suspects are among the
people in the pictures. Review
how to describe people by asking
students to describe some of the
people in the pictures. Make sure
they know the words bearded,
chain, pendant, briefcase, and
crooks, as these words are key for
the identification of the suspects.
TEACHER'S BOOK | 33
2 UNIT
9.
LANGUAGE Lynn and answer the questions in

Activity 9a. Check answers with
we usually start a conversation
with a question using the present
AWARENESS
the whole class. Elicit from the perfect and we carry on in the
group the form of the new verb simple past. Give them one or two
GOALS tense (have/has + done) as well as examples, such as:
• Raise students’ the negative, interrogative, and A: I think I’ve lost my cell phone.
awareness of the short answers to questions. Do B: When did you last use it?
difference between this by asking questions such as: A: A couple of minutes ago in the
the simple past and Has the couple used violence to steal office.
the present perfect Lynn’s wallet and cell phone? B: So you probably left it there.
tense
• Then ask students to study • Pair students up and ask them to
• Practice these tenses
the sentences in Activity 9b write the time expressions in the
• Develop students’
and answer questions 1 and 2. correct column. Give them two
speaking skills
Check answers with the whole or three minutes to do it. Then
group. Make sure that students check answers with the whole
• Books open. Ask students to study understand that both tenses group. Elicit from students which
the sentences taken from the express actions that happened expressions are more commonly
conversation between Liam and in the past. Tell students that used with the present perfect. Ask
students to fill in the blanks with
the correct tense of the verbs in
Activity 9d. Check answers with
the whole group.
• Ask students to take turns asking
and answering the questions. Give
them three or four minutes to do
it and encourage them to keep
the conversation going after each
question asked. For example:
A: Have you ever traveled abroad?
B: Yes, I have.
A: Really, where did you go?
B: I went to…
• While students talk, move around
and help if necessary. When time
is up, ask students to report their
findings.
Answers
yesterday so far
one year ago many times
last weekend lately
when I was a child ever
when I worked in Spain never
in 1996 several times
before
recently
Crime does not pay.
SPEAKING • Pair students up and give each a being described. The objective of
. picture. Tell them not to show the game is for the police officer
10
their picture to their partner. They to find out who the person is.
GOALS should study the picture for 30 • Before the game starts, elicit from
• Practice using the seconds. When time is up, they students language that can be
present perfect and should put the pictures away. used in the activity. If necessary,
simple past tenses • Tell them to imagine that they write some cues on the board.
• Give students’ the were driving back home last night. Give students five minutes to
opportunity for They were stopped at a red light describe and try to find who
personalization of when a car behind them crashed the people are. While students
language previously into the rear of their car. They got talk, move around and help if
studied out of their car to check what necessary.
• Develop students’ happened, but the person in
speaking skills • When time is up, and to add
the other car drove away. Before another element of fun to the
he/she drove away, they could class, ask students to show their
see him/her. Now they are at “masterpieces” to the rest of the
• Books open. Go through the
the police station to report the group. To link this activity with the
expressions in the box with
incident. Students will take turns next, tell students they will listen
students and make sure they
being the victim and the police to people talking about another
understand what they mean. Pair
officer. The police officer will ask car incident.
students up and ask them to
questions and draw the person
take turns asking and answering
the questions. Model the activity
with one student so that they
understand how to do the activity.
Give them five minutes for this
part of the activity.
• While students talk, move around Have traveled
and help them if necessary. When
time is up, ask students to report Did go
their findings to the whole group.
did do
GAME Have done

.
11
was
did do?
GOALS Have seen
• Practice language
already learned
• Practice and develop
students’ speaking
skills
fun
• Books closed. Beforehand, prepare

a flashcard with a picture of a
famous person on it for each
student in your class. Also be
prepared to provide students with
sheets of paper and pens in case
they don’t have them.
TEACHER'S BOOK | 35
2 UNIT
12

.
LISTENING key words such as car crash, spin
across, etc.
• To wrap the activity up, move on
to Activity 12d and carry out the
(track 10) • In pairs, give students one or two discussion with the whole class.
minutes so that they can try to
GOALS come up with a story involving all
the pictures. While they talk, move Answers
• Further practice of Refer to the reduced page of
around and help them if necessary.
language previously the Class Book for answers.
When time is up, ask students to
studied
report their stories.
new language • Move on to Activity 12b. Tell
• Develop listening students they will listen to the SPEAKING
conversation that describes the
.
13
comprehension
strategies story so they can check if their
predictions were accurate. GOALS
• Ask students to read the questions • Practice the past
• Books open. Pair students up and in Activity 12c and play the audio continuous and the
ask them to study the pictures in once more. Ask students to simple past tenses
Activity 12a. Ask them to describe compare answers and if necessary, • Practice time words
to you what they see. This is a play the audio one more time. • Develop students’
good opportunity to pre-teach Check answers with the whole speaking skills
group.
• Books open. Ask students if they
know of any funny car incidents
or accidents. Elicit stories from
the group. Tell students they will
do an activity to find out about
a funny car accident involving an
elderly man.
• Pair students up and ask students
to fill in the sentences with the
words in the box. Give them two
or three minutes to do that.
• When they are done, tell them to
sort the sentences out so that they
form a story. Again, give them one
or two minutes to do the task.
report their stories.
• Encourage students to tell you
the story rather than call out the
numbers or read the sentences.
While students tell you the story,
and in order to expose them to
the new vocabulary and lead them
into the next activity, ask students
5 After questions such as:
3/4 Before
Did the car crash into the pizza
2 when restaurant?
Then
Do you think the man was trying to
7/6 After slow down when he lost control of
4/3 While the car?
1
6/7 Later on
Answers
Crime does not pay.
VOCABULARY • Explain to students that they have SPEAKING

.
.
to organize the pictures to come
14
16
up with the story. Give students
GOALS three or four minutes for them GOALS
• Introduce and to do that. While students are • Practice describing a
practice language talking, move around and help car accident
related to car them if necessary. • Practice the language
accidents • When time is up, ask students to that was previously
• Develop students’ tell you their version of the story. taught
lexical repertoire Reveal that the pictures illustrate • Give students an
a song. Remember to provide the opportunity to
song and play it for the students personalize the lesson
• Books closed. Show students • Develop students’
a snippet of a car chase scene so they can compare their stories
to it. speaking skills
that contains most of the words
presented in Activity 14a. As you • If you want to, you can print the
show the scene, teach these verbs. lyrics of the song and play it again • Books open. Pair students up.
so students can sing along. Ask them to take turns asking
• Books open. Ask students to match and answering the questions in
pictures and descriptions. Give Activity 16. Give them about five
them one or two minutes to do so. minutes for the interaction. While
• When time is up, pair students students talk, move around and
up and have them check their help them with any language they
answers for Activity 14b. Model have difficulty with.
the interaction with a student if
necessary. While students talk,
move around and help them if
necessary. Then check answers
with the whole group.
5 1 7
Answers
SPEAKING
.
15
6 3 4 2
GOALS
• Practice describing a
car accident
• Practice previously
taught language
speaking and listening
comprehension skills
• Books closed. Photocopy and

prepare the cards available in the
Resource Pack, page 149, Telling
a story. The pictures actually
illustrate the story told in the
song Last Kiss sung by Pearl Jam.
Scramble the cards in each set,
pair students up, and give each
pair a set of the cards.
TEACHER'S BOOK | 37
2 UNIT
• When time is up, ask students to

report their findings.
• Tell students they will produce
a story collaboratively. You
a cue card to each student, you
can make a pile of cards for each
will begin the story by saying group. Ask students to sit together
something like: and place cards in the middle of
GAME each group. Tell them they will
.
Last night I was driving back home

17
when … have three or four minutes to tell

GOALS a story.
• Point to the student sitting to your
• Practice language • You will begin the story and each
right and ask him/her to continue
already studied group should continue it. Students
the story. While this student is
• Practice and develop in each group will compete
telling the story, he/she will have
students’ speaking among themselves by trying to
to introduce his/her word in the
skills use the largest number of cards in
story.
• Add an element of their story in a given amount of
fun • When he/she does it, this student time. They will do this by picking
will then show his/her card to up one card one at a time and
the class. The student to his/her using it appropriately in the story.
• Books closed. Prepare cue cards right will then follow the same While students play the game,
with words studied in Activities procedure. Repeat until each card move around listening for aspects
13 and 14. Use words you feel has been used and the story ends. you may want to comment on
students are having more difficulty • Alternatively, you can divide when the activity is over. When
remembering. Hand one card to students into small groups of time is up, ask students to share
each student in class. three or four and instead of giving their stories with the whole group
and comment on the students’
performance in this activity.
PROCESS WRITING
.
18
GOALS
awareness of the
features of a narrative
(car accident)
• Prepare students for
the production of
such text
writing skills
2
impatient
• Books open. Explore the layout of
the text by asking questions such
as:
1
What kind of text is this?
vivid Where could it be found?
3 What do you think it is about?
desperately
• Once the questions have
totally been asked and the activity is
contextualized, ask students to
read through the text and do
4 Activity 18a. As students are only
seriously supposed to browse through
valuable the text, give them one or two
minutes to do so. Check answers
with the whole class. They are not
supposed to complete the gaps
just yet.
Crime does not pay.
• While checking answers, move • Ask students to go back to the • Finally, move on to Activity 18g
on to Activity 18b and make text and read it more carefully to and ask students to go back to the
sure students understand what do Activities 18c, 18d, and 18e. text and find some more examples
information is provided in each Check answers with the whole of these words. Check answers
paragraph. You can do this by class. with the whole group.
asking questions such as: • Go through Activity 18f with
What information do you have in the whole class and make sure
the first paragraph? What about the students understand that the Answers
second one? words in the box (adjectives and Refer to the reduced page of
adverbs) make the text more the Class Book for answers.
• You can also write the following
precise and add color to it, making
diagram on the board:
it more interesting to the reader.
Paragraph 1 Introduction
(when, where, and people
involved)
Paragraphs 2 and 3
Development (events one after
the other)
Paragraph 4 Conclusion
(what happened and people’s
feelings)
TEACHER'S BOOK | 39
2 UNIT
19
.
LANGUAGE • Books closed. Write the following
sentences on the board.
• Books open. Tell students to do
Activity 19a. Ask them to read the
AWARENESS
story and answer the questions
We didn’t travel because of the that follow. Set a time limit of
GOALS heavy rain. three or four minutes for them to
• Raise students’ We didn’t travel because it was answer the questions. Highlight
awareness of the raining heavily. that adjectives are usually used to
difference between describe nouns and that adverbs
the use of adjectives are usually used to describe verbs.
• Ask students if the sentences have Also, show where they usually go
and adverbs
the same meaning. Then ask them in the sentence. Check them with
• Practice their use
what is different in each sentence. the whole group.
Point out that in the first sentence,
speaking skills • If necessary, give students some
there is a word that describes
more examples of sentences with
the word rain whereas in the
adjectives and adverbs and elicit
second sentence there is a word
some examples from them.
that describes the verb to rain.
Ask them if they can point out • Ask students to read the sentences
what these words are. If students in Activity 19b and circle the best
are unable to, ask which word is option. Set a time limit of one
spelled slightly differently in the minute for that. When they are
two sentences. done, check answers with the
whole group. Then ask students
to stand up and move around
interviewing their classmates to
find out if the statements are
true or false. Elicit how to ask the
questions. Model it with a student
if necessary. Set a time limit of
three to four minutes for this task.
report their findings.
Answers
See page 114 of

Gap Activity
Pack for
well
late
2 instructions.
fast
hard
Crime does not pay.
FEEDBACK TIME one of them. They may refer to • When they are done, have them
.
20
the specific language content in share their most meaningful
the unit. Lower their anxiety by findings about their own learning
GOAL making sure they are not being process. Discuss questions
• Provide students evaluated during this task. This is a related to study habits, and
with an opportunity powerful resource as long as they the importance of keeping up
to come up with understand its purposes. with the language through Web
an overview of the • After the first couple of units, you Lessons, Grammar Tips sections,
language worked may want to have students work and so on.
on throughout in pairs on this task. Monitor the
the unit for the activity at all times and offer help
purposes of reviewing, when necessary.
evaluating

communicative functions listed
and encourage students to come
up with the corresponding
exponents. Ask them to rate their
skills development related to each
TEACHER'S BOOK | 41
3 UNIT
Communicative goals
SPEAKING asking yes or no questions. They
may ask up to twenty questions
1.
• Talking about occupations in all and each group can only
• Talking about what you like GOALS guess once what the occupation
and dislike doing • Contextualize the is. The group that finds out what
• Talking about what you are theme of the unit the occupation is wins. Once
good at, skills, and abilities • Elicit language related the occupation is discovered, ask
• Talking about choosing a to the theme of the students questions about this
career units that students occupation such as:
• Talking about how to get may already know
What does he need to be good at?
ready and how to behave • Practice and develop
students’ speaking What personality traits would favor
during a job interview
skills this occupation?
• Asking and answering
questions during a job • Books open. Pair students up. Ask
interview them to take turns asking and
• Books closed. Tell students that trying to guess what the people
since this unit is about work, in the pictures do. Elicit and if
you will play a game with them necessary model language that
involving occupations. Divide could be used to perform the
students into groups. Tell students activity. You may say:
you will think of an occupation A: What do you think the people in
and the groups should take turns Picture 1 do?
B: I think they’re doctors.
• Give them three or four minutes
to talk about the pictures. While
students talk, move around and
help if necessary. When time is
up, check answers with the whole
group and ask them to report
their findings.
Suggested Answers
Picture 1: doctors, nurses
Picture 2: personal trainer,
physiotherapist
Picture 3: administrators,
economists, secretaries, etc.
Picture 4: artist, painter
Picture 5: mechanical
engineers
Picture 6: actors, singers
Picture 7: agronomist,
environmental engineers,
biologists, etc.
Picture 8: chemist, biologist,
engineer, etc.
Are you ready to work?
TEACHER'S BOOK | 43
3 UNIT
2.
VOCABULARY jobs. This is a good moment to

elicit language students already
know. Take this opportunity to
Answers
GOALS teach those words that they don’t Refer to the reduced page of
• Introduce and know. You may say: the Class Book for answers.
practice language Do engineers need to be creative?
related to personality They have to be creative and
traits inventive, right? That is, they need to PRONUNCIATION
• Build up students’
3.
invent creative solutions to problems.
lexical repertoire (track 11)
• Develop students’ • It is not necessary to explain all the
guessing and inferring words students do not know as
skills the matching activity is good for GOALS
practicing students’ guessing and • Identify the stress in
inferring skills. new words
• Books open. To link the previous • While students are talking, move • Practice the
activity with this one, choose around and help students if pronunciation of new
one or two professionals in the necessary. Set a time limit of three words
pictures, and ask students what or four minutes for this activity. • Develop students’
personality traits would favor their When time is up, check answers pronunciation skills
• Books open. Write one of the
words from Activity 2 on the
board. Ask students to say the
word. Ask them where the stress
is and how many syllables the
word has. Help them figure this
out if they find it difficult. Ask
4
2 them to study the table in Activity
10 3a. Explore the stress patterns
8 in the table with them so that
5 they understand how it works.
13 Ask students to work in pairs to
15
1 categorize the words. Give them
9 three or four minutes to do that.
3
12 • When they are done, move on to
11 Activity 3b, play the audio, and
7
6 have them check the answers.
14 Play the audio one more time if
necessary and check the answers
with the whole group. Ask
students to repeat the words for
further practice.
• Alternatively, before class, write the
curious determined competitive easy-going words on separate pieces of paper.
flexible inventive dependable open-minded Write the stress patterns on the
organized ingenious
rational responsible
sympathetic board. Give students a word each
sensible spontaneous and ask them to place it under the
appropriate stress pattern. Ask the
group to study the categorizing
activity and tell you if they’d
make any changes before you play
the audio. Play audio and check
• Alternatively, you may play the
audio once or twice and ask
students to listen and decide
where each word goes. Check • After checking answers, pair • If necessary, write the questions on
answers with the whole group. students up and ask them to do the board and model them with
• Pair students up again and Activity 4b. Explain that they a student. Set a time limit of two
ask them to work on Activity are applying for a position at or three minutes so that students
3c. Model it with a student if the same company and they are can interact. While they talk, move
necessary. Set a time limit of two being interviewed. As part of the around and help if necessary.
or three minutes. When time is interview they have to answer two When time is up, ask students to
up, ask students to report their questions: report their findings.
findings. Can you tell me about your three
greatest strengths?
Answers
LISTENING Can you tell me about your three
greatest weaknesses? Refer to the reduced page of
4.

(track 12)
GOALS
• Practice vocabulary
previously studied
• Develop listening
comprehension
strategies
• Offer an opportunity
to practice and
develop students’
speaking skills

at the pictures in Activity 4a
and ask them to speculate what
personality traits these people
could have. Tell them these people
are applying for a position at a big
company.
• Tell them they will listen to a
conversation between two of
the company’s human resources
people and fill in the chart
accordingly. Play the audio once ++ +
or twice. After playing the audio,
check answers with the whole - -
group.
+ ++ +
-+ +
+ -
+
-+
TEACHER'S BOOK | 45
3 UNIT
5.
READING • Books open. Ask students what

their favorite color is. Ask them to
supposed to analyze each word;
just get a sense of each box. Then
stand up and find someone else in they should score each of the
GOALS the classroom who likes the same four boxes in each row from most
• Talk about personality color. Give them one minute to do to the least as it describes them:
styles that. When they are done, check 4 = most; 3 = a lot; 2 = somewhat;
• Offer an opportunity students’ favorite colors. 1 = least.
to practice and • Then tell them they are going • Set a time limit of three or four
develop students’ to take a quiz to find out what minutes for this phase of the
speaking and reading personality style they have. Give activity. When they finish, ask
skills them the instructions to do the them to calculate their score by
quiz. They are to compare all four adding the points up to complete
boxes in each row. They are not the table in Activity 5b. Then ask
them to read the color description
with the highest score.
• Pair students up, and ask them to
discuss questions in Activities 5c
and 5d. Set a time limit of three
to four minutes for this part of
the activity. When time is up, ask
students to report their findings.
TEACHER'S BOOK | 47
3 UNIT
6.
GAME • Give each group a cue card. Tell

them they will have a minute to
SPEAKING
7.
study the words on the card. The
GOALS objective of the group is to make GOALS
• Provide extra practice their leader say the words without • Lead students in the
of the vocabulary mentioning them. They can give topic to be developed
previously studied clues and examples so that the in the following
• Develop students’ leader says the words. activities
speaking skills • While groups study and decide • Talk about what is
• Add another element on their strategy to tackle with important when
of fun the words, explain to the leaders choosing a job or a
out of the room how the game career
will be played. When you finish • Allow students
• Books closed. Photocopy and an opportunity to
prepare the cards available in explaining, ask leaders to come in
and stand in front of the class. develop speaking skills
the Resource Pack, page 150,
Personality traits. Divide students • Tell students all groups will play
into groups of four students. Ask simultaneously. The leader that • Books closed. Ask students what
each group to choose a leader. gets all the words first is the they consider important when
Ask leaders to leave the room for winner. choosing a career or job. Write
a while. down what they say on the board.
• Books open. Pair them up and ask
them to read the list provided in
the activity. Ask them to work in
pairs to rate the items in order of
importance. They may add one or
two more items if they want from
those on the board or any other
that occurs to them. Tell them
they should be able to justify
their answers. Before they begin,
elicit language for the task: giving
opinions, agreeing, disagreeing, etc.
Give them three or four minutes
to work.
• When time is up, pair them up
with a different student and ask
them to compare and talk about
their ratings. Stimulate students
to justify their choices. Set a time
limit of three or four minutes for
this round of conversation.
time is up, carry out a brief panel
discussion with the whole group
so that they can report their
conclusions. Use this opportunity
to link this activity to the next.
You can ask questions such as:
Is/Was it easy to choose
your occupation/career/job/
undergraduate course?
Did/Do you talk to someone about
it?
Do you intend to/Did you take a
vocational test?
READING LANGUAGE reason. Ask them what the reason

is. They will hopefully produce
8.
9.
AWARENESS
sentences using the target
GOALS language. To make sure that they
• Talk about choosing GOALS use the target language, ask them
a career or an • Raise students’ to try to remember some of the
undergraduate course awareness of some sentences in the test. Collect some
• Expose students to verbs that are followed examples and write them on the
language that will be by other verbs in the board.
studied -ing form or nouns • Ask students if they notice
• Develop reading and the use of the -ing anything the sentences have in
comprehension form after prepositions common. If they notice the -ing
strategies • Allow them an and noun pattern, explore those
opportunity to with them. If they don’t, ask
practice the new them to turn to Activity 9a, read
• Books open. Pair students up
language forms the sentences, and answer the
and ask them to tell each other
• Develop speaking skills questions. Check answers with the
the reason they have decided
to choose a certain career or whole group.
undergraduate course. If you have • Books open. Tell students that • Ask students to work alone
a group of teenagers they can talk they have been placed under the to write down at least five
about what they want to major in categories of the RIASEC test for a questions using the words in
college. Set a time limit of one or the box in Activity 9b to ask a
two minutes for that. As a group,
find out the main reasons.
• Tell them they will take a test
that will help them determine
their profile and the related
careers. Have in mind this is not a
vocational test, though. It is merely
meant for entertainment and
teaching purposes. Ask students
to read the statements and check
the appropriate box if it applies to
them. Set a time limit of up to five
minutes for them to do it.
• When they are done, ask them to
add the checks in each column
and find out which their three
highest scores are. These scores
will form their interest code. The
letters represent their dominant
and complementary profiles
and the main areas they may do
better in. Ask them to read the
corresponding profiles. When they
are finished, pair them up and ask
them to compare their findings
and if they agree with the results
or not.
• To wrap the activity up, carry out
a quick survey to find out what is/
are the predominant profile(s) in
the group.
TEACHER'S BOOK | 49
3 UNIT
classmate. While students write GAME • Feel free to adapt and create
.
the questions, monitor to check sentences that suit your group. Tell
10
accuracy and help if necessary. Set students that they are supposed
a time limit of three minutes. GOALS to prove if those sentences are
• When time is up, pair them up • Provide extra practice true or false. To do that they have
and ask them to take turns asking of the language to interview as many classmates
and answering the questions. Set a previously studied as they can. If necessary, elicit
time limit of two or three minutes • Develop speaking skills the questions to be asked. Set a
for this task. Then ask students to • Add another element time limit of five minutes. While
report their findings. of fun to the class students talk, move around and
help if necessary.
• Books closed. Write four or five • When time is up, check with the
Answers similar sentences on the board: whole group if the sentences are
Refer to the reduced page of true or false, and ask students to
the Class Book for answers. At least two students are good report their findings.
at solving problems.
Five students are interested in SPEAKING
See page 115 of working in another country.
.
11
Information the Teacher’s Some students enjoy studying
Gap Activity
Pack for in the morning.
3
GOALS
instructions. • Introduce students
to the topic of the
following activities
• Talk about what is
important to do
before a job interview
• Allow students
an opportunity to
develop speaking skills

and ask them to go through the
questions. If you realize they don’t
know what to say as an answer for
the third question, you may give
them some cue words such as:
Time
Directions
Job requirements
The company
Questions and answers
Clothes
• Set a time limit of up to five
minutes for the production of the
list. When time is up, ask students
to report their conclusions.
mind, avoid, hate, love, prefer, etc.
LISTENING LANGUAGE • Then ask students to study the

.
.
sentences in Activity 13c and ask
12
13
AWARENESS the following questions:
(track 13)
What happened to the letter Y in
GOALS both adjectives?
GOALS
• Raise students’ What letter replaced the letter Y?
• Expose and give
students some awareness of how • Show them that the -y is replaced
experimental practice to produce the by -i and -est is added to it. Elicit/
superlative form of give some more examples.
of language to be
studied adjectives • Move on to Activity 13d. Check
• Develop listening • Allow them an answers with the whole group
opportunity to before students start interviewing
comprehension skills each other. While students talk,
practice the new
language forms move around and help them if
• Books open. Tell students they will • Develop speaking skills necessary. Set a time limit of two
listen to the rest of the conversation or three minutes. When time is
between Sadie and Brett about the up, ask students to report their
candidates they have interviewed. • Books open. Ask students to study findings.
Ask students what they remember the questions in Activity 12b and
about them. This is a good time do Activities 13a and 13b. Set a
to review the adjectives used to time limit of one minute. When Answers
describe personality traits. time is up, check answers and Refer to the reduced page of
• Ask students to read the chart in elicit/give more examples. the Class Book for answers.
Activity 12a. Play the audio and
have them check the appropriate
boxes. Ask students to check
answers and tell them they will
have another opportunity to listen
to the recording.
• Then, ask students to read
the questions in Activity 12b. To be fed up with / to be tired of / live without / to be keen on
Tell them they will listen to
the audio again and should
write the appropriate names
of the candidates. Make sure
they understand the questions
and especially the concept of
superlative adjectives. Play the
audio. If necessary play it one
more time. Have students check
answers by asking and answering
the questions. Model the
interaction if necessary. Set a time
limit of one or two minutes for
this task. When time is up, check
• Stop the recording before the
chosen candidate’s name is
mentioned. Pair students up and
ask them to decide who will get
the job. Then play the end of
the recording and have students
compare their decisions to the
interviewers’. Ask them if they
agree with it.
Susan Mercer
• To wrap the activity up, ask Susan Mercer
students to list what possible jobs Mia Brown
Ryan Clifton
the candidates could be applying Ryan Clifton
Enrique Martinez
for. Susan Mercer
Ryan Clifton
Answers
TEACHER'S BOOK | 51
3 UNIT
SPEAKING • Divide students into groups of PRONUNCIATION
.
three and ask them to choose the
.
15
14
top three companies they would (track 14)

GOALS like to work for. They should be
• Practice the language able to justify their choices. Set a
previously studied time limit of two or three minutes GOALS
• Develop speaking for this part of the task. • Identify the sentence
skills • While they talk, move around and stress in questions
help them if necessary. When they • Practice the rhythm
are done, pair students up with of questions
• Books closed. Ask students to tell members of different groups and • Further practice of
you names of companies they ask them to explain their choices language previously
would like to work for. Brainstorm to each other. If necessary, elicit
the language necessary to perform studied
with the whole group for one
minute and write the names on the task. Set a time limit of two or
the board. three minutes. • Books closed. Write the following
• When time is up, ask students to question on the board:
share the chosen companies with
the class, as well as the reasons What are your greatest
these companies were chosen. strengths?
• Elicit which words are important

(what, greatest, strengths). Elicit and
underline the stressed syllables in
the selected words. Tell students
they should always identify the
stressed syllable because they
are the important syllables to
pronounce in English. The other
syllables should not be stressed.
3 • Pairs students up and ask them
1
2 to identify the important words
(content words) and the stressed
the best - the worst syllables in Activity 15a. Give them
five minutes to do it. Swap pairs
and ask them to check answers. Play
the audio and ask them to check
whether the underlined words
the most rewarding match the words that are stressed.
the most convenient Check answers with the whole
the happiest group.
the best
the proudest • Ask students which grammar
words they have underlined
(nouns, verbs, adjectives, adverbs,
wh- question words). Ask them to
check the option in Activity 15b
that represents all these categories.
If necessary, give more examples
of content words. Play the audio
again and ask students to repeat
to make them feel ready and
comfortable to ask the questions
in the next activity.
Answers
SPEAKING goes back to the table. Resource Pack, page 153, Dress
. • Play until all the cards have been code, and ask students what
16
used up or it’s convenient to end impression each one conveys. Ask
GOALS the game. them which one they think would
• Practice previously have more opportunities if they
presented language were both applying for a position
• Develop students’ SPEAKING as a lawyer at a firm.
.
18
speaking skills
ask them to discuss the questions in
GOALS Activity 18a. Set a time limit of two
• Books open. Elicit possible answers • Raise students’ or three minutes for the task. While
for those questions in Activity 15a awareness of how to students talk, move around and help
students may have difficulty in behave during a job them if necessary. When time is up,
answering. Tell students they will interview check answers with the whole group.
take turns to be the interviewer • Activate students’ • Pair students up again to do
and interviewee. They should use previous knowledge Activity 18b. Ask them to think
the questions given, but they are • Lead students into the about what someone should or
also free to come up with other shouldn’t do to make a good
questions of their own. following activity
impression in a job interview. Set a
• Develop students’ time limit of three or four minutes
• Pair students up and set a time speaking skills
limit of four or five minutes. so that they can produce their list.
When time is up, ask students to • When time is up, carry out a
change roles and give them some • Books closed. Show students panel discussion with the whole
more minutes for the interaction. the flashcards available in the group so that students can share
While students talk, move around
and offer help if necessary. When
time is up, and if time allows, ask
students to report their findings.
GAME
.
17
GOALS
presented language
speaking skills
• Add another element
of fun
• Books closed. Divide students

into groups of three or four. Make
copies of the cue cards available in
the Resource Pack, pages 151 and
152, Topics and Adjectives. Place
the two sets of cards in front of
each group of students. Place the
topics cards facing up. Shuffle the
adjective cards and place them
face down.
• Students should take turns
picking up adjective cards and
choosing topics. They should
make superlative sentences using
the adjective. The sentence must
be related to the topic. Each
student gets one point for each
grammatically correct sentence. If a
student can’t make a sentence, the
card goes to the next player and
he/she tries to make a sentence for
two points. If he/she can’t, the card
TEACHER'S BOOK | 53
3 UNIT
their recommendations. Use this

opportunity to pre-teach language
Brennan talking about how to
make a good impression during a Answers
students may not know and which job interview. Refer to the reduced page of
will be mentioned in the listening • Ask students to check if any of
activity. the Class Book for answers.
the recommendations they came
up with in Activity 18b will be
LISTENING mentioned by the specialist. Play
VOCABULARY
.
the audio and then check answers

19
.
20
(track 15) with the whole group.
• Ask students to read the questions
and answer any questions they may GOALS
GOALS have. Play the audio so that they • Expand students’
• Confirm students’ can do the activity. Ask students to collocational
recommendations on compare answers and, if necessary, repertoire
how to behave during play it once again. Check answers • Further equip
a job interview with the whole group. students with
• Develop students’ questions to perform
• To wrap the activity up, ask a job interview
listening skills students to think of one or two
questions they might ask the
interviewer if they were having • Books open. Ask students what
• Books open. Tell students they a job interview. Briefly discuss kind of questions are normally
will listen to HR specialist Sophie questions with the whole group. asked during a job interview.
Strategically choose those
questions which have collocations
in them and write them on the
board. For example:
Would you mind working

overtime?
• Show students that the words
work and overtime go together.
That is, they collocate. Tell
students that words often go
together and that it is important
to learn these combinations.
• Pair students up and ask them to
Avoid clothes that are too fashionable, trendy and brightly-colored. Avoid
fidgeting, playing with your hair and crossing your arms. match the columns. Set a time
limit up to two minutes. When
Try to have a good posture, a firm handshake, make eye contact, research the company, arrive five time is up, check answers with the
or ten minutes before the interview, show interest and enthusiasm, have a specific position in mind whole group.
that you want to fill, be ready to explain related experience briefly, feel free to ask questions, send
the recruiter a thank-you note or e-mail. • In the same pairs, ask students to
take turns asking and answering
10 the questions. While students
7 interact, move around and help if
1 necessary.
3
5
8
2 Answers
4
9 Refer to the reduced page of
11 the Class Book for answers.
6
SPEAKING FEEDBACK TIME exponents. Ask them to rate their
.
. skills development related to each
22
21
one of them. They may refer to
GOALS GOAL the specific language content in
• Review and practice • Provide students the unit. Lower their anxiety by
all the language with an opportunity making sure they are not being
studied in the unit evaluated during this task. This is a
to come up with powerful resource as long as they
• Practice job an overview of the
interviewing understand its purposes.
• Develop students’ language worked
• Monitor the activity at all times
speaking skills on throughout and offer help when necessary.
the unit for the
purposes of reviewing, • When they are done, have them
share their most meaningful
• Books open. Tell students they will summarizing, and self- findings about their own learning
take turns role-playing a job interview. evaluating process. Discuss questions
The activity will be performed in related to study habits, and the
three parts. Pair students up. In the importance of keeping up with the
first part of the activity students • Books open. Go through the
communicative functions listed language through Web Lessons,
should decide on a company and Grammar Tips sections, and so on.
position they are going to apply and encourage students to come
for. Set a time limit of one or two up with the corresponding
minutes for them to do that.
• In the second part, they should
decide on the questions to be
asked. Motivate them to browse
through the unit to prepare a
list of questions to be asked.
Encourage them to use not only
the questions in the previous
activity but also other questions
they practiced throughout the
unit. Also, motivate them to
think about the answers to the
questions. They can also come up
with questions of their own. Set a
time limit of five minutes for them
to do this part of the task. While
they get ready, move around and
help them if necessary.
• Finally, they should take turns
asking and answering the
questions. Move around while
they perform, so that you can
carry out a feedback session as a
wrap-up. Ask students what their
difficulties were and comment on
their performance.
TEACHER'S BOOK | 55
4 UNIT
GAME
1.
If the sentence isn’t correct, the

student will not score a point.
comparisons, for example. Give
the student an adjective so he/
Ask the class for help to make it she has to think of a sentence
GOALS correct. comparing two things.
• Offer room for review • When a student says a sentence,
and consolidation encourage the others to ask
of language used to SPEAKING
questions related to it. For
2.
talk about past habits example:
(used to) A: When I was a kid I used to live in GOALS
• Add an element of fun a house. • Review and consolidate
B: Really? Where did you use to live? language related to
• Books closed. Bring a bottle to A: In Ribeirão Preto. topics studied in
class and have students sit in C: Why did you move here? previous units
a circle with the bottle in the • Provide students with
A: My father got a new job.
middle. Spin the bottle. When an opportunity to
• Remember to keep the pace fast. develop their speaking
it stops spinning, the student
Limit the number of questions to skills
it is pointing to has to say one
two and set a time limit of around • Encourage interaction
thing he/she used to do when
10 seconds to make the activity and exchange of
he/she was a kid. If the sentence
more dynamic. opinion in English
is grammatically correct, that
student scores a point. That • Alternatively, you may add
student should spin the bottle. another topic to the activity like
• Books open. Have students get
together in groups of four. Go over
the topics listed in the activity.
Have them read the examples and
encourage them to come up with
ideas concerning the topics given.
Give them some time to write
these ideas down.
• Have in mind that the statements
should be written in a way that
will allow students to agree or
disagree with them. Walk around
the room, monitor their work, and
offer help when necessary.
• Once their ideas are ready, call one
student from each group to form
a new one. This way you will have
groups in which every student can
bring in different sentences.
• When the new groups are
formed, tell students they will
take turns reading their sentences
so everyone else can make
comments and agree or disagree.
Go over some of the exponents
used to agree or disagree and help
students present their arguments.
• Also, encourage students to
use language used to make
comparisons, to express advice, or
obligation and express themselves
appropriately in English using
contents they have learned in the
previous units. While students
discuss, walk around and monitor.
• As a wrap-up, have them share the
most interesting ideas.
Putting it all together.
SPEAKING • Books open. Go over the items • When they are done, encourage
in the chart and ask students to students to exchange information
3.
come up with their own example and ask their classmates questions
GOALS for each topic. Tell them to use in order to have more information
• Provide students the verbs in parentheses in the about their experiences. They
with an opportunity appropriate form. should write them down. Model
to develop their • Pair students up. Allow a few the conversation with a student if
speaking skills minutes for them to fill in the necessary.
• Encourage exchange chart with information about • Alternatively, you may ask them to
of experiences in themselves. Walk around the walk around the room in cocktail
English room and offer help if necessary. format and talk to different
classmates. Allow a few minutes,
open up the group and ask them
to share some of their findings.
Make sure students use the
present perfect appropriately.
TEACHER'S BOOK | 57
4 UNIT
4.
LISTENING • Books open. Ask students to look

at the questions and preview what
(track 16) the listening passage is about. Elicit
Answers
some ideas. Refer to the reduced page of
GOALS • Play the audio and have students
• Provide students answer the questions in Activity
with an opportunity 4a. Observe how your students
to develop listening react to the challenge and play
strategies the audio again if necessary. SPEAKING
Then encourage them to share
5.
• Offer room for review
and consolidation their work in pairs. Finally check
answers with the whole class. GOALS
of language and
vocabulary related • Move on to Activity 4b. Play the • Consolidate and
to occupations and audio again so students can listen expand language
adjectives describing for the words. Have them compare content already
personality their work again and discuss not studied
only this part of the activity but also • Offer an opportunity
the questions in Activity 4c. Walk for language practice
around and monitor. Offer help if related to storytelling
necessary. Ask students to share • Encourage
some of their findings with the class. development of
skills and imagination
• Offer another element
of fun to the lesson
• Books closed. Prepare beforehand

four cards containing the
beginning of a story. The funnier
or the crazier the better. See
examples below. Divide the class
into groups of four. Remember
that you will need a set of these
four cards for each group.
• Explain to students that they will
take turns beginning the story
each time. The first member of
each group will pick up one card
They are talking about a vocational quiz.
and read it out loud. Then, the
student on his or her right has to
They were studying for a math test. continue the story. Set a time of
50 seconds for that.
Mark could be an accountant, and engineer or a mechanic and • When time is up, the next student
Donna could be a writer, a musician or an artist.
on the right continues until time
No, they don’t. Mark can’t see himself as an engineer because he hates is up again. Then the last student
math and Donna thinks they have not asked her enough questions. has to finish the story, also within
the time.
They think it’s silly and therefore unreliable. • Remind students to use linkers
such as so, because, first, then,
next, finally, etc. You may want to
reliable, practical, realistic, analytical, efficient, realistic, enthusiastic, write the linkers on the board to
inventive, imaginative
help them, but try not to keep it
up for too long. After students
engage in the activity, you should
erase linkers. While students talk,
walk around the room, monitor
their work, and offer help when
necessary.
• When all the groups are done, ask GAME show one of the objects on the
each one to share their stories flashcard. The groups will then ask
6.
with all the other students. yes or no questions in order to
GOALS find out which object it is.
• As a wrap-up, have students vote
on the most creative story. • Offer room for review • Make sure the students who will
and consolidation of answer the questions understand
language used to talk they can only say yes and no.
SUGGESTIONS OF STORY about devices used in Also, explain that the group that
BEGINNINGS the past guesses the object first will score
I was standing by my car/ • Add an element of the point.
motorcycle, when suddenly it fun
• During the game, encourage
started talking to me… students to use the comparative
There are people who shout • Books open. Use the flashcards degree of adjectives. When they
when they are angry. I used to do available in the Resource Pack, think they know what the object
something different when I was a pages 154 to 160, Old technology, is, they should ask a tag question.
kid… for this activity. Model the example in their books
A famous movie director has • Divide the class into two groups. if necessary.
invited me to create a new Explain you will call one student • Keep score and congratulate the
superhero. It should be a from each group out front and winning team at the end.
completely different superhero…
Last week my grandpa invited
me to go to the 1960s Museum.
Let me tell you everything I saw
there…
I had a very intriguing dream last
night. Four of my classmates were
from different countries and spoke
different languages…
TEACHER'S BOOK | 59
5 UNIT
Communicative goals
SPEAKING around the room, watch them,
and offer help if necessary. When
1.
• Talking about happiness and they are done, encourage them to
what it means GOALS share their answers with the whole
• Talking about what makes • Introduce the topic of group and help them explain their
you happy the unit ideas.
• Talking about healthy • Introduce and • Tell students to go over the
lifestyles practice noun phrases definitions of happiness in Activity
• Making comparisons • Develop students’ 1b. Help students realize the nouns
speaking skills phrases in the examples provided
and write an extra example on the
• Books open. Ask students to look board:
at the pictures, describe them, and
say what they represent. Happiness means being close to
someone I love.
• Pair students up and tell them
to talk about the questions in
Activity 1a. Go over the adjectives • Then, again in pairs, ask them to
provided so they can use them to discuss the questions. Explain that
answer the questions but remind there are no wrong answers to the
them they can add others if they second question. Move around
want to. While students talk, walk and give help when necessary.
When students are done, ask
them to share the definitions they
created.
What makes you happy?
SPEAKING • Books open. Present the activity • Finally, elicit some of their ideas
and have students complete the then move on to the Information
2.
list with their ideas. Tell them to Gap Activity 4.
GOALS work individually first. Give them a
• Develop the topic of few minutes to do the activity.
the unit • When they are done, ask them to See page 116 of
• Develop students’ work in small groups and compare
Gap Activity
speaking skills Pack for
4
their answers. Encourage them to
• Provide students with discuss their ideas and explain why instructions.
ideas that will be they believe their lists are possible.
further discussed in
the following activity
TEACHER'S BOOK | 61
5 UNIT
3.
LISTENING Do you ask older people for help? first and then play the audio once
again and tell them to check the
• Elicit some ideas.
(track 17) correct options. You may want
• Books open. Ask students to take your students to keep working
a quick look at the questions they in pairs and help each other as
GOALS will have to answer in Activity 3a needed. When they finish, go over
so they know what to listen for. their answers with the whole group
• Offer students an Play the audio once and watch
opportunity to and answer any questions they may
students’ reactions to the listening have.
develop their listening passage. If necessary, play the
skills audio again. • Work with the whole group
• Further develop the in Activity 3c and encourage
• Pair students up and have them them to remember details of
topic of the unit answer the questions together. the conversation to answer the
• Provide language Encourage them to come up with question. As a wrap-up, ask them
input for students to justifications for their answers if they agree with what Mr. Harris
work on wh- questions like context, specific parts of the says about happiness and the way
conversation, and so on.While people behave on social networks.
students talk, walk around
• Books closed. Ask students what the room and offer help when
they do when they need help with necessary. When they are ready, Answers
a subject that they’d like to hear check their answers with the Activity 3a
opinions of others about. You may whole group. 1. Mr. Harris and Lucca are
say: • Move on to Activity 3b. Ask father and son.
Do you talk to friends your age? students to read the questions 2. They are talking about
happiness.
3. Lucca is writing a project
about happiness.
4. He was inspired by his
father.
Answers
PRONUNCIATION
4.
(track 18)
GOALS
awareness of stress
and intonation in
questions
skills

ask them to decide which words
are stressed in the questions
provided in Activity 4a. Play the
audio so students can check their
work. Check answers with the
whole group.
The voice goes down. • Play the audio again so students
can answer the question in
Activity 4b. Play the audio one
more time for students to listen SPEAKING • Pair students up and encourage
and repeat. Pay attention to them to come up with one more
6.
students’ pronunciation and help reason. As students talk, walk
out if necessary. GOALS around the room and offer help
• Offer language if necessary. When time is up, ask
practice related to students to share their opinions
Answers asking and answering and the extra reason they have
Refer to the reduced page of added.
questions
the Class Book for answers. • Develop student’s • To wrap up the activity, you may
speaking skills want to list all the reasons they
have discussed so far on the board.
• Further develop the Ask them how they would rate
topic of the unit the ones in this activity.
LANGUAGE
5.
AWARENESS
• Books open. Ask students to take a
look at the reasons for happiness.
GOALS Go over the example questions
• Raise students’ and answers and help them ask
awareness about wh- correct questions using does and
questions that don’t noun phrases.
require auxiliary verbs
• Provide language
practice related to the
topic of the unit
• Books closed. Give students

several examples of questions
that require the use of auxiliary
verbs. Vary verb tenses as much
as possible (simple present, simple 3
past, present continuous, etc.) and 5
ask them to identify the auxiliary
verbs. 6
1
have them match the columns
in Activity 5a. Give them a few 4
minutes and check their work
with the whole group. Encourage 2
them to provide different answers
to the questions.
• Help students realize that when
the question word is the subject
of the sentence, the auxiliary is not
used. The verb then agrees with 1, 2, and 5
the subject. 2, 3, and 6
• Ask students if they realized some
of the questions didn’t require the
use of auxiliary verbs and move
on to Activities 5b and 5c. When
students are done, check answers
• Finally, ask students to do Activity
5d.
Answers
TEACHER'S BOOK | 63
5 UNIT
GAME
7.
but when they read the sentence

out loud, it should be a complete
• Each correct sentence the group
makes and answers correctly is
sentence using -ing. For example, worth one point. Each correct
GOALS in case the idea is meeting friends question the opposite group asks
• Practice language after work, Group A should say: is also worth one point. Keep
related to noun score and congratulate the winner
Meeting friends after work makes
phrases at the end.
me happy.
• Practice asking and
answering wh- • Group B should then ask a
questions question aiming at getting further VOCABULARY
8.
• Add another element information. The question can
of fun be in the present, past, present GOALS
perfect, or any other verb tense,
• Introduce and
as long as it is appropriate and
• Divide students into two groups. practice strong
accurate. For example, Group B
Ask them to make a list of 10 adjectives and sense
may say:
things that make them happy. verbs
When was the last time you did it? • Develop students’
Next, explain to students that
they should take turns asking and Oh, really? Have you been to Golden lexical repertoire
answering questions about each Beer? It’s a cool place to meet friends
of the items on their lists. Make after work.
• Books open. Ask students to take
sure they write key words only, a brief look at the text and see if
they can tell what kind of text it is
(a blog). Ask them the questions
in Activity 8a and go over the
words in the Did you know…? box.
Encourage them to share their
ideas and their preferences.
go over Activity 8b, read the blog
and pay attention to the words in
bold. Allow a few minutes. Walk
around the room and offer help
if necessary. When they are done,
ask them general comprehension
questions. You may say:
Who writes the blog?
What kind of person is the writer?
Why did he write this specific entry?
What happened to him?
• Ask them to move on to Activity
8c and complete the table. Tell
them to focus on the words in
bold. What do they show? Why
does the writer use them?
• Allow two or three minutes and
check their work.
• Next, have them look at the verbs
in green and explain to you why
they have been used here. Have
them work on Activity 8d in pairs.
exhausted As they do so, walk around the
great fantastic room and monitor their work.
awful
impossible When they are done, check their
huge answers with the whole group.
terrified
amazed
• Ask them to complete the syllable words that might look like • Play it a second time and this time
sentences in Activity 8e and pay two-syllable words to a Portuguese ask students to write the words
attention to the verb forms that speaker, especially words ending they hear in the correct place.
should be used. When they finish, in e, like give, take, and some verbs • Pair students up so they can
check their answers with the in the simple past such as helped, compare their answers. Then read
whole group. looked, etc. Write these words on the list of words out loud, carry
the board and challenge them to out some chorus repetition, and
answer how many syllables they check answers with the whole
Answers have. Elicit students’ answers,
Refer to the reduced page of group. Tell them to pay special
correcting them if necessary. attention to words ending in -ed.
• Books open. Play the audio and
ask students to listen to the words
first.
Answers
PRONUNCIATION
9.
(track 19)
GOAL
• Provide practice of
strong adjectives
and the number of
syllables in them
• Books closed. Tell students that

dividing words in English is a little
different from Portuguese. Give sound
them a few examples of one-
look
taste
tastes
sounded
tastes
look
looked
sounds
huge a-fraid de-li-cious

stressed aw-ful de-light-ed
tired hap-py ex-haust-ed
re-laxed ter-ri-fied
sur-prised
TEACHER'S BOOK | 65
5 UNIT
SPEAKING
.
Ask them to add a situation. SPEAKING
.
10
11
• You may want to pair students
up or have them stand in cocktail
GOALS GOALS
format and ask and answer the
• Provide practice of questions. As they do so, walk • Provide a chance for
language used to around the room and monitor students to develop
convey feelings their work. Have them share the their speaking skills
• Promote interaction situations they have added. • Encourage the
in English development of
social strategies and
communication in
• Books open. Go over the situations English
provided and elicit some answers.
Make sure they use strong TEACHING TIP
adjectives to ask and answer • You will need to ask students • Check that students have brought
questions adequately. Model the to bring specific material next pictures that they like and that
conversation first. You may say: class. Read the instructions somehow make them feel happy.
A: Oh, my gosh! I’ve lost two kilos! for Activity 11. They should bring pictures of
B: How are you feeling? family, friends, places they have
A: I’m feeling great. been, beaches, sunsets, or anything
that reminds them of happiness
and well-being. They can bring
pictures from home or even cut
pictures out of magazines if they
don’t want to show their own.
They can also use the ones they
have on their cell phones. Bring
extra pictures from magazines in
case someone forgets or doesn’t
have one with them.
• Books closed. Ask students to get
the pictures they have brought
and think about what it is that
makes them happy when looking
at them. You may want to have
them take a few notes or write a
couple of sentences to get ready
for the activity. As they do so, walk
around the classroom and offer
help when necessary. Get them
to use language they have learned
throughout the lesson so far. Give
them some examples. You may say:
Looking at my children’s faces make
me happy.
Happiness means looking at the
sunset at the beach with my girl/
boyfriend.
• Books open. Divide them into
pairs and ask them to exchange
their pictures. As they look at their
friends pictures, tell them to use
the cues given in Activity 11 and
work on the questions they are
going to ask their classmates.
• While students work, walk around
and answer any questions they
might have. Check if students
can formulate questions correctly. eating well and exercising. • Clarify comparative of inferiority
When they are done, tell them • Books open. Ask students to read (less _____ than) with some more
to start the activity and ask each the statements in Activity 12a so examples and comparatives of
other about their pictures. Remind that they will know what to listen equality (as _______ as) with
them of the correct pronunciation for. Explain that this time they other examples. Have students
of wh- questions and let them have to decide if the sentences are create their own examples, too.
work. Encourage students to true or false. Play the audio and • Finally, move on to Activity 12c
ask for more details as well. let students work. Later, tell them and ask students to talk about
Give students a few minutes to to compare their answers and if the questions given. To wrap the
exchange information. When the necessary, play the audio once activity up, ask them if they have
activity is over, ask them to share more. ever changed anything about their
any interesting thing they found lives, what it was and how they
• Ask students to go over the
out about their classmates. managed to do so.
sentences again and do Activity
12b. Give them some time to
LISTENING do the activity. Make sure they Answers
.
compare their answers before you

12

(track 20) check them with the whole class. the Class Book for answers.
Then ask them what different
forms of comparative they notice
GOALS in those sentences and if they can
• Develop listening tell you the idea in each case.
strategies
• Present language
related to
comparatives
(equality and
inferiority)
• Provide further
practice of language
previously studied
• Books closed. Pair students up and

ask them to discuss the following
questions. Write them on the
board:
What kind of food do you

buy more? Fruit, vegetables, or
industrialized food?
Do you worry about the food
you eat?
Have you ever been to a
nutritionist? If so, why? If not,
would you like to?
• Give them some time to discuss

and while they talk, move around
time is up, ask students to share
some of their findings.
• Next, tell them they will listen
to a conversation between
Gordon and Adele. Ask them to
pay attention and find out why
Gordon mentions his nutritionist
in the conversation. Play the audio
and elicit the answer: he mentions
what his nutritionist said about
TEACHER'S BOOK | 67
5 UNIT

13
.
LANGUAGE • Books open. Ask students to take a
look at Activity 13a and study the
• Ask students to read the items
provided in Activity 13c and make
AWARENESS part of the conversation between comparisons. Tell them to vary
Gordon and Adele. Then invite the forms as much as they can. Do
GOALS them to do Activity 13b. Ask them the first one with the students to
• Raise students’ to work in pairs so they can help make sure they understand what
awareness of the each other. Check their answers to do. Elicit different possibilities.
different forms of with the whole group. • As a follow-up, ask them to share
comparisons their sentences in small groups so
• Offer further practice they can discuss them, agreeing or
of comparatives disagreeing.
of adjectives to
consolidate learning
• Develop students’ Answers
speaking skills Refer to the reduced page of
SPEAKING • Review how they should ask their • When they are done, ask them to
. classmates these questions using report their findings. Give special
14
adverbs and the present tense. attention to the questions they
GOALS Encourage them to add their own wrote themselves.
• Provide students question and write it down. • To wrap up the activity, ask them
with an opportunity • Tell them to stand in cocktail to go back to Activity 14a and
to practice format and talk to as many see if they would like to change
language related to classmates as they can in order to their ratings. Ask if anyone would
comparatives (as ___ find out the information required. like to share their score. Ask them
as and less ____ than) When they get a positive answer if they would change anything
• Develop students’ they should write the classmate’s about their habits.
speaking skills as they name. While students talk, walk
make comparisons, around the room, monitor
agree, and disagree their work, and offer help when
necessary.
• Books open. Ask students to work
in pairs. Tell them to look at the
pictures and the cues provided
and say sentences that express
their opinion about the items
being compared. For example,
they may think that milk and red
meat are equally healthy, so they
should use the comparative of
equality. Those who are vegetarian
might want to say that milk is
healthier, for example.
• Model the conversation with a
student first and let them work.
Walk around and give help
as needed. As a wrap-up, ask
students to share their opinions.
SPEAKING
.
15
GOALS
• Provide practice of
language related to
healthy lifestyles
• Promote
development of
skills
• Books open. Ask students to rate

their lifestyles on a scale from 1
to 10 in Activity 15a. Tell them
to save this score and proceed to
Activity 15b.
TEACHER'S BOOK | 69
5 UNIT
SPEAKING
.
• Books open. Ask students to read READING
.
about Maslow’s Pyramid and tell
16
17
you what it means. You may say:
GOALS GOALS
Do you have priority lists?
• Practice language • Provide students with
related to making What kind? an opportunity to
comparisons Why are priority lists important? develop their reading
• Provide an • Explore the various layers and skills
opportunity for make sure they understand what • Raise students’
students to get to each one includes. awareness of the
know about a theory • Pair up students and encourage meanings contained
of psychological them to ask each other questions in a poem
health about the contents of the • Offer room for
• Develop students’ pyramid. First they should answer interpretation and
speaking and reading them according to Maslow but practice of the target
skills then ask them to express their language
own opinions.
• To wrap up the activity, ask • Books closed. Ask students if they
them what they think the most ever read poems and if so, what
important thing is. kinds of poems they like. You may
also ask questions like:
What is so appealing about poetry?
How does music compare to poetry?
Can poems be compared to prayers?
• Help them share their ideas
correctly.
• Books open. Ask them to read
the poem in Activity 17a silently.
When they are done, ask them
what they understand and what
the author means by happiness.
• Depending on how well your
students seem to have grasped the
poem, you may want to provide
them with a short glossary. It’s
always a good idea to elicit the
meanings and check students’
background knowledge. Here are
some:
wane: to decrease gradually in size,
amount or intensity
seek: to search for, to try to find
haunt: to reappear continually;
to appear habitually as a ghost;
to have a disquieting or harmful
effect on
hunt: to chase and kill (wild
animals) for food or pleasure; to
search for something or someone
very carefully
chase away: force to go away
timeless: unaffected by time,
eternal
holy: sacred
whole: undivided, entire
• Pair students up and tell them

to work on Activity 17b. Remind
them to take notes of important
words/ideas in the poem to TEACHING TIP
explain their answers. • You may also want to
• Walk around the room and work with music with your
observe the way your students students. Select a song that
react to the task. Offer help when talks about happiness. Get
necessary. When time is up, open the lyrics and prepare a
up the group and check their worksheet for your students.
answers. Ask them if they would It may be a cloze exercise
like to try writing a poem. in which you take out any
number of words. Ask
students to listen to the
Answers song, fill in the blanks with
the missing words, and then
sing together. You may also
scramble the lyrics and have
students unscramble them by
numbering the lines correctly.
Answers
Activity 17b
2. Seek, hunt. It reminds
the reader of the eternal
pursuit of happiness, as
if happiness has to be
hunted and finally found.
3. Hear and here. The author
uses them to show the Happiness is here, all around us. We don’t
underlying message in have to search for it. We just have to note
it in the small things that surround us.
the poem that you just
have to hear happiness.
Be sensitive and perceive
it all around you. Hear it!
Your students will also
find haunts and hunts,
holy and whole, soul and
solely. Remind them the
words must have the
same pronunciation
and make sure you
show the differences in
pronunciation in these
pairs.
4. You don’t have to look
for happiness. You have
to note how happy you
are, and how many things
can make you happy.
Happiness is here. Hear it!
A glow, the sun, the soul.
TEACHER'S BOOK | 71
5 UNIT
SPEAKING
.
• When time is up, tell them to SPEAKING
.
stand in cocktail format and
18
19
talk to one another. The more
GOALS classmates they talk to, the GOALS
• Provide language better. Remind them to ask their • Offer an opportunity
practice related to the classmates for more details about for development of
superlative forms of each sentence. students’ speaking
adjectives • Walk around and offer help when skills and strategies
• Develop students’ necessary. It’s a good idea to ask • Provide language
speaking strategies students to take notes of their practice related to
and provide relevant classmates’ answers if they think expressing opinions,
content for students they may forget the information. agreeing, and
to share with their When time is up, ask students disagreeing
classmates to share what their classmates • Development of
have told them. You may also ask collaborative learning
students for more details about strategies
• Books open. Go over the topics
their findings.
listed and ask students to take
a few minutes to complete the • Books open. Ask students to read
sentences. the statements and think about
whether they agree or not. Give
them some time to elaborate their
points of view.
• Divide the class into groups of
three or four students. Ask them
to share their opinion with their
classmates and discuss them.
Encourage students to use the
expressions in the box and let
them talk.
• Walk around and monitor. Offer
help if necessary. Take notes of
any problems so you can mention
them at the end of the activity.
• When the activity is over, and as a
wrap-up, ask groups to share their
views.
FEEDBACK TIME • Books open. Go through the • You may also want to have
.
20
communicative functions listed students work in pairs on this
and encourage students to come task. Monitor the activity at
GOAL up with the corresponding all times and offer help when
• Provide an exponents. Ask them to rate their necessary. When they are done,
opportunity to skills development related to each have them share their most
come up with an one of them. They may refer to meaningful findings about their
overview of the the specific language content in own learning process. Discuss
language worked the unit. Lower their anxiety by questions related to study habits,
on throughout making sure they are not being and the importance of keeping up
the unit for the evaluated during this task. with the language through Web
purposes of reviewing, Lessons, Grammar Tips sections,
summarizing and self- and so on.
evaluating
TEACHER'S BOOK | 73
6 UNIT
Communicative goals
SPEAKING time is up, ask students to show
their grouping and explain why.
1.
• Talking about your/ You can ask questions such as:
someone’s lifestyle GOALS
Do these people have similar
• Talking about chores • Contextualize the
lifestyles?
• Talking about things that theme of the unit
• Practice and develop What kind of lifestyle do they have?
happened over a period of
students’ speaking Do they have a busy life?
time
• Talking about stress and skills • Books open. Tell students they will
ways to deal with it keep on talking about people with
• Talking about things you different lifestyles. Pair students
• Books closed. Prepare beforehand up and ask them to talk about the
have already done and
sets of eight flashcards, for each people in the pictures. Tell them
things you haven’t done yet
student, of both people who are to use the questions as a guideline
famous and people who are not. to talk about the people. Elicit
Divide students into smalls groups language to be used in the task. If
of three or four and give each necessary, model the interaction
group the set of flashcards. Ask with one student. Set a time limit
students to sort these flashcards of three or four minutes for this
out in smaller groups any way they interaction.
find appropriate. Set a time limit
of two or three minutes. When • When time is up, ask students to
report their conclusions. To link
this activity to the next, you can
ask questions such as:
Who has kids?
Who has the most conventional job?
Modern lives
LISTENING • When time is up, briefly check time is up, ask students to report
guesses with the whole class and their findings. Write the following
2.
(track 21) ask them to justify them. Tell cues on the board so that students
students they will listen to the can use them for the reporting.
people in the pictures talking
GOALS
about their lifestyles and they Both ______ and I have…
• Talk about different should check if they guessed Neither _______ and I have…
lifestyles correctly. Play the audio once.
• Expose students to Ask students to check answers. If
new language necessary, play it one more time. • Encourage them to use the
• Develop listening Check answers with the whole structures and give some examples
comprehension group. if necessary.
strategies
• Pair students up again and ask
them to discuss the questions Answers
• Books open. In the same pairs of in Activity 2c. Give them two or Refer to the reduced page of
the previous activity, tell students three minutes for the conversation the Class Book for answers.
they will make some more guesses and encourage students to keep
about the people in the pictures. the conversation going. When
Ask them to decide who each
sentence applies to. Set a time
limit of two or three minutes for
students to do Activity 2a.
Tom
Brynn
Tom
Luciana
Brynn
Brynn
Alex
Luciana
Liza
Alex
Alex
Luciana
TEACHER'S BOOK | 75
6 UNIT

3.
LANGUAGE • Books closed. Divide students into

small groups of three students.
already in. Set a time limit of two
minutes.
AWARENESS
Make copies of the cue cards • When time is up, check answers
available in the Resource Pack, with the whole group. To check
GOALS page 161, Both, either, neither, and their understanding of the
• Raise students’ give each group a set of sentences. new structures, ask students to
awareness of the use Tell them they have one minute to produce more examples.
of the structures both say who, considering the people in
• Ask students to read how people
… and, either … or, Activity 1, said each thing. Check
in Activity 3c describe their
neither … nor answers with the whole group.
lifestyles. They should complete
• Practice these • Then ask students to sort the the sentences. Give them two or
structures sentence out in groups according three minutes to do that. Then
• Develop students’ to the structure they have in check answers with the whole
speaking skills common. They should have group.
three groups of sentences: with
• Finally, tell students it’s their turn
both ____ and, either ____ or,
to talk about their lifestyles. Ask
and neither ____ nor. Using
them to complete the sentences
the sentences on the cards as a
in Activity 3d to talk about them
reference, ask students to turn to
with a classmate. If necessary, give
Activity 3a and 3b and answer
students some personal examples
the questions. They can do this
using the sentences in the book.
in pairs or in the groups they’re
Set a time limit of one minute
for students to complete the
sentences. Pair them up and ask
them to talk about their lifestyles.
Write the following model on the
board:
A: What can you tell me

about your lifestyle?
B: I’m both a... and a...
a, b, and d.
c, e, and f.
g and h.
Modern lives
• Encourage students to keep the • Alternatively, you can ask students Ask them if they do household
conversation going. Give them to stand up, move around, and chores in addition to going to
four minutes for this interaction. find other students who wrote work or school. Elicit what chores
When time is up, ask students to similar sentences. they do.
report their findings to the whole • To wrap the activity up and link it
group. with the next, ask students if they Answers
have busy lives. Ask students to Refer to the reduced page of
tell you what they do every day. the Class Book for answers.
Both and
Neither nor
both and
both/either
and/or
neither nor
Both and
TEACHER'S BOOK | 77
6 UNIT
VOCABULARY
4.
• To check answers, ask students to

work in pairs. Model the following
minutes for the interaction. While
exchange with one student. help if necessary.
GOALS A: What is the woman in Picture 1 • When time is up, ask students
• Introduce and doing? to report their findings. This is a
practice language B: She’s doing the laundry. good moment to have students
related to household use the new structures studied in
chores • Go through the expressions with
the whole group if you don’t feel Activity 3.
lexical repertoire they know how to pronounce
some of the actions. While Answers
students talk, move around and Refer to the reduced page of
• Books open. Tell students these listen for aspects of the interaction the Class Book for answers.
are some chores both Brynn and that may need perfecting later on.
Luciana regularly do. Ask students • If necessary, check answers with
to match pictures and actions. the whole group and carry out a
Give them one minute to do the feedback session on those aspects GAME
5.
matching. When they are done, you consider suitable.
ask them to think of two more • Pair students up again and ask GOALS
chores. If they do not know how them to do Activity 4b. Model
to say them in English, encourage • Practice language
interaction with a student if already learned
students to ask you. Write the new necessary. Set a time limit of three
expressions on the board. • Add another element
of fun
skills
• Books closed. Divide students into

two teams. Tell students they will
play teapot. Tell them that you are
going to choose one of the chores
they learned in the previous
activity and they should take turns
asking yes or no questions using
teapot to substitute the verbs
in their questions. Give some
examples of questions:
Do you teapot in the kitchen?
Do you teapot more than once a
day?
10 1 5 • Each team can guess only once.
9 3 2
4 7 6 If they guess incorrectly, the
8 other team wins. Let students
ask questions until one of the
teams wins. When this happens,
ask each student to choose one
chore. Tell them not to say their
choice aloud. Pair students up and
ask them to play the game again.
and help if necessary.
Modern lives
GAME • If students answer affirmatively, tell • Ask students to add up the points
them that maybe they’re stressed. and calculate their scores. Then
6.
Tell them they will take a test to pair students up and ask them to
GOALS find out how stressed they are. discuss the questions in Activity 7c.
• Practice language • Books open. Before they take the Give them four or five minutes for
already learned quiz, ask them to skim through the discussion. Encourage students
• Add an element of the text and choose the title that to keep the conversation going.
fun best describes it. Give students While students talk, move around
• Practice and develop one minute to do that. When and help them if necessary. When
students’ speaking time is up, check answers with the time is up, carry out a brief panel
skills whole group. Then ask students discussion with the whole group.
to read the text more carefully Use the last question to lead
and take the quiz in Activity 7b. students into the next activity.
• Books closed. Before class, make
copies of the cue cards available Set a time limit of three or four
in the Resource Pack, page 162, minutes. Answers
Find out who... Give each student Refer to the reduced page of
one card and tell them they have the Class Book for answers.
two minutes to do the task on it.
If necessary, elicit/model questions
for the interaction.
and help if necessary. When
their findings by using the new
language they studied in the
lesson.
READING
7.
GOALS
• Discuss the concept
of stress
• Lead students
into the reading
comprehension
activity
speaking skills
• Books closed. Show students

the flashcards available in the
Resource Pack, pages 163 to
165, Stress, and ask students what
seems to be happening with the
people in the pictures. You may
ask questions such as:
What is the problem with them?
How do you think these people feel?
Do you ever feel this way?
Do you ever feel irritable, impatient,
or hasten conversations?
TEACHER'S BOOK | 79
6 UNIT
8.
LISTENING • Tell students that they will listen

to a conversation and they should
move around and listen for
aspects of language that may need
(track 22) check who Luciana is probably attention later on. When they
talking to. Play the audio once are done, check answers with the
and have students do Activity 8a. whole group if necessary.
GOALS
Check answers with the whole • Ask students how stressed
• Expose students to group. Then tell them they are
new language Luciana is. Pair students up and
going to listen to the audio ask them to brainstorm session
• Develop listening again and they should check the
comprehension what Luciana could do to feel less
activities that are mentioned. stressed. Set a time limit of three
strategies
• Play the audio once or twice again minutes for the brainstorming.
and have students check the When time is up, ask students to
• Books open. Explore the pictures correct options. When they are report what they came up with.
on page 77 by asking questions done, pair them up and ask them
such as: to compare answers. Model the
following interaction with one
Answers
What kind of lifestyle does Luciana student. Refer to the reduced page of
have? A: Has she taken her daughter to the Class Book for answers.
What kind of things does she do school?
every day? B: Yes, she has/No, she hasn’t.
What kind of pressure does she face LANGUAGE
on a daily basis? • While they are checking answers,
9.
AWARENESS
GOALS
awareness of the
difference between
the simple past
for situations at a
finished time and the
present perfect tense
for situations at an
unfinished time
• Practice these tenses
speaking skills
• Books open. Ask students to

read Luciana’s diary pages and
Situations 1 and 2. Ask some
elicitation questions to clarify the
difference between Situations 1
and 2. You can ask questions such
as:
When did the actions in Situation 1
happen?
Look at the clock. What time is it? Is
the morning finished?
• Make sure students understand
that the period in Situation 2 is
not finished yet.
• Ask students to answer the
questions in Activity 9a. Check
answers with the whole group. To
check students’ understanding, ask
them to look at the appointment
Modern lives
book pages and write two more SPEAKING • Ask students to stand up and
.
sentences describing what Luciana move around interviewing each
10
did yesterday and what she has other. Set a time limit of five
done today in Activity 9b. Check GOALS minutes for that part of the task.
answers with the whole group. • Practice the language When time is up, ask students to
• Then pair students up and have previously studied report their findings. This is again a
them work together to write • Give students’ good moment to induce students
down questions using the words the opportunity to use the language studied in the
in Activity 9c. Set a time limit of for a moment of previous class. If necessary, model
two minutes for the task. When personalization it with one student. You may say:
they are done, check answers with • Develop students’
Both Felipe and Claudia have
the whole group. speaking skills
worked more than 8 hours a day
• Again, tell them to stay in pairs to this week.
take turns asking and answering • Books open. Tell students that now Neither Claudia nor Amanda has
the questions. Set a time limit of they will have the opportunity to felt sick lately.
four minutes for the interaction. find who has been going through • Finally, move on to Activity 10b
When time is up, ask students to the most stressful situations. Ask and elicit students’ ideas.
report their findings. This is a good them to read the questions in
moment to induce students to Activity 10a and elicit how to
use the language studied in the answer them.
previous class. If necessary, model
it with one student. For example:
Both Paulo and I saw a wonderful
movie this week.
Neither Claudia nor I traveled last
year.
Answers
SUGGESTED
ANSWERS
She revised the financial
report.
She followed the shooting of
a TV commercial.
She had a teleconference
with Mrs. Walker.
She didn’t go to the cocktail 1. Have you seen a good movie this week?
2. Did you do a lot of things yesterday?
party at CCT. 3. Have you read any good books this year?
She has called Mr. Nakamura. 4. Did you travel last year?
She has revised the TV 5. How many people have you texted today?
6. How many posts did you post last week?
commercial schedule.
She has prepared the
presentation for the new
campaign.
TEACHER'S BOOK | 81
6 UNIT
GAME
.
actions this week. Set a time limit SPEAKING
.
of one minute so that they can
11
12
complete the first column with
GOALS names of classmates. When time GOALS
• Practice language is up, tell them they will have to • Discuss who spends
already learned check if their guesses were correct more time doing
• Add another element by asking questions. They should household chores
of fun check the appropriate column • Discuss gender issues
• Practice and develop then. • Read and interpret
one’s speaking skills • Elicit how to ask the questions information from a
before students start talking graph
to each other. Give them four • Develop students’
• Books closed. Make copies of reading and speaking
the cue cards available in the minutes to do it. When time is up,
check how many correct guesses skills
Resource Pack, page 166, Are
you good at guessing? Give each students had and ask them to
student a card and explain that report their findings. Strategically
• Books closed. Use the last question
they have to try to guess who ask the question about chores last
in the previous activity to ask
could have done the different so that this is a link to the next
students who they think spends
activity.
more time doing household
chores, men or women. Ask them
why that is so and if it should be
different.
• Books open. Ask them to read the
graphs and discuss the questions
in pairs or small groups. Give them
four minutes to do it. While they
talk, move around and help if
necessary. When time is up, carry
out a brief panel discussion with
the whole class so that students
can share their conclusions.
Modern lives
LISTENING • Tell them they will listen to • To wrap the activity up, ask
. the conversation again to do students to discuss the questions
13
(track 23) Activity 13b. Explain they will have in Activity 13d. Set a time limit of
to check those things Liza has two minutes. When time is up, ask
done. Play the audio once again. students to report their findings.
GOALS When students finish checking,
• Further practice of pair them up to compare answers
language previously using the model provided in
Answers
studied Activity 13c. If necessary, model Refer to the reduced page of
• Expose students to it with a student. While they the Class Book for answers.
new language interact, move around and
• Develop listening listen for aspects they may need
comprehension improvement later on. If necessary,
strategies check answers with the whole
group.
• Books open. Tell students they will
listen to a conversation between
Brynn and her daughter Liza. Tell
them they should first listen and
decide the most probable answer
to the question in Activity 13a.
Play the audio and have students
check the best option. Check
TEACHER'S BOOK | 83
6 UNIT

14
.
LANGUAGE Has she done her homework yet? in Activity 14c. Ask them
questions such as:
AWARENESS Yes? So we can say, Liza has already
done her homework. Did the couple in the first picture
• Then ask students to answer the arrive long ago?
GOALS
questions in Activity 14b. Give Did the man buy the TV set long
• Study and practice them one minute to do it. When ago?
the use of present they are done, check answers with When did these situations happen?
perfect with yet, the whole group. Elicit some more
already, and just • Ask students to answer the
examples of the new language
• Develop students’ questions. When they are done,
with the class. You can ask
speaking skills check answers with the whole
questions such as:
group.
Can you tell me things you have • To practice the new language,
• Books open. Ask students to make already done today? play a game. Pair students up and
the sentences true by completing What do you have to do that you ask them to study the picture
them with has or hasn’t, based haven’t done yet? in Activity 14d for one minute.
on the previous activity. Check What have we already done in class When time is up, ask them to
answers with the whole group by today? close their books and tell them
asking questions such as: What haven’t we done yet? they will have two minutes to
Has Liza done the dishes yet? Have you done the web lessons yet? write as many sentences using
No? So we can say, Liza hasn’t done the new language as they can.
• Tell students to study the pictures
the dishes yet. Time them and when time is up,
check answers with the whole
group. The pair with most correct
sentences is the winner.
• Alternatively, ask students to study
the picture in Activity 14d and tell
hasn’t you sentences to describe it using
hasn’t the new language. They might say:
has
has Mrs. Swanson has already done the
hasn’t ironing, but she hasn’t taken the
has
trash out yet. She’s just done the
shopping.
Answers
Modern lives
GAME SPEAKING Set a time limit of three or four

. minutes. When time is up, check
.
15
16
answers with the whole group. Ask
GOALS GOALS students to report what they have
• Practice language • Discuss when to leave discussed.
already learned messages
• Practice and develop • Lead students into the See page 117 of
students’ speaking next activity Information the Teacher’s
Gap Activity
skills • Develop students’ Pack for
of fun
speaking skills 5 instructions.

• Books closed. Before class, make ask them to discuss the questions.
copies of the cue cards available
in the Resource Pack, page 167,
Questions. Cut them out and
crumple them into a ball. Ask
students to stand up and form a
circle. Tell them you will play some
music and while the music is on.
They should pass the paper ball
around. When you stop the music,
the student holding the ball has
to get one question from the ball,
choose another student, and ask
the question. Follow the same
routine until all the questions have
been asked. Induce students to
use the words yet, already, never,
and just in the answer.
TEACHER'S BOOK | 85
6 UNIT
17

.
LISTENING
Who called first?
were probably left. If necessary
play audio again. Check answers
(track 24) Who was late for an with the whole group. Ask
appointment? students to justify their choices by
Who will be away from home? pointing out in the text elements
GOALS that reveal that that is the
• Expose students to appropriate message.
the genre of written • Play the audio once or twice
message and have students answer the
• Develop listening questions. When they are done, Answers
comprehension check answers with the whole Refer to the reduced page of
strategies (skimming, group. the Class Book for answers.
scanning, and
inferring)
Answers
Brynn
• Book open. Tell students they will Brynn PROCESS WRITING
.
18
listen to some phone messages left Liza
by Brynn and Liza. They should
answer the questions below. Write GOALS
them on the board: • Raise students’
• Then ask students to read the awareness to the
messages and decide which ones features of a message
• Prepare students for
the production of
such text
writing skills

read the messages again and ask
questions such as:
Are messages usually long or short?
What kind of language is usually
used?
• Pair students up and ask them
to answer the questions in
Activity 18a and 18b. Set a time
limit of three to four minutes.
When time is up, check answers
with the whole class. Finish by
asking questions such as:
Can you use these abbreviations in
all kinds of text?
XOXO THX BRB Would they be appropriate in any
CYA BTW tonite
2morrow ASAP IMU kind of message?
LOL SMIM • Go through Activity 18c with
the whole class. Point out that
Start the message with the name of the person to whom the message is we begin the message with the
being sent. Finish the message with the name of the sender.
name of the receiver and finish
with the name of the sender. It is
also important to draw students’
attention to the way the text
is organized. You can write the
following model on the board:
Modern lives
FEEDBACK TIME their skills development for each
.
20
Name of the receiver, one of them. They may refer to
Message the specific language content in
Closing remarks GOAL the unit. Lower their anxiety by
Name of the sender • Provide students making sure they are not being
with an opportunity evaluated during this task. This is a
to come up with powerful resource as long as they
• Assign task in the Activity Book. an overview of the understand its purposes.
language worked • You may want to have students
Answers on throughout work in pairs on this task. Monitor
the unit for the the activity at all times and offer
purposes of reviewing, help when necessary.
evaluating • When they are done, have them
share their most meaningful
findings about their own learning
SPEAKING processes. Discuss questions
.
19
communicative functions listed related to study habits, and

GOALS and encourage students to come the importance of keeping up
• Practice talking about up with the corresponding with the language through Web
stressful situations exponents. Ask them to rate Lessons, Grammar Tips sections,
• Activate previous and so on.
knowledge to be
used in the following
activity
speaking skills
• Books open. Pair students up.

Ask them to take turns asking
and answering the questions in
Activity 19. Give them about five
minutes for the interaction. While
help them with any language they
may have difficulty with. When
their findings.
See page 118 of
Gap Activity
Pack for
6 instructions.
TEACHER'S BOOK | 87
7 UNIT
Communicative goals
SPEAKING • Books open. Ask students to study
the pictures and tell you how the
1.
• Talking about what has been people in them must be feeling.
happening GOALS Tell students to use the words in
• Talking about what someone • Contextualize the the box in Activity 1a. If necessary,
has been doing theme of the unit teach expressions such as:
• Giving advice • Practice and develop
He seems to be…
• Talking about how someone students’ speaking
skills He must/may be…
is feeling
• Talking about ways not to He looks…
feel aggravated • Explore all the pictures with the
• Books closed. Tell students you group. Then tell them that all
have a problem and they have to these people have been facing
find out what it is by asking yes problems. Pair them up and ask
or no questions. When they find them to try to guess what the
out what the problem is, tell them problem is in each case. Give them
how you feel and ask them for three minutes to do that. While
advice. This is be a good moment they talk, move around and help if
to review language of giving necessary.
advice.
• When time is up, ask students to
report their conclusions and write
some key words on the board.
So much has been going on these days.
READING • When they are done, ask them • Write some examples on the
to check their work in pairs, and board as you talk to students.
2.
check answers with the whole Pair students up, move on to
GOALS group. Then ask them to read the Activity 2c, and ask them to come
• Discuss people’s replies in Activity 2b, on the next up with some alternative pieces
problems and give page, and write down the name of advice for each situation. Set
advice of the previous senders. Check a time limit of three minutes.
• Develop reading answers with the whole group. While they talk, move around
comprehension Ask students what they think and help if necessary. When time
strategies about the problems. Ask them is up, ask students to report their
if they would advise the people conclusions. If time allows, ask
differently. Ask questions such as: students to vote and choose the
• Books open. Ask student to best solution for each situation.
browse through the problem Do you think the woman in the first
letters in Activity 2a and match letter ought to break up with her
them to the pictures in Activity 1. boyfriend? Answers
Then check if their predictions Do you think the man in the third Refer to the reduced page of
were correct. Give them one letter had better look for another the Class Book for answers.
minute to do that. At this point job?
it is not important that they read
the text in detail, but rather try to
get the gist of the text.
TEACHER'S BOOK | 89
7 UNIT
Scared home owner
Stressed worker
Unhappy doughboy
Suspicious lady
LANGUAGE • Books open. Ask students to do second question. Encourage them

Activities 3a and 3b. Give them to use the negative form.
3.
AWARENESS
one minute to do it. Then check • Pair students up and ask them
answers with the whole group. to take turns giving advice to
GOALS Tell them that ought to and should the people in Activity 3d. Model
• Raise students’ are interchangeable. However, had interaction with a student. Give
awareness of the use better is used for specific situations them three minutes for the
of the structures had and usually means that if the interaction. While they talk, move
better and ought to advice is not followed, there will around listening and if necessary
• Practice these be a problem. Give and elicit some give corrective feedback and ask
structures more examples. for more examples to clarify the
• Develop students’ • After that, ask students to study use of the new structures.
speaking skills the sentences in Activity 3c and
answer the first question. Check
answers with the whole group. To
Answers
• Books closed. Ask students to check the understanding of how Refer to the reduced page of
tell you ways to give advice. Ask to make the negative form of both the Class Book for answers.
them if they noticed any different structures, ask students to offer
language to give advice in the advice for the two situations in the
previous activity. If they answer
affirmatively, ask them if they can
give you an example.
d‘ better
Had better
Ought
TEACHER'S BOOK | 91
7 UNIT
4.
PRONUNCIATION the letter t in between vowels

is usually pronounced as the
(track 25) Brazilian r in pera when there is no TEACHING TIP
stress on the t. For example, the tt • The tap is very common in
in the word matter in American American and Australian
GOALS English. Although it is a
English is pronounced the same
• Raise students’ way as the r in the Portuguese voiced sound and it is
awareness of the pera. For example: articulated at the alveolar
pronunciation of the ridge like a /d/, it is shorter.
tap Water, matter, etc.
The tongue touches the
• Practice the tap I got it all. Get out of here.
alveolar ridge and is quickly
• Develop students’ • Play the audio and ask student pulled back. The tap usually
speaking skills to listen to the conversation in occurs when letter t is in
Activity 4a. If necessary, play it between vowels and there
again so students can repeat the is no stress on the vowel
• Books open. Write some words
words. to the right. It can occur
that have the tap on the board
and ask students to say them. • Play the other conversations in both within a word and in
Draw students’ attention to Activity 4b and ask students between words.
the letter t in these words. Ask to listen. Pair students up
them how it is pronounced. Tell and ask them to practice the
students that in American English conversations.
SPEAKING
5.
GOALS
learned language
• Give them an
opportunity for
personalization
skills
• Books open. Pair students up. Tell

them to imagine that they are the
people in the pictures in Activity
5a. They should take turns asking
and giving advice. Model the
activity with a student if necessary.
Encourage them to use all the
language they have studied up
to now in the previous activities.
Set a time limit of four minutes.
Then to do Activity 5b, write the
following sentence on the board:
I have been facing a difficult

situation lately. I…
• Tell students they should use the

sentence to tell their partner a
problem they have been facing
lately and ask for advice. Give an
example and ask for advice. Set a
time limit of three minutes so that
students can take turns asking and
giving advice.
• When time is up, ask students to SPEAKING • When time is up, ask students to
report what pieces of advice they report their findings. This is a good
7.
gave in each different situation. opportunity to pre-teach some
GOALS of the key words they will come
• Practice previously across in the following activity.
GAME learned language
6.
• Give them an
opportunity of LISTENING
8.
GOALS personalization
(track 27)
learned language
skills GOALS
of fun • Discuss how people
• Practice and develop deal with difficult
students’ speaking situations
and ask students to guess how
skills • Expose students to
the people in the pictures feel
language that will be
and what problems they may be
studied
facing. Give them three minutes.
• Books closed. Divide students • Develop students’
into pairs or groups of three. Ask listening skills
and help if necessary.
them if they are creative. Tell them
they will be given problems and
two minutes to come up with as
many pieces of advice as they can.
Someone in each group should
act as a secretary writing down all
the suggestions given.
• Tell students a problem situation
and time them. When time is up,
check their suggestions. For each
correctly phrased suggestion a
point is scored. If you want to add
more fun to the game, you may
give bonus points for the most
creative pieces of advice.
• Do a number of rounds. When you
think it is time to stop, ask groups
to add up their points. The group
with most points is the winner.
To link this activity to the next,
ask students how they usually feel
when they face a problem.
SUGGESTIONS OF PROBLEMS
You can’t seem to get a boy/
girlfriend.
You want to travel, but you do not
have any money.
You work at home and your
neighbor’s dog barks all day long.
Your best friend has bad breath.
You don’t know how to say that
to him/her.
Your car broke down in the
middle of a deserted road and
your cell phone battery died.
Yesterday was your boy/girlfriend’s
birthday, but you totally forgot
about it.
TEACHER'S BOOK | 93
7 UNIT
• Books open. Tell students that they

will listen to some people talking
them to do Activity 8c. Give them
three or four minutes to come up
LANGUAGE
AWARENESS
9.
about difficult situations. Before you with some suggestions.
play the audio, ask students to read • When time is up, ask students
the questions in Activity 8a. Play the to share their conclusions with GOALS
audio and ask students to check the the rest of the group and discuss • Raise students’
best options. Ask them to check which recommendations are the awareness of the use
answers in pairs and, if necessary, best. of the present perfect
play the audio again. Check answers continuous
with the whole group. • Practice the present
• Then ask them to read Activity
Answers perfect continuous
8b, play the audio again and Refer to the reduced page of • Develop students’
have students check the reasons the Class Book for answers. speaking skills
mentioned. Ask them to compare
answers. Check with the whole
group. Pair students up and ask • Books open. Ask students to
remember some of the problems
they read during the previous
class. Ask questions such as:
How long has the couple in the first
message been seeing each other?
What has been going on with the
man in the second message?
• As students answer the questions,
write the answers on the board. You
should have something like this:
They’ve been seeing each other

for a couple of months.
He’s been putting on weight
since he got married.
• Ask students if they notice what

these sentences have in common.
Ask them to study the sentences
and answer the questions in
Activity 9a. Check answers with
the whole group and if necessary,
elicit/give more examples.
• Then ask them to answer the
questions in Activity 9b. Follow the
same routine as for Activity 9a.
• Pair students and write the
following model on the board:
A: How long has

____________ been
__________ing?
B: She/He has been
________ing for/since
__________
Answers
• Model the activity with a student SPEAKING for that part of the activity. While
.
and let them work on Activity 9c. students are producing the
10
Set a time limit of two minutes questions, move around. Check
for them to do the activity. When if they need any help, and if the
time is up, check answers with the GOALS questions are correct. When time
whole group. • Practice previously is up, ask them to take turns to
studied language asking and answering each other.
• Give students Encourage students to keep the
Answers the opportunity conversation going. For example:
Activity 9c of a moment of A: How long have you been studying
Chris and Marcia have been personalization English?
talking for one hour/since • Develop students’ B: For two years.
4:00. speaking skills
Sanjay has been working for A: Is this the first time you have
the bank since 2010/for xx studied English?
years. • Books open. Pair students up. Ask B: No, not really. I started before, but
Megan has been working out them to use the cue words and then I quit. What about you?
for one hour and a half/since quickly write down questions they • Set a time limit of ten minutes
10:00. will ask each other. They should for the conversation. When time
Tyler has been living here also think of an extra question. is up, ask students to report their
since 2005/for xx years. Set a time limit of three minutes findings.
TEACHER'S BOOK | 95
7 UNIT
GAME you have more than ten students, GAME
.
.
divide them into two big groups,
12
11
and tell students to interact with

GOALS the students in that group. GOALS
• Practice previously • Tell them they are to interview • Practice previously
studied language their classmates to find out studied language
• Practice and develop the answer to the question on • Practice and develop
students’ speaking their card. Make sure students students’ speaking
skills know how to ask the question skills
• Add another element correctly. Model it if necessary. • Add another element
of fun Set a time limit of five minutes for of fun
the interaction. While students
• Books closed. Make copies of talk, move around listening for • Ask each student to choose five
the cue cards available in the language that may need feedback other students in class. Tell them
Resource Pack, page 168, How later on. to write sentences about different
long have you been…?. Give each • When they are done or time is up, things these people have been
student a card. You can also ask them to sit down and report doing or considering doing.
produce your own cards to suit their findings. Encourage them to be creative.
your group’s needs and interests. If Give them examples if they are
stuck. You may say:
I think Paula has been considering
buying a house.
I think Nelson has been working too
much.
• Give them three minutes to write
their sentences. When time is
up, ask students to go round and
check their guesses by asking their
classmates.
• When students are done, ask them
to report their findings.
LISTENING
.
13
(track 28)
GOALS
• Speculate what may
2 1 be happening to
people
language that will be
studied
listening skills

3 4 ask them to discuss what has
been happening to the people in
the pictures in Activity 13a. Give
students one or two minutes to
discuss and check answers with
the whole group.
• Tell students you will play the
audio so they can do Activity
13b. Tell students they should
listen, and number the pictures seems to be really happy, doesn’t students found out about their
accordingly. There are four she? She seems to be on cloud nine. partners, make sure you write on
situations. Therefore, only four • Books open. Ask students to read the board some sentences such as:
pictures will be numbered. Play the sentences and write them next
the audio and ask students to do to the corresponding emotion in Something that made you hit
the task. Activity 15a. Check answers with the ceiling was…
• Then ask students to check the whole group. Something that bums me out
answers in pairs, and, if necessary, is…
• Pair students up and ask them
play the audio again. Check to complete the sentences in
answers with the whole group and Activity 15b. Set a time limit of • Leave these sentences on the
ask students to try to justify their two minutes for this. Then ask board because they will be your
answers by telling you what led them to take turns interviewing link to the next activity.
them to make their choices. their partners. Model the • For Activity 15c, pair students up
interaction with a student. While again, preferably with a different
Answers they talk, move around and offer student, and follow the same
Refer to the reduced page of help if necessary. Set a time limit routine as in the previous activity.
the Class Book for answers. of three minutes for this part of
the task.
• When time is up, ask students to Answers
report their findings to the rest of Refer to the reduced page of
SPEAKING the group. While checking what the Class Book for answers.
.
14
GOALS
studied language
skills
to be on cloud nine; to be on top of the
world
• Books open. Pair students up. to be down in the dumps; to feel down
Ask students to take turns giving
advice for the different situations to be bummed out; a low blow
in the previous activity. Give them
five minutes for the interaction. to be worried sick; to be on edge
share the pieces of advice. to make one’s blood boil; to hit the ceiling
VOCABULARY
.
15
GOALS
• Introduce and
practice expressions
related to feelings and
emotions
• Expand students’
lexical repertoire
• Books closed. Show students

the flashcards available in the
Resource Pack, pages 169 to 171,
Emotions, and ask how they think
these people feel. Use the pictures
to expose students to some of the
expressions. You may say:
Look at the woman in this picture.
How do you think she feels? She
TEACHER'S BOOK | 97
7 UNIT

16
.
LANGUAGE • Books open. Ask students to
read sentences in Activity 16a
in each exchange. For example:
A: Have you met anyone interesting
AWARENESS
and complete the chart. Check recently?
answers with the whole group. B: Yes, I have.
GOALS • Then ask students to read the A: Really? Where?
• Raise students’ sentences in Activity 16b and B: At a disco. A very nice guy. We
awareness of the use answer the questions. Check talked for hours. What about
of indefinite pronouns answers with the whole group. you?
some, any, no If necessary elicit/give more A: No, not really.
• Practice these examples. B: Well, maybe you ought go
pronouns • Tell students they will interview somewhere different then…
• Develop students’ a classmate, but to do that they
speaking skills • Set a time limit of five minutes for
should first choose the correct
the conversation. While students
alternative in the questions and
talk, move around and help if
sentences in Activity 16c. Give
• Books closed. Use the sentences necessary. When time is up, ask
them one or two minutes to do
on the board to introduce the students to report their findings.
it. Check answers with the whole
activity. Ask them what the
group. Then pair students up
sentences have in common. If
and have them ask or compare
they cannot produce the correct
sentences. Encorage them to keep
Answers
answer, point out that all of them Refer to the reduced page of
the conversation going for a while
are variations of some. the Class Book for answers.
TEACHING TIP
• *You can point out to
your students that some,
somebody, somewhere,
something are not usually
used in questions. However,
there are a few exceptions:
• When you are asking or
offering something
• When you expect a positive
answer.
• **You can also point out
3 7 to your students that any,
7 ** 3* 3 anybody, anywhere, anything
3 3 7 are not usually used in
affirmative sentences.
However, when they are, they
change meaning. They mean
it doesn’t make any difference
which.
• We use any, anybody,
anywhere, anything in
affirmative sentences with
some words such as without,
never, hardly.
GAME them to their classmates. Ask SPEAKING

. students to stand up and move
.
17
19
around asking different classmates
GOALS questions so that they get the GOALS
• Practice previously answers that are on the cards. If a • Discuss what irritates
studied language classmate’s answer matches a time people the most and
• Practice and develop on one of the cards, the student ways to deal with
students’ speaking can discard the card. The student such irritations
skills who gets rid of all his/her cards • Develop speaking
• Add another element first is the winner. skills
of fun • If necessary, elicit questions from
students before they start. You • Books closed. Write the word
• Books closed. Make copies of may say: irritation on the board. Tell
the cue cards available in the How long have you been _____ing? students they will brainstorm
Resource Pack, page 172, Tic tac • Set a time limit of five or six different sources of irritation
toe. Divide students into two minutes for the interaction or for one minute. As students tell
groups. Draw a tic tac toe grid up to the moment one student you different things that irritate
on the board, and number the discards all cards. When they are them, write them on the board.
squares from one to nine. done, ask them to report their When the one minute is over,
• Groups will take turns picking findings. ask students to look at what they
a number and doing the produced. Ask students if all these
corresponding task. When the first
group chooses a number, show
or stick a cue card on the grid.
Students in the corresponding
group have to complete the
blanks with an indefinite pronoun
and one of the feelings expressions
learned.
• If a group chooses a position and
cannot produce the right answer,
the other group has the chance to
try to answer that question.
• Tell them they have thirty seconds
to give the correct answer. The
object of the game is to get three
positions in a row, either vertically,
horizontally, or diagonally. The first
team to do so is the winner.
GAME
.
18
GOALS
studied language
students’speaking
skills
of fun
• Books closed. Make copies of

the cue cards available in the
Resource Pack, page 173, Periods
of time. Give each student three or
four cards. Tell them not to show
TEACHER'S BOOK | 99
7 UNIT
things irritate them equally. Ask are done, ask students to share READING
.
them what irritates them the their conclusions with the rest of 20
most. the group. Encourage students to
explain their choices. They should GOALS
• Books open. Pair students up.
Ask them to read the different stay in groups, refer to Activity • Read about and
situations in Activity 19a and rank 19c, and think of strategies to cope discuss how to deal
them from 1 to 10. Set a time limit with the moments of irritation. with moments of
of five minutes for this part of the • Give examples if you feel they aggravation
activity. Students should be able cannot come up with anything. • Develop students’
to justify their answers. Set a time limit of three minutes reading skills
• When they are done, ask them to for the discussion. When time is
complete the two sentences in up, ask students to report their • Books open. Tell students they
Activity 19b. Then have the pairs conclusions to the rest of the will read a text about how to deal
form groups of four and have group. with moments of aggravation and
them compare their rankings. If irritation. Ask them to quickly
time allows, have them come up browse through the text and do
with one final ranking. When they Activity 20a. For this part of the
task, give them one minute or so.
When time is up, check with the
whole group.
• Tell students to read the text more
carefully and match the headings
in Activity 20b to the paragraphs.
Give them three or four minutes
to do it. When they are done,
check answers with the whole
group.
discuss the questions in Activity
20c. Encourage them to keep the
conversation going for a while.
Set a time limit of three minutes.
report their findings to the rest of
the group.
Stripping down Intelligent reaction
emotions
Answers
What for?
Let the kids play
See page 119 of

Opinions aren’t facts Information the Teacher’s
Gap Activity
Pack for
Future perspective filter 7 instructions.

FEEDBACK TIME • Books open. Go through the • You may want to have students
.
21
communicative functions listed work in pairs on this task. Monitor
and encourage students to come the activity at all times and offer
GOALS up with the corresponding help when necessary.
• Provide students exponents. Ask them to rate their • When they are done, have them
with an opportunity skills development related to each share their most meaningful
to come up with one of them. They may refer to findings about their own learning
an overview of the the specific language content in processes. Discuss questions
language worked the unit. Lower their anxiety by related to study habits, and
on throughout making sure they are not being the importance of keeping up
the unit for the evaluated during this task. This is a with the language through Web
purposes of reviewing, powerful resource as long as they Lessons, Grammar Tips sections,
summarizing, and self- understand its purposes. and so on.
evaluating
TEACHER'S BOOK | 101

8 UNIT
GAME
1.
even number of groups, so they

can challenge each other. Give
knows the meaning and can come
up with a sentence, it scores one
each group a set of cards with point. If not, Group A is given a
GOALS expressions. chance to try and score one point.
• Review and • Tell them they have to think about Continue until all 10 expressions
consolidate a definition for each expression have been covered.
vocabulary studied in they have on their cards and make
previous units a sentence using it. Give students
• Promote interaction LISTENING
a few minutes so that they can
2.
and collaboration in get do the activity. As students (track 29)
English work, walk around the room and
• Add another element offer help when necessary. Avoid,
of fun however, telling them what an GOALS
expression means, since they will • Provide language
be rewarded if the opposite team practice and
• Books closed. Make copies of the development of
fails to know the answer.
cards available in the Resource students’ listening
Pack, page 174, Feeling Expressions. • When they finish, groups will
challenge each other with an strategies
Each group should have one • Offer students an
set of these cards. Divide the expression. Group A should show
Group B a card and read the opportunity to talk
students into small groups of three about the topic of
or four. Make sure you have an expression out loud. If Group B
the passage and voice
their opinions by
giving advice
• Books closed. As a pre-listening

activity, do Activity 2a with
students. Ask them what
challenges women face nowadays?
You may discuss these ideas:
Either raising kids or having a career
Getting married or simply living in
with their partner
Working but still keeping healthy
eating habits
Working from home or working in
an office
Having an alternative lifestyle or
working under a lot of pressure
Living in a peaceful small town or in
a big bustling city
work in pairs to do Activity 2b.
Tell them they are going to listen
to two people talking and that
they should write down the main
ideas of each one. Play the audio
The woman is worried sick about losing and ask students to discuss the
weight. Her mother thinks she has been stories with their partners and
worrying about it for too long, but she just
can’t stop. Being able to wear a wedding dress then write down the information
would make her feel on cloud nine.
required. Remind them to use the
The woman has been thinking whether she expressions they reviewed in the
should have a career or quit her job and take
care of her kids. She doesn’t think money previous activity. You may want
is the most important thing to make you to pause and allow a few minutes
happy, but she wants her kids to have a
good education and enjoy their vacation at at the end of the first passage so
nice places. they can discuss the story with
their partners and write down its

main idea. Move on to the second spellings. Ask students if they know words they have just matched.
passage, play the audio, and allow other words like these. If they can’t • Move on to Activity 3c and tell
a few minutes for discussion again. come up with any, give them a few them this time they will hear
• As students carry out the task, other examples and write them on sentences with some of the words
walk around the room, monitor the board. You may use the words in Activity 3b. Explain they should
their work, and offer help when hear and here that were mentioned circle the correct word according
necessary. When they are done, in Unit 5. Use some other words to the meaning. Play the audio
check their work with the whole from Activity 3a or others: tail/ and let them work. Allow a few
group. Have a couple of students tale, be/bee, hare/hair, and waste/ minutes for them to go over their
share their notes. waist. Make sure they know how work in pairs. Then check answers
to pronounce them and that they with the whole group.
• Then ask students to go over the
understand their meanings and
sentences in Activity 2c. Have
know how to spell them.
them listen again and check the Answers
sentences they hear. Go over their • In pairs, tell students to go over
the list in Activity 3b and try to Activity 3a
work when they finish and check The words in bold are
their answers with the whole group. match the words they think have
the same sound. Play the audio examples of homophones.
• Next, tell students to work on
and check their answers with the
Activity 2d and discuss what
whole group. You may want to
they think about these women’s
have them practice some spelling, • Next, ask students to make a
problems and what advice they
so encourage them to spell the sentence using a pair of words.
could give them. Tell students
to work with their partners and
discuss their pieces of advice.
the room and offer help when
necessary. When they are done,
ask a couple of students to
present their advice to the whole
group. As they do so, encourage
the other students to make
comments, agree, or disagree.
You may want to have them
create another story and ask their
classmates for some advice.
Answers
3 2
4 1
PRONUNCIATION
3.
GOALS 9
• Review homophones 4
• Provide extra practice 13
2
related to these words 16
1
3
• Books open. Ask students to read 12
7
the sentences in Activity 3a and 11
match them to the pictures. Ask 5
them what these words have in 6
14
common. Help them notice that 15
homophones have the same 8
sound but different meanings and 10

8 UNIT
The idea is that they read the

sentence out loud to a classmate
SPEAKING they notice they have a the same
card. The idea is for them to role
4.
in order to challenge him or her to play a conversation with a friend
spell out the correct word. GOALS they haven’t seen in a long time.
• Provide language They should talk about what
practice related to they have been doing lately by
Answers the present perfect asking for and providing further
Refer to the reduced page of continuous tense information. Help and encourage
the Class Book for answers. • Promote interaction them to do so correctly. Model a
and fluency in English conversation with a student first.
A: Rachel! Long time no see!
B: Alberto! So glad to see you! What
• Books closed. Make copies of
have you been doing lately?
the cue cards available in the
Resource Pack, page 175, Long A: I’ve been working pretty hard.
time no see! and give three B: Really?
different cards to every student. A: Yeah, I’ve got this night job as a
Invite students to stand in cocktail waiter. I’ve been saving money
format and talk to three different to take a trip to Australia, you
classmates. Make sure they talk to know…
people whose cards are different • As students talk, walk around the
from their own, or change cards if room, monitor their work and
offer help when necessary. Make
sure students take turns starting
the conversation.
• When students are done, ask
some of them to present their
conversations to the whole group.
You may want to have students
write their own sentences about
what they have been doing lately
and use them at this time.
SPEAKING
5.
GOALS
• Encourage language
practice related
to present perfect
tense and the use of
superlative form of
adjectives
speaking skills
in English
• Books open. Tell students to

complete the table with their
own answers for each topic in
Activity 5a.
• After they finish, ask them to
stand up and walk around the
room in order to talk to as many
classmates as they can. Tell them
to write down their classmates’

answers in the table. Remind them SPEAKING • When they are done, ask them to
to ask their classmates complete share their answers with the whole
6.
questions in order to practice the group. Encourage all students
language they have studied. You GOALS to comment on one another’s
may model an interchange first • Provide an answers.
and elicit a couple of answers they opportunity for • Pair students up and tell them to
can give. You may say: students’ self- focus on the two topics in Activity
A: What’s the most adventurous evaluation 6c. At all times, circulate among
thing you have done? • Offer room for them and offer help.
B: Going rafting in Brotas was the interaction in English
• When they are done, ask them
most adventurous thing I have to share their answers. You may
ever done. want to carry out this task with
• Books open. Encourage students
• Encourage students to continue to say how they feel about their the whole group. Remind them of
the conversation by asking their learning now that they have come the different activities they have
partners for more details about to the end of this course. Go over done so far, the extra ones you’ve
their experiences. While students the choices in Activities 6a and 6b brought to class, the various
talk, walk around the room and and ask them to check the ones skills they developed, pair work,
offer help when necessary. that apply to them. Help them group work, and so on. Help
• When time is up, write the six write something else they have them realize how much they have
categories on the board and ask done to improve their learning. accomplished.
students to share their results to Walk around the room and
find out the answer for Activity monitor their work.
5b. As a wrap-up, ask students if
they were in any way surprised by
their friends’ answers.

1
UNIT
Memo
ries
AFTER ACTIVITY 14
• If necessary and if time allows,
play this game with your students.
Prepare slips of paper with the
adjectives studied throughout the AFTER ACTIVITY 18
course and three plates with the
• If you have some time left, carry out
numbers 1, 2 and 3 in each. You will a short fun
activity with your students to practice aski
need two sets of these plates. Have ng tag
questions so that the choice of auxiliary
in mind that the words in the slips verbs
becomes automatic.
and the numbers on the plate have
to be big enough for everyone in • Divide the students into two teams.
Read the
the class to see. sentences suggested below, one at a time
. Students
are supposed to ask a tag question. As soo
• Divide students into two groups n as you say
the sentence, the group that raises thei
and give each group the set of r hands first is
the one that is going to say the tag que
plates. Explain that you will pick stion. If they do
it correctly, they score a point; if not, it
one of the slips, each time, and is the opposite
group’s turn to try. Keep the pace fast so
show them the adjective written that students
can consolidate the mechanics of tag que
on it. As you say go, each group stions.
has to raise the plate with the
SUGGESTIONS:
corresponding number of syllables.
1. Kids learn a lot on the Internet, don’t
Give points every time groups are they ?
2. You’re taking an online course, aren
correct. Keep the score on the 3. Neighborhoods used to be safer, did
’t you ?
board. At the end you can go over 4. Life was harder for our parents, wasn’t
n’t they ?
all the words and ask students to 5. Studying online isn’t easy, is it ?
it ?
repeat them as well as give you the 6. Matt is good at math, isn’t he ?
corresponding comparative form. 7. You didn’t use to play outdoors, did
you ?
8. You don’t like math, do you ?
9. Jumping rope wasn’t difficult, was it
?
10. Playing hopscotch and hide and seek
now, are they ? aren’t popular
FURTHER PRACTICE | 109

AFTER ACTIVITY 3
• If time allows, play Tic Tac Toe. Divide
the class into two groups. Invite each grou
to prepare a grid with sentences using hom p
ophones to challenge the opposite
group.
• As students from Group A choose a
square, Group B has to say the sentence
loud. Then Group A will say what the corr out
ect word is by spelling it. If they get the
correct word, they mark the square, if not
, the other group does.
• The game goes on until there is a win
ner or a tie. Then it’s the other group’s turn
.
8
Putting
UNIT
all toge it
ther.
UNIT
2
Information GOAL
Gap Activity • Practice talking about past events
• Contrast the past continuous and the simple past tenses
1 • Develop speaking skills
• Books open. Ask students to work • If necessary, model the activity

in pairs. Tell them one student before students start. Give
will be Student A and the other, students a few minutes to do the
Student B. Ask Students A to turn task. While students talk, move
to page 129 and Students B to around and help if necessary.
page 131 of their books. • When time is up, check answers
• Explain they will take turns asking with students. Students should
and answering questions in answer that the maid must have
order to complete the missing killed Mr. Robinson. We assume
information and consequently find she is probably lying because
out who killed Mr. Robinson. there’s no mail delivery on Sunday.
INFORMATION GAP ACTIVITY | 113

2 UNIT
Information GOALS
Gap Activity • Practice describing a car accident
• Practice the language that was previously taught
2 • Develop speaking skills
• Books open. Ask students to work show it to their partners. Students

in pairs. They will work together will then take turns asking and
to do the first part of the activity. answering questions to find
They should decide where the out about each other’s story.
adverbs and adjectives go in the Encourage students to retell the
story. Give them five minutes to story in their own words using not
do that. While they do the activity, only the words in the box, but all
move around and help them if the language they have studied
necessary. throughout the unit. While
• When time is up, pair them up students talk, move around and
again. Tell them one student help them if necessary. Give them
will be Student A and the other, five minutes to retell their stories.
Student B. Ask them to detach When time is up, check the stories
their respective card but not to with the whole group.
brand new naturally

creatively
precisely own
own
moving
expired
empty
completely
suddenly
Surprisingly moronic
quickly
minor
serious

UNIT
3
Information GOALS
Gap Activity • Provide extra practice of the language previously studied
• Develop speaking skills
3 • Add another element of fun
• Books open. Ask students to turn asking questions until one of them the activity, move around and
to Information Gap Activity 3 at gets four names in a row in any help if necessary. If you see that
the back of their books. Tell them possible arrangement: horizontally, no one will get all names, stop the
they are going to play Bingo, but a vertically, or diagonally. The activity. In this case the student
different version of the game. student who completes a line first with most names is the winner.
• Ask students to stand up and is the winner. Stop the other students and ask
move around interviewing their • Before they start, elicit how to ask them to report their findings.
classmates. Whenever they the questions. While students do
ask one of the questions in
the grid and a student answers
affirmatively, they should write
that student’s name in the correct
box.
• Set a rule that they can’t ask
the same student more than
two questions in a row. This will
promote more interaction among
students. Students will keep on

5 UNIT
Information GOALS
Gap Activity • Develop students’ reading skills
• Practice talking about reasons for happiness
4 • Develop students’ ability to provide explanations
• Books open. Divide students into start. Show students how they can
pairs, Students A and Students B. rephrase some of the information
Ask them to detach Information provided. Allow them some
Gap Activity 4 from the back of minutes to do the activity.
their books. Students A should • While students talk, move around
turn to page 139 and Students and help if necessary. When time
B to page 141. Tell them they is up, have them check their
shouldn’t show their cards to their answers with each other.
partners.
• As a wrap-up, ask students how
• Students should take turns asking much of what they had on their
and answering questions to find lists in Activity 2 matched the list
out the three missing important in this activity.
reasons for happiness. If necessary,
model the activity before students

UNIT
6
Information GOALS
Gap Activity • Practice the language previously taught
5
• Develop speaking skills
• Books open. Ask students to turn • Tell students to take turns asking
to Information Gap Activity 5. Pair what they have already done.
them up. Explain the situation: Before they start, elicit questions
they are roommates and have and answers. Model it with a
decided to share the household student if necessary. While they
chores. interact, move around listening for
aspects that need correction when
the activity is done.

6 UNIT
Information GOALS
Gap Activity • Practice language already learned
• Practice and develop one’s speaking skills
6 • Add another element of fun
• Books open. Divide students into has happened. If necessary, write

pairs, Students A and Students B. some language exponents on the
Ask them to detach Information board.
Gap Activity 6 from the back of • The activity will be carried out in
their books. Students A should two parts. The first time, Student
turn to page 147 and Students B A will have a problem and Student
to page 149 Ask them to read the B will give advice. The second time
information on the cards, but not students should switch roles.
mention it to the partner so they
• While they interact, move around
don’t spoil the information gap
listening for aspects that may need
element of the task.
correction when the activity is
• Elicit language for the task: how done.
to ask what is wrong, how to give
advice, and how to explain what

UNIT
7
Information GOALS
Gap Activity • Practice language already learned
7
• Practice and develop one’s speaking skills
• Add another element of fun
• Books open. Ask students to turn some language exponents on the

to Information Gap Activity 7. Pair board.
them up. Ask them to read the • The activity will be carried out in
information on the cards but not two parts. The first time, Student
to mention it to their partner so A will have a problem and Student
they don’t spoil the information B will give advice. The second time
gap element of the task. students should switch roles.
• Elicit language for the task: how • While they interact, move around
to ask what is wrong, how to give listening for aspects that need
advice, and how to explain what correction when the activity is
has happened. If necessary, write done.

1
UNIT
USED TO
We use USED TO to describe past habits, facts, and states that are no longer true. Study the examples:
We used to live in a small town in the countryside. Now we live in a big city.
Families used to spend more time together in the old days.
GR AM MA R AC TIV ITY
Write two sentences about your life as a kid.
1. _____________________________________________________________.
2. _____________________________________________________________.
2. My sister used to be taller than me when we were kids.

1. I used to have a dog when I was a kid.
POSSIBLE ANSWERS
GRAMMAR TIPS | 123

1 UNIT
COMPARATIVES
We use specific comparative forms to compare things in general.
I was good at math, but I was better at chemistry.
Was life easier or more difficult in the past?
When comparing two things, we usually use than after the adjective.
Brazil is bigger than Argentina.
My brother Peter is two years older than my sister.
Here are the rules to form the comparative of adjectives.
Study the charts:
Case 1:
We use adjective +-er with one syllable In most adjectives we simply add -er at the end
adjectives. Study the examples: of the word. Study the examples:
older younger
young younger
calmer safer
old older
safe safer
For words ending in y, we change the y to i We double the consonant and add -er with
and add -er. Study the examples: words ending consonant, vowel, consonant.
Study the examples:
happy happier
pretty prettier big bigger
busy busier wet wetter
sad sadder
Case 2:
We use more + adjective with adjectives with EXCEPTIONS

more than two syllables. Study the examples:
more complicated more difficult good better
more intelligent more dangerous bad worse

UNIT
1
Use the words provided to compare two people or moments in time.
1. two boys / tall

_____________________________________________________________.
2. students / creative
_____________________________________________________________.
3. young people in the 1960s / rebellious

_____________________________________________________________.
4. life in the past / easy

_____________________________________________________________.
4. Life in the past was easier.

3. Young people in the 1960s used to be more rebellious.
2. Students in this school are more creative.
1. My brother Peter is taller than my cousin Fabio.
POSSIBLE ANSWERS
GRAMMAR TIPS | 125

1 UNIT
QUESTION TAGS
We use question tags to ask for confirmation. Study the examples:
You grew up in the 1970s, didn’t you?
They don’t live here, do they?
In question tags when the statement is affirmative, the tag question is negative and vice versa. The same verb
tense is used in both statements and tag questions. Study the examples:
Your brother is taller than you, isn’t he?
You mother is not a teacher, is she?
Complete the sentences with tag questions.
1. You can swim, ________________________________________________?

2. You didn’t use to live in an apartment, _______________________________?
3. You used to be better at math, ____________________________________?
4. Your dad was a teenager in the 1960s, ________________________________?
5. Math is more difficult in high school, ________________________________?
6. Mr. Jones is not your geography teacher, _____________________________?
7. You were not born in 2001, _______________________________________?
8. You know a lot about your grandfather’s life, __________________________?
8. don’t you
7. were you
6. is he
5. isn’t it
4. wasn’t he
3. didn’t you
2. did you
1. can’t you
ANSWERS:

2
UNIT
THE PAST
CONTINUOUS TENSE
We use the past continuous to describe actions that were in progress at a certain time in the past. Study the
examples:
I was studying for a test last night.
She was cooking dinner at 7:00 yesterday.
We often use the past continuous to describe an action that was interrupted by another action in the past. The
longer action is in the past continuous. Study the examples:
I was studying for a test when she called.
They were coming home when the accident happened.
Study the charts for the negative, interrogative, and contracted forms of the past continuous tense.
AFFIRMATIVE NEGATIVE
I was cooking. I was not (wasn’t) cooking.

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

Were you cooking? Yes, you were./No, you were not (weren’t).
Was he cooking? Yes, he was./No, he was not (wasn’t).
Was she cooking? Yes, she was./No, she was not (wasn’t).
Was it cooking? Yes, it was./No, it was not (wasn’t).
Were we cooking? Yes, we were./No, we were not (weren’t).
Were you cooking? Yes, you were./No, you were not (weren’t).
Were they cooking? Yes, they were./No, they were not (weren’t).
GRAMMAR TIPS | 127

2 UNIT
What were the people in the picture doing before the accident? Follow the example.
MARK
HUGO TINA
MEL
JEFF
MARCIA
TOM
MARIA
PETER
PHIL
Marcia was walking her dog when the accident happened

Example: ________________________________________________________.
1. _____________________________________________________________.
2. _____________________________________________________________.
3. _____________________________________________________________.
4. _____________________________________________________________.
5. _____________________________________________________________.
6. _____________________________________________________________.
7. _____________________________________________________________.
7. Phil was talking on the phone when the accident happened.

6. Hugo and Mark were playing chess when the accident happened.
5. Mel and Tina were talking when the accident happened.
4. Tom was having some juice when the accident happened.
3. Peter was reading the newspaper when the accident happened.
2. Maria was having ice-cream when the accident happened.
1. Jeff was jogging when the accident happened.
ANSWERS:
UNIT
2
THE PRESENT
PERFECT TENSE (1)
We use the present perfect tense (HAVE/HAS + past participle form of the verb) to describe actions that
happened at an indefinite time in the past. Study the examples:
I have witnessed a crime.
She has had a car accident.
Compare the use of the present perfect tense and the simple past tense. Study the examples:
I have witnessed a crime. (indefinite time in the past)
I witnessed a crime yesterday. (definite time in the past)
She has had a car accident. (indefinite time in the past)

She had a car accident in 2006. (definite time in the past)
We use specific time expressions such as YESTERDAY, LAST NIGHT,

LAST MONTH, LAST AUGUST, IN 1999 with the simple past tense.
AFFIRMATIVE
I’ve (have) done.

We use unspecific time expressions such as EVER, NEVER, ONCE, You’ve (have) done.
MANY TIMES, SEVERAL TIMES, BEFORE, SO FAR with the present He’s (has) done.
perfect tense. She’s (has) done.
It’s (has) done.
Study the charts for the negative, interrogative, and contracted We’ve (have) done.
forms of the present perfect tense. You’ve (have) done.
They’ve (have) done.
NEGATIVE INTERROGATIVE SHORT ANSWER
I have not (haven’t) done. Have I done? Yes, I have./No, I haven’t.

You have not (haven’t) done. Have you done? Yes, you have./No, you haven’t.
He has not (hasn’t) done. Has he done? Yes, he has./No, he hasn’t.
She has not (hasn’t) done. Has she done? Yes, she has./No, she hasn’t.
It has not (hasn’t) done. Has it done? Yes, it has./No, it hasn’t.
We have not (haven’t) done. Have we done? Yes, we have./No, we haven’t.
You have not (haven’t) done. Have you done? Yes, you have./No, you haven’t.
They have not (haven’t) done. Have they done? Yes, they have./No, they haven’t.
GRAMMAR TIPS | 129

2 UNIT
Complete the conversations with either the simple past or the present perfect form of the verbs.
1.
A: _________ you ever ___________ (be) to
another country?
B: No, never. What about you?
A: I ____________ (go) to Italy last year.
B: How _______ you ________ (like) it?
A: I simply ______________ (love) it.
2.
A: I can’t find my tablet. I think I
________________ (lose) it.
B: Are you sure you _________________
(leave – neg.) it at home?
A: Yes, I am. I remember I ______________
(check) my e-mails this morning.
B: Where _________ you ___________
(check) your e-mails?
A: I think I ____________ (check) them at
the office.
B: So, you probably _____________ (leave) it
there.
2. Have lost/haven’t left/checked/did … check/checked/left

1. Have … been/went/did … like/loved
ANSWERS

UNIT
2
ADJECTIVES
AND ADVERBS
We use adjectives to describe nouns or pronouns. Study the examples:
It is a beautiful house.
They are very intelligent students.

Notice that adjectives usually come before the noun or after to be in English and they have no plural form.
We use adverbs to modify (=describe) a verb or an adjective. Study the examples:
She speaks English fluently.
The test was incredibly difficult.
We usually form adverbs by adding -ly to adjectives. Study the examples:

beautiful beautifully
previous previously
serious seriously
If an adjective ends in le, we drop the e and add -ly. Study the examples:
simple simply
reasonable reasonably
desirable desirably
If and adjective ends in y, we drop the y and add -ily. Study the examples:
happy happily
heavy heavily
Good is an adjective and its corresponding adverb is well.
Fast, hard, and late are both adjectives and adverbs.
GRAMMAR TIPS | 131

2 UNIT
Check the best option to complete the conversation.
Beth: We can’t leave now because of the heavy/heavily rain.

Liam: Gosh! That’s true. The road gets slippery and it can be
very dangerous/dangerously.
Beth: So, we will patient/patiently have to wait.
Liam: Yes, anyway, we will have to drive careful/carefully
because the road will still be wet and slippery.
Beth: I know. I just hope we don’t get there late.
Liam: Don’t worry! I’m a good/well driver. We’ll make it in time.
heavy/dangerous/patiently/carefully/good
ANSWERS:

UNIT
3
VERBS AND ADJECTIVES +
PREPOSITIONS + GERUND
Some verbs are followed by other verbs in the gerund. Study the examples:
I like talking to people.
I love planning.
I hate being alone.
I detest wasting time.
I dislike waiting for people.
I enjoy receiving feedback after I finish a task.
These verbs can also be followed by nouns. Study the examples:

I like music.
I hate interviews.
I enjoy science.
Verbs that follow adjective + prepositions usually take the gerund. Study the examples:
I am good at dealing with people
I am interested in learning as much as I can about the job.
Here are some more examples of adjective + prepositions.

She is capable of doing different tasks at the same time.
She is afraid of being fired.
She is tired of doing the same thing every day.
She is anxious about making the presentation.
He is fond of reading.
Fill in the blanks with the correct form of the verb in parentheses.
1. I love _______________ (work) with large teams.

2. I am interested in ________________ (get) a job here.
3. I hate _________________ (go through) long meetings.
4. I’m really good at _______________ (come up with) solutions to unexpected problems.
1. working / 2. getting / 3. going through / 4. coming up with

ANSWERS: GRAMMAR TIPS | 133
3 UNIT
THE SUPERLATIVE
We use the superlative to talk about how someone or something is in a superior position compared to all the
others in a group. Study the examples:
All Hemingway’s books are interesting, but I think the most interesting is The Old Man and The Sea.
Bryan, Carol, and Sue are bright children, but I have to admit that Carol is the brightest of them all.
The superlative of one-syllable adjectives is formed by adding -est to the adjective plus the. Study the examples:
I’m the tallest in the group.
She’s the nicest person I have ever met.
Note: If the word ends in consonant-vowel-consonant, then the last consonant is usually doubled in the
superlative form. Study the examples:
big the biggest
fat the fattest
hot the hottest
The superlative of one or two-syllable adjectives ending in -y is formed by dropping the -y and adding -iest to
the adjective plus the. Study the examples:
The easiest way to learn a language is to live abroad.
She was the happiest person in the world when she found out she got the job.
The superlative of two-syllable adjectives is formed by adding the most to the adjective. Study the examples:
This is the most useful tip I can give you.
I have to confess this was the most boring job interview I have ever had.
Note: The superlative of some shorter two-syllable adjectives can be formed with -est. Study the examples:
simple simplest
clever cleverest
narrow narrowest
In doubt, look the adjective up in a dictionary.

UNIT
The superlative of adjectives with three or more syllables is formed by adding the most to the adjective. Study
3
the examples:
That’s the most interesting book I have ever read.
The most difficult part is the beginning, then things will settle down.
Good and bad have irregular comparative/superlative forms:

good better (than) the best
bad worse (than) the worst
Study the examples:

The best thing about the job is the fact that I can work flexible hours.
The worst situation I had to face was when I had to fire someone from the team.
Complete the sentences with the superlative form of the adjectives in parentheses.
1. I think this is ____________________ (good) candidate we have

interviewed so far.
2. ____________________________ (interesting) thing about Bob is that
he is willing to learn.
3. She is ______________________ (lucky) person I know. She started
looking for a job yesterday and was offered a job today. I can’t believe it.
4. Jim is ____________________________ (competent) manager I know. I’d
love to be in his team.
5. Sally Peterson had ______________________ (bad) performance in the
interview. She’s out of the process.
6. Ann is ______________________ (careful) person I know. She’ll certainly
know how to handle this.
7. My boss is ___________________ (smart) person I know. It’s amazing how
he can make people do things without them realizing he persuaded them to.
7. the smartest
6. the most careful
5. the worst
4. the most competent
3. the luckiest
2. the most interesting
1. the best
ANSWERS:
GRAMMAR TIPS | 135

5 UNIT
STRONG ADJECTIVES
Strong adjectives are adjectives that have the idea of VERY. Study the examples:
afraid terrified happy delighted
angry furious hungry starving
bad awful, terrible surprised amazed
big huge, enormous tasty delicious
good great, fantastic, terrific tired exhausted
COMPARATIVES AND
SUPERLATIVES
We use comparatives to describe people and things. Study the examples:
I feel happier now.
I used to be more enthusiastic about my job.
Life used to be better when we lived in the countryside.
Exercise makes me less stressed and less anxious.
Eating well is as important as exercising.
We use than to compare one person or thing to another. Study the examples:
Do you think people in Sweden are richer than in Denmark?
Is having a family more important than having a job?
Do you think traveling in your country is less interesting than traveling to Europe?
We use superlatives to show the extreme degree of a quality in a group.

This was the happiest day in my life.
What was the best movie you have ever seen?
What is the most important reason for happiness?
We use as + adjective + as to compare things that are equal in some way. When using as +adjective + as the
adjective doesn’t change.
Julia is as tall as Renata.
The beaches in Hawaii are as beautiful as the ones in Thailand.
REMEMBER
Comparatives are formed by using -er at the end of the adjective or more/less + adjective + than.
Superlatives are formed by using -est or the most. It depends on how many syllables the word has.

ADJECTIVE COMPARATIVE FORMS SUPERLATIVE FORMS
UNIT
5
one syllable: add -er: the richest,
rich, poor richer, poorer + than the poorest
two syllables, ending in -y: change y to i, and add -er: the happiest,
happy, healthy happier, healthier + than the healthiest
more/less ____ than:

two syllables or more: the most modern,
more/less modern than,
modern, interesting the most interesting
more/less interesting than
Complete the table with the correct form of the adjectives.
Adjective Comparative forms Superlative forms

good better than
bad the worst
intelligent the most intelligent
unhappy unhappier than
friendly the friendliest
amazing more amazing
the most amazing

friendlier than
the unhappiest
more intelligent than
worse than
the best
ANSWERS:
GRAMMAR TIPS | 137

6 UNIT
BOTH, EITHER, NEITHER

We use BOTH to indicate two out of a group of two. EITHER indicates one out of a group of two. NEITHER
indicates zero out of a group of two. Study the examples:
Both students can do the course. (= Students A and B can do the course.)
Either student can do the course. (= Student A or B can do the course.)
Neither student can do the course. (= Students A and B CANNOT do the course.)
Notice that BOTH can be used with a plural noun. EITHER and NEITHER are used with singular nouns.
We usually use BOTH … AND, EITHER … OR, and NEITHER … NOR to connect two nouns. Study the
examples:
Both Sarah and Pam work for a big company.
Either Sarah or Pam works for a big company.
Neither Sarah nor Pam works for a big company.
Mel Lee Toby Greg
cook 3 3 7 7
like to dance 7 3 3 7
Complete the sentences with
both… and, either… or,
swim 7 3 7 3
or neither… nor. Sometimes more drive 3 3 7 7
than one option is possible. speak French 7 7 3 3
paint 7 3 3 7
1. _________ Toby __________ Greg can cook.

2. _________ Mel _________ Lee can cook. 7. Either/both - or/and
3. _________ Mel _________ Lee are able to drive

6. Both - and
5. Either - or
4. _________ Mel _________ Lee speaks French.

4. Neither - nor
3. Both - and
5. _________ Toby ________ Greg speaks French. 2. Either/both - or/and
1. Neither - nor
6. _________ Lee __________Toby like to dance. ANSWERS:
7. _________ Lee __________ Toby can paint.

UNIT
6
PRESENT PERFECT
TENSE (2)
We can use the present perfect tense to talk about things that are unfinished – unfinished states and
unfinished time periods. Compare the sentences:
She had several meetings yesterday.
It’s only 10 o’clock and she has had three meetings this morning! (The morning is not finished yet.)
They didn’t travel last year, but this year they have been abroad twice. (The year is not finished yet.)
Fill in the blanks with either the simple past or the present perfect form of the verbs in parentheses.
1. Yesterday, I _________ (do) so many things,

but I __________ (do – neg.) anything
today.
2. It’s still Saturday and we _________ (do) so
much. So different from last weekend when
we only _________ (stay) at home.
3. Lynn is such a workaholic. It’s only 9 in the
morning, and she ___________ (send) the
monthly reports, ___________ (call) Mr.
Thompson, and __________ (reply) to all
her e-mails!
4. We _________ (have) such a great time last
night. We _________ (go) to the movies
and __________ (eat out) at a wonderful
restaurant.
5. She __________ (ask) for you several times
this afternoon and it’s only one o’clock. You’d
better check what she wants.
5. has asked
4. had - went - ate out
3. has sent - has called - has replied
2. have done - stayed
1. did - haven’t done
ANSWERS
GRAMMAR TIPS | 139
6 UNIT
PRESENT PERFECT (3) -

YET, ALREADY, JUST
YET, ALREADY, and JUST are often used with the present perfect tense. Study the examples:
A: Have you finished your homework yet?
B: No, I haven’t finished it yet. But I have already done the project the teacher assigned.
A: What a coincidence. I have just finished it too!
These words can also be used with other verb tenses.
YET ALREADY JUST

Yet is used to talk about Already is used to say that Just is usually used with the
something which is expected something has happened early present perfect tense and it
to happen. It means at any – or earlier than it might have means a very short time ago.
time up to now. It is used happened. Already usually Just comes between auxiliary
in questions and negative comes between auxiliary verb verb HAVE/HAS and the verb.
sentences. Yet usually comes at HAVE/HAS and the verb. Study Study the examples.
the end of the sentence. Study the examples:
the examples: I’ve just seen Kristy
A: Have you done the coming out of the
A: Have you called Mr. dishes yet? restaurant with Bob. If you
Takamura yet? hurry you can catch up
B: Yes, I have already
with them.
B: No, I haven’t had the done that. Actually, I
time to do that yet. did them immediately
Where were you? Tina has
after you asked me to.
just called you. Call her
A: Have you seen this
back.
new sci-fi movie yet? A: We need to see this
new movie!
B: No, not yet.
B: I’m so sorry, but I have
already seen it.

UNIT
6
Complete with already, yet, or just.
A: We need to hurry. The guests will be here

soon. Have you made the sandwiches
_________?
B: Yes, I have _________ made them. I have
__________ placed them on the trays, too.
A: Great. I have __________ taken the pies
from the oven. Watch out! They are very
hot.
B: OK. We haven’t set the table _________.
I’ll do that now. Have you taken the plates
out of the boxes __________?
A: Yes, I have __________ done that to save
time. They are on the counter right next to
the table.
B: Where? OK, I’ve __________ seen them.
OK, I’ll set the table then, and you bring the
food.
A: OK.
yet / already / already / just / yet / yet / already / just

ANSWERS
GRAMMAR TIPS | 141

7 UNIT
OUGHT TO and
HAD BETTER
We use OUGHT TO and HAD BETTER to express duty, obligation, advice. OUGHT TO and HAD BETTER have
similar meanings, but had better usually implies a warning about possible bas consequences. Study the examples:
The problem is really serious. You had better talk to your boss about it.
If she has a history of heart disease, and her chest is hurting, she had better go immediately to the doctor.
OUGHT is always followed by TO + infinitive. Study the examples:

If you didn’t study for the test, you ought to talk to the teacher and try a make-up test.
Her new car has broken down twice this month. She ought to look for the car dealer and check
what’s going on.
Study how the negative form of OUGHT TO and HAD BETTER are done.
She had better not arrive late anymore. Her boss has warned her more than once about it.
I know you are unemployed, but you ought not to borrow money from your parents. This is so
demeaning!
SHOULD is usually used to ask questions. Study the example:

Should she talk to her boss about the situation?
Should they wait for an answer?
Give some advice to the following situations. Use the words in parentheses.
1. Megan has lost her job and can’t seem to find a new one. (talk to her friends)
_____________________________________________________________.
2. Bob is overweight. (go to the doctor and go on a diet)
_____________________________________________________________.
3. William has been working overtime. (rest)
_____________________________________________________________.
4. Tina has been too irritated the last few weeks. (take some days off)
_____________________________________________________________.
4. She had better/ought to take some days off.

3. He had better/ought to rest.
2. He had better/ought to go to the doctor and go on a diet.
142 | CNA PROGRESSION 2 1. She had better/ought to talk to her friends.
ANSWERS
UNIT
7
PRESENT PERFECT
CONTINUOUS
We use the present perfect continuous to show that something started in the past and has continued up to
now. Expressions such as for two hours, since last week, are often used with the present perfect continuous.
Study the examples:
She’s been studying for two hours. (=She’s still studying.)
They have been working for the same company since 1998. (=They are still working.)
Has she been watching TV since 8:00 in the morning? (= Is she still watching TV?)
The present perfect continuous can also be used with expressions such as lately, recently, etc. Study the
examples:
Sarah has been working too many hours lately.
Recently, I have been considering taking a trip to Lisbon.
Lately, she hasn’t been going out with any of us because of her studies.
Join the two sentences to form a new sentence with the present perfect continuous.
1. She started cooking dinner one hour ago. She’s still cooking it.
_____________________________________________________________________.
2. They left for a walk in the park thirty minutes ago. They’re still walking.
_____________________________________________________________________.
3. He started working for the company in 2012. He still works there.
_____________________________________________________________________.
4. We started planning the trip three months ago. We are making the final arrangements now.
_____________________________________________________________________.
4. We have been planning the trip for three months.

3. He has been working for the company since 2012.
2. They have been walking in the park for thirty minutes.
1. She has been cooking dinner for one hour.
ANSWERS:
GRAMMAR TIPS | 143

LIST OF COMMON
IRREGULAR VERBS
BASE FORM SIMPLE PAST PAST PARTICIPLE BASE FORM SIMPLE PAST PAST PARTICIPLE
be was/were been lead led led
beat beat beaten learn learnt learnt
begin began begun leave left left
bite bit bitten/bit lend lent lent
blow blew blown let let let
break broke broken lose lost lost
bring brought brought make made made
build built built mean meant meant
burn burnt burnt meet met met
buy bought bought pay paid paid
can could could put put put
catch caught caught read read read
choose chose chosen ride rode ridden
come came come ring rang rung
cost cost cost rise rose risen
cut cut cut run ran run
do did done say said said
draw drew drawn see saw seen
drink drank drunk sell sold sold
drive drove driven send sent sent
eat ate eaten set set set
fall fell fallen shoot shot shot
feed fed fed shut shut shut
feel felt felt sing sang sung
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown smell smelt smelt
forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got/gotten stand stood stood
give gave given steal stole stolen
go went gone stick stuck stuck
grow grew grown swim swam swum
hang hung hung take took taken
have had had teach taught taught
hear heard heard tell told told
hide hid hidden think thought thought
hit hit hit throw threw thrown
hold held held wake woke woken
hurt hurt hurt wear wore worn
keep kept kept win won won
know knew known write wrote written

World Events UNIT
1
The Brazilian capital moved from Rio to The Soviets launched the first man in
Brasilia in 1940/1950/1960. space in 1951/1961/1971.
U.S. President John F. Kennedy was The Beatles’ first show in the U.S.A.
assassinated in 1963/1973/1983. happened in 1954/1964/1994.
The military took power in Brazil in The first heart transplant took place in
1954/1964/1974. 1967/1997/2007.
Brazil won the soccer world

Neil Armstrong became the first man to
championship in Mexico in
walk on the moon in 1959/1969/1979.
1950/1960/1970.
The first test-tube baby was born in

Elvis Presley died in 1977/1987/1997.
1958/1968/1978.
Sony introduced the walkman in

John Lennon died in 1980/1990/2000.
1969/1979/1989.
IBM introduced the first personal The Berlin Wall in Germany fell in
computers in 1961/1971/1981. 1979/1989/1999.
In 1984/1994/2004/ Brazil won the world

soccer championship in the United States In 1979/1989/1999 the euro became the
and became the first nation to win four new European currency.
World Cup titles.
RESOURCE PACK | 147

1
,
UNIT Let s compare
my aunt being married Mexico City Germany
my mother’s
French winter weather Russia
food
listening
meal cats swimming
to music
living in
dogs vegetables my mother
a house
playing
Paris my father a sofa
tennis
making walking in
Spanish big cities
money the park
making living in an
small towns my brother
friends apartment
being my grandmother’s
a king size bed fall weather
independent food

Telling a story UNIT
RESOURCE PACK | 149

3 UNIT Personality traits
Spontaneous Competitive
Organized Curious
Open-minded Easy-going
Rational Sympathetic
Inventive Flexible
Responsible Open-minded
Sensible Sensible
Ingenious Responsible
Determined Determined
Dependable Curious
Rational Dependable
Organized Easy-going
Curious Inventive
Sympathetic Spontaneous
Flexible Curious

Topics
SPORTS COUNTRIES COMPANIES
MUSIC TRANSPORT JOBS
PEOPLE FOOD/DRINK PLACES
RESOURCE PACK
UNIT
| 151
3
152 |
SLOW POPULAR CHEAP EXPENSIVE
3 UNIT
CNA PROGRESSION 2
TASTY BORING STRANGE FAST
WELL-PAID INTERESTING SKILLFUL BAD
BIG QUICK EXCITING SPICY
DANGEROUS DELICIOUS COMFORTABLE EXOTIC

Adjectives
Dress code UNIT
RESOURCE PACK | 153

4 UNIT Old technology

Old technology UNIT
RESOURCE PACK | 155


Old technology UNIT
RESOURCE PACK | 157


Old technology UNIT
RESOURCE PACK | 159


Both, either, neither UNIT
6
I am both a mom and my own boss.
I’m both a Buddhist and a vegetarian.
On weekdays, I’m either having singing lessons or rehearsing my gigs.
I try to have both a healthy and balanced lifestyle.
I surf almost every day, either in the morning or in the evening.
I usually spend my days on the campus, either teaching or researching.
I spend time neither cheerleading nor going shopping.
I’d say it’s neither that conventional nor that alternative.
RESOURCE PACK | 161

6 UNIT Find out who...
Find out who never does the dishes.

Find out who always does the shopping in his/her house.
Find out who never cleans the house.

Find out who likes doing the ironing.
Find out who never makes the bed.

Find out who usually forgets to take the trash out.
Find out who never makes dinner.

Find out who usually does the laundry on weekends.
Find out who does the shopping on the weekends.

Find out who always makes something light for dinner.
Find out who cleans the house on weekends.

Find out who does the shopping after work.
Find out who does the shopping online.

Find out who can’t leave the house without making the beds.

Stress UNIT
RESOURCE PACK | 163

6 UNIT Stress

Stress UNIT
RESOURCE PACK | 165

6
Are you good at
UNIT guessing?
Classmate’s name Who’s done the following things this week? 4 8

has lost his/her temper.
has had a lot of tests.
has watched an awful movie.
has had a pleasant surprise.
has done a lot of chores.





Questions UNIT
6
Have you ever been to Paris?
Have you done your homework yet?
Have you ever got lost in a strange place?
Have you ever written a love letter?
Have you ever seen a ghost?
Have you had breakfast/lunch/dinner yet?
Have you decided where you’re going on vacation yet?
Have you seen (name of a movie) yet?
Have you read (name of a book) yet?
Have you listen to (name of singer/band)’s new song yet?
Have you ever considered living abroad?
Have you ever spoken to a native English speaker?
RESOURCE PACK | 167

7 UNIT How long have you been...?
Find out who’s been studying Find out who’s been wearing the
English the longest. same watch the longest.
Find out who’s been driving the

Find out who’s been living in the
same car/riding the same bicycle or
same place the longest.
motorcycle the longest.
Find out who’s been seeing Find out who’s been doing the
someone the longest. same hobby the longest.
Find out who’s been going to the

Find out who’s been wearing the
same school/working for the same
same hairdo the longest.
company the longest.
Find out who’s been playing their Find out who’s been seeing the
favorite sport the longest. same doctor the longest.
Find out who’s been Find out who’s been

________________________ ________________________
________________________ ________________________

Emotions UNIT
RESOURCE PACK | 169

7 UNIT Emotions

Emotions UNIT
RESOURCE PACK | 171

7 UNIT Tic Tac Toe
I don’t have ________________ to do today. I’m really

____________________________ [expression related to feelings].
I met __________________ very interesting yesterday. I’m

____________________ [expression related to feelings].
Have you seen my glasses ___________________? I can’t seem to find them.

That really ____________________ [expression related to feelings].
_________________ I do is good enough! You ____________________

[expression related to feelings].
As usual, Bob is probably _____________________ in the house playing video

game or sleeping. I’m _____________________ [expression related to feelings]
he will never get into a good university this way.
This place is incredible. I’ve been _____________ nearly as beautiful as this. I’m
_______________ [expression related to feelings] we have to go.
This is ____________ we have to do before we go. I’m ______________

[expression related to feelings] because we are running out of time.
Has _____________ from the company looked for me? ______________

He doesn’t seem to do ____________ right. He must be _____________


Periods of time UNIT
7
Two weeks Five days
An hour Ten years
This morning Last week
Since I started this

Last month
course
Since the beginning of Since the beginning of

this class the semester
Over thirty minutes Less than an hour
RESOURCE PACK | 173

8 UNIT Feeling Expressions
to feel on top of the world
to be on cloud nine
to make one’s blood boil
to hit the ceiling
to be on edge
to feel very down
to be down in the dumps
to be worried sick
to be bummed out
to face a low blow

Long time no see! UNIT
8
(look for) a new job as a…
(save) money to…
I want to work…
(watch) this new TV series

(do) research to…
lately.
(study) to get into

(collect) data for a new…
university. I want to…
(take) pictures to publish… (cycle) to work…
(work) on my final term

(rehearse) for…
paper. It’s…
(test) recipes… (look for) a place to live.
(exercise) for (how long) (develop) a new app

because… that…
(make) preparations for

(work) as a volunteer at…
my wedding.
RESOURCE PACK | 175

1
UNIT
Memo
ries
Name: ____________________________________ Group: ____________
Teacher’s name: _____________________________ Date: _____________
Match the columns.

1.
1. Tell me about an important fact that 3 No, she used to have long straight hair.
took place in the 1980s.
6 I think kids are smarter and students are more
2. When was the last time you went to prepared to get a job.
the movies?
1 In 1981 IBM introduced the first personal
3. Did your sister use to have short hair? computers.
5 Yes, he was born in 1960 and has good
4. What was life like in the 1960s?
memories about his childhood.
5. Your father grew up in the 1960s, 2 Our kids are small, so I can’t remember the last
didn’t he? time I went to the movies.
6. As a teacher, what do you think 4 It was calmer and families used to spend a lot
students are like today? of time together.
Unscramble the conversation.

2.
11 Really? I heard the towers were taller than the other buildings around them.
2 Your cousin, David. It’s awesome, isn’t it?
4 New York City. It’s the 9/11 Memorial.
6 Yes, it’s the place where the tragedy of 9/11 took place.
5 Is this where the World Trade Center used to be?
8 That’s how Americans refer to the terrorist attack that took place on
September 11, 2001. That was when you were born, wasn’t it?
1 Who sent you this photo, Uncle Diego?
3 It sure is! Where is it?
9 Yeah, I was born in December, 2001. Wow! It looks beautiful.
12 Oh, yes. They were taller. There’s a museum too. Take a look at…
7 Why 9/11?
10 I think the memorial is more beautiful than the World Trade Center was.
ACTIVITY BOOK | 179
Memories
Use the cues and write sentences with used to. Follow the example.
3.
(I/swimming team)
Suggested answers:
I used to be in the swimming team when I was in high school.
1. (my brothers/play the drums in a band)
My
brothers used to play the drums in a band when they were in high school.
2. (Susan/shorter hair)
When Susan was a little girl , she used to have shorter hair.
3. (we/cycle to school)
We used to cycle to school when we were kids.
4. (you/get up early?)
When you were a child, did you use to get up early?
5. (I/not/go to school in the morning)
I didn’t use to go to school in the morning when I was in elementary school.
6. (my friends and I/not/play outdoors)
My friends and I didn’t use to play outdoors when we were kids.
Compare your life in the past and today and write three sentences describing what’s different.
4.
Follow the example.

My family and I used to live in a lovely house in the
countryside, but now we live in an apartment in a big city.
1.
2.
3.
Think about three inventions that have changed people’s lives. Explain what life was like
5.
before the invention and how life is different with it. Follow the example.
Scanners
Invention: _____________
Before we had scanners, people used to send faxes. Now we scan
documents and send them through the Internet.
1. Invention: _____________
2. Invention: _____________
3. Invention: _____________

Name: ____________________________________ Group:____________
Teacher’s name: ______________________________ Date:_____________
UNIT
1
6. Complete the questions with the correct tag.
did he
1. A: Your grandpa didn’t use to work for a company, _____________?
B: No, he used to have his own business.
didn’t you
2. A: You used to have your own computer when you were a kid, ____________?
B: Not really. My sister and I shared a computer.
weren’t you
3. A: You were good at math in high school, _____________?
B: Yes, I used to be very good at it. Now the contents are more difficult.
wasn’t it
4. A: This school was bigger, _____________?
B: No, I don’t think so. When we are kids everything seems bigger, you know.
isn’t it
5. A: That is in New York City, _____________?
B: Yes, it is. My nephew Diogo took this photo three years ago when he was studying there.
do you
6. A: You don’t live in a house anymore, _____________?
B: No, we live in a two-bedroom apartment.
Write sentences comparing the topics provided. Follow the example.

7.
Two kinds of computer

Desk top computers are usually more expensive than notebooks,
but they last longer.
1. Two car brands
2. Two kinds of smartphones
3. Two technological devices you are familiar with
4. Two Internet sites where you read news or do online shopping
5. Two bands you enjoy listening to
ACTIVITY BOOK | 181

a. Read the passage and check true or false.
8.
I’ll try
a letter instead of an email.
Dear Annette,
t abo ut the 19 60 s, so I thought I should write you
doing a school projec
I loved to know that you’re to be bigger. My
of life at that time. r sister. Yes, families used
to tell you some aspects nge r bro the rs, and a you nge
working and stay
one older brother, two you rs old, she decided to stop
I was born in 1954 and had r, but wh en my sis ter wa s tw o yea
do the dishes and
elementary school teache to have chores. We used to
mother used to work as an d to live in. At hom e we use d
et in the little town we use
at home with us. Life was qui
, scooters. We made kites
make our beds. gam es. We used to ride bikes, skates
we jumped rope, played car
d and boa rd and blankets. It was so
We used to play with balls, use d to ma ke in the bac kyard with old bed sheets
hideout was a tent that we
and “hideouts”. My favorite in it. to
wanted to spend the night nds. At school, girls used
good that at night all kids hom es and it wa s fun walking back home with frie r gra ndf ath er
lking distance from our electricit y. You
We went to school within wa ior hig h. Bo ys too k a sem ester of woodworking and
in home economics in jun
learn how to sew and cook den age of rock
ctronic devices, you know. e into scene. It was the gol
is still very good at fixing ele popular, and soo n oth er singer s cam
ties Elvis Presley was still
At the beginning of the six
e this will help you with
music for sure! dad s and the n aga in, gra ndmas and grandpas. I hop
soon we became moms and
Time passed too quickly and king at them.
, sweetie. family. I hope you´ll enjoy loo
your school project. I love you a couple of pictures of my
P.S. I’m attaching
Grandma
1. Annette is working on a project about the 1960s. True False
2. This is an e-mail Grandma wrote Annette. True False
3. Grandma used to live in a small town. True False
4. Grandma had a big family. True False
b. Complete the table with what Annette’s grandma mentions. Write at least one item related to
each topic.
Games and outdoor activities kids used to play with balls, jump rope, ride bikes, skates, scooters
school was within walking distance and kids used to walk together;
School life girls used to learn how to sew and cook and boys took a semester of
woodworking and electricity
Household chores children used to do the dishes and make their beds
Family life families used to be bigger
Kind of music rock
Write a paragraph about what life was like when you were growing up. Talk about your family, the
9.
place where you lived, your habits, routine, weekend activities, school life, and so on.


2
UNIT
Crime
does
not pa
y
Name: ____________________________________ Group: ____________
Match the columns.

1.
1. What were you doing when the 2 No, I have never.

accident happened?
4 He was wearing jeans and a jacket.
2. Have you ever witnessed a crime?
1 I was driving back home when it happened.
3. What did he look like?
6 It happened last year.
4. What was he wearing?
3 He was tall and blond. He had green eyes and a
5. What were you doing at seven
last night? mustache.
6. When did it happen? 5 I was watching TV. Why?
Look at the following times and write down what you were doing yesterday at each time.
2.
8:00 a.m
10:00 a.m.
12:00 p.m.
4:00 p.m.
8:00 p.m.
11:00 p.m.
ACTIVITY BOOK | 183

Crime does not pay
Circle the correct option to complete the conversation.

3.
Janet: Did you hear/Have you heard about Jean’s accident?

Jill: No. What happened?
Janet: She has crashed her car.
Jill: Really? When has it happened/did it happen?
Janet: Last night.
Jill: Oh my! Is she OK?
Janet: She’s in the hospital, but she’s fine.
Jill: How has it happened/did it happen?
Janet: She was driving/drove back home from work when she was
getting/got a flat tire. She was losing/lost control of the car and
was crashing/crashed into a tree.
Jill: It must have been terrible.
Janet: Luckily someone was passing/passed by and was calling/called
the paramedics. They immediately were taking/took her to the
hospital.
Jill: It must really have been horrible. I mean I imagine because I
never had/have never had a car accident.
Janet: Never? Lucky you!

Name: ____________________________________ Group:____________
UNIT
2
4. Read the text and then check true or false.
NG
A BO U T D RU N K D RI VI out of eve ry 2,000 trips are taken
by those who are driving
under the influence of
r. Of those, abo ut one
on trips in cars each yea
Americans take 233 billi ry three traffic deaths invo
lve drunk driving.
alm ost one out of eve injury on U.S. roadways.
alcohol. Yet,
r is one of the major causes of death and eone is injured because
of
amount of bad beh avio 1). Every 90 seconds, som
So a proportionally tiny nk driv ing cras h (9,8 78 people in total in 201
in a dru
rage, someone is killed
Every 53 minutes on ave given point we potentially
able crime. repeat offenders. At any .
this ent irely prev ent
sts, cras hes , dea ths, and injuries – comes from s isn’ t eno ugh ; 50-7 5% of them drive anyway
arre license
drunk driving problem – nses. Taking away their ir crimes.
About one-third of the e or mor e dru nk driv ing offe
nde rs befo re the y repe at the
million people with thre rs – we can stop these offe
share the roads with two all drunk driving offende to be arrested. That’s why
d to requ ire ignition interlocks for the mse lves or others, have yet t
This is why we nee
from peo ple who , befo re the y kill or inju re
che ckp oint s. It’s also why we strongly suppor
driving problem comes riety
Two-thirds of the drunk dru nk driv ers thro ugh proven solutions like sob
er
enforcement to help det
we need to support law driving.
arch into tech nolo gy that will eliminate drunk drunk driving.
rese
se join us in the fight against d.org/drunk-driving/about/#
sthash.O6hD8hLp.dpuf
inate this threat – plea See more at: http://www.mad
We need your help to elim
true false
the influence of alcohol is 1 to 2,000 in the USA.
The proportion of people who drive under
1. false
true
result of drunk driving .
every hour in the USA as a
2. On average someone dies
true false
repeat offenders.
ing problems are caused by
3. Two out of three drunk driv
true false
nk driving.
cating people to prevent dru
4. The author believes in edu
true false
vent drunk driving.
The author believes in the use of technology to pre
5.
driving?
be done to prevent drunk
What do you think should ____________________
______________
__ __ __ __ __ __
____________________
__ __ __ __________
__ __ __ __ __ __ __ __ ____________________
____ __ ______
____________________ __ __ __ __ __ __ __ __ __ ____________________
________
____________________
ACTIVITY BOOK | 185

Check the best option to complete the story.
5.
y! The story
do th e jo b” . Ev en during a bank robber
nal to
ays need a professio tnessing a
My motto is, “we alw th s ag o/ be fo re , I witnessed/was wi
Some m on
confirms what I say.
I’m about to tell you
never forget.
us ba nk robbery which I’ll
hilar io usly/ hi lar io exchange some
cid ed /w as de cid in g to go to the bank to
I de
a long trip abroad so hile I was lining
I went/was going on cr ow de dl y, and I got in line. W
cr ow de d/
bank, which was very emed suspicious/
money. I got to the ey lo ok ed everywhere and se
tti ng in . Th
ird-looking men ge certain point they
up, I realized three we ca rry ing a bag each. At a
su its an d we re
re wearing black erybody
suspiciously. They we th e ch at te r in th e bank stopped and ev
/Firstly, all
is a holdup.” Suddenly, to the
shouted, “Freeze, this ici ou s ha pp en ed . On e of the men turned
vable/susp
en something unbelie you had
stared at the men. Th e of th e ot he r tw o answered, “I thought
guns?” On
“Dude, where are the le they
other two and asked, t ha d lef t th e gu ns in the car. When/Whi
e bank bu
rently, they got in th wever, the
them”.Suddenly,/Appa ch ot he r an d da shed to the door. Ho
oked at ea
have any gun, they lo w pathetic/
realized they did not e in itial sh oc k, everyone realized ho
re/Afte r th
ly grabbed them. Befo
security guards quick g them.
tio n wa s an d starte d laughing and mockin
pathetically the situa ateur criminals. Even
after they were
re th er e to ta ke th e am
d and shortly they we always need a
The police were calle ev en t. So as I initially said, “we
g on th e
ghing and commentin
taken, people kept lau
job.”
professional to do the
Turn to page 33 of your class book, Activity 15, and describe an accident you may have had or may
6.
have been involved in.

3
Are yo
UNIT
u read
to wor y
k?
Name: ____________________________________ Group: ____________
Match the columns.

1.
1. What are your greatest strengths? 6 Yes, I do.

What is more important when 8 I want to learn as much as I can and grow
2.
choosing a job? in the company.
3. What are you good at? 1 I’d say I’m easy-going, determined, and
flexible.
What kind of activities would get 7 Yes, I do. I actually produce a lot more in
4.
the best out of you? the morning.
What is the toughest thing you 2 Honestly, I’d say the most important
5.
have ever had to do? thing is the salary.
Do you have experience in working 4 I guess activities that involve dealing with
6.
in large teams? processes and organizing things.
Do you like working in the 3
7. I’m good at dealing with people.
mornings?
5 I think the toughest thing I’ve had to do
8. What are your plans for the future?
was to fire someone.
Complete the questions with the superlative form of the adjectives. Then answer them. Follow
2.
the example.
the most qualified
Who is ____________________ (qualified) person you have ever met?
The most qualified person I have ever met is my best friend Mitiko. She’s a very competent professional.
the best (good) for you?
1. What kind of job would be _____________
the happiest (happy)?

2. In which field would you feel __________________
the toughest (tough) situation you have ever had to face?

3. What is _________________
the most exciting (exciting) trip you have ever taken?

4. What is ____________________
5. What isthe most interesting(interesting) book you have read lately?

_________________
ACTIVITY BOOK | 187

Do the
2. Someone who understands and cares about other people’s problems.
3.
crossword
puzzle. 6. Someone who can be trusted.
8. Someone who shows the ability to make good decisions.
11. Someone who is open to new ideas and opinions.
12. Someone who always wants to be better than other people.
13. Someone who acts in a natural way without planning.
14. Someone who plans things well.
A c ro s s
Personality R
1.
Traits E
S
P
3. O 5.
2. S Y M P A T H E T I C 4. N I
N E S N
7. V A I G
8.
6. D E P E N D A B L E 9. S E N S I B L E
E F N Y L N
T 10. L T — E I
E R E I G 11. O P E N — M I N D E D
12. R A X V O U
12. C O M P E T I T I V E I 13. S P O N T A N E O U S
U I I B N
R N O L 14. O R G A N I S E D
I E N E
O D A
U L
S
Down
1. Someone who does the things that are expected or required.

3. Someone who is very good at thinking of new ideas.
4. Someone who acts in a relaxed and calm way.
5. Someone who is very good at discovering or inventing things.
7. Someone who shows determination to do something.
9. Someone who is able to change according to the situation.
10. Someone who makes decisions based on facts.
12. Someone who wants to know or learn about things.

Name: ____________________________________ Group:____________
UNIT
3
4. a. Fill in the blanks with the missing words.
at
1. Are you good ___________ with
dealing __________ staff and customers?
under
2. Can you work __________ pressure?
in
3. Do you have experience ____________ organizing events?
in
4. What did you major ____________?
about the job?
5. How did you know __________
to
6. Where did you go __________ college?
with
7. Can you cope __________ tight deadlines?
for the future?
8. What are your goals _________
for a job here?
9. Why are you looking _________
b. Complete the conversation with the questions above.
Mr. Bailey: Good morning, my name is Mark Bailey. You’re Mila Stavros, right?
Mila: Yes. Nice to meet you, Mr. Bailey.
Mr. Bailey: Nice to meet you, too. Ms. Stavros. Will you sit down, please? Thank you for coming
for this interview. I’d like to ask you some questions.
Mila: Thank you for the opportunity.
Mr. Bailey: What did you major in
________________________________________________________?
Mila: I majored in catering and restaurant management. I also have a minor in event
planning and management.
Where did you go to college
Mr. Bailey: Good. ___________________________________________________?
Mila: California State University.
Mr. Bailey: I’ve heard it’s a great school and on top of that it’s in California.
Mila: Yes, it’s a great school. I had a wonderful time there.
Why are you looking for a job here
Mr. Bailey: OK. _____________________________________________________?
Mila: This is one of the best restaurants. I guess everybody wants to work here.
Mr. Bailey: Thank you. We work hard to keep it on the top of the list of the best restaurants in
How did you know about the job
the country. So _______________________________?
Mila: One of my professors, who I’m still in touch with, told me about the job.
Mr. Bailey: Would you mind telling me his or her name?
Mila: Not at all. Mr. O’Connor.
ACTIVITY BOOK | 189

Mr. Bailey: Mike O’Connor?
Mila: Yes.
do you have experience in
Mr. Bailey: Great. He’s a good friend of mine. All right, ______________________________
organizing events
________________________?
Mila: Yes, I do. I have organized a number of dinner parties for the restaurant I worked for.
can you
Mr. Bailey: That’s good because we usually have a lot of events going on. And, ____________
work under pressure
___________________________________________?
Mila: Yes, I can. In my previous job, I worked for a big restaurant. We were a small team
and we always had a lot of events to organize.
Are you good at dealing with staff and customers
Mr. Bailey: ____________________________________________________________?
Mila: I guess I am. In my previous job I started as sous chef and nowadays I’m the chef. I
have a team of six people under me.
Can you cope with tight deadlines
Mr. Bailey: That sounds impressive. __________________________________________?
Mila: I guess so. As I said, I used to work for a big restaurant and sometimes we had to
serve 80 people at a time. It was hard work, but I loved it.
what are your goals for the future
Mr. Bailey: I’m glad to hear that. Finally, _______________________________________?
Mila: Well, I’d love to get a job here. I guess I’ll learn a lot because one day in the future I
want to have my own restaurant.

Putting
all toge it
ther.
Name: ____________________________________ Group: ____________
1.
Choose one sentence on the right to form a conversation.

4 UNIT
B: I really don’t know what you are talking about.

A: Have you ever done volunteer work? B: No, I haven’t, but I have always wanted to. How
about you?
A: Well, I used to work at a children’s hospital, B: When did you stop working?
but I had to quit last month. B: What did you do there?
A: I used to tell stories to sick children. B: That’s fascinating. Why did you quit?
B: That’s so nice. How long did you stay?
A: I was too busy at school and did not have B: What kind of people fit the requirements?
any free time anymore. B: What kind of person are you?
A: In general, a volunteer must be responsible, B: How many hours are you working?
easy-going and sympathetic. B: How many hours did you use to work?
A: I used to work about six hours a week, B: Well, I have never worked with children, but I’m
but that was not enough. You really need really interested in doing volunteer work.
to have more available hours. B: Well, thanks for telling me. It was nice meeting you.
A: I’ll send you the hospital’s web link. You can find a B: I will, thanks.
lot of information there. And don’t hesitate to ask
me if you need any further information. B: No, thank you.
Read the definition of volunteer work in the text on the next page and check the correct choices.
2.
1. Volunteers ____________________ for the work they do.

do not get paid are better paid are more qualified
2. Volunteers may help ______________________________
people. the place where they live. people and the place where they live.
ACTIVITY BOOK | 191

Read the volunteer work ads and write the corresponding letters. The letters may be repeated.
3.
Volunteer work is any kind of unpaid activity that requires the person to spend
time doing something that benefits the environment or people. Volunteer work
may be done through public or private institutions. It may also mean informal
community participation.
A. PERSONAL READER According to which

Meet with a group of elderly people on a regular basis (at least once a position volunteers
week) to read printed material. must:
B. EVENT VOLUNTEER E like animals

The Hillsboro Events Services are looking for a team of volunteers to assist in the
running of The North Carolina Country Music Festival on Saturday 8 November.
A enjoy reading
C. SWIMMING BUDDY
D know how to sing
Do you enjoy the water and meeting new people? If the answer is yes, then we are
looking for someone to come to Orchard Community Center Swimming pool on a
C know how to
swim
Tuesday early evening to help with four people with disabilities.
B be available on
D. VOLUNTEER SINGERS the weekend
Lincoln Memorial Children’s Hospital is looking for volunteer singers that
can sing for our children every Wednesday afternoon. C enjoy meeting
new people
E. ANIMAL CARER C/ be available on a
We’re looking for people who enjoy working with animals to assist with care D
of small animals and birds.
weekday
In your opinion, what’s the most important thing about doing volunteer work?
4.
________________________________________________________________________
________________________________________________________________________
Have you ever done volunteer work? If so, tell us a little about it. What kind of work did you
5.
do? If you haven’t, would you like to do it? What kind of work would you like to do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Name: ____________________________________ Group:____________
UNIT
4
6. Think about three different jobs. Think about what traits are necessary for these jobs and
write sentences using them. Follow the example.
Movie director
____________________
I think a movie director has to be sensitive, innovative and passionate.
1. ____________________
2. ____________________
3. ____________________
Write questions to the answers below. Suggested answers:

7.
1. Have you ever taken care of abandoned animals ?

No, I have never taken care of abandoned animals.
Have you asked your teachers about volunteer positions/work
2. ?
Yes, I have. One of my teachers suggested that I look at this website.
Has any of your friends done volunteer work
3. ?
Yes, a friend of mine has already done volunteer work at a construction company that builds
houses for very poor families.
Have you found a job (yet)
4. ?
I haven’t found one yet, but I’ve had several job interviews.
You’re looking for some volunteer work and find a website.

8.
They ask you to answer these questions.

1. What are you good at?
2. What do you like doing in your free time?
3. Have you ever worked with children or older people?
4. What are your plans for the future?
ACTIVITY BOOK | 193

Complete the questions using the superlative form of the words in parentheses. Then answer
9.
the questions.
greatest
1. What are your ____________________________ (great) strengths?

the best
2. What are ________________________ (good) things in life, in you opinion?
the most important (important) person you’ve ever met? Why do you think he/
3. Who is _______________________
she is so important?
the most interesting

4. What is ___________________________ (interesting) book you’ve read? Why do you think that?
After a tough year at work you have finally been able to get some time off and are taking the trip of
.
10
your dreams. Write an e-mail to a friend telling him/her about it. Include:
• Where you are and why you have decided to go there;

• How you got there and who is with you;
• How long you have been there and what you have done there so far (sightseeing, eating out, etc.);
• What you are planning to do in the following few days.

5
UNIT
What m
you ha akes
ppy?
Name: ____________________________________ Group: ____________
Match the columns.

1.
1. What does happiness mean to you? 3 No way! In my opinion, having a family is the most
2. What makes you happy? important thing in a person’s life.
3. Is having a lot of money more
1 It means doing what I like and being grateful for
everything I have.
important than having a family?
4 I think so. To be healthy you have to eat well and
4. Do you think eating well is as exercise.
important as exercising? 5 My grandma Sylvia. She is the most amazing person in
5. Who is the friendliest person you the world. She makes friends all the time.
have ever met? 6 It definitely makes me feel less stressed and less anxious.
6. How does exercise make you feel? 2 Watching my children play really makes me happy.
You’re talking to a friend about happiness. Look at the answers and complete the conversation.
Suggested answers:
2.
You: _What makes you happy?

____________________________________________________________?
Your friend: Having a pet makes me very happy.
You: _Do you think single people are happier?
____________________________________________________________?
Your friend: No, I think married people are happier.
You: _Who’s the happiest person in the world, in your opinion?
____________________________________________________________?
Your friend: I’m the happiest man/woman in the world because I’m married to the most
wonderful person I have ever met.
You: _What does happiness mean to you?
____________________________________________________________?
Your friend: I think happiness is relative, that is, it has a different meaning for each person.
You: _What was the happiest moment in your childhood?
____________________________________________________________?
Your friend: The happiest moment in my childhood was my ninth birthday when my mother
gave me a dog.
You: _____________________________________________________________?
Now answer your friend’s questions.
3.
Your friend: What are the three most important things that make you happy?
You: ______________________________________________ .
Your friend: What is there to be happy about in the world today?
You: ______________________________________________ .
Your friend: Is having a family as necessary as having a house and food to eat?
You: ______________________________________________ .
Your friend: When do you feel less stressed out and less anxious?
You: ______________________________________________ . ACTIVITY BOOK | 195
Choose one of the statements in each box and write a short paragraph for each.
4.
Express an opinion
happened
Tell what y life.
e hap p ie st day in m • Working women are as happy
• Th ever as full time moms.
e st d e cis ion I have
• The wis y life. • Happiness does not mean
made in m having a lot of money.
Remember:
When you tell a story, you narrate facts and sequence them in time. You may use: last_____, ____
years/months ago, when I was____ years old; first, then, finally, etc.
When you express an opinion, you present arguments to consolidate your point of view. You may use: In
my opinion, I personally think___.
Paragraph 1:
Paragraph 2:
Read the questions and sentences and complete them with the correct form of the missing verbs.
5.
do
1. What____________ you do to feel happy?
does
2. What____________ your father do when he’s happy?
do
3. How_____________ you cope with difficult moments in life?
is
4. Who _____________ the happiest person in your family?
was
5. What ____________ the happiest day in your life?
Living
6. __________________ in a small town in the countryside makes me very happy.
loves traveling. We always _________
7. Louise, my best friend, __________ take a vacation trip together.
make
8. Endless meetings during the day ______________ me feel very tired.

Name: ____________________________________ Group:____________
UNIT
5
6. Read the sentences and questions and circle the correct forms.
1. Lina’s beautiful, I agree, but her mother Rita is more

beautiful/the most beautiful woman I have ever seen.
2. My sister Lisa thinks Cracking Bad was the best/better series
ever made, but my oldest sister Angela disagrees. She liked
Crazy Men better/the best.
3. Oh, come on, I can’t believe your trip to Bahia was less
pleasant/the most pleasant than the trip you took to
Europe last year. You love hot places.
4. Are hotel prices now high/higher than in November
because it’s New Year’s Holiday season?
5. What do the most expensive/more expensive hotels have
in common?
6. What problems are as bad/worse than the ones poor
people face in the world today?
7. I used to be less enthusiastic/more enthusiastic about
university. I guess I’ve been very tired lately.
8. What are more important/the most important
conditions for happiness?
Make comparisons using the items provided. You may use all kinds of comparatives and
7.
superlatives.
1. Your childhood and the present
2. Different schools you’ve been to
3. Different kinds of food
4. Movies you have seen
5. Trips you have taken
6. Things that make people healthy
ACTIVITY BOOK | 197

Read the text and answer the questions.
8.
1. What is the Harvard course about?

The course is about happiness.
2. Why is this course so popular?
Because college students are stressed and suffer from a lot of pressure.
3. What is the definition of happiness proposed in the text?
Happiness means having realistic expectations rather than trying to fit in .
4. Do you agree that the unhappiest are the richest? Why (not)?
Open
5. What is the most important thing in life, according to some Danish students?
Having a lot of time with their families.
A HAPPINESS COURSE AT HARVARD

You have probably heard about this professor who started
a course about happiness at Harvard. His course is today
the most popular on campus. He says that there is a lot of
unhappiness on campus and not only at Harvard. According
to him, about 94% of college students in the United States are
stressed and suffer from a lot of pressure.
The reason, he says, is that the more you have, the better,
so people want more and more. When you have a house you
want a bigger one. When you buy a car you want a fancier one. However, the best factor for happiness
is having family and friends. As some people say, the unhappiest are the richest. According to studies
done in several countries, happiness means having realistic expectations rather than trying to fit in.
Some Danish students have said that the most important thing for them is having a lot of time with
their families. They won’t feel happier if they are richer.
Complete the sentences with strong adjectives related to the ones in parentheses. Follow the example.
9.
exhausted
I was _________________ when I got home so I went to bed early. (tired)
delicious
1. Mexican food is _________________. I simply love tacos. (tasty)
awful
2. Driving to work is ________________. It may take hours to get downtown. (bad)
great/fantasticI really enjoy it. (good)
3. Riding a bike to school is ____________.
impossible to eat at a fast food place. (difficult)
4. I have changed my lifestyle and find it ___________
amazed at how much weight I have lost since I started running every
5. All my friends are ___________
morning. (surprised)

Moder
n lives
Name: ____________________________________ Group: ____________
6UNIT
Match the columns.

2 I do, but I must confess that it’s not easy.
1.
1. Have you done the dishes yet? 5 Usually my mom does.

2. Do you try to have both a balanced
4 Of course I do. I do it every morning before I leave.
and healthy lifestyle?
3. Have you replied those e-mails?
6 Yes, I have already. I left a note on your table.
Haven’t you seen it? He said he will be here on
4. Do you ever make you bed?
Monday.
5. Who does the shopping in your
house? 1 No, not yet. But I’ll do them now.
6. Have you called Mr. Tsumi? 3 Yes, I have and it’s only ten in the morning!
Jane has a lot of things to do around the house. Look at the pictures and
2.
write what she has already done and what she hasn’t done yet.
3 7 3 3 7
3 7 3 7 7
Jane has already… Jane hasn’t… yet.
Jane has already done the dishes.
________________________________ Jane hasn’t done the laundry yet.
________________________________
She has already done the vacuuming.
________________________________ She hasn’t done the ironing yet.
________________________________
She has already made her bed.
________________________________ She hasn’t dusted the furniture yet.
________________________________
She has already taken the trash out.
________________________________ She hasn’t mopped the floor yet.
________________________________
She has already gone shopping.
________________________________ She hasn’t made dinner yet.
________________________________
ACTIVITY BOOK | 199
Modern lives
Complete the conversations with just, yet, or already.

3.
Conversa tion 1
A: Where do you think you are going, young man?

B: To the kitchen to get a soda, mom.
just
A: So, you’d better take off these muddy shoes. I’ve _____________ mopped the floor.
Conversa tion 2
yet
A: Carol, have you finished the history essay ______________?
already Have you?
B: Yes, I have ____________.
Conversa tion 3
yet
A: Tom, have you talked to Mr. Furtado about the report ____________?
already scheduled an appointment with his
B: No, not really. But I have ____________
secretary.
Conversa tion 4
A: Would you like something to eat?

just
B: No, thanks. I’ve ____________ had a sandwich.
Conversa tion 5
A: Sarah, I’d like to introduce you to Jamal.

already met. But, Sarah, you haven’t met my
B: Liz, actually, Sarah and I have ____________
yet
sister _________, have you?
already been introduced to one another.
C: Actually, we’ve _____________

Name: ____________________________________ Group:____________
UNIT
6
4. a. These people are applying for a position as international representative of a famous
company. They have just had an interview. Here are the interviewer’s notes. Write sentences
comparing their performance. Follow the example.
Both Tracy and Brad were punctual for the interview.
Neither Carmen nor Greg was punctual for the interview.
Tracy Brad Carmen Greg
punctuality 3 3 7 7
interest in the position 7 3 3 7
good computer skills 3 7 3 3
good people’s skills 7 3 7 3
previous experience 3 3 7 7
another language 7 7 3 7
travel 7 7 7 7
Both Brad and Carmen were interested in the position .
Neither Tracy nor Greg was interested in the position .
Both Carmen and Greg are good at computer skills.
Neither Tracy nor Carmen is good at people’s skills.
Both Tracy and Brad have previous experience.
Neither Brad nor Greg speaks another language.
No one is available to travel .
b. Who do you think should get the job? Why?
ACTIVITY BOOK | 201

Answer the questions.
5.
1. What have you already done today?
2. What have you done this week?
3. What are two things that you are good at?
4. What are two things that you are not good at?
Read the situation below and write a message to your roomate.

6.
You and your roommate share all the chores in your apartment. However, you were very busy today
and haven’t been able to do everything you were supposed to do. Some people have also called your
roommate. Use your notes to leave a message explaining both what you did and didn’t do and who called.
Before you write your message, turn to page 82 of your class book, Activities 17 and 18 and study the
messages and useful language.

7
So mu
been g ch has
UNIT
o
these ing on
days.
Name: ____________________________________ Group: ____________
Match the columns.

1.
He’s on edge because he’s been waiting

1. Is anything the matter with her? 3 for news about his son’s surgery, and
nobody has contacted him yet.
2.
How long have you been
waiting for her?
1 She’s down in the dumps because her
boyfriend broke up with her.
5 No, nothing different. We did the same

3. What’s the matter with him?
old things we always do.
Gee, you look so mad. What 2 Twenty minutes. If she doesn’t show up in
4.
made you hit the ceiling? five minutes I’ll go away.
Mr. Murphy! He’s so unreasonable. He

Did you do anything different 4
5. told me off once again just because I was
this weekend?
five minutes late for the meeting.
ACTIVITY BOOK | 203

Read the situations and give these people some advice. Use had better (not) or ought (not) to.
2.
1.
2.
3.
4.

Name: ____________________________________ Group:____________
UNIT
7
3. What have these people been doing? Follow the example.
1. 2.
She’s been studying. He’s been driving.
3. 4.
They’ve been talking. He’s been taking a shower.
Write sentences to describe what the people in the situations have been doing. Use for or since.
4.
Follow the example.
Mary and Josh started painting the room two hours ago. They are still painting it.
Mary and Josh have been painting the room for two hours.
1. Bob started studying at 7:00. He is still studying.

Bob has been studying since 7:00.
2. Mr. Wilson started the class twenty minutes ago. He is still teaching.
Mr. Wilson has been teaching for twenty minutes.
3. They started organizing the party one hour ago. They are still organizing it.
They’ve been organizing the party for one hour.
4. Sarah started cooking dinner at 6:00. She is still in the kitchen.
Sarah has been cooking since 6:00.
5. The TV show started at 3:00. The children are still watching it.
The children have been watching TV since 3:00.
6. It started raining fifteen minutes ago. It is still raining.
It has been raining for fifteen minutes.
ACTIVITY BOOK | 205

Read the e-mail and fill in the blanks with one of the words or expressions from the box.
5.
bummed out some

anything (2x) something
on cloud nine somewhere
worried sick nothing
Hey Sue,
I’m writing to let you know I arrived in London. I know I haven’t gotten in contact for a while, so you
worried sick but everything is all right now. I had some problems in Switzerland.
must be _______________,
I got caught in a blizzard in this small city I stayed in the Alps. I was on edge at first because I got
completely cut off, but then I realized there was nothing I could do. After two days, things were
back to normal and I could leave the city. This is an experience I’ll never forget.
All right, I’ve already met my host family in London and I’mon cloud nine They are such lovely
______________.
something
people. _______________ unbelievable happened! Talking to them I found out that they have
hosted one of my best friends. Can you believe that? So far, everything has been just fine. I have
nothing to complain. My room is very good, the family is very nice, and my
absolutely ________________
some
teachers are very cool. I’ve been planning _______________ somewhere I want
trips. __________________
to go is Edinburgh and the Highlands. My host dad, who is a Scot, told me there are some wonderful
bummed out
sceneries there. So I think I really ought to go there otherwise he will be _______________.
Anything
What about things at home? _________________ Anything I should
different happened? ____________
(or shouldn’t) know? lol
Well, I’ll write more often now that I have settled down and have easier access to the Internet.
Love,
Lukas
Imagine you will also stay in London. You are having an interview with someone from the same
6.
institution that got Lukas a host family in England. Answer the questions so that they can get you a
family too.
Interviewer: How long have you been studying English?
You: _________________________________________________________________
Interviewer: Which English school do you go to now? How long have you been a student there?
You: __________________________________________________________________
Interviewer: OK, I need to ask some questions so that we can know a bit more about your personal
style. What makes you feel down in the dumps?
You: __________________________________________________________________
Interviewer: What makes your blood boil?
You: __________________________________________________________________
Interviewer: How would you describe yourself?
You: __________________________________________________________________
Interviewer: OK, I guess we have all the information we need. Thank you.

Putting
all toge it
ther.
Name: ____________________________________ Group: ____________
Read the conversation

8 UNIT
best Portuguese does

1.
and complete the gaps shows

says thought
with the words in the
box. live happiest the most pleasant
pleasant interviewed make
happiest people in
Gabriel: Hey, Silvia, listen to this. According to this study the _____________
Europe are the residents of Porto, in Portugal.
Silvia: thought the happiest people were the ones
No kidding, Gabriel, really? I _____________
that lived on a tropical island, or maybe in Italy or Greece, where they eat the
best
_____________ the_____________
food and have most pleasant weather.
says
Gabriel: Well, this is what this article _____________.
Silvia: Tell me more about it.
interviewed 3,269 people in 31 cities. In general, the study
Gabriel: They say they _____________
shows that European citizens are very happy, and 76% of the people
_____________
live
surveyed intend to remain in the place where they _____________.
Silvia: does
In general, what makes people happy, _____________ the study say?
Gabriel: Yes, they say that their homes, social diversity and the energy of the cities
make urban life _____________.
_____________ pleasant
Portuguese people are the happiest in Europe? No way!
Charlie: What? _____________
ACTIVITY BOOK | 207

Read the continuation of the conversation and circle the correct alternatives.
2.
Silvia: Hello, Charlie! Gabriel is just telling/was just telling me/has just told me about
this study. So, you don’t/can’t/will not think the Portuguese are the happiest?
Charlie: The thing is, I will go/I was just going/I’ve just been to this talk in which they
explained to us that the happiest country in Europe is Denmark. It’s hard to
understand, because the weather was/is/is going to be bad, their neighbors in
Norway are richer and their other neighbors in Sweden are healthier.
Gabriel: Oh-oh. And what makes/does make/made them the happiest people in Europe,
then, Charlie?
Charlie: First of all, they have very little violence, so people feel/felt/were feeling very safe.
Silvia: I see…Danish people. I was thinking/have never thought/am thinking of them
as the happiest. They don’t look very happy. They don’t talk very much in the street,
they don’t laugh very much. I went/I was going/I’ve been to Denmark, so I know
what I’m talking about.
Charlie: You’re right, Silvia, but I think they are talking/talk/are going to talk about
contentedness, not happiness.
Silvia: What does contentedness mean? In what ways is it different from happiness?
Charlie: If you are content it means you have/aren’t going to have/don’t have anything
to worry about. Remember that all education is free in Denmark and students
who have children get paid by the government to stay home and take care of their
babies for six months.
Gabriel: Wow! That is happiness!
Charlie: They also have free health care – one of the best systems in the world. And
employees have worked/work/worked 37 hours a week and get six weeks off
every year.
Silvia: Yeah, that’s what I have heard, too. The most efficient work arrangement, in my
opinion. You’re happy to do your work the best way you can/are/do.

Name: ____________________________________ Group:____________
UNIT
8
3. Read the second part of the conversation in Activity 2 and decide if the sentences below
are true or false.
1. According to the talk that Charlie has attended, the happiest

True False
country is Denmark.
2. In Denmark you have to pay to go to school. True False
3. The work hours per week is shorter in Denmark than in Brazil. True False
4. Employees can have a six-week vacation per year in Denmark. True False
In your opinion, what’s the happiest country in the world? Why?

4.
Odd one out.

5.
1. 2. 3. 4.
travel to the
cook exhausted stronger
mountains
do the dishes awful healthier
have meetings
read worst nicest
answer phone calls
vacuum clean bad better
reply to emails
5. 6. 7. 8.
balanced eating
best some both/and
habits
worst nothing me/neither
living in a big city
most amazing nobody either/or
walking
more interesting no one neither/nor
running
ACTIVITY BOOK | 209

Answer the questions.
6.
1. What have you been doing lately?
2. What were you doing yesterday at 10:00 p.m.?
3. What is the last book you have read?
4. What makes you feel happy?
5. What do you do to feel less stressed?
6. Who is the most incredible person you have ever met?
7. How long have you been working at your company/going to

your school?
8. Have you ever been to an English speaking country? If so,

which one? If not, would you like to go? Why (not)?

Starter Unit Unit 1
Go ahead! Memories
(Track 02) (Track 03)
ACTIVITY 4 ACTIVITY 4B
Host: Good evening, folks. Here with us today Grandson: Grandpa, I was wondering… What was
is Dr. John Bates. He is a sociologist at the life like when you guys were kids?
National University in Cairo. Dr. Bates is Grandpa: Well, we didn’t have Internet or
addicted to technology… hahaha, just computers, so we used to spend more
kidding, doctor. What is it exactly that time reading and talking to each other.
you are investigating? Grandma: That’s right. Families used to do more
John Bates: Good evening. I’m a researcher in the things together. My mother didn’t have
area of technology. I’m investigating the a job, so she used to cook and we always
claim that technology is responsible for ate at home.
ruining relationships. Grandson: Hmmm… How about TV? Did you have
Host: So, tell us about it. a TV set?
John Bates: Well, my conclusion is that if people are Grandma: I remember my father finally bought a TV
constantly checking text messages, they set when I was 15 years old. Up until then
have an addiction just like drugs and my sister and I used to go to one of our
alcohol and so it can ruin their personal neighbors’ home to watch cartoons.
relationships. Grandson: Was life better, Grandpa?
Host: Oh, really? Does that mean that people Grandpa: I don’t know… It was different. In some
are sick and need treatment just because aspects, it was easier. Parents didn’t have
they use their phones all the time? to worry about safety, for example. Kids
John Bates: Well, my research findings show that used to leave their bikes outside and
young adults nowadays can spend nobody would steal them. Our doors
about seven hours a day interacting with were open all the time. Neighborhoods
communication technology and this can were safer.
cause problems with friends, family and Grandson: How did you go to school, Grandma?
also at work. Some people even show Grandma: My friends and I used to walk. Sometimes
withdrawal symptoms if they don’t have we rode our bikes.
their phones with them. British scientists Grandpa: I used to take the streetcar to go to
coined the term Nomophobia to express school.
the anxiety that some people experience Grandson: What’s a streetcar, Grandpa?
when they don’t have access to cell Grandpa: Well… come here. I’ll try to find a photo
phones. to show you. Wait… Here it is. My friends
Host: Nomophobia? and I used to go places in it.
John Bates: Yes, that’s right. Grandson: No kidding! Cool!
Host: And what’s your advice, doctor? Grandpa: Yeah, it was a lot of fun. We used to be
John Bates: I think that people should use their more independent. We never asked our
phone as a tool for communication, not parents to drive us anywhere.
a drug. For example, when meeting with Grandma: That’s right, Jon, but don’t forget that we
friends, put your phone away. When lived in a small town.
you get home from work, turn off your Grandpa: Yeah, life was probably more difficult for
phone and really talk to your family. At kids who lived in bigger cities.
work use your phone for emergencies Grandson: Weren’t you afraid, Grandpa? To ride in
only. At my home we have a rule - the streetcar?
nobody can use their phone at breakfast Grandpa: Not at all. I loved getting around on my
and dinner time, so we really enjoy our own.
family during meals. Grandson: Tell me, Grandpa. How did you write
Host: hmm. I should try that, too. Thank you, school papers?
doctor, for your thought provoking ideas.
AUDIO SCRIPT | 213

Grandpa: Oh, there were typewriters. We used to (Track 06)
type all our papers. But you see, I feel
good about technology today. I love ACTIVITY 17
working on the computer. I enjoy reading Sam: You’re good at math, aren’t you, Matt?
e-books and I like being able to find so Matt: I was better when I was in middle school.
much information on the Internet. Not The content is harder now and the
to mention that I can’t live without my teacher is tougher on us.
cell phone. Sam: Yeah, I know. That makes it more difficult,
Grandson: You’re awesome, Grandpa! doesn’t it? Do you think we could study
together?
Matt: Sure. Why not? I’ll be glad to help you
(Track 04) out.
ACTIVITY 12 Sam: Thanks, buddy! How about 4 o’clock
Joan: What are you doing, Kerri? tomorrow?
Kerri: I’m working on my homework for this Matt: I’m sorry, it has to be earlier than that. I’ve
online course. got soccer practice at four.
Joan: An online course? Cool! What is it? Sam: How about meeting at two at the library?
Kerri: You won’t believe it. It’s about the history Matt: Great!
of rock.
Joan: Rock? Like rock and roll?
Kerri:
Joan:
Exactly!
Is it good? Unit 2
Kerri: It’s a lot of fun. In fact, it’s better than I ,
Joan:
expected.
Is studying online easier than going to a
Crime doesn t pay
class?
Kerri: I don’t think so. In class you usually have (Track 07)
a teacher and classmates and you can ask
for help. Now if you’re online doing your ACTIVITY 4
homework things get more complicated. Anchor: And now Tim Galloway with some
Joan: Well, can’t you get online help? breaking news on the House versus
Kerri: Not really, but fortunately, that has a Grieveson case.
positive side, too. You become more Reporter: In a surprising turn of events, The House
independent and you may learn faster. versus Grieveson case ended suddenly
It’s more important to know how to this week. Charges against John Hindley
find information than to memorize the for the murder of Myra Grieveson
answers to exercises. Another advantage were dropped. In 1985, Myra Grieveson
is that studying online is cheaper than was killed in Luttrell, Tennessee, near
going to school. Knoxville. John Hindley, who was a
Joan: Wow! Send me the link to those online friend of the Grievesons’, was accused
courses, please! I’d like to take a look at of the murder. Based on circumstantial
what they offer. evidence that Hindley was near the crime
Kerri: Deal! I’ll do that when I finish. scene and that Myra’s blood was found
on Hindley’s jeans, John Hindley was
found guilty at a trial with aggravating
factors that qualified him for capital
punishment.
However, new evidence has shown that
John Hindley may be innocent and Mr.
Grieveson or a third person may have
killed Myra Grieveson.
Relevant forensic evidence in Hindley’s
trial was Mrs. Grieveson’s blood found
on Hindley’s pants. Hindley’s attorneys
argued that his pants were contaminated
with samples of blood taken during
Mrs. Grieveson’s autopsy. They say that
while the FBI was transporting the blood
samples for testing, they spilled on
Hindley’s pants.

Hindley’s attorneys also claim that Mr. stopped to help this nice couple.
Grieveson could have killed his wife. One Liam: What couple?
witness says that on the night of the Lynn: A couple who was lost.
murder she was in her trailer when Mr. Liam: Tell me more about them. What did they
Grieveson “just walked in and sat down.” look like?
According to the witness, the night the Lynn: Well, just a regular couple. What can I
crime happened Mr. and Mrs. Grieveson say?
were at home. He said they were having Liam: Were they well dressed?
an argument and “he slapped her and she Lynn: Yes, they were. They were wearing nice
fell and hit her head which killed her. He suits.
said he didn’t mean for it to happen.” The Liam: And was the man tall and bearded?
witness then said she “freaked out and Lynn: Yes, he was.
run him off.” Liam: And was the woman blond?
Did the jury and the state of Tennessee Lynn: Yes, she was. How do you know all that?
send an innocent man to prison? They Liam: Because they’re crooks. I read about
had some help from Hindley himself. them in the newspaper. See, there’s a
Hindley’s attorneys admit his client picture of them here.
lied about where he was on the night Lynn: Oh, my! That’s them! I remember now,
of the murder. He said he was with his because the woman was wearing this
girlfriend when the crime happened. beautiful chain with a pendant and
Later on, Hindley admitted he’d lied. He the man was carrying the exact same
said he’d lied because he was afraid that briefcase.
without an alibi, he would become the Liam: We have to go to a police station to
prime suspect. Hindley also had what report the theft.
seemed to be an explanation for new Lynn: I still can’t believe it! This has never
scratches and bruises on his hands and happened to me before! How did they
arms: Apparently, the night the crime do it? I mean, how did they get my stuff?
happened, Hindley went for a walk. Liam: Lynn, they’re professionals. They’ve
While he was out walking, a white truck probably done this a thousand times
pulled up behind him. Its occupants before. Come on. Let’s go.
jumped out and tried to grab him on the
dark road, saying that he wasn’t welcome (Track 10)
in those parts and firing shots at him.
Hindley said he never saw his attackers. ACTIVITY 12
He ran back to his girlfriend’s, losing Jeff: Hey, Todd. What’s up, man?
his T-shirt and one of his shoes in the Todd: Hey, Jeff.
process. That period roughly coincided Jeff: I’ve heard you had a car accident last
with the coroner’s two-hour window for week.
Myra Grieveson’s time of death. Todd: Yeah, I was pretty scared.
Myra Grieveson’s murder is certainly Jeff: Really? But are you OK?
mysterious and up to now authorities Todd: I’m all right now. I had a few cuts and
have not found out who killed her. Back bruises, but I’m OK.
to you Steven. Jeff: What happened?
Todd: Karen and I went to a party. The party
(Track 09) was really good. Then at one, we decided
it was time to go. So first I took Karen
ACTIVITY 8 home and headed home. I was driving
Liam: Hey, Lynn. What happened? You look so back home and there were no cars in
pale. the street. I stopped at the red light on
Lynn: I think I’ve just had my wallet and cell the corner of Brown Street and Gibson
phone stolen. Road. As the light turned green and I was
Liam: You’re kidding, right? crossing Gibson Road, an SUV zoomed
Lynn: Seriously, I can’t find them anywhere in by and crashed into the passenger side
my purse. of my car. The crash was so bad that I
Liam: Haven’t you left them at home? lost control of my car as it went spinning
Lynn: No, I saw them on my way here before I across the road. After that, I passed out.
AUDIO SCRIPT | 215

When I woke up, I was at the hospital. Brett: She seems to be. She is very nice.
Fortunately, when the SUV crashed into Sadie: But as a weakness, she says she is not very
my car, I was wearing my seat belt and organized. She’s been trying to change
the airbags were immediately inflated. that though.
Otherwise the impact might have killed Brett: Yeah, that could be a problem. What
me. about Enrique?
Jeff: Lucky you had the seat belt on. I bet you Sadie: Enrique, Enrique… Ah, yes. He says he is
were confused and terrified when you curious, determined and inventive and
woke up! I agree with him. But a weakness seems
Todd: You bet I was. I was actually in panic. As to be flexibility. In my opinion he doesn’t
I said, I had only a few cuts and bruises seem to be flexible at all.
though. Brett: I agree. His answers indicate that he isn’t
Jeff: What about the other guy. The one in flexible. I wonder if he would be an asset
the SUV. What happened to him? Did he to the team.
get seriously hurt? Sadie: Yes, his inventiveness would be a bonus,
Todd: Unfortunately, he wasn’t as lucky as me. but lack of flexibility could be a problem.
He broke some ribs and an arm, but he’s Brett: Finally, Susan says she is flexible, open-
all right, too. Ironically, afterwards I found minded and sympathetic, but a bit too
out he was at the same party we were at sensitive.
and had a few too many drinks. Sadie: I interpret that as a nice way of saying
Jeff: You’re kidding me! that she isn’t very rational or sensible.
Todd: No, I’m not. And apparently that’s not Brett: My interpretation exactly. All her answers
the first time he has driven drunk. He seem to show that she is definitely not
hasn’t gone to prison yet, but he will this very rational nor sensible.
time. Sadie: Well, let’s go through their professional
Jeff: Well, I hope he stays there for a long experience.
time.
(Track 13)
ACTIVITY 12
Unit 3 Sadie: I’m really impressed with all the
applicants. It seems they all did their
homework and were prepared for this
Are you ready to work? interview.
Brett: I had the very same impression. All of
(Track 12) them were punctual which is something
not that common nowadays.
ACTIVITY 4 Sadie: Also Enrique and Mia knew a lot about
Sadie: So, let’s see what we’ve got so far. the company. So they probably checked
Brett: Four applicants, right? our website. All of them made a very
Sadie: Yes, that’s right, Mia Brown, Enrique good first impression. They were all
Martinez, Susan Mercer, and Ryan Clifton. appropriately dressed for the occasion.
Brett: OK. They all have very good resumes. Brett: True. Some of the people that come for
What do you say we go through their interviews here could learn something
strengths and weaknesses? from them.
Sadie: Sounds good to me. Let’s start with Ryan Sadie: Well, shall we go through our notes? How
Clifton. about we start with their professional
Brett: OK. He says he is easy-going, determined experience.
and spontaneous. Brett: OK, They have some professional
Sadie: I agree. He seems to be very determined experience, but Susan seems to be the
and spontaneous. He was also very easy- most experienced of them all.
going during the interview. Sadie: Does she?
Brett: That’s right. Now one weakness he Brett: Yes. She’s worked at a number of different
mentioned is that he can be too companies in the same field as ours.
competitive at times. Sadie: That’s true. I hadn’t noticed that. But on
Sadie: Yeah, he admitted that. Something he the other hand, she’s stayed the shortest
should keep an eye on. Now, something at those jobs compared to the others.
really positive about Mia is that she is
flexible, spontaneous and sympathetic.

Brett: That is not necessarily a bad thing. We Sophie: Todd, there are a number of reasons why
would need to investigate a bit more to people fail to cause a good impression on
find out why. recruiters. In a recent survey with 2,000
Sadie: That’s true. I’m taking notes so that hiring managers, 33% said they knew
we can ask her next time we’re whether they would hire someone or not
together. What about their educational within 90 seconds.
background? Todd: Wow, 90 seconds. That’s rather quick.
Brett: Enrique is by far the most qualified of Sophie: Yes, it is. So, to cause a good initial
them all. Check out the number of impression, here are some tips. Avoid
courses he’s taken since college. brightly-colored clothes or clothes
Sadie: Yeah, but some fluency in Spanish is that are too trendy. Research shows
mandatory for this job and, apparently, the 70% employers don’t appreciate
Mia is the most fluent. She lived in Chile applicants who wear clothes that are too
for three years. fashionable. 65% of them claim clothes
Brett: OK, how about we go through our can be the deciding factor between two
personal impressions? similar candidates.
Sadie: Sure, I think Ryan had the best Todd: I see. So in other words, candidates
performance. For starters, Ryan is the should look neat and avoid excess.
most talkative of them all. Sophie: Exactly, Todd. Obviously that can vary
Brett: Yeah, I’d say way too much, but he seems depending on the company, but it’s an
to be all right. But, unfortunately, Enrique excellent general rule.
didn’t do so well. I guess his performance Todd: What else would you recommend,
was the worst one. Sophie?
Sadie: Yeah, but he seems to be a nice guy. Now, Sophie: Your body language says a lot, too. So
I guess we agree Susan is the nicest. She is avoid fidgeting, playing with your hair or
really sweet, isn’t she? crossing your arms. Try to have a good
Sadie: She sure is. But I wonder if she’s got what posture and a firm handshake. And make
it takes for the job. Is she tough enough eye contact.
to handle the pressure? Todd: Good. These are good tips. What else do
Brett: I don’t think so. Ryan seems to be the you think is important to do, Sophie?
toughest of them all. Sophie: Before the interview, you definitely
Sadie: I agree with you. So, I think he is the one should research the company. Learn as
we should pick. What do you think? much as you can about the organization.
Brett: I agree with you. Also, review your qualifications for the
job. Arrive five or ten minutes before
(Track 15) the scheduled time for the interview.
During the interview, show interest and
ACTIVITY 19 enthusiasm. It is also very important to
Todd: Good evening, everyone. Tonight we have a specific position that you want
are going to talk about how to ace a to fill in mind. Be ready to briefly explain
job interview and, to help us with that, related experience. Remember that the
we have with us Sophie Brennan. Good recruiter is looking for evidence that you
evening, Sophie. will do a good job. Feel free to ask the
Sophie: Good evening, Todd. It’s a pleasure to be hiring manager questions. Finally, ask for
on the show. a business card and within 24 hours send
Todd: Sophie is a Human Resources specialist a thank-you note or e-mail to show your
and has just published a book called, appreciation for their taking time out of
Why don’t people get the job? The book is their day to talk to you.
a practical guide to getting prepared and Todd: Wow, that’s good advice. Let’s take a
having outstanding performances during break now. After our commercials we…
job interviews. So, Sophie, why don’t
people get the job?
AUDIO SCRIPT | 217

Unit 4 UNIT 5
Putting it all together. What makes you happy?
(Track 16) (Track 17)
ACTIVITY 4 ACTIVITY 3
Donna: Hey Mark, look at this quiz. Have you Lucca: Hey, dad, I’m writing a project for school,
taken it? so can I ask you a few questions?
Mark: Yes, I have, but I don’t agree with the Mr. Harris: Of course! I’ll be happy to help you, son.
results. What’s the project about?
Donna: Why not? Lucca: Happiness! What does happiness mean?
Mark: Well, they say I’m reliable, practical, Mr. Harris: Well, happiness to me is associated with
realistic an analytical, so I could be an well-being, with good living conditions,
accountant, and engineer or a mechanic. with feeling good about yourself. For
Donna: What’s wrong with these occupations? example, feeling competent about my
Mark: There’s nothing wrong with them. I just professional life makes me happy. How
can’t see myself as an engineer. I hate about you, son, what makes you happy?
math and I can’t stand physics. Lucca: Me? Uh… Lots of things, I guess…
Donna: Oh, well. It’s just a silly quiz. hanging out with my friends makes me
Mark: I know, but let me try something. I’ll happy. Spending the weekend with you
say three pairs of words and you tell me and mom makes me happy.
which ones best describe you. Mr. Harris: You’re on the right track. We usually
Donna: Ok. Shoot! say, “I’ll be happy when I graduate from
Mark: Are you: practical and efficient, realistic college.” “I’ll be happy when I get a good
and enthusiastic, or inventive and job.”, and so on, but I believe happiness
imaginative? has to do with living our life fully.
Donna: Let me think. Can you repeat them, Lucca: What do you mean exactly?
please? Mr. Harris: I mean that being happy includes having
Mark: Sure. Are you: practical and efficient, good and bad moments.
realistic and enthusiastic, or inventive and Lucca: But what helps you cope with difficult
imaginative? moments in life?
Donna: I’m inventive and imaginative. That’s for Mr. Harris: Well, I believe that feeling unhappy is also
sure! part of our experience as human beings,
Mark: So, according to this quiz you could be a so that helps me. I don’t like the idea
writer, a musician or an artist. of happiness that excludes unpleasant
Donna: Oh, come on! You haven’t asked me things. People tend to define happiness
enough questions. I could also be lots of as having a safe job, a predictable future
other things. or taking a trip every year. Look at social
Mark: See? Quizzes like this can easily fool you! networks – people are always happy! Or
Let’s go back to studying for the math at least they always look happy. Last week
test. a patient mentioned something about
Donna: Oh, my! Yes, I really need to do well on social networks and happiness.
the test tomorrow. Lucca: What did he say?
Mr. Harris: He said he’s tired of reading perfect
stories – you know, people’s last vacation
trip was the most amazing they have ever
taken, their parents and friends are the
happiest people on earth and their jobs
are the best. That’s so unrealistic! In short,
son, instead of worrying about being
happy, I think people should find out
what they’re interested in and go after it.
Lucca: Wow! Thanks, Dad. Your ideas really
inspire me!

(Track 20)
ACTIVITY 12 UNIT 6
Adele: Hey, Gordon?
Gordon: Hey, Adele! Long time no see, huh? Modern lives
Adele: Yeah, it’s been a long time! Doing some
grocery shopping for a new recipe?
Gordon: Yeah, you know me. I just can’t stop (Track 21)
cooking! Besides, I have my blog, so I
need to keep writing and posting my
ACTIVITY 2
Alex: I guess I have an alternative lifestyle.
new experiments.
I’m both a Buddhist and a vegetarian.
Adele: Of course. So, what’s new? You look great!
I’m a singer. I sing most everything, but
Gordon: Oh, I’m a new person. I feel great! Exercise
romantic songs are really my cup of tea.
has changed my life. I feel less stressed,
People tend to glamourize an artist’s life,
less anxious and a lot happier.
but it’s a lot of hard work. On weekdays,
Adele: That sounds wonderful, Gordon! I should
I’m either having singing lessons or
do the same, you know, but I never find
rehearsing for my gigs. I work mostly in
time to work out.
the evenings and I’ve been working hard
Gordon: Are you still seeing that therapist I
to produce my first album.
recommended?
Brynn: My lifestyle? Well, I guess I can say that
Adele: Oh, yes, she’s great. She really helps me
I’m not exactly mainstream. I mean, I’m
cope with some of the difficult things I’m
not a conventional mom. If there is such
going through.
a thing nowadays. I have two kids and I
Gordon: You have to exercise too, Adele! Exercise
also run my own tattoo shop. I am both
is as good as therapy.
a mom and my own boss. So besides
Adele: I know! And it’s certainly less expensive
everything I have to do at the shop, I also
than therapy.
have to do everything a housewife does.
Gordon: I was talking to my nutritionist the other
You know what I mean? Cook, do the
day and she said that eating well is as
dishes, vacuum, and stuff like that. It can
important as exercising. Besides, healthy
be tough at times.
eating doesn’t mean giving up food that
Luciana: I try to have both a healthy and a
you enjoy.
balanced lifestyle. As the marketing
Adele No kidding! Did she really say that? Does
director of a big company and a single
that mean that chocolate is as healthy as
mom, I usually have very busy days. I
broccoli? Or that carrots are as nutritional
wake up early every day, go to the gym,
as ice cream?
get my daughter ready for school, take
Gordon: Come on, Adele, don’t make me laugh!
her to school, and go to work. At the
Of course you should eat more broccoli
office, I usually have a lot of meetings,
and less chocolate. What she means
reply to e-mails, read reports, and answer
is that you don’t have to completely
phone calls.
stop eating things you like. You can
Tom: I don’t know what kind of lifestyle I have,
occasionally have a candy bar or some ice
but I’d say it’s neither that conventional
cream. A balanced diet combined with
nor that alternative. Is there something
at least 30 minutes of daily exercise is the
in between? Professionally speaking, I’m
most effective medicine to keep your
a professor. I teach math at the State
body and mind healthy.
University. I’ve always loved math so I
Adele: All right, Gordon. You convinced me.
don’t see myself doing anything else. I
Text me the number of your nutritionist.
usually spend my days on the campus
I’ll really try to follow your advice.
either teaching or researching. My
Gordon: You won’t regret it.
second passion is surfing. I surf almost
Adele: See you around. Let’s get together
every day, either in the morning or in the
sometime for a cup of coffee.
evening. I’m good at it. I’ve even won a
couple of medals.
Liza: I guess I have a pretty conventional
lifestyle. I mean, I go to school every day,
go back home, do my homework, help
AUDIO SCRIPT | 219

my mom and stuff. The only thing that Brynn: Liza! Have you done the shopping yet?
is a bit different about me from other Liza: I haven’t had the time to do that yet.
girls my age is that I spend time neither Brynn: What have you done then?
cheerleading nor going shopping. I love Liza: Well, I’ve already walked the dog. I’ve
reading comic books and fantasy books. already done my homework, too.
My friends and I have a cosplay group, Brynn: OK, that’s a start!
so we often dress up as our favorite Liza: Oh! I’ve just taken the trash out, too.
characters. It’s fun. Brynn: Good. Can you just do the dishes, please?
I’ll sort the rest out when I get home.
(Track 22) Liza: OK, mom.
ACTIVITY 8 (Track 24)

Mike: Hey, Luciana.
Luciana: Hey, Mike. ACTIVITY 17
Mike: What seems to be the problem? I’m sorry Brynn: Hi, Liza. This is mom. Why on earth am I
for pointing this out, but you don’t look never able to talk to you on the phone?
so good. Anyway, I can’t talk to you because I’m
Luciana: Man, I’m so tired. already late for an appointment with the
Mike: You look exhausted! doctor. I left a message on the fridge.
Luciana: It’s only 11:00 and I’ve taken my daughter Please, call me after you read it! Call me!
to school, and I’ve had two meetings. Bye.
I’ve replied to a million e-mails, I’ve had
a teleconference with the CEO, I’ve Liza: Hi, mom! It’s Liza here. Aha! I’m not the
approved the new TV commercial and… only one who can’t be reached on the
Mike: Luciana, you need to slow down! phone. I’m calling back like you asked me
Luciana: I’m sorry. I know, but there’s so much to to. I read you message and did some of
do. the things you asked me to, but I didn’t
Mike: I know but if you go on like this you’ll have time to do them all. I’m sorry. I also
have a nervous breakdown. You’re left you message on the fridge. Don’t
probably stressed. forget I won’t be home tonight. If you
Luciana: I know but I can’t help it. By the way, have need me, call me. Bye.
you replied that e-mail on the budget
yet?
Mike: There you go again! Let’s take a break.
Now, right now. You hear me!
Luciana: OK, you’re right. I need a break.
Unit 7
(Track 23)
So much has been going on these
days.
ACTIVITY 13
Brynn: Hello, Liza?
Liza: Hi, mom. (Track 27)
Brynn: I’m calling to tell you I’m going to be a
little late. ACTIVITY 8
Liza: OK. Narrator: A recent report has shown that more
Brynn: Is everything under control? and more people have been feeling
Liza: Kind of. stressed and aggravated. There are several
Brynn: Liza O’Malley, what do you mean by reasons why it’s been happening. Among
“kind of”? them are financial problems and health
Liza: Chill out, mom. issues. The working environment may
Brynn: Have you done the things I’ve asked you be a major source of stress as well; the
to? pressure to cope with deadlines, fallouts
Liza: Some of them. with co-workers and bosses top the list.
Brynn: Liza, I really need your help, you know? Society may also play a significant part.
Liza: I do, mom. Pressure from partners, friends, and family
Brynn: Have you done the dishes yet? can also increase stress and irritation.
Liza: No, I haven’t. But, I will. We have talked to people on the streets;
Brynn: What about the laundry? Have you done let’s listen to what they say on this topic.
the laundry yet? Reporter: Do you ever feel stressed and aggravated?
Liza: Not really. Woman: Yes, I do.

Reporter: When did you last feel this way? Number 3
Woman: Well, I have been working on this project Ayisha: Hey, Mitzi. What’s wrong?
at work so I have been working overtime Mitzi: I’m just disappointed!
and the pressure to cope with deadlines Ayisha: Why? What happened?
can be very tough. Mitzi: I met this nice guy the other day. He said
Reporter: OK. Thank you. he’d call me, but it’s been a couple of
days now and he hasn’t called yet.
Reporter: Do you ever feel stressed and aggravated? Ayisha: I know how you feel. The very same thing
Man: Yes, I do. happened to me a couple of weeks ago
Reporter: When did you last feel this way? and I was totally bummed out.
Man: Last week. I was fired last year and I’ve
been looking for job for four months. So, Number 4
last week I had another interview and Tony: Hello. Brent?
after a long screening process and long Brent: Hello.
rounds of interviews I was turned down Tony: Man, where are you guys? You’re late!
again. That can be very frustrating. Brent: I now! I hate waiting. That makes my
Reporter: OK. Thank you. blood boil! I’ve been waiting for Eileen
to get dressed up for over an hour now!
Narrator: The good news is that there are ways Eileen!
to handle these feelings. Right after the
break we’ll be talking to Lesya Li, editor-
in-chief at a site of inspirational stories
and helpful tips. Stay with us. Unit 8
(Track 28) Putting it all together.
ACTIVITY 13
(Track 29)
Number 1
Jason: Hey, Bruce. What’s up, man? You look ACTIVITY 2
really mad. Has anything happened? Man: These women have been asked how
Bruce: Man, I’ve been texting Sue for twenty happy they feel about their lives. Here’s
minutes and she won’t reply to me. That what they have to say.
makes me hit the ceiling! Where is she?
Speaker 1
Number 2 Woman 1: I can’t say I’m very happy about my life.
Rita: What? Not that there is anything wrong with
Julie: Rita? Is that you? it, but you see, I feel I have to be thin
Rita: Yes, who is this? to have a happy life. I’m overweight, so
Julie: This is Julie. Is everything ok? You sound I can’t be pretty. People have told me
furious. Is anything the matter? that I am pretty, but I don’t believe them.
Rita: Sorry, Julie. I can’t take it anymore. I’ve My mother says that I’ve wasted a lot of
been stuck in traffic for over an hour time worrying about losing weight, but
now! I just can’t help it. My boyfriend wants
a church wedding, but I can’t wear a
wedding dress. Can you imagine? I would
feel awful. I’d better lose a lot of weight
before I even think about trying that. My
mom says I should be happy about all
the good things I have, but I have to look
good first. Don’t you agree?
AUDIO SCRIPT | 221

Speaker 2 my biggest concern is that I make good
Woman 2: Yes, I’m pretty happy with my life, but money. Losing my salary would certainly
lately I have been worrying too much. be a problem for us. Some people say
The thing is, I’m 35 years old and have that money doesn’t make you the
worked since I was 16. I used to have a happiest person in the world, but I can
full time job, but since the birth of my certainly make my children happier if
oldest child, I have had a part-time job we can send them to a nice school or
from 10a.m. to 4p.m. Now I’m pregnant even take vacations once a year. What do
with my third child, who is going to be you think I should do? Should I give up
born in two months and I have been thinking the idea of staying at home and
thinking about quitting my job and work? Or should I stay at home and not
becoming a full time mom. However, miss out on all my kids’ special moments?

CNA Progression 2 TP

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CNA Progression 2 TP

Uploaded by

Copyright:

Available Formats

Senior Writers

Maria Rita Corrêa Vieira

For CNA Progression 2 every effort has been made to trace

Information Gap Activities

What else could you say?

Did you know...?

SPEAKING to introduce themselves. You can

Situations 3 and 4 require groups monitor their work.

• Books closed. Decide which topics drugs and alcohol

• Books closed. Briefly explain to

LISTENING you can say that people used to

take the streetcar.

SPEAKING • Books open. Ask students to take

• Books open. Ask students to look

READING • Ask students to read the passage

SPEAKING When I was a child, I used live in a GAME

friends and I used to play outdoors.

PRONUNCIATION SPEAKING I think riding a bike to school is faster

• Books open. Ask students to look

• Ask students to work in groups LANGUAGE • Pair students up and encourage

SPEAKING • Books open. Ask students to read SPEAKING

each situation and elicit some tag

questions they can use. You may

• Walk around the room and offer

LANGUAGE Ask each group to choose a

LISTENING GAME pair does not see what the other

GAME ask them to close their books.

• Books open. Pair students up and

A: Where were you at eight

• Ask students to practice the

• Books open. Tell students that

LANGUAGE Lynn and answer the questions in

GAME Have done

• Books closed. Beforehand, prepare

VOCABULARY • Explain to students that they have SPEAKING

• Books closed. Photocopy and

• When time is up, ask students to

Last night I was driving back home

when … have three or four minutes to tell

See page 114 of

• Books open. Go through the

VOCABULARY jobs. This is a good moment to

the Class Book for answers.

• Books open. Ask students to look

READING • Books open. Ask students what

GAME • Give each group a cue card. Tell

READING LANGUAGE reason. Ask them what the reason

• Books open. Pair students up

mind, avoid, hate, love, prefer, etc.

LISTENING LANGUAGE • Then ask students to study the

SPEAKING • Divide students into groups of PRONUNCIATION

top three companies they would (track 14)

• Elicit which words are important

• Books closed. Divide students

their recommendations. Use this

the audio and then check answers

Would you mind working

SPEAKING FEEDBACK TIME exponents. Ask them to rate their

If the sentence isn’t correct, the

LISTENING • Books open. Ask students to look

• Books closed. Prepare beforehand

• Books open. Pair students up and

• Books closed. Give students

but when they read the sentence