Student Book - Teacher - S Guide

Interplus Annual 2 - Teacher's Guide
Grazyna Anna Bonomi

Diretora Pedagógica
Martha Gattarosa
Coordenadora Operacional
Patrícia Íris dos Santos
Autora
Grazyna Anna Bonomi
Revisão de Conteúdo
João Gabriel Schenferd
Revisão Linguística
Clayton Templeton
Robert Henricksen
Kimberly de Souza
Diagramação e Capa
Tatiane Fonseca de Oliveira
Revisão Gráfica
Mirella Armentano
COPYRIGHT © by Multi Brasil Franqueadora e Participações Ltda.

All rights reserved. Reproduction in whole or in part, as well as using any form, any means, electronic or mechanical,
including photocopying and recording, or any system for storing and retrieving information, including the ban
text, illustration and visual design graphic, rendering the offender liable to civil and criminal proceedings in
accordance with Articles 184 and its paragraphs, the Penal Code and Articles 186 and 927 of the Civil Code.
Interplus
Annual 2 - Teacher's Guide
TABLE OF CONTENTS
UNIT TOPIC PAGE
Introduction 6
1 Do You Like to Help Out? 10
1 Workbook 24
2 How Well Do You Get Along With Your Family? 26
2 Workbook 36
3 How Honest Are You? 40
3 Workbook 51
4 Review Unit 54
4 Workbook 59
5 What Makes You Tick? 60
5 Workbook 72
6 And They Lived Happily Ever After… Did They Really? 74
6 Workbook 86
7 Do You Love What You Do? 88
7 Workbook 97
8 Review Unit 98
8 Workbook 101
9 How Can We Change The World? 102
4
TABLE OF CONTENTS
UNIT TOPIC PAGE
9 Workbook 110
10 At Your Fingertips? 112
10 Workbook 124
11 The Loss of Your Privacy? 128
11 Workbook 138
12 Review Unit 140
12 Workbook 142
13 Is It All About Art? 144
13 Workbook 158
14 Were You Born to Be a Mystic? 162
14 Workbook 171
15 Are You Good at Making Lists? 172
15 Workbook 179
16 Review Unit 180
16 Workbook 183
Script - SkillGO App 184
Photocopiable Materials 192
Table of Contents 5
Introduction
Welcome to the Interplus series.
The Interplus series aims at teaching English to students who are studying English as a foreign language and
it will take students through the intermediate (B1 level of the Common European Framework of Reference
for Languages) and upper-intermediate (B2 level of the Common European Framework of Reference for
Languages) levels of proficiency in the language.
The series will work with skills and strategies aiming at developing students’ co mmunicative competence
in the English language and their ability to interact in different social contexts in English.
Course Components:
u Student’s Book
u Workbook
u SkillGO App
u Teacher's Guide
Here’s a brief description of each component:
u Student’s Book:
The Student’s Book is composed of a Table of Contents, the 16 units and an appendix. The units are
thematic and have been organized in different sections so as to provide an introduction to the theme,
opportunities for students to be presented to new vocabulary, expressions and grammar points (or to
review language they are already familiar with) either through listening or reading input. Students also
have opportunities to practice the language they are studying and to express their opinions by doing
different kinds of activities.
Each unit opens with an Opening Page – a two-page picture presents the theme and a quote as
an introduction to the theme. By using their Apps, students can listen to statements or questions
related to the theme of the unit.
The unit’s sections are described below:
1
For more information on the levels of the Common European Framework of Reference for Languages, visit the site:
http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp. You may download the full text at http://www.coe.int/t/dg4/linguistic/Source/Framework_en.pdf.
(Access: June, 2020)
6
UT LISTEN ON ORK
TALKING ABO LANGUAGE W
Go to
Act Out.
T
READ ON PRONUNCIATI
O N WORK WRITE ABOU
UT
TALKING ABO
Its aim is to get students talking about the theme of the unit. Questions, research data, articles, conversations
and interviews are among some of the possibilities that you have, to start the unit.
The box Useful Expressions helps students express their ideas about the topic of the unit. Call their attention
that the underlined parts in the box should be changed according to what they want to say. You should go
over them and make sure students use them while working on the activities throughout the units.
LISTEN ON
This section’s aim is to develop listening strategies by providing original listening passages. Longer
conversations, mini-conversations, interviews and statements are some of the oral texts that students will
come across in Interplus 2. Some pre-listening tasks have been included in this section as well as post-
listening activities, in which students are asked to give their opinions about the topic of the listening.
Go over the instructions and tasks before you actually play the tracks so as to have students focus on the activities.
Play the listening passages as many times as necessary for students to do the activities or challenge them
to listen to it only once or twice. Or, if it proves too difficult, stop after a statement or question and help
students answer the activities. Whatever you do, make informed-decisions based on the knowledge of your
students’ needs and difficulties.
Teacher’s Guide 7
Introduction
ORK
LANGUAGE W
As the name of the section indicates, its aim is to highlight language aspects and to provide opportunities
for students to practice them. Work on vocabulary, grammar points, and language functions and exponents
are found in this section.
READ ON
This section’s aim is to develop reading strategies by providing original texts. Interviews, Internet texts
and pages, articles, fairy tales, fables, riddles, and lectures are some of the texts students will have the
opportunity to read. Some pre-reading tasks have been included in this section as well as post-reading
activities, in which students are asked to give their opinions about the topic of the reading.
N WORK
PRONUNCIATIO
This section’s aim is to work on some features of the English language and provide students with an
opportunity to practice different sounds so as to improve their pronunciation, intonation and awareness of
how the language works.
WRITE ABOUT
This section aims at giving an opportunity to develop writing strategies based on authentic and contextualized
situations and written texts. Students will be asked to write e-mails, reviews, personal accounts, biographies,
and so on.
Go to
Act Out.
This section found in the appendix of the Student’s Book provides students with the opportunity to role
play real-life situations and to put into use the language they have learned in the unit. Most of situations
involve information-gap activities, which means that students must work with a partner in order to get /
receive the necessary information to complete the task successfully.
This section has been organized with Student A’s activities on one page and Student B’s activities on the next
page, so one student does not have access to the information provided to the other student.
8
u Workbook:
The Workbook provides students with the opportunity to expand, practice and develop language
skills related to the units. It’s important that, when assigning the activities as homework, students know
what they have to do. In order to accomplish that, go over the instructions and answer any questions
students may have. You may provide examples and have students talk about what they are going to
do in the writing assignment, for example.
The Unit by Unit notes show the link between the sections from the Student’s Book with activities that
students have to do in the Workbook. It’s advisable that you assign them throughout the unit, instead of
assigning them as homework only at the end of the unit.
u SkillGO App:
The SkillGO App contains the content of the Student’s book's listening activities. It can be a word, a
sentence or an entire activity. They can use it whenever they want to practice their listening and
pronunciation. The students will find this icon in the listening exercises / activities with audio.
u Teacher's Guide:
The Teacher's Guide is composed of an introduction, Unit by Unit Notes and a section
called Photocopiable Materials.
In the Unit by Unit Notes , the teacher will find the table of contents of the unit, the aim, development,
script and answer key of each section. We have included a Class Project for each unit.
In the Photocopiable Materials section, you can find slips, cards and images to work with your groups
in order to provide variety in class. Photocopy the activities and provide students with fun activities
that will enhance their learning.
Last but not least:

It’s often said that intermediate level students reach a plateau of linguistic development and often stay
there, without feeling that they are learning the language while taking an intermediate course. This happens
because these students are able to say whatever they want with the skills and strategies they have mastered
during the basic courses they took, or with the contact with the language they have had up to this moment.
Therefore, it’s up to the teacher to make sure students use new vocabulary and new expressions, learn
about the new grammar points, and most of all, engage themselves in meaningful conversations and debates
about the topics of the units.
We hope that the Interplus series provide you and your students with a rewarding, learning experience!
The Interplus team
Teacher’s Guide 9
1 Do You Like to Help Out?
Oral Written Language

Topic Grammar Vocabulary Pronunciation
Contexts Texts Exponents
volunteer interviews interviews, talk about things make and acronyms and primary and
work, and personal Internet when we don’t do, phrasal abbreviations, secondary
corporate accounts texts with know who did the verbs, words and stress of words
volunteering lists of action or when passive voice expressions
reasons the action is more related to
important than volunteer
the agent, talk work, words
about things that usually used
we do or make with “make”
and “do”
Script for the Opening Page:
In this unit you will talk about volunteer work and corporate volunteering. You will talk about actions when
we don’t know who did them or when the action is more important than the agent. You will practice and
learn when to use the verbs make and do, besides learning new phrasal verbs.
(woman helping an elderly woman at a hospital) I can’t describe it, but a few hours at the hospital give
me the overwhelming feeling of a well-spent time.
(woman holding a dog) I get a deep sense of satisfaction in contributing to well-being of animals.
(children picking up trash) We always pick up the trash in our neighborhood. Why don’t you join us?
(people’s hands) A helping hand can make a lot of difference in someone’s life.
The unit opens with a quote by Mohandas K. Gandhi: “The best way to find yourself is to lose yourself in the
service of others.”
You can start the unit by talking about its title, the quote (including who Gandhi was and his legacy), as
well as the pictures that portray different situations in which people and children are engaged in volunteer
work. You can also ask students:
u if they do volunteer work;
u the kinds of volunteer work they know of in their cities;
u their opinion about the need for volunteer work;
u what the benefits are for the recipients, community, and for the people who volunteer, etc.
Talk about this topic for as long as students are motivated. Nevertheless, bear in mind that this topic will
be dealt with in more detail throughout the unit, so, in class, use it as a warm-up activity and introduction
to the new topic.
10
TALKING ABO
UT SB, page 10
Aim:
Introduce the topic of the unit. Students are expected to express their opinions about the statements
related to volunteer work.
Development:
Books closed. Make photocopies of the statements you can find in the Photocopiable Materials section.
Hand out one statement per group and have them express their opinions about it. Encourage them to use
the expressions from the Useful Expressions box. Then, in an open group, have them share their work.
READ ON 1 SB, page 11
Aim:
Develop reading skills. Provide students with opportunity to talk about different kinds of volunteer work.
Development:
1. In small groups or in an open group, students answer the questions and talk about their experiences
related to volunteer work. Make an informed decision in relation to whether they will be working on the
research proposed in the Class Project section now or later.
2. Students read about the kinds of volunteer work and check the ones they would be interested in doing.
Besides having students explain the reasons for choosing the ones they did, have them explain why they
would not choose the others. Make sure they bring their own contribution about possibilities of volunteer
work that were not mentioned in the list.
Answer key:
Open task.
LANGUAGE W
ORK1 SB, pages 12 and 13
Aim:
Raise awareness about when to use the verbs “do” and “make”. Provide students with opportunities to
practice language exponents using these verbs.
Teacher’s Guide 11
Development:
Books open.
1. Students work individually or in pairs. Help them while they are on task. When going over their
work, you can ask for other examples with the words provided.
2. Make sure they understand that they have to make the necessary changes regarding the verb tense when
completing some of the statements.
3. Tell students to analyze the statements in task 2 and provide other examples as to help them become
aware of when to use “do” and when to use “make”. Point out that in some cases the rules for using one
over the other verb are not simple and easy to follow. In most cases, it’s a matter of usage and, therefore,
students have to learn which verb is used with which nouns.
4. The Do & Make game

Divide the class into two groups and hand out the cards (one complete set for each group) from the
Photocopiable Materials section. The group that places the correct words under the correct verb first
should shout “Stop!”. Go over their answers and announce the winner if their work is correct.
Ask students to provide examples of statements or questions using the words from the cards. You can
keep score of the correct statements and announce the winner when they finish, if you conduct this
activity as a competition.
Answer key:
1.
2 amends 1 laundry 2 arrangements 2 a fuss
1 business 1 a job 1 a favor 2 your bed
2.
1. I did volunteer work when I was in high school. Once a week, we spent the whole afternoon helping
students with their Math homework.
2. What are you going to make for dinner?
3. Even with the facilities of buying everything ready-made, she still makes her own clothes.
4. We still have a lot of paperwork to do before the season is over.
5. Can you help me do the ironing this afternoon?
6. Yesterday I made a decision: I won’t bring home any work from the office. I’m tired of working in
the evenings.
7. Stop making a fool of yourself every time you bump into him! Try to act naturally!
8. There’s no harm done when you’re being honest about your beliefs.
12
3.
True False
1. We use “do” when someone performs an action, activity or task.

✓
2. “Make” is often used when referring to work of any kind.

✓
“Do” is often used when referring to work of any kind.
3. We use “make” when referring to things in general. In other words, we use this
verb to describe actions without saying exactly what the action is and with
words like “anything”, “nothing”, “everything”, etc.
✓
We use “do” when referring to things in general, In other words, we use this
verb to describe actions without saying exactly what the action is and with
words like “anything”, “nothing”, “everything”, etc.
4. We use “make” when referring to preparing food of any kind.

✓
5. We use “do” when we refer to constructing, building or creating something.

✓
We use “make” when we refer to constructing, building or creating something.
4. The Do & Make game

do housework; do the washing; do the dishes; do your best; do your nails; make a comment, make
a difference; make a remark, make an effort; make an excuse; make friends; make a mess; make a
sound; do a crossword; do business; make a plan.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, Activities 2 and 3
Aim:
Develop reading skills. Provide students with information about a Brazilian NGO that assists the Indian
population in the Amazon forest.
Development:
1. Books closed. You can ask students what they think an NGO named Brazilian Health Expeditions does.
Have them open their books and read the paragraph to check whether they guessed correctly. Encourage
them to talk about other health related NGOs they are familiar with. After they read about Brazilian
Health Expeditions, they may share their impressions about the voluntary work done by these doctors.
2. Students read the interview and answer the questions. Go over their work.
3. Students read the interview again and fill in the chart. When going over their work, make sure you ask
complete questions, and encourage them to do the same. This will enable them to use the passive voice
in some of the questions.
As a wrap-up activity to the information they discovered about the expedition to complete the chart,
have them talk about what the numbers related to the expeditions mean. Ask them questions so that
they become aware of what is involved in this kind of expedition, for instance: When this NGO started
the expeditions, there were only 3 doctors that took part. Nowadays 30 doctors are there taking care
of the Indians. What do you think of these numbers? / They take 10 tons of equipment in each expedition.
What do you think is involved in taking this amount of equipment to a place like the Amazon forest?
4. In pairs or small groups, students define the words/expressions. Have them refer to the interview to
see the word/expression being used in a specific context and ask them to provide more examples of
these words/expressions used in other situations.
5. Have students express their opinions about BHE’s motto and about the possibilities of volunteer work in
places such as the Amazon forest or abroad.
Answer key:
1. Open task.
2.
1. Dr. Ferreira thinks that solidarity is related to humankind’s survival nowadays. By doing voluntary work,
people work for a cause and become better human beings.
2. He mentions that the last expedition was the first one done by land. He traveled 1,000 km to find the
perfect site to set up the camp.
14
3.
the year of the first expedition 2002

number of doctors involved in the first expedition 3
number of doctors that go on the expeditions nowadays 30
number of people involved in the expeditions 100
number of expeditions per year 3
number of surgeries performed in one week during the last expedition 317
number of surgeries performed in all expeditions more than 3,500
number of appointments in all expeditions more than 20,000
how long it takes for an expedition to be ready 5 months
how long each expedition lasts 2 weeks
4.
spot: a specific place
crew: a group of people with a particular skill that work together.
state-of-the-art: with the most advanced features
LANGUAGE W
ORK 2 SB, pages 17 to 19
Aim:
Raise awareness of the use of passive voice. Provide students with opportunities to practice using the
passive voice in real contexts.
Development:
With their books open, students read the instructions and do the activities. You may point out that the
passive voice is used more frequently in formal speech and writing.
When giving instructions for students to do activity 7, encourage them to use the passive voice whenever
possible, as this is a wrap-up activity on the subject. If there’s enough time, take articles from newspapers to
class and students can browse them looking for examples of statements in the passive voice.
Answer key:
1.
In statement b, the focus is on the agents.
In statement a, the focus in on the action rather than on the person who did it (agents).
2.
Since its beginning, more than 3500 surgeries were performed and more than 20,000 appointments were set.
3.
Active Voice Passive Voice
u My sister bought this souvenir in Paris. u This souvenir was bought in Paris (by my sister).
u People have seen robbers in the neighborhood. u Robbers have been seen in the neighborhood.
u We need new volunteers to work on this u New volunteers are needed to work on this
project. project.
4. Possible answers:
u About 100 people are involved in the expeditions nowadays.
u More than 3,500 surgeries have been performed in all expeditions.
u More than 20,000 appointments have been set up in all expeditions.
5.
Active Voice Verb tense used in Passive voice

the active voice
People write hundreds of letters Hundreds of letters are written
simple present
to Congressmen. to Congressmen.
People wrote hundreds of letters Hundreds of letters were written

simple past
to Congressmen. to Congressmen.
People have written hundreds of Hundreds of letters have been

present perfect
letters to Congressmen. written to Congressmen.
People had written hundreds of Hundreds of letters had been

past perfect
People are writing hundreds of Hundreds of letters are being

present continuous
People were writing hundreds of Hundreds of letters were being

past continuous
People will write hundreds of Hundreds of letters will be writ-

future
letters to Congressmen. ten to Congressmen.
6. We form the passive voice with be and the past participle of the main verb.
7. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, ActivitY 5
16
LISTEN ON SB, pages 19 and 20
Aim:
Develop listening strategies. Provide real life contexts involving the topic of the unit.
Development:
Books closed.
1. and 2. You can start talking about altruism, altruist people that you know, and also about solidarity,
solidarity movements and charity by giving examples before students actually write the definitions in
their books. Explain the meaning of “to foster”, if necessary. Encourage students to use a monolingual
dictionary, but challenge them to write their own definitions, instead of copying them down.
3. Students go over the assignment before listening to the audio track. Have them rewrite the false
statements and use information from the listening passage to explain the answers.
4. If necessary, play the audio again and have students check the diseases mentioned. If they have already
done Language Work, activity 1 from their Workbooks (see below), ask them if they remember what
SARS stands for.
5. Students go over the scripts in their workbooks and find the words/expressions to complete the activity.
6. In small groups, encourage students to express their opinions about these topics freely. They may share
with the whole class what they talked about as a wrap-up activity, if there’s enough time. Depending on
your group, you may conduct this discussion as an open group activity.
Script:
Speaker 1: Real-time electronic communications and the World Wide Web have made it possible for the news about
a simple matter or a very important one to be spread in the blink of an eye. Take Malala’s and her father’s
battle for girls’ education in Pakistan. In the past, almost no one would know about her fight against
the extremist group known as the Taliban. Nowadays her story is known by millions of people
worldwide. In fact, she has become a global symbol for girls’ education and, as a consequence of what
happened to her, the Pakistani government now vows to get every single child into school.
Speaker 2: I couldn’t agree more with you, James. Online computer access indeed makes it possible to know what’s
going on quickly and effectively. In my field of studies, for instance, the global community has assumed
much of the role of reporting and responding to infectious disease outbreaks, such as SARS and avian
influenza, which was once the exclusive privilege of countries. While diseases can spread easily as
millions of people travel around the world every single day, the pressure and surveillance of the global
community can make all the difference in the speediness of the response to global plagues.
Answer key:
1.
u solidarity: support given by a group of people to someone or to a cause
u charity: an organization to which people give money intended to help people who are poor or ill;
kindness that people show towards other people

u altruism: a way of thinking that shows that people care about other people more than they can care
about themselves
2. Open task.
3.
True False
people had access to all sorts of information about what happened in the world very
easily and quickly.
People have access ... due to online computer access, real-time electronic communications and the ✓
World Wide Web.
Malala’s family fight against the Taliban has been in vain.
Malala's family fight against the Taliban has not been in vain as the world knows about her fight against ✓
the extremist group Taliban
the Pakistani government is committed to having all children go to school.
✓
the countries are responsible for informing their citizens about outbreaks of infectious
diseases.
✓
global communities are important players when it comes to disease information.

✓
4.
✓ SARS ✓ avian influenza
5.
u the sudden start of war, disease or violence: outbreak
u in a very short period of time: in the blink of an eye
u give information to many people: spread
u promise that someone will do something: vow
6. Open task.
Workbook
Language Work, ActivitY 1
HAVE STUDENTS
GO TO WORKBO
OK READ ON
18
PRONUNCIATIO
N WORK SB, page 21
Aim:
Raise awareness of primary and secondary stress of words. Provide opportunities to practice words related
to the topic of the unit.
Development:
Books closed.
1. Have students read the instructions and the example before they mark the stressed syllable of each
word. If necessary, conduct choral repetition of the words to help them out before they start doing the
activity. Help them with the meaning of any words they may not be familiar with.
2. Ask them about the kind of stress they think that the syllables they marked in task 1 have. Say the words
slowly asking them to pay attention to the stressed syllables before you do task 3.
3. After students have marked the secondary stress, go over their answers.
4. You may conduct choral or individual repetition in this activity.
5. The word association game

To play this game, students form groups, and when you say a word out loud, each group has to associate
other words with this one. Challenge them to come up with as many words as possible. The other groups
have to pay attention and when time is up, question the group about the words in which they can’t see
the connection. Students will then, have to explain how they think this word is associated with the one
you said.
Use the words from the Pronunciation Work section and choose others from the unit. Play as long as
students are motivated, but bear in mind the time you have allotted for this activity in your class plan.
Script:
solidarity
volunteer
volunteering
hesitation
conversation
institution
organization
communication
homework
association
sustainability
Answer key:
1.
volunteer institution
volunteering hesitation conversation

organization communication
homework association sustainability
2. ✓ primary.
3.
Primary stress soli'darity Secondary stress ,solidarity
volun'teer ˌvolunteer
volun'teering ˌvolunteering
hesi'tation ˌhesitation
conver'sation ˌconversation
organi'zation ˌorganization
communi'cation coˌmmunication
insti'tution ˌinstitution
'homework homeˌwork
associ'ation aˌssociation
sustaina'bility suˌstainability
4. and 5. Open tasks.
LANGUAGE W
ORK 3 SB, pages 22 and 23
Aim:
Raise awareness of the meaning of some phrasal verbs. Provide opportunities for students to learn and
practice these phrasal verbs.
Development:
1. Hand out the cards from the Photocopiable Materials section. Since we have provided more phrasal
verbs there, you can either choose the ones students will work on, or, if they are up to the challenge, have
them work on all of them. Students have to match the meaning cards with the phrasal verbs. While they
are on task, monitor their work and help them out, if necessary. Go over their work.
20
You may point out that some of these phrasal verbs can have more than one meaning. In the answer key,
we have provided some of most usual ones. Students can be encouraged to look for the other meanings
by using a monolingual dictionary. Then, they can open their books and match the columns to make sure
they have the answers when studying this topic later at home. If necessary, they can take notes on the
other phrasal verbs and their meanings found on the cards.
2. Students are supposed to fill in the blanks by choosing the appropriate phrasal verb.
3. Students can work in pairs to create their statements. When presenting their work they can be encouraged
to have a short conversation and include the statements they created. If they have a hard time
accomplishing this task successfully, provide some examples or have them do the related activity in their
workbooks first.
Example:
Student A: Do you know if John grew up in the Northeast?
Student B: No, not really. But why are you asking this?
Student A: I was just wondering where he grew up because of his accent.
Answer key:
1.
1. help out 5 to develop in a particular way or to have a specific result
to continue happening or doing something as before; to happen;

2. get into 7
to start doing an activity or being in a particular state
to start to feel happy or well again; to find a way to solve or deal with
3. put in 9
a problem
4. come across 1 to help someone, by doing a job or giving money
to spend a particular amount of time doing something; to fix

5. turn out 3
something;
6. make up 4 to meet someone or to find something by chance
to start enjoying something; to begin to discuss something; to be

7. go on 2 accepted to study at a school or chosen to play for a team, etc.; to
become involved in a bad situation.
8. carry on 10 to make something begin; to begin moving
9. get over 8 to continue doing something
6
to invent an explanation for something, especially to avoid being punished
10. start off
or embarrassed; to invent a story; to prepare or arrange something
2.
1. Michael got into Law School last year.
2. I’m sure Mark will get over his divorce.
3. The boss told me to carry on with my research as if nothing had happened.
4. Good role models help children turn out to be self-confident adults.
5. Would you like to help us out this weekend?
3.
1. Yesterday I ran into an old friend.
2. You should go on with your diet.
3. Sandra is always making up excuses for being late.
4. Michael hasn't got over his ex-wife yet.
5. We have to start off this project as soon as possible.
4. Open task.
Answer key for the Photocopiable Materials cards:
u put in: to spend a particular amount of time doing something; to fix something; to make an official
request, claim, etc.; to interrupt someone
u get into: to start enjoying something; to begin to discuss something; to be accepted to study at a
school or chosen to play for a team, etc.; to become involved in a bad situation
u dig out: to find something that has not been used or seen for a long time
u die out: to become weaker or less common and then disappear completely
u help out: to help someone, by doing a job or giving money
u turn out: to develop in a particular way or to have a specific result
u come across: to meet someone or to find something by chance
u make up: to invent an explanation for something, especially to avoid being punished or embarrassed; to
invent a story; to prepare or arrange something
u grow up: to change from being a baby or a child to being an older child or adult
u catch on: to become popular or fashionable; to understand
u go on: to continue happening or doing something as before; to happen; to start doing an activity or
being in a particular state
u carry on: to continue doing something
u take off: to remove something, especially a piece of clothing; to start flying (aircraft); to become
successful or popular; to have a particular amount of time away from work; to leave a place suddenly
u start off: to make something begin; to begin moving
u get over: to start to feel happy or well again; to find a way to solve or deal with a problem
u give over: to stop doing something
u go over: to check something carefully
u stand for: to mean or represent; to believe a principle is important
22
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, ActivitY 4
ACT OUT SB, pages 185 and 186
Aim:
Provide realistic contexts for students to carry out conversations. Provide opportunities for students to use
all the language they have learned so far.
Development:
Have students open their books to the Act Out section.
Tell them that when acting out their conversations, they can use the information provided on the cards
as a guide. They can come up with other ideas for volunteer work based on their interests, abilities and
availability. Help them out while they are on task. As a wrap-up activity, have them share the volunteer work
they will do with the whole group.
write ABOUT
Workbook
HAVE STUDENTS
GO TO WORKBO
OK SELF-ASSESSMENT
T
CL ASS PROJEC
Aim:
Have students carry out research on the topic of the unit and broaden their knowledge of the world.
Development:
If you have time, have students conduct research on the volunteer programs there are in their neighborhoods
or go to the Internet and get information about volunteer programs in a specific country or the ones that
involve a specific group of people, such as corporate or youth volunteering.
To get them started you can ask them to visit:
http://www.volunteering.com.au/corporate_volunteering/case_studies/index.asp
http://www.youthvolunteering.com.au/ - Here they can take the Youth Volunteer Quiz and bring the results
to class.
Workbook - Unit 1
ORK
LANGUAGE W
1.
1. c Répondez S'il Vous Plaît
b Public Relations i By the way
d As soon as possible f For example
k Severe Acute Respiratory Syndrome j Please turn over
e Estimated Time of Arrival g For your information
h In my humble opinion a Non-governmental Organization
2. The French acronym RSVP (Répondez S'il Vous Plaît), can be translated into English as Please respond.
3D: Three-Dimensional MC: Master of Ceremonies
B2B: Business to Business PS: Post Script
C2C: Consumer to Consumer RPG: Role Playing Game
FAQ: Frequently Asked Question SOS: Save Our Souls
FBI: Federal Bureau of Investigation VIP: Very Important Person
2.
1. I have to finish this homework soon. If I don’t do it my parents will be angry at me!
2. She made a great effort and went to the party where she didn’t know anyone. I guess she wanted to
please her husband.
3. Gustav made a formal apology to his employer because of the email he sent by mistake to everyone.
4. We’ll do the shopping and go to the movies later on. What do you say?
5. Stop making all that noise. You’ll wake your sister up.
6. She loves doing the gardening. It’s one of her favorite pastimes.
7. She had never made her bed till she got married and had to start doing all the housework herself.
8. Fiona always wants to make a good impression on her dates.
9. I can’t believe that he finally made up his mind and proposed.
10. Let’s get your hair done for mom’s birthday? She’ll be happy to see you with a new look.
3.
1. She’s always making a fuss in restaurants.
2. Please, make yourself at home. Dinner will be served in a few minutes.
3. Can you do me a favor? Can you help me talk to him about his behavior?
4. He’s always doing more than 120 km/h on the motorway! I’m always worried when he hits the road to go home.
5. She’s making progress in her Spanish. She can understand the news on TV.
4.
1. Don’t stop because I’m here. Carry on with what you were doing.
2. UNESCO stands for United Nations Educational Scientific and Cultural Organization.
3. Please, give over playing that music. You know it makes me cry.
4. Don’t worry. Everything will eventually turn out fine in the end.
5. She always makes up some excuse for missing class.
24
6. George was born in England but he grew up in Italy.
7. After finishing her report, she went over it again to make sure everything was 100% correct.
8. Sending letters started dying out when the Internet began.
9. He has always helped his family out by sending them money every month.
10. She came across her ex-boyfriend yesterday.
11. There’s no time for you to get into this right now. The lecture will start in two minutes.
12. She won’t start off without you. Get here as soon as you can.
5.
u Security cameras are being used in this area. u Concerts were conducted in poor neighborhoods
u Photos of teens, for the new campaign, are being last year.
taken by the model agency. u People that want to work as volunteers are being
u This couple was photographed years ago. interviewed.
u Expensive prizes will not be given this year (by u His work was recognized as the work of a genius.
the company). u Food has been given to the poor.
READ ON
1. Open task.
2.
Corporate volunteerism is good PR.
Volunteer projects increase team productivity.
Team volunteering boosts interdepartmental cooperation.
Volunteering builds and reveals skills.
Volunteering helps attract and retain workers.
3. Open task.
4.
give back: contribute
go on: continue doing something
dig out: recover
carry over: is something is carried over from one situation into another, it has the same effect in the new
situation as it had in the old one
break down: to remove a difficulty that prevents something from happening
WRITE ABOUT
Before assigning this activity as homework, go over the instructions and make sure students understand
what they have to do. They can share the skills people learn when volunteering in class.
ENT
SELF-ASSESSM
To prepare students for this activity, besides going over the Table of Contents and asking them for examples
of the language used in the unit, have students share their expectations towards the course and what they
plan to do to improve their proficiency in English.
Workbook - Teacher’s Guide 25

2 How Well Do You Get Along with Your Family?

leaving interviews, Internet report in impersonal suffixes, minimal pairs:
home versus lectures pages, the passive, passive, adjectives and live and leave
living with newspaper hesitation fillers, adjectives and prepositions,
parents, single articles link statements prepositions, words and
parenting, review of expressions
family-run linking words related
businesses to single
parenting and
family-run
businessess
In this unit you will talk about what’s it like to leave home or to live with parents. You will also talk about
single parenting and family-run businesses. You will learn how to report in the passive and you will learn
when to use hesitation fillers and other strategies to improve your communication skills.
(elderly couple in a bookstore) We love doing everything together. It’s been like that since we’ve known
each other. We spend all day long taking care of our business but when we go home we make sure to
leave the work problems safely locked in the office.
(couple with grown-up children) We are happy to have our children living with us. It’s seen as something
unusual by some of our friends, but we don’t mind.
(woman alone) I enjoy being on my own. I can do whatever I want, whenever I want. Isn’t that great?
The unit opens with a quote by Leo Tolstoy: “All happy families are alike; each unhappy family is unhappy
in its own way.”
You can start the unit by talking about the title, the quote (including information on who Leo Tolstoy was),
as well as the pictures that portray different possible arrangements of families – an elderly couple, a couple
with two grown-up children, a woman alone. You can also ask students about their own families (if this is
not shared information among your students), what it means to have a family, what it is like to live on one’s
own, etc.
to the new topic.
26
TALKING ABO
UT SB, page 26
Aim:
Introduce the topic of the unit. Students are expected to express their opinions about the reasons and the
age people should leave their parent’s home and live on their own.
Development:
Have students do the activities and share their work. Help them with any language they may need to express
their opinions. Go over the Useful Expressions box and encourage them to use these expressions and others
they are already familiar with, while they talk about the topic.
LISTEN ON 1 SB, pages 27 and 28
Aim:
Develop listening strategies.
Development:
1. and 2. Pre-listening task: Books closed. You may have students make a list of advantages and
disadvantages of living with parents or relatives on the board, with each student contributing to the
list. Ask them whether the advantages outweigh the disadvantages and whether it’s possible to come
to a conclusion about this topic. Then, they can open their books and take notes of the main points.
3. and 4. Students listen to the audio track and do the activities. Play the listening passage once and
ask for general understanding. Then, play it a second and third time, if necessary, and have them do the
activities. Go over their work.
5. Students can discuss the questions in pairs or small groups and the present their arguments to
the whole group. If necessary play the audio once more and stop after each speaker and have
students consider all relevant information that led to the chosen statement, and that can help them
with arguments to defend their points of view.
Script
Listen On 1
Interviewer: Answering our viewers’ requests, today we set out to interview young adults to find out when they
left their parents’ home. We are also going to ask them if they think it was a good idea to leave the nest
or if it is good to live with mom and dad. Let’s see what they have to tell us.
Joshua: Hi, I’m Johsua. I left home when I was 17 to start college in another city. I guess I was too immature
to live by myself. I had all the freedom I could possibly have, and the parties and trips took me away
from my goal which was to graduate and find a good job. I regret not studying closer to home as I
missed my parents, my sister and all that came with having a family close by: nice meals, room cleaned
and laundry done! But I never told them how I felt about living far from home. At that time I guess I
wanted to show how independent I could be !
Nathan: People used to call me stay-home Nathan, as I only left home when I was 27. I remember the day
when I moved out of my mother’s house. She was fine with that because she worked and spent most of
the time busy with dad and her volunteer work at a nursing home. I was kind of worried because I
would have to start doing the dishes, the laundry, going to the grocer’s and so on. Up to that moment,
um…, I was only concerned, first, with my studies, then, with my career, my friends, my dates and,
eh…, once in a blue moon, in helping at home. I think I did the right thing – I stayed home as much as
I could, saved some money, and now I’m old enough to cope with the responsibilities of being on my own.
Erika: Well, I’m Erika and I left home when I was 19, but it was to get married. Actually, it means that I
have never lived on my own. I can only imagine what it would be like… To get home after work
without having to worry about getting dinner ready for everybody, helping the kids out with their
homework, doing the dishes and the laundry, um…, and on the next day, getting up really early to go
to work. But, if I lived on my own, I wouldn’t have anyone to talk to in the evening and to give me
support in times of need. I can only say that I’m extremely proud of having a beautiful and loving family.
Answer key:
3.
Leaving Home
Pros Cons
too immature to live on his own; did not
Joshua freedom concentrate on his studies; missed his
parents and the meals
saved money; mature enough to cope with

Nathan
living alone by leaving at a later age
She left home to get married and build her

If she lived on her own, she wouldn’t
own family. She can only imagine what it
Erika have anyone to talk to in the evening and
would be like to live on her own without
support her in times of need.
the housework involved.
28
4.
1. Joshua left home when he was 17 to go to college far away from his parents’ home.
2. He seems to regret it because he mentions that he missed his parents and his sister. He also
says that if he lived with his parents he wouldn’t have had to worry with housework.
3. He was called stay-home Nathan because he only moved from his parents’ house when he was 27
years old.
4. Erika left home to get married. She doesn’t regret it because she has a nice family. She has never
lived on her own.
5. Open task.
LANGUAGE W
ORK1 SB, page 29
Aim:
Raise awareness of which prepositions are used with certain adjectives. Provide students with opportunities
to practice these adjectives with prepositions in different contexts through a fun activity.
Development:
Bring dice to class. Students can form pairs or small groups to play this board game. They have to say
which preposition goes with the adjective they land on after rolling the dice. Besides saying the correct
preposition, have them provide an example. If they say it right they continue playing; if they don’t get it
right, it’s their opponent’s turn.
While they are playing, monitor their work and help to decide whether the examples given are correct or wrong.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, activities 1 and 2
READ ON SB, page 30
Aim:
Develop reading strategies. Provide students with an opportunity to talk about the topic of the unit, express
their ideas, and develop critical thinking.
Development:
Books open.
1. Students should read only the article’s introduction and answer the question.
2. Students refer to the introduction again and explain what “boomerang” kids are.
3. Students think about situations in which a young adult must live with their parents again, for instance,
after losing a job, after a divorce, etc.
4. and 5. Students read the rest of the article and answer the questions.
Answer key:
1. The purpose of the article is to present some reasons for kids that won’t leave the nest as well as present
some ideas to teach parents how to cope with the situation.
2. “Boomerang” kids are kids that left their parents’ home but for a number of reasons have moved back
until they can get back on their feet.
3. Open answer.
4.
u kids that never leave their parents’ home
u kids that live with their parents preventing their parents from saving money for retirement
5. The reasons for staying home are similar for Jonathan and Nathan: they live with their parents because
they want to save money and leave whenever they are really ready, while Erika and Johsua left home
when they were young.
Language Work, activitY 4

Workbook
HAVE STUDENTS
GO TO WORKBO
OK WRITE ABOUT
ACT OUT 1 SB, pages 187 and 188
Aim:
Development:
This Act Out depends on research students will carry out. Go over the instructions and ask them to bring
the results to the next class. Have them share their results using percentage numbers. You may go over the
text in Read On to have them go over language used to talk about this topic.
30
Aim:
Develop listening strategies. Provide students with an opportunity to talk about family-run businesses.
Development:
You can start by talking about the picture in the Student’s Book that depicts a couple who probably run
their own business. Students can share their impressions on the kind of business they or their families have,
if they are successful, professionally speaking, how it is to work with a spouse, and so on.
Then, have students talk about questions 1 to 4.
5. Students listen to the excerpt and compare the speaker’s opinion with their own.
6. Students listen again and check what is true. Check their answers and have them explain the false
statements based on the listening passage.
7. Students express their opinions about the question as an open group. Encourage them to use language
exponents previously studied to agree, disagree, partially agree, butt in, make an opinion sound less
critical, etc.
Script:
Edward Moore: It is said that family businesses are often midsized companies with familiar problems such as
arguments over succession. Some corporations such as Walmart and Samsung prove quite the
contrary and we have found out that family-controlled businesses outperform traditional public
firms over the long term.
What makes family-run businesses more efficient? First of all, they have a long-term orientation
as they know that what is done today affects the next generation. The second reason for this
performance is that family businesses focus on resilience rather than on performance. Therefore,
interestingly enough, many executives from companies with dispersed ownership are seeing
family-run businesses as role models.
Answer key:
1 to 5: Open tasks.
6.
✓ have long term orientation.
✓ are midsized companies.
✓ outperform companies with dispersed ownership.
✓ serve as role models for many other companies.
7. Open task.
LANGUAGE W
Aim:
Raise awareness of the impersonal passive. Provide students with an opportunity to practice the impersonal
passive.
Language Note:
You may point out to students that the impersonal passive is more often used in written and academic
English. The listening passage from Listen On 2 is formally spoken and it may be part of a lecture.
Development:
1. Books closed. As a review of the passive voice seen in the previous unit, make photocopies of the cards
provided in the Photocopiable Materials section and ask students to classify them as active or passive voice.
Afterwards, have students open their books, read the statements and check the correct answers.
2. Students go over the information about the impersonal passive and fill in the blanks.
3. Have students work in pairs. Monitor their work and help them out when necessary. Have them share
their work as a wrap-up activity.
Answer key:
1. Which statements are in the passive voice? (a, b) Which statements are in the active voice? (c)
2. … which is formed by It is + the passive voice.
3. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, activitY 3
PRONUNCIATIO
N WORK SB, pages 33 and 34
Aim:
Raise awareness of the difference between /ɪ/ as in live and /i:/ as in leave. Provide students with an
opportunity to practice this minimal pair.
32
Development:
Students work with their books open and do the activities.
If you want, write the two sentences from task 1 on the board and ask students to repeat them. After that,
you may read the sentences out loud and ask them if they can hear the difference between how the verbs
live and leave are pronounced. Conduct choral repetition of both sentences.
3. Students listen to the words and write them in the correct column of the chart.
4. and 5. Students practice repeating the words and sentences.
Script:
2.
u I live with my parents.
u I leave early to go to school.
3.
ship / heat / bin / bean / eat / hit / it / sheep
5.
u There was a ship full of sheep.
u The heat that hit the coast was overwhelming.
u It likes to eat fish.
u The bin was full of beans.
u Should I live with my parents or should I leave them?
Answer key:
3.
Minimal pairs
Words with /i:/ as in live Words with /ɪ/ as in leave
ship heat
bin bean
hit eat
it sheep
Note: With the listening activity done, the chart does not show the minimal pairs. Have students match the
minimal pairs after they complete the chart.
LANGUAGE W
Aim:
Raise awareness about hesitation strategies and fillers. Improve students’ communication skills. Provide
students with an opportunity to make conversations using hesitation strategies and fillers.
Development:
1. Books closed. Start a conversation with a student and use some of the possibilities such as: stop suddenly
and stay quiet for some time; use gestures to explain a word you pretend you don’t remember, etc.
Then, start another conversation with a student and use hesitation strategies and fillers. Encourage
students to describe what happened in each one of the conversations and have them make comments
regarding the flow of communication in both conversations. Then, they can open their books and do task
1. Check their work. Point out that there are no right or wrong answers. You may talk about the advantages
and disadvantages of each one of the possibilities.
2. Students read the examples provided and come up with other possibilities. Go over their work.
3. You may refer to the conversation you had in task 1 before students do the activity. Remind them that
there are no right or wrong answers.
4. Have students add more hesitation fillers to the list. More than likely, after the discussion and the examples
provided during tasks 1 and 2, students will recall a few other examples they already know.
5. In groups or pairs, students fill in the chart with more examples and think about the situations in which
they would use these hesitation fillers. Have them share their work.
6. Make sure students understand what is expected of them for each conversation they have to carry out.
7. As a wrap-up activity, have students analyze the two conversations they had to carry out.
Answer key:
1. to 4. Open tasks.
5.
Hesitation Strategy Examples Situation
Pretend you haven’t heard Pardon? You can use it in situations that
Sorry? demand a fast answer.
Huh?
Repeat the question You mean… Why aren’t people You can use it in situations in which
volunteering more? you need lots of thinking time.
Use delaying noises Well… These can be used several times in
Um… the same sentence.
Er…
Use “It depends”. It depends. Gives you time to think and it also
It depends on the situation. makes you sound intelligent.
Well… um… it depends, really.

34
Aim:
Development:
Have students open their books to the Act Out section and get ready for the short debate. They may take
down some notes of the arguments they are going to use so as to get ready. If you want, have students talk
about the topic in small groups, but with their character roles (Student A or B), assigned beforehand. As a
wrap-up activity, you may ask them who was able to present the best arguments in defending his/her point
of view.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK SELF-ASSESSMENT
T
CL ASS PROJEC
Aim:
Have students carry out research on the topic of the unit.
Development:
If you have time, have students interview their family members, friends and colleagues to learn the age they
left home to live on their own and the reasons that led them to do it.
Students bring the results to class and share their findings. If you teach more Interplus 2 groups, you can have
students share their findings and write about it as a school project.
Workbook - Unit 2
ORK
LANGUAGE W
1.
aware of
nice/rude of someone to do something
nice/rude to someone
(un)friendly to
delighted to
bad at
qualified for
terrified of
disappointed with
sorry about something
sorry for someone/doing something
crowded with
furious about something
furious with someone for something
short of
full of
similar to
ashamed of
surprised at/by (2 possibilities here)
amazed at/by (2 possibilities here)
astonished at/by (2 possibilities here)
2.
a. People were surprised at/by the news about the country’s inflation rate.
b. I hope they won’t get bored with today’s program.
c. They were furious with John for not inviting them for the dinner party.
d. Are you afraid of snakes?
e. Why is Greg so angry about the new deadline?
f. I’m so excited about my trip to Europe next week.
g. Hanna is fond of cats. She has more than 10 cats living with her.
h. We stayed home this weekend because our daughter was not keen on going out with us.
i. The new disco is crowded with tourists.
j. Donna is interested in learning how to cook.
k. I’m not very good at fixing things around the house.
l. Susan is married to a diplomat.
m. Don’t be ashamed of speaking in public.
n. Ingrid was sorry about the loud music we played last night during the party.
o. I feel sorry for June. She lost her mother last month.
36
3.
a. It’s said that it’s easier to lose weight if you exercise at least 3 times a week.
b. It’s rumored that inflation is under control.
c. It’s thought that the fountain water has minerals that cure illnesses.
d. It’s been reported that the large stones shine at night.
e. It’s believed that drinking 2 liters of water every day is good for your health.
f. It’s estimated that millions of tourists will visit the new cavern.
4.
1.
Suffix Meaning
a. -able / -ible c in nouns, person or thing that does something
b. -ion d in adverbs, in the manner of
c. -er a in adjectives, worth or ability
d. -ly b in nouns, condition or action
e. -ist e in nouns, person or member
2. Possible answers (accept other possibilities as well)
fashionable comfortable bartender receiver

formidable invulnerable philosopher broadcaster
able -er
unforgettable separable treasurer interpreter
tangible competible anomaly eloquently

edible possible chronically excessively
-ible -ly
credible invisible geographically excessively
elevation addition protagonist cartoonist

inflammation depression zoologist hypnotist
-ion –ist
depreciation inversion chemist vocalist

Workbook - Unit 2
3.
a. A person who designs is a designer.
b. I’m fluent in German and French. I can speak them fluently.
c. Something that you tolerate becomes tolerable.
d. Something that you can believe becomes believable.
e. The process of changing from one situation, form or state to another is a transition.
f. Bears go through a hibernation period during winter months.
g. She was so clever. She cleverly answered all the quiz questions.
h. We enjoyed our trip very much. It was so enjoyable that we’ll take another one next month.
i. He drives safely. He’s a very good driver.
j. I hope we can reverse the situation. Do you think it’s reversible?
k. A person who studies psychology becomes a psychologist.
READ ON
4.
u single mothers who work: It’s a rewarding experience for them. They feel more autonomous bringing
home a paycheck. They also get a strong sense of satisfaction from the work they do outside the home.
u children of single working mothers: They become proud of their mothers when they succeed in
the workplace and respect them more. For the girls, it gives them a broadened view of what women can
accomplish in life.
5.
Although single parenting may be a dramatic change for all the persons involved, especially children, it can
be a workable and rewarding in some cases. When it occurs in the aftermath of a divorce, it may be a more
peaceful and desirable circumstance than the tumultuous marriage that may have preceded it.
It may be difficult for some children to cope with this new situation as most single mothers are obliged to work.
Mothers find this a rewarding experience, as they feel more autonomous bringing home a paycheck and get
a strong sense of satisfaction from what they do outside the home. For the children, they become proud of
their mothers when they succeed in the workplace and develop more respect for them. Furthermore, the
children of working mothers, mainly girls, have a broadened view of what women can accomplish in life.
Even if single mothers spend less time with their children because of their working schedule, the quality of
the time spent together outweighs the disadvantages, psychologists say. And other relationships become as
crucial for the children - as uncles, aunts and grandparents that can provide a loving and caring environment.
38
6. possible linking words:
although however, nonetheless, nevertheless, instead

as because, since
furthermore also, as well as, besides, moreover, and
even if even though, although
and as well as, also, in addition, furthermore
WRITE ABOUT
Before assigning this activity as homework, go over the instructions and make sure students understand what
they have to do. If there’s enough time, students can share their ideas with the whole group as this may help
them do the writing activity at home.
ENT
SELF-ASSESSM
of the language used in the unit, have students share their answers to the questions that deal with their ability
to speak in English.

3 How Honest Are You?

honesty and radio articles talk about things review of idioms voiceless “th”
dishonesty programs, that people have the present related to
in people’s lectures done at any perfect tense, honesty and
personal and time, express statements dishonesty,
professional emphasis, review starting with suffixes
lives of language used “Not” that form
to ask for and antonyms
give advice
In this unit you will talk about honesty and dishonesty at work and at school. You will play the truth game.
You will talk about things that people have or haven’t done and you will learn how to express emphasis.
(woman holding her hands over her heart) I always tell the truth, no matter what. Not everyone agrees
with me but that’s what I believe in.
(boy looking over his classmate’s shoulder) Many high school students cheat out of pressure to do well
in school.
(girl cheating on the golf field) I know I shouldn’t be doing this, but no one is watching…
The unit opens with a quote by Virginia Woolf: “If you do not tell the truth about yourself, you cannot tell it
about other people.”
You can start the unit by talking about its title, the quote (including information about who Virginia Woolf
was), as well as the pictures that portray different situations in which people are either cheating or suggesting
that they are being honest – woman holding her hands over her heart. You can also ask students
u what it means to be honest in one’s personal/professional life;

u if it’s possible to be honest in every single moment of one’s live; etc.
to the new topic.
40
TALKING ABO
UT SB, page 38
Aim:
Introduce the topic of the unit. Students are expected to express their opinions about honesty and in which
situations people tell white lies.
Development:
Books open. Students read the instructions and do the activities. Elicit from them the situations in which a
(white) lie is used and why. Make sure they use the language from the Useful Expressions box.
As an alternative activity, you can distribute the honesty/dishonesty cards from the Photocopiable Materials
section – The Truth Game, to your students, say something about yourself and ask them how honest they think
you are being. They have to judge your honesty by raising the appropriate card and explaining their choices.
Answer key:
1 and 2. Open tasks.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, activitIES 1 and 4
LANGUAGE W
ORK1 SB, page 39
Aim:
Present idioms related to honesty and dishonesty. Provide students with opportunities to practice these idioms.
Development:
1. and 2. Make copies of the cards from the Photocopiable Materials section. Students can read the idioms
and try to explain them using their own words. Then they should classify them under the correct honesty/
dishonesty card. As a wrap-up activity they do the activity in their books.
Answer key:
1.
a. be caught red-handed e not obey or behave in an unacceptable way
b. bend the truth h to speak honestly and openly
c. above board a to be caught doing something wrong
d. on the black market to treat someone as if their behavior is honest or correct, even
f
if you are not certain that it is
e. break every rule in the book
f. benefit of the doubt b to say something which is not completely true
g to follow all the rules, to do things correctly
g. by the book
d goods that are bought and sold illegally
h. cards on the table
c completely honest and legal
2.
u related to honesty? c., g., h.
u related to dishonesty? a., d., e.,
u somewhat in between honesty and dishonesty? b., f.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, activity 2
Aim:
the expressions they have learned in Language Work 1.
Development:
Books open. Students form pairs, decide who is going to be Student A and Student B and carry out the
conversations. Monitor their work and offer help as needed. If there’s enough class time, ask some pairs to act out
their conversations for the whole class.
GAME SB, page 40
Aim:
Provide students with an opportunity to review the present perfect through a fun activity.
Development:
Make copies of the cards from the Photocopiable Materials section. Students sit in a circle, and they vow to
tell the truth before playing the game. To put their minds at ease, you can tell them that whatever they say
during the game won’t leave the room.
Place the set of cards with the questions upside down in the middle of the circle. The honesty/dishonesty
cards are placed face up in the middle of the circle as well.
Place a bottle in the middle of the circle, spin it and wait until it stops. The student (A) the bottle points at,
picks a card from the deck and chooses the student (B), who has to answer the question. Student A asks the
question and Student B has to answer it. Remind them of the vow they took.
42
After hearing the answer, the other students have to choose the honesty/dishonesty card they think best
reflects the answer Student B gave. They can also use some of the idioms seen in Language Work 1, for
example, “I’ll give you the benefit of the doubt”; “I bent the truth a little bit”, etc.
Encourage Student B to provide more details related to his/her answer. The group can ask him/her more
questions about it as well. The group can then change its vote by choosing another card based on the details
Student B provides. If the group thinks that Student B is being dishonest, he/she loses the opportunity to
choose a student to answer the question. The bottle should be spun to choose the next student.
If Student B’s answer is considered an honest one, it’s Student B’s turn to pick up a card and choose a student
to answer it.
Go on playing until all cards are answered. Students can keep track of the honesty/dishonesty votes they get
while playing. Announce the winner.
Answer key:
Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
LANGUAGE W
ORK 2 SB, page 40
Aim:
Review of the present perfect tense. Provide students with an opportunity to review the use of the present
perfect tense with “ever”.
Development:
1. Students can write questions from the game or you can encourage them to think of other questions they
would like to ask/answer if they played The Truth Game again. Have students share their work. Make sure
they write questions using the present perfect tense and include “ever”.
2. Students read the instructions and do the activities. Monitor their work and have them share their
statements in #3.
Answer key:
1. Open task.
2.
1. ✓ present perfect
2. ever
3. Open task.
LISTEN ON 1 SB, page 41
Aim:
Develop listening strategies. Raise awareness of the genre radio programs. Provide students with the
opportunity to practice note-taking.
Development:
1. In the pre-listening task, students talk about the image and what it means.
2. Students listen to the audio passage and take notes of the items. Make sure they explain why they think
this is a radio program, such as: the interviewer mentions listeners; Samantha mentions that people are
listening to the program; and the opening and end of the interview. You can ask them:
u whether they listen to radio programs;
u the role the interviewer and the interviewee play in this kind of program;
u why radio programs conduct interviews like the one they just heard, etc.
3. In groups, students express their opinion on the topic.
Script:
Jonathan: Our listeners have been calling us about an issue that’s worrying them a lot. People’s behavior which is not
very honest on a daily basis. Why is that? Our advice column, Get Good Advice, invited Samantha Haynes
to talk to you about this. Good morning, Samantha.
Samantha: Good morning, Jonathan. Thanks for inviting me. I’m happy to be here to talk to everyone that listens
to your program.
Jonathan: What can you tell our listeners to ease their minds on an important issue such as cheating?
Samantha: I have been asked to talk about the importance of honesty in our daily life. I can sum it up in one word:
courage. Courage is what it takes to being honest in every single action you take in your life. I’m not talking
about physical courage. I mean the courage that comes from conviction, which is essentially a mental quality.
Jonathan: And in your opinion, why is it so difficult for people to be honest?
Samantha: For some people it is hard to face the consequences of their actions. Another reason that may explain a
dishonest behavior is that people don’t like unpleasant situations, meaning that they try to avoid them at
any cost. If I can cut in line and get things quicker, why not? You may ask yourself, is cutting line dishonest
behavior? It probably is, but not all people walk their talk.
Jonathan: You mentioned the discrepancy between what we say and what we do. How important is it to walk
our talk?
Samantha: More than anyone may think. Imagine a child who sees his or her father constantly talking about the
need to help protect the environment but when he is driving to a far-away place, he opens the car
window and throws the garbage on the road. What example is he giving his child? In fact, what he is
teaching his child is that it’s possible to say things but act in a completely opposite way, with no regret
and, maybe, no consequences.
44
Answer key:
1. Open task.
2.
u what she is taking part in: in a radio program
u what she is talking about: How honestly people behave on a daily basis.
u what her point of view on the issue is: That it takes moral courage to be honest.
u the two reasons she mentions: People do not want to face the consequences of their actions and they
don’t like unpleasant situations.
u the examples she gives: She mentions cutting in line and teaching children that it’s possible not to walk
someone’s talk when a parent talks about his/her concern about the environment but then throws garbage
on the road.
3. Open task.
Aim:
Provide realistic contexts for students to carry out conversations. Provide opportunities for students to ask
for and give advice as well as use all the language they have learned so far.
Development:
Books open. Students form pairs and decide who is going to be Student A and Student B.
1. Students read the e-mail and Student A gives advice. They can engage in a longer conversation by
Student A asking for more details about the problem and Student B accepting or refusing the advice.
You may refer to the language exponents seen in Unit 6 of Interplus 1.
2. Student A writes an e-mail and this time Student B gives advice. You can encourage Student B to think of
a problem related to the topic of the unit.
PRONUNCIATIO
Aim:
Raise awareness of the pronunciation of words with the voiceless “th” sound. Give students opportunities
to practice pronouncing these words by doing several activities and playing Bingo.
Development:
1. For this activity, you can take blank sheets of paper to class and hand them out to students, to encourage
them to come up with as many words as possible ending with “th”. You can clap your hands or use a
whistle when it’s time for them to stop writing.
Have them count how many words they wrote down and when sharing them (reading them out loud),
only the words they pronounce correctly will count.
2. Students listen and repeat after the audio track. You can conduct group or individual repetition.
3. Bingo
Bring beans to class or any other markers for students to play bingo. Hand out the bingo cards from
the Photocopiable Materials section. Read the words from the list below in any order. Students who
complete their cards should shout “BINGO”. Have them say the words from their cards out loud and
announce the winner, if everything is correct. Encourage students to pronounce the words correctly as
this is a game in the Pronunciation Work section.
List of words to play bingo:
another filthy pathway thumb

feather gather python toothache
athlete healthy rythym toothbrush
authentic lenghten something toothpaste
author lethal southern father
bathrobe mathematics teeth truthful
bathtub mothball tenth wealthy
birthday mother thematic width
booth mouthful thick youthful
catheter mouthing threat
cloth myth thriving
eleventh nineteenth throw
faithful nothing thruthful
*in red, words with hard “th” sound
4. Have students open their books and come up with words with hard or soft "th" sound. They can use
words from the bingo cards and others they are familiar with, as this is a wrap-up activity. Have them
share their work.
46
Script:
2.
width / cloth / booth / both / myth / teeth / truth / 11th / 19th / 100th / 70th / 50th / 25th / throw / threat / thematic /
thick / thriving / thumb / faithful / athlete / python / mothball
Answer Key:
Open tasks.
READ ON SB, pages 43 to 45
Aim:
Develop reading strategies. Develop critical thinking.
Development:
1. With their books closed, ask students the questions from the Pre-reading task. Talk about this topic as
long as students are motivated. Then, have them open their books and answer the questions.
2. and 3. Students read the text and do the activities. Go over their work. You can ask them whether they
were surprised or not, by the numbers revealed in the research on cheating in schools.
4. Students can work in pairs to answer the question. Go over their work.
5. Have students share their opinions on the topics addressed by the questions.
Answer key:
1. Open task.
2.
u cheat on tests, homework and other assignments: 75%
u have cheated on exams: 50%
u have cheated on more than one test: 34%
u have used the Internet to plagiarize texts: 1 in 3
3. No, it’s widespread as college and graduate students cheat as well.
4. The unethical behavior can be transferred to the workplace and can lead to damaging decisions later on,
and consequently, ruin reputations and lives.
5. Open task.
Aim:
Develop listening strategies. Provide an opportunity for students to summarize excerpts from a lecture.
Development:
1. Students can talk about what they see portrayed in the image before they actually listen to the audio
track. Then, play the track and have them do the activities. Tell them that they have to justify their answers.
Go over their work and play the audio track more times if necessary.
2. Have students share their opinions on the topics addressed by the questions.
Script:
School-principal: I would like to welcome our next speaker, Ms. Lauren Campbell. She is here to talk to you
about what can be done to prevent cheating in schools, which we well all know is rising. By openly
addressing this issue at home and in the school, we strongly believe we can reverse the
situation. After her talk, Ms. Campbell will answer any questions our students and their parents
may have. Let’s welcome Ms. Campbell with a loud round of applause.
Lauren: Thank you, Mr. Hamilton. I’m glad to be here with you today. I’ll start my talk by telling you
that prevention is better than cure even when addressing the issue of school cheating. So, how
can we prevent cheating? First, all have to be committed to preventing it by a school-wide
policy on cheating. Serious repercussions based on the severity of the offense have to be enforced
consistently by the school staff. On the other hand, students have to be involved and become
collaborators in creating a culture that promotes ethics and integrity. This means that class time
will be dedicated to promoting academic integrity.
Another measure that has been working in some schools is to have honor codes enforced. It
really seems to work if students sign honor code pledges immediately before tests.
School-principal: Maybe you can tell us now what a teacher can do on an individual basis to prevent cheating.
Lauren: There’s a lot a teacher can do on this issue. Reducing competition and anxiety in the classroom
are two important measures. For instance, by providing personal, one-on-one feedback or by
not posting grades publicly.
It has been said that collaborative group work has a positive impact on reducing cheating. We
are conducting research on this specifically and our data corroborates the findings of other scholars.
School-principal: We have a clear picture of measures that should be taken immediately by our school. I’m sure the
parents who came here today are interested in knowing how they can help at home. What can you
tell us about this?
Lauren: You raised a very important issue. To prevent cheating from becoming a norm in schools, parents
play a very important role. I always say that parents have to open up a dialogue with their
children about cheating. They should also help their children develop good study habits and
organizational skills, as well as reduce academic pressure by setting realistic goals. In sum, they
have to help their children understand that what they are learning now will help them
throughout their lives.
School-principal: It seems a lot to do but it’s certainly rewarding… We’ll open now for the questions from the audience.
48
Answer key:
Have students carry out research on the topic of the unit.
1.
1. ✓ at a school
The man mentions “measures that should be taken immediately by our school”.
2. They are talking about cheating and measures that can be taken in schools and what parents can do
to prevent it.
3. Probably students, parents, the school staff. The man says that Ms. Campbell will answer any questions
the students and parents have after her talk.
4. Basically, we could say that Ms. Campbell thinks that schools and parents have to firmly address the
issue of cheating as a lesson that they will take throughout their lives.
5. Lauren believes that to address the issue of cheating in schools as a prevention is better than as a cure.
The school, the teachers and the parents should be involved in creating an atmosphere of ethical
behavior to prevent cheating.
2. Open task.
LANGUAGE W
ORK 3 SB, page 47
Aim:
Raise awareness of the use of statements that start with “Not all”, “Not every“. Provide students with
opportunities to express themselves in different ways, enhancing their knowledge of the language.
Development:
With their books open, students read the statement and do the activities that follow. After they answer task
2 and depending on their answers, you can point out the fact that due to the theme, the author wants to
emphasize that only some people may do wrong things after leaving school and chose to call the reader’s
attention to this point by starting a statement with “Not every”.
Answer key:
1. ✓ some young people who cheat
2. To emphasize that only some people will get involved in wrong things after leaving school.
3.
1. Not all spiders are poisonous./Not every spider is poisonous.
2. Not everyone agrees with me.
3. Not all houses offer central heating.
4. Not all restaurants offer whole foods./Not every restaurant offers whole foods.
5. Not all artists are well paid./ Not every artist is well paid.
6. Not everyone watches TV every day.
7. Not all students choose to go to college./Not every student chooses to go to college.
8. Not all politicians are dishonest./Not every politician is dishonest.
READ ON
WRITE ABOUT
Workbook
HAVE STUDENTS
GO TO WORKBO
OK SELF-ASSESSMENT
Aim:
Development:
Books open. Students form pairs and decide who is going to be Student A and Student B.
Have them read the situation and carry out the conversation. If there’s enough class time, have them form
pairs again and change roles.
CT
CL ASS PROJE
Aim:
Have students carry out research on the topic of the unit and share the results.
Development:
If you have time, have students interview older family members and friends to learn if people used to
be more honest in the past compared to today. They may ask in what situations people were particularly
honest or dishonest, etc.
Students bring the results to class and share their findings. If you teach more Interplus 2 groups, you can
have students share their findings and write about it as a school project.
50
Workbook - Unit 3
ORK
LANGUAGE W
1. Open task. Words students can use: integrity, truthful, truthfulness, fair, genuine, loyal, loyalty, honorable,
trustworthy, etc.
2.
to deliver on a promise money laundering

to turn a blind eye to counterfeit notes
to bribe someone wrongdoer
to be caught red-handed fraud squad
loyal break every rule in the book

honest by the book
trustworthy on the black market
crooked bend the truth
3.
1.
Statements We use it to talk about/when…
a. I’ve worked here since 2010. a b an action that started in the past
b. She’s been a Math teacher for 5 years. and continues now, with emphasis on
how long it has happened for
c. I’ve never been to the States.
d j k a finished action which
d. She has lost control of the car and crashed into the truck. happened recently and is relevant now
c e h an action that happened or
e. Goods have been sold in the black market.
that has not happened at an unspecific
f. Have you done your homework yet? time in the past
g an action that hasn’t happened,
g. The book I ordered hasn’t arrived yet.
but that we expect it to happen in the
h. Have you ever been on a balloon ride? future
i. I’ve already had breakfast. f we want to find out if something we

expected has happened
j. I’ve just finished the report. i an action that happened earlier
k. This is the first time I’ve ever been on a cruise. than expected

Workbook - Unit 3
2. See key in the chart above.

3. I’ve had breakfast already.
4. Open task.
4.
1.
a. ethical: unethical
b. honest: dishonest
c. possible: impossible
d. legal: illegal
e. valid: invalid
f. behave: misbehave
g. regular: irregular
h. clockwise: anti-clockwise
i. frost: defrost
2. See key in task 1.
3.
a. I wonder what happened to her. She looked so unhappy the last time I met her.
b. It’s almost impossible to attend his lecture without falling asleep!
c. All I can say is that I completely disagree with his political views.
d. There’s no proof that he misbehaved in school yesterday.
e. Invisible Man is a well-known novel written by Ralph Ellison.
f. Whatever he tells you may be untrue.
g. That passer-by did an unselfish act by rescuing that girl.
h. I can’t find my dog. It disappeared yesterday when I opened the gate.
i. Some irregular verbs in English are hard to remember.
j. Make sure you do not enter invalid information when registering your credit card.
READ ON
1.
Every company, no matter how big or small, has to make sure there’s an atmosphere of honesty and ethical
behavior within the workplace. The level of honesty that customers and the surrounding community associate
with a corporation can impact the very livelihood of the business. Moreover, it can affect relationships
within the company’s internal infrastructure. The effort to build honest and ethical relationships, as hard as
that may seem at first, should be the responsibility of every employee.
Some simple procedures and rules within the company can make your task easier. First of all, if you set a
good example, there’s a good chance that your employees will follow. And to make sure that everyone
knows where you stand in relation to this topic, include your expectations in the company mission statement
and employee handbook.
52
What can you do if rumors and negative comments about someone who is suspected of not behaving
properly in the company, start to spread? The open door policy is the solution. Make sure everyone in the
company has the possibility of voicing their concerns, seek counsel and offer suggestions. Regular daily or
weekly meetings can help spot common problems and more serious problems will usually come to light.
Addressing employees’ mistakes that can be fixed in a professional way is also a positive factor for a healthy
atmosphere. Employees should be able to say what they have done wrongly and correct their mistakes
without the fear of negative consequences. If they work in an atmosphere of fear to tell what really happened,
unethical behavior is perpetrated for longer than necessary.
Last but not least, a reward and punishment system must be clear for all the employees. Set rewards or
at least some kind of acknowledgement for those who follow company policy on a consistent basis and
punishment for those who continuously behave dishonestly. Terminating work contracts when necessary, is
a costly policy but will eventually weed out the rotten apples and create the working atmosphere that you
wish for your company.
2. Possible answers.
✓ entrepreneurs who have just started a business
The text tells employers what they should do to address dishonest behavior in the workplace.
3. Open task.
4.
u weed out the rotten apples: remove the people who do wrong things and influence other people
negatively
u come to light: become known
u set a good example: behave in such a way that other people should want to imitate
u open door policy: offering employees the possibility of discussing any matter related to the workplace
u spread out: to give information becoming available to a large number of people
5. Open task.
WRITE ABOUT
Before assigning this activity as homework, go over the instructions and make sure students understand what
they have to do. If there’s enough time, students can share their ideas with the whole group as this may help
them do the writing activity at home.
ENT
SELF-ASSESSM
of the language used in the unit, have students share their answers to the questions that deal with their ability
to read in English.

4 Review Unit
This unit has the objective of reviewing language studied in previous units, through different kinds of
activities and exercises, as well as providing students with opportunities to use learning strategies to cope
with the tasks proposed.
Prepositions and adjectives - SB, pages 48 and 49

Development:
1. With their books open, students can work individually and take the quiz. Check their work and ask them
to tell the class how many they got right.
Alternatively, students work in pairs. Student A challenges Student B to come up with the correct
preposition for the adjectives provided. The pairs keep score of the correct answers and tell the class
how many they got right.
2. Students complete the statements and share their work.
Answer key:
1.
worry about
famous for
good at
pleased with
tired of
suitable for
fond of
excited with/about
different from
capable of
interested in
satisfied with
married to
afraid of
full of
keen on/for
upset with
proud of
bored with
angry at
2. Open task.
54
Who Did What? - SB, pages 50 and 51
Development:
Students work in pairs. Tell them that they will only score points if their answers are in the passive voice or
if they know the correct answer. Give an example and while they are doing the activity, monitor their work
and help them out as necessary.
When they finish the pair work, go over their answers, giving them another opportunity to practice
statements in the passive voice.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Who Did What?
Answer key:
Student A
1. The telegraph was invented in 1837 by Samuel Morse.
2. An airplane was first flown in Paris in 1906 by Santos Dumont.
3. The Alps, to invade Rome from the North with a force that included elephants, were crossed by
the Carthaginian General Hannibal.
4. The Mona Lisa was painted by Leonardo da Vinci.
5. The Atlantic Ocean was flown across, solo, in 1932 by Amelia Earhart.
6. Radioactivity was discovered in 1896 by Antoine Henri Becquerel.
7. The printing press was invented by Johannes Gutenberg.
8. America was discovered by Christopher Columbus.
9. The English Channel was crossed swimming by Captain Webb.
10. Penicillin was discovered by chance in 1928 by Alexander Fleming.
Student B
1. The first steps on the moon in 1969 were taken by Neil Armstrong.
2. Mount Everest was first climbed by Sir Edmund Hillary.
3. The song “Yesterday” was composed by John Lennon.
4. The structure of DNA was discovered by scientists Watson and Crick.
5. Radium and polonium were discovered in 1898 by Marie Curie.
6. X-rays were discovered in 1895 by Wilhelm Conrad Röntgen.
7. The phonograph was invented by Thomas Edison.
8. Guernica was painted in 1937 by Pablo Picasso.
9. The telephone was invented by Alexander Graham Bell.
10. The first World Cup in 1930 was won by Uruguay.
Review Unit - Teacher’s Guide 55

4 Review Unit
Development:
Students listen to the statements and conversations and check the option that best represents what they
have listened to.
Script:
a.
Narrator: This is how you can make delicious bread at home. First mix all dry ingredients. Add the milk and stir to form
a shaggy dough. Let this stand for 20 minutes to give the flour time to absorb the liquid. Then, knead the dough
for about 8-9 minutes. Place the dough in a bowl with a little oil and let the dough rest for about…
Monica: It seems so easy when you watch someone else doing it but I can never get it right when I try. I end up going to
the bakery and buying bread there.
b.
Man: C’mon, don’t do that, please! Don’t change channels yet. I can’t imagine being on TV live and exposing my
personal life to all viewers and I want to see what happens next.
Woman: Do you really believe that it’s for real? This variety show is a complete fake. Who would have the courage to say
that they cheated with their girlfriend’s best friend? I bet they are making good money to do that and make
people believe that it’s real.
c.
Susan: Have you seen the news today?
John: No, not yet. What happened?
Susan: A small plane landed safely after sudden engine failure. I guess he was lucky to be near an area that made it
possible for him to land in seconds. Hear this: Fire crews and seven different safety vehicles were called to the
scene but they were not needed.
d.
Woman: Honey, we have to meet Jason’s Math teacher. The school called and asked us to be there tomorrow at 1. I was told
that he was not behaving properly but they mentioned it’s nothing serious. Can you make it?
56
Answer key:
a.
✓ Monica thought that it would be easy to make whole wheat bread at home.
✓ Monica tried the recipe she saw on TV but it did not turn out tasty.
b.
✓ The couple does not see eye to eye in relation to the program they are watching.
✓ The man likes live programs about dishonesty.
c.
✓ Emergency services were at the scene but were not necessary.
✓ The pilot requested emergency assistance before landing.
d.
✓ The son is having some problem with his Math teacher.

✓ It seems that it’s not a very serious problem the school wants to talk about with the parents.
2.
✓ knead
✓ mix
✓ add
✓ place
✓ watch
✓ seem
✓ make
✓ let
✓ do
3. Open task.

4 Review Unit
READ ON SB, pages 54 and 55
Development:
Students do the pre-reading task. You may bring information about the Twin Cities or have students
research them. Go over the pictures on page 55 and have them imagine the kind of life people lead there.
Students read the text and do the activities. When going over their work, in activity 2, accept both
possibilities and have students justify their choice.
Answer key:
1. Open task.
2.
1.
✓ a journal the author wrote.
✓ a blog entry.
2.
✓ lived in Saint Paul for some time and went back to her own country.
✓ lived in Saint Paul while her husband was studying.
3. The author loved the fall and the winter, the fall, because of its colors and the winter, because of the
winter sports they were able to practice there.
Development:
Books open. Students form pairs and prepare their speeches. They can deliver them to the whole group or
only to their pairs. Decide on the best grouping arrangement based on the time you have allotted for this
activity, as well as your students’ interests, and characteristics. For instance, they may be too shy to speak in
front of everybody or it may be a good opportunity to have them talk to the whole class.
58
Workbook - Unit 4
The passive voice in questions

Go over a couple more examples to make sure students know what to do as they have not been formally
exposed to the passive voice used in questions.
Answer key:
1. Will the dam be inaugurated by the Prime-Minister of Agriculture?
2. When was the plane hijacked by the terrorists?
3. Was the student, who was cheating, caught?
4. Has the backyard been cleaned yet?
5. Why has the book been banned by the singer?
6. Would your mother be interested in yoga classes?
Who Did What?

Check answers above (Section Who Did What?, Student’s Book).
Do or Make?
Answer key:
Open task.
WRITE ABOUT
Answer key:
Open task.
Workbook
5 What Makes You Tick?

different interviews Internet express certainty emphasis words and pronunciation

lifestyles articles and and uncertainty, with ‘do’ expressions of words and
blogs express emphasis related to statements in
different American and
lifestyles, British English
exotic animals,
and sports,
American and
British English
words and
expressions
In this unit you will talk about different lifestyles and what makes people tick. You will learn how to express
certainty and uncertainty and how to emphasize what you are saying. You will also learn words and
expressions used by British people and how they are different from what Americans use.
(woman on stage) I love being on stage. That’s what makes me wake up in the morning and get through
the day till it’s time to be there.
(crowded beach) Being with friends and among people in a nice place is my dream vacation.
(man who is rock climbing) I’m sure not everyone is into climbing rocks. It requires true stamina, planning
and determination to get there once you get started.
(woman meditating) What I do love is having some time for myself.
The unit opens with a quote by Oscar Wilde: “They get up early, because they have so much to do, and go to
bed early, because they have so little to think about.”
You can start the unit by talking about its title, the quote (including information about who Oscar Wilde
was), as well as the pictures that portray different lifestyles – people enjoying nature, being in crowded
places, meditating, performing in a theater or rock climbing. Have students imagine the lives that the people
portrayed lead. You can also ask them if any of the situations would make them tick.
Talk about this topic for as long as students are motivated. Nevertheless, bear in mind that this topic will be
dealt with in more detail throughout the unit, so, in class, use it as a warm-up activity and as introduction to
the new topic.
60
TALKING ABO
UT SB, page 58
Aim:
Introduce the topic of the unit. Students are expected to express their opinions about what makes modern
men and women tick.
Development:
Books open.
1. Go over the image and ask students to take a stand in relation to it as the image shows a very
superficial portrait of modern women’s interests and worries.
2. Students can work in pairs or in groups of 3 or 4. Depending on your group, you can have male students
create a version of the modern woman and the female students create one of the modern man. Students
present their versions and confront their ideas.
Go over the Useful Expressions box and make sure students use the expressions when expressing their
points of view.
READ ON 1 SB, pages 59 and 60
Aim:
Develop reading skills. Provide students with an opportunity to talk about target audiences and about
people being categorized for marketing purposes.
Development:
As a pre-reading task, have students open their books to page 59, skim the text and ask them the following
questions:
u what the text is about;
u who would be interested in reading this kind of text;
u why would these people read it.
1. and 2. Students read the text and answer the questions.

3. Students work in groups and think of strong arguments that could convince people to install solar panels
according to the categories from the reading passage. Have students share their arguments.
4. Students open their Workbooks to page 32 and compare their arguments to the ones from the text in Read On 1.
5. Students work in smaller groups and answer the questions. Have them share their opinions with the
whole class.
Answer key:
1. The author mentions that for campaigns to be successful they have to target specific audiences, address
people and understand what makes people tick.
2. The author mentions that companies start as pioneers and once they grow, they end up as settlers.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Read On 1
Aim:
Development:
Have students open their books to the Act Out section and form pairs to do the activity. Encourage them
to act as if they were sales representatives and people concerned with the environment. If necessary, give
Students A some time to think of arguments before they actually start the conversation. In the meantime,
Students B decide whether they are going to accept the sales representative offer or not.
If there’s enough time, have Students B talk to other Students A and, at the end, ask them whether in the
second conversation they felt it was easier to convince Students A to buy their product.
LANGUAGE W
Aim:
Analyze words and expressions and relate them to American or British English. Raise awareness about the
differences in spelling of some words in American and British English. Raise awareness about some things
that are named differently in American and British English.
Development:
1. You may start by asking students if they realized that the text from Read On was written by a British
person. Students open their books and do the activity.
2. Ask them if they know of any other words that are spelled differently between American English and British English.
3. Students will deal with words that are named differently in American and British English. You may even
take American and British dictionaries to class and have students look up words that may be different in
both languages.
4. and 5. Students read the instructions and do the activities.
Answer key:
1. organization, organizations, solar-panelled
2. Open task.
62
3.
10 aubergine 1 tube 8 trousers 2 city centre 5 petrol 11 maize
7 faucet 6 lorry 9 lift 3 barrister 12 flat 4 autumn
4.
American English British English
to take the cake to take the biscuit

trunk boot
sweater jumper
a two-story house a two-storey house
drugstore chemist’s
5.
1. two-story house
2. never take the cake
3. aubergine
4. drugstore
5. sweater
Workbook
HAVE STUDENTS
GO TO WORKBO
PRONUNCIATIO
N WORK SB, page 63
Aim:
Raise awareness of the different pronunciations of words and statements in American and British English.
Provide students with opportunities to practice repeating words and statements in American and British
English.
Development:
You may start by asking students if they are familiar with the British English accent. You can also tell them that
when we refer to British pronunciation it is usually Received Pronunciation (RP), the pronunciation of the
upper class in Britain, and the one they would learn if they went to a British language school.
1. Students open their books, listen to the audio track and do the activity. You may explain your choice of
learning English and you can also ask their impressions about the statements they listened to in BrE or AmE.
2. Students listen to the statements and decide whether they are spoken by an American or British person.
3. For students to be able to give their opinion about the statements, you may have to play the audio
track again.
Script:
1.
The car my father bought is an automatic.
The idea of going on holidays is tempting.
PI is my favorite TV series.
Africa and Asia are continents I know nothing about.
I live far away.
It’s number eight.
The first to finish is the winner.
The court order was issued yesterday.
They caught the thief quite easily.
We are happy to inform you that sales have gone up in the last month.
2.
Statement 1: With the cost of house prices escalating, my wife and I decided to live on water. We own a canal boat
which makes it very easy for us move around the country whenever my job requires me to be in some
other place. In the old days we would see many old couples cruising their way around the UK’s
waterways, but this is not the case anymore, as I see more and more young professionals living on
canal boats. I was told that many cities have increased their businesses and even enjoyed a renaissance
by allowing more people to live in the centre canals
Statement 2: When I was a teenager I used to work part-time at the local burger place. After school I went home
had a quick lunch and went to work. On the weekends I helped my dad mow the lawn and eventually
I started to do this for some of our neighbors. This was nice because I earned a few bucks and could buy
the comic books I wanted without having to ask my parents. They gave me an allowance but that was
candy money.
64
Answer key:
1. AmE BrE
The car my father bought is an automatic. ✓
The idea of going on holidays is tempting. ✓
PI is my favorite TV series. ✓
Africa and Asia are continents I know nothing about. ✓
I live far away. ✓
It’s number eight. ✓
The first to finish is the winner. ✓
The court order was issued yesterday. ✓
They caught the thief quite easily. ✓
We are happy to inform you that sales have gone up in the last month. ✓
2.
Statement 2 Statement 1
3. Open task.
Aim:
Develop listening strategies. Provide real life contexts involving the topic of the unit.
Development:
1. Pre-listening task
Books open. Have students go over the pictures and talk about them. You can ask them whether they have
heard of the Tiny House Movement and what they think its philosophy is.
For more information on this movement you can have students search the Internet or you can find videos
clips about it to show your students.
2. Listening
Students listen to the two interviews and do the activities.
In activity 4, make sure students express their opinions about Sabrina’s decision and Brian’s new life.
Script:
Interview 1
Sabrina Have you heard of the tiny house movement? When I heard about it I thought immediately: that’s what I’ll do!
Nowadays, I live with one pair of jeans, 2 T-shirts and 2 shirts and a coat for the winter season. A mug, a plate
and a saucepan is basically all I need for my meals. And a place to sleep with a roof and a book that I borrow from
the public library... And to help save the environment, in the morning I take my bike and ride to work. I certainly
don’t need a car. Anyway, why have lots of things that we never use just for the sake of having them? Less is
eventually more, IMHO. I know that not many people see it my way, but this is how I chose to live. I really hope
that someday people will realize that they can be extremely happy living with less.
Interview 2
Brian Let me tell you a little bit of our family and the legacy I think our history will be to the ones who know us. We
lived in a large metropolis, and as my wife and I work in the same field, we had a psychology clinic, which was
quite successful. But if you asked us if we were happy with the life we led, the answer to this question at that time
would be “no, not really”. The hectic life of the city we lived in and the problems our patients shared with us felt like
a burden. After some tme, we took a decision that changed our lives and one which we do’t regret since then. We
closed our clinic and decided to move. We have our own inn in a touristic small town, and somehow we still work
as psychologists as we help our guests during the time they stay with us: we make them feel comfortable, we assist
them in their needs as tourists, for instance, when they ask us about where to go and what to do during the day.
We listen to them when they tell us about their day over a cup of tea in the evenings. Besides, we also me sure they
don’t get bored by playing board games by a nice fire during the winter season. No one can deny that this is what
psychologists should do: listen to people as they open up. We have a small room in the back of the facilities, which is
exactly what we need as we spend the day taking care of the inn. We also grow our own vegetables in the backyard
for us and for our guests. What more can we ask for?
Answer key:
1. Open task.
2.
1. Interview 1 is about Sabrina’s decision to join the Tiny House Movement. Interview 2 is about Brian’s
family decision to move to a small town and start their own business.
66
2. 3.
✓
4. Possible answer:
Sabrina’s decision: She decided to join the Tiny House Movement and live with less. She has few
clothes, few household appliances and rides her bike to work. From what she says, we can infer that
she doesn’t have a TV or any other electric or electronic appliances.
Brian’s new life: Brian's family felt stressed when they lived in a big city and decided to move to a
smaller place. They own an inn and seem quite happy with their new life.
5. Brian says that they tend to their guests’ needs by listening to them in the evenings and helping them
decide what to do during the day.
LANGUAGE W
Aim:
Relate language functions to exponents to express certainty and uncertainty. Provide students with
opportunities to practice language used to express certainty and uncertainty.
Development:
1. Have students underline the expressions used by Sabrina and Brian in the Scripts section in their
workbooks. Go over their work. Ask them whether these expressions express certainty or uncertainty.
(They express certainty.)
2. In pairs, have students write what Sabrina and Brian could have said to express uncertainty. Have them
share their work.
3. Students can work in pairs or in small groups to fill in the chart. Monitor their work and help them out
whenever necessary.
4. Have students come up with other possibilities to express certainty or uncertainty. Have them share
their work.
5. Students work in pairs or small groups and talk about the statements. Encourage students to question
their classmates and provide more details on the statements. They can be asked to share the most relevant
conversations they had while working in pairs/small groups
Answer key:
1.
Interview 1
Sabrina Have you heard of the tiny house movement? When I heard about it I thought immediately: that’s what I’ll do!
Nowadays, I live with one pair of jeans, 2 T-shirts and 2 shirts and a coat for the winter season. A mug, a plate
and a saucepan is basically all I need for my meals. And a place to sleep with a roof and a book that I borrow from
the public library... And to help save the environment, in the morning I take my bike and ride to work. I certainly
don’t need a car. Anyway, why have lots of things that we never use just for the sake of having them? Less is
eventually more, IMHO. I know that not many people see it my way, but this is how I chose to live. I really hope
that someday people will realize that they can be extremely happy living with less.
Interview 2
Brian Let me tell you a little bit of our family and the legacy I think our history will be to the ones who know us. We
lived in a large metropolis, and as my wife and I work in the same field, we had a psychology clinic, which was
quite successful. But if you asked us if we were happy with the life we led, the answer to this question at that time
would be “no, not really”. The hectic life of the city we lived in and the problems our patients shared with us felt like
a burden. After some tme, we took a decision that changed our lives and one which we do’t regret since then. We
closed our clinic and decided to move. We have our own inn in a touristic small town, and somehow we still work
as psychologists as we help our guests during the time they stay with us: we make them feel comfortable, we assist
them in their needs as tourists, for instance, when they ask us about where to go and what to do during the day.
We listen to them when they tell us about their day over a cup of tea in the evenings. Besides, we also me sure they
don’t get bored by playing board games by a nice fire during the winter season. No one can deny that this is what
psychologists should do: listen to people as they open up. We have a small room in the back of the facilities, which is
exactly what we need as we spend the day taking care of the inn. We also grow our own vegetables in the backyard
for us and for our guests. What more can we ask for?
2. Open task.
3.
To express certainty, I can say: To express uncertainty, I can say:
u Yes, by all means. u Well, no one can know for certain.

u It’s crystal clear that… u There’s some doubt that…
u I’m almost positive that… u I seriously doubt it.
u They are sure that… u Anything is possible, but...
u Absolutely not. u You never know, but it’s very unlikely.
u They will undoubtedly think… u It’s doubtful.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK
Language Work, activity 2
68
Aim:
Development:
Have students open their books to the Act Out section. As it is a debate, decide on the best grouping
arrangement for your class: pairs, small groups or the whole class.
Tell them that while debating, they can use the information provided as a guide. They can come up with
other possibilities besides becoming a vegan while talking. Help them out while they are on task. As a wrap-
up activity, have students make comments about how the debate went and the expressions they used to
express certainty and uncertainty
READ ON 2 SB, pages 67 to 69
Aim:
Develop reading strategies and foster critical thinking. Provide students with an opportunity to discuss the
topic of the reading text.
Development:
1. Books closed. You can start asking students what they know about vegans. If your students are interested
in learning more about the vegan movement they can research about it on the Internet and share what
they had learned.
2. and 3. With their books open, students go over the text and do the activities.
4. Have students give their opinions about becoming a vegan by pointing out the impact this kind of
decision would have on someone’s life.
Answer key:
1. Open task.
2. Being a vegan is more than not eating animal products. It is campaigning for animal rights, encouraging
people to think about their health needs, and most importantly, showing personal respect for all living
things. Additionally, vegans are concerned with the impact on the environment if we keep up the present
consumption level.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Read On 2
LANGUAGE W
ORK 3 SB, page 69
Aim:
Raise awareness of the use of “do” to show emphasis. Provide students with an opportunity to practice
using “do” to emphasize something.
Development:
1. and 2. Books open. Students read the instructions and do the activities. Go over their work.
3. Book closed. You may read the statements out loud and challenge students to say them including the
empathic “do”. The first student to raise his/her hand has the chance to say it. If he/she gets it wrong, you
can repeat the statement and another student will have the chance to raise his/her hand. Students score
a point for each correct statement. Challenge them even more by saying each statement out loud only
once. You can come up with more statements besides the ones in the Student’s Book.
Afterwards, students open their books and write these statements as a wrap-up activity.
Answer key:
1. ✓ emphasize.
2. Do
3.
1. We did enjoy the dinner party at your house very much.
2. Why don’t you check this with Anne? She does know a lot about computers and technology.
3. I do want to spend my next vacation in a quiet and peaceful place in the mountains.
4. She does love her new job as a web designer.
5. I do apologize for not stopping by yesterday.
6. I do want to make sure my boss gets the report by noon today.
7. My daughter did study for her SAT exam on the weekend.
8. The teacher did tell us to hand in the research on Tuesday at the latest.
Workbook
HAVE STUDENTS
GO TO WORKBO
70
Aim:
Development:
Have students open their books to the Act Out section and form pairs to do the activity.
Tell them that when acting out their conversations, they can use the information provided as a guide. They
can come up with other topics to express their concern. Help them out while they are on task. As a wrap-up
activity, have students share what they have talked about.
Write About
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
T
CL ASS PROJEC
Aim:
Have students carry out research on the topic of the unit to broaden their knowledge of the world.
Development:
Students can carry a research with their families, friends and colleagues about movements such as the Tiny
House Movement or veganism and bring the results to class.
In class, they decide on:
u the topic they are going to do research about;

u the aspects related to the topic they want to find out more;
u the questions they are going to ask.
Set a due date for them to bring the results to class and have them share their findings.
Workbook - Unit 5
ORK
LANGUAGE W
1. I did talk to them and they apologized. They promised they’ll have their son lower the music.
2. I do want to go on a cruise to Aruba on my next vacation. It’s our dream to cruise the Caribbean Sea.
3. I did talk to him about it last evening. He promised he will study more.
4. I do want to follow a diet but it’s so hard. I’ll have to try harder as the doctor told me that it’s important
for my health.
5. I do feel extremely tired and I can’t concentrate on the chores that I have to do. I think I have to see the
doctor about this.
2.
1.
chinchilla pork snake
hermit crab hedgehog sugar glider
2. Open task.
72
3.
1. a zebra crossing: a pedestrian crossing.
2. a piece of cake: to be extremely easy.
3. at a loose end: to have nothing to do.
4. can’t see the woods for the trees: can’t see the whole situation clearly, only the details.
5. go down a treat: something is a great success and people enjoy it.
6. off your own bat: do something without being asked or told to do.
4. Open task.
READ ON 1
This text is related to Read On 1 in the Student’s Book.
READ ON 2
WRITE ABOUT
what they have to do. They can share the topic they are going to write about and you can carry out a short
discussion on the relevant aspects they can mention when writing. Thus, they will be more prepared for the
writing assignment.
ENT
SELF-ASSESSM
of the language used in the unit, have students share their answers to the questions that deal with their
ability to deal with reading texts in English.

6 And They Lived Happily Ever After... Did They Really?

stories such fairy tales, fairy tales, narrate, talk review words and intonation,
as fairy tales, fables, riddles fables, about two of linking expressions rhythm and pace
fables, the and jokes riddles events that words, past related to fairy when narrating
message happened in the perfect tales, fables, stories
behind past riddles
these stories,
riddles
In this unit you will talk about fairy tales, fables and riddles. You will create your own version of fairy tales.
You will talk about two events that happened in the past and you will learn how to narrate a story.
(girl looking at cat upon a tree) Once upon a time a little girl met a cat who showed her the way out of
the forest.
(frog) After being sure that he would not marry her, the bad witch turned the prince into a frog.
(castle) A very happy family lived in a faraway castle.
(knight riding a horse) I wonder who he is going to save this time
The unit opens with a quote by C. S. Lewis: “Someday you will be old enough to start reading fairy tales again.”
You can start the unit by talking about its title, the quote (including information about who C. S. Lewis
was), as well as the pictures that portray different tales. Students can listen to their Apps and continue
the story using the prompts they hear. They can work in pairs and tell the group the stories they
imagined.
Students should not spend too much time on this activity as they will deal with fairy tales throughout
the unit, so in class, use these pictures as a warm-up activity and introduction to the new topic.
74
TALKING ABO
UT SB, page 72
Aim:
Introduce the topic of the unit. Broaden students’ knowledge of the world. Have them get to know their
classmates better by guessing facts about them.
Development:
With their books open, tell them they are going to talk about the magic world of fairy tales. Students fill in
the chart with information about themselves.
You can have them play a guessing game, by doing the following:
u hand out blank slips of paper. Students write their names on it. Include yourself and play along;
u collect all slips, shuffle them in a bag and have students pick one;
u make sure they didn’t pick their own slip of paper;
u students open their books to page 72 and fill in the chart with what they think is true about
their classmate;
u afterwards, they form pairs using the slips as a matchmaker and ask their classmates the questions from
the chart to check whether they guessed correctly;

u make sure students answer their classmate’s questions answer based on what they filled in the chart;
u as a wrap-up activity, ask students to explain why they thought their classmates would like/would not
like a certain fairy tale, character, etc.

LANGUAGE W
Aim:
Introduce the necessary vocabulary for students to be able to express themselves about the topic of the
unit. Provide students with opportunities to practice these new words/expressions.
Development:
1. Make sure students are familiar with the words from the list. When going over the activity, you may refer
to the images by using general words such as prince, princess, wolf, pigs, etc. At this moment, it’s not
necessary to refer to the names of the fairy tales as this activity deals with the genre and is a preparation
for activity 2.
The fairy tales genre comes from oral tradition and is a fictional story which features folkloric characters
and happy endings after a troubled sequence of events. Its characters are either good or evil, and with
magical things happening that make it possible for the good characters to defeat the bad ones.
You may take a monolingual dictionary to class and have them look up the words they are not familiar
with. Their task is to look at the pictures and identify the kind of publication where they can find them.
2. Note that the illustration on page 73 depicts 13 fairy tales (listed in the answer key below) and that
there are only 6 blank spaces for students to write in on the chart on page 74. Divide the class into
groups of 3 and have them choose 4 fairy tales to work on. Students work in groups and come up with
the name of the stories and their plots. Have them share their work. Ask the other groups to provide
more details about the characters or the plots of the stories they like the most.
Note that the answer key provides condensed versions of the plots and students may know other
versions of these tales. Encourage them to come up with the version they are familiar with.
3. Students can work in pairs. Tell them to go over the plots in task 2 and choose words and expressions
related to fairy tales.
They may come up with words and expressions from other fairy tales. Accept these as long as they can
tell you from what fairy tale it is.
Monitor their work and help them whenever necessary. When students are done, have them share
their work.
4. Students share their opinions about fairy tales and about the message they are trying to convey. In most
cases, bad people and their jealousy are exposed and the ones who are good are compensated with a
happy ending for their misfortune.
Answer key:
1. ✓ fairy tales
2.
Story Plot
It’s the story of a wooden puppet carved by Geppetto that dreamed of becoming a real boy.
f. Pinnochio
He has a short nose that becomes longer when he is telling a lie.
(Little) This is the story of a girl who walked in the forest with a basket to deliver food to her sick
a. Red Riding grandmother. A mean wolf fooled the girl and pretended to be her grandmother. A lumberjack
Hood saved them by cutting open the wolf with his axe.
Rapunzel is kept in a tower by a witch. The only access to the tower is when Rapunzel let down
b. Rapunzel
her braided hair for the witch (and the prince who saved her) to climb up.
One day, on the way to the market to sell their cow, Jack accepted some magic beans. During the
Jack
night the beans grew into a gigantic beanstalk. Jack climbed the beanstalk and found a giant’s
c. and the
house. He stole the money and other treasures from the giant, and chops the beanstalk down,
Beanstalk
thus killing the giant.
Cinderella was forced by her step-mother and step-sisters to do menial chores all day long. One
day, she was helped by her godmother to go the Prince’s ball. For the plan to work out, Cinderella
had to leave the ball before midnight so as to keep her secret identity. At the ball, Cinderella lost
d. Cinderella
track of time and left at the final stroke of midnight, leaving behind a glass slipper. The Prince
tried the slipper on every woman in the kingdom and it only fit on Cinderella, who then married
the Prince and forgave her step-family for their cruelty.
The Queen, jealous of Snow White’s beauty, orders a huntsman to take her into the forest and
kill her. Snow White pleads for her life and the huntsman returns with the lungs and liver of a
young boar to prove that Snow White is dead. Then, Snow White finds the Seven Dwarfs’ house
Snow
e. and lives with them. When the Queen finds out that Snow White is still alive by asking the magic
White
mirror who is the fairest of all, she convinces Snow White into eating a poisoned apple. Snow
White falls asleep but the Seven Dwarfs think she is dead. She is placed into a glass coffin and a
Prince falls in love with her and they get married.
76
Story Plot
A mother duck is surprised by one of the eggs that hatched into an ugly bird. The ugly duckling
The Ugly is cast out of the pond as he doesn’t belong to the group. He dreams of becoming one of the
g. Duckling beautiful white birds he sees. When he grows up and sees his reflection in the water, he realizes
that he wasn’t a duck after all, but a swan.
During the celebration of Princess Aurora’s birth, Flora, Fauna and Merryweather, the three
good fairies, bestow gifts on the newborn. Maleficent, the evil witch, who was not invited to
celebrate Aurora’s birth, places a curse on the princess. She declares that Aurora will die on her
16th birthday after pricking her finger on the spindle of a spinning wheel. To prevent the princess
Sleeping
h. Beauty from dying, Merryweather changes the effect to a deep sleep, but the princess can only come
out of it by being kissed by someone who really loves her. Aurora is taken to the woods to be
protected by the three fairies. On her 16th birthday, she meets Prince Philip but is tricked by
Maleficent and touches the spindle. Prince Philip fights Maleficent and her army and is finally able
to awake Sleeping Beauty with a kiss.
A princess lost her golden ball and promised the frog that she would take him home and allow
him to eat from her plate and sleep in her bed if he retrieved her ball from the spring. The
The Frog
i. Prince
princess was obliged to keep her word by the king and after three nights the frog, which had
been enchanted by a spiteful fairy, turned into a handsome prince. The prince’s coach took them
to his kingdom, where they got married and lived happily ever after.
Aladdin retrieves the magic oil lamp from the cave where it was hidden and becomes a wealthy
and powerful merchant. He marries the Emperor’s daughter, Princess Badroulbadour. The magic
lamp is coveted by a sorcerer who tricks Aladdin’s wife, by offering to exchange new lamps for
j. Aladdin old ones. Aladdin uses the power of the magic ring and is able to recover the lamp and defeat the
sorcerer. The sorcerer’s brother tries to destroy Aladdin and fools Badroulbadour by pretending
to be a woman with healing powers. Aladdin, warned of the danger by the genie of the lamp,
defeats the impostor and they all lived happily ever after.
Three little pigs lived in the forest. One pig built a house of straw, the second one built a house of
sticks. They sang and danced while the third pig worked hard to build a house with bricks. A big
bad wolf saw the two pigs and chased them. They ran and hid in their houses. The big bad wolf
The huffed and puffed and blew the first house down. The little pig ran to the second house which was
k. Three made of sticks. The big bad wolf blew this house down too and the two little pigs ran to the third
Little Pigs pig’s house. Once more, the big bad wolf huffed and puffed but was not able to blow this house
down since it was made with bricks. Then, the big bad wolf tried to enter the house through the
chimney but he fell into a big pot of boiling water and died. After that, the two little pigs decided
to build their houses of bricks and they all lived happily ever after.
It is the story of a young mermaid who falls in love with a young human prince. Her love for him
is so overwhelming that she is willing to give up her life as a mermaid to gain a human soul. The
Sea Witch gives her a potion for her to become human, but warns her that once she becomes
human she will never be able to return to the sea. But the prince loves the princess who he
The Little
l. Mermaid
believes has rescued him from a storm. The prince and the princess marry and the Little Mermaid
is devastated. The Little Mermaid can eventually become a mermaid again if she kills the prince
with a knife the Sea Witch had given her sisters. However, The Little Mermaid cannot bring herself
to kill the prince and throws herself into the sea. The Little Mermaid’s body dissolves into foam
and she becomes a spirit.
Beauty It’s the story of a beautiful young woman who falls in love with a very ugly man not knowing that
m. and the he is actually a handsome prince. The curse on the prince is broken when the young woman - Belle
Beast - declares her love for the Beast.
3. Here are some words and expressions that students may come up with:
to fall in love, jealous, magic mirror, to break the curse, glass slipper, huntsman, lumberjack, poisoned
apple, glass coffin, tower, braided hair, etc.
4. Open task.
Aim:
Develop listening strategies. Introduce a different version of a traditional fairy tale.
Development:
1. Play the audio track with the beginning of the story and have students talk about the questions.
2. Students listen to the whole story and compare it to their predictions.
3. Students listen again and answer the questions.
4. Students talk about the questions expressing their opinions.
Script:
1.
1.
Narrator: Me?! An Ugly Duckling?!
Once upon a time, on a summer morning in the country, a Mamma Duck was sitting on her nest, waiting
for her eggs to hatch. She had been waiting for a long time.
2.
Narrator: Me?! An Ugly Duckling?!
Once upon a time, on a summer morning in the country, a Mamma Duck was sitting on her nest, waiting
for her eggs to hatch. She had been waiting for a long time. At last, the eggs began to crack, and, one by one the
ducklings poked their heads out. Soon, all the eggs hatched except for the biggest one.Mamma Duck sat a little
longer until out tumbled the last egg. But when she looked at him, she said, “Oh, dear, you’re so big and ugly!”
The next day was warm and sunny, so Mama Duck took her new family to a lagoon. She splashed into the
water and, one by one, her ducklings followed her. Soon all of them were swimming beautifully. Oops! But…
where’s the Ugly Duckling? He doesn’t know how to swim? How come? The Ugly Duckling tried to swim
but he couldn’t. He almost drowned and because of that his brothers and sisters started making fun of him.
He got so depressed that he decided to stay on land and observe the other animals. Suddenly he realized that
there were many different voices and sounds produced by the animals around. Since he didn’t have anything
to do, he started to imitate the other animals. From that day on, he became an expert in imitation. He could
even imitate Donald Duck! Then, as he was very clever he used his imitation to tease everybody who made
fun of him.
The time went by and the Ugly Duckling went to a famous variety show on TV called “Laugh! It’s the Hyena’s
Show!”. In a few weeks, he became a successful well-known comedian. He used to be in TV every Sunday night,
and, consequently, his true family recognized him. At last, he had discovered his real identity: he was a parrot.
That discovery caused a serious family problem that made him change his life. Both of his families went to court
to decide on his custody.
The judge, who was a wise owl, heard and solved the case. “The young parrot is already an adult and could make
his own decision”, said the judge. So, the famous comedian got married, had his own family and lived happily
ever after. A few years later, people said that unexpectedly he was murdered by a lunatic and obsessive fan.
78
Answer key:
3.
1. Besides the ducks and the parrot, there are also the sounds of chickens, cows, dogs, birds, and hyenas.
An owl plays the role of the judge.
2. The Ugly Duckling felt depressed and he almost drowned since he couldn’t swim like the other ducks.
3. He decided to observe the other animals and imitate their sounds.
4. Open task.
LANGUAGE W
ORK 2 SB, page 76
Aim:
Raise awareness of linking words used in fairy tales and stories to express time sequence. Provide students
with an opportunity to practice using linking words to express time sequence.
Development:
1. Students can either listen to the story Me?! An Ugly Duckling?! again or they can read the script in their
Workbooks to find the linking words.
2. Have students come up with other linking words and share their work.
3. Students tell their classmates the story they chose and wrote about. Help them, if necessary.
Answer key:
1.
u Once upon a time
u At last
u Soon
u The next day
u Soon
u Suddenly
u From that day on
u Then
u Time went by
u In a few weeks
u At last
u A few years later
Workbook
HAVE STUDENTS
GO TO WORKBO
Aim:
Develop reading strategies. Familiarize students with fairy tales.
Development:
1. After analyzing the title and the image, students can brainstorm and add other words they think could
appear in this fairy tale.
2. Students read the fairy tale and compare the words used in the fairy tale with their list of words.
3. Students go over the fairy tale again and do the activity.
4. Students express their opinion about the moral of this fairy tale. Bear in mind that they will read the end
of the fairy tale after the section Act Out 1.
Answer key:
3.
✓ The princess had to wait for the prince to wake up.
✓ The maid suggested that the princess go to sleep to betray her.
4. Open task.
Aim:
Development:
1. Have students open their books to the Act Out section and form pairs to do the activities proposed.
2. When selecting the criteria to choose the best version, students may take into consideration if all the
characters that appeared so far take part in their version, whether the end is funny or unusual, whether
it is politically correct or not, etc.
3. Students open their Workbooks and read the original version.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK read on
80
Aim:
Develop listening strategies and foster critical thinking about fables.
Development:
Pre-listening task: You can ask students to give examples of sayings and proverbs they know in English and
explain in which situations they would use them.
Listening:
1. Students listen to the fable and check the correct option. Go over the other options and ask them for
examples of situations or fables that they think this moral applies to.
2. If students are not familiar with these fables they can do research on the Internet and share the plot. Have
them match the fable with its moral lesson.
3. Students share the fables they know, providing more details about them.
4. Students share their opinions about fables.
Script:
Narrator: The Mice in Council

Once upon a time all the mice called a meeting to decide upon the best way to protect themselves against
the attack of the cat. After several suggestions had been discussed, one of the mice got up and said, “I think
I have hit upon a plan that will keep us safe in the future. We should fasten a bell around the neck of our
enemy, the cat. Then, the tinkling of the bell will warn us whenever she is coming near, and we will have
time to run and hide.” This speech was enthusiastically applauded, and all the mice agreed upon this plan
when a wise old mouse stood up and said, “I agree with you all that this is an excellent idea, but may I ask
which one of us is going to put the bell around the neck of the cat?”
Answer key:
Pre-listening task: People usually use sayings or proverbs either in personal or professional conversations
when they want to express some obvious truth or when they want to give advice.
Listening
1. ✓ “Some things are easier said than done.”
2.
1. The Hare and the Tortoise 3 “It’s easy to belittle what you cannot have.”
2. The Lion and the Mouse 2 “Little friends may prove to be great friends.”
3. The Fox and the Grapes 5 “It’s best to prepare today for the needs of tomorrow.”
4. The Boy Who Cried “Wolf” 1 “Slow and steady wins the race.”
5. The Grasshopper and the Ants 4 “People will not believe a liar, even when he tells the truth.”
3 and 4. Open tasks.

LANGUAGE W
Aim:
Raise awareness of the use of the past perfect. Provide students with opportunities to practice this grammar
point.
Development:
1. Students read the statements and place them under the correct column in the chart.
2. Students complete the statement. Check their work as they may not be familiar with specific words to
talk about grammar points.
3. Students read the statements and check the correct ones.
4. Students use the clues and create mini-stories using the past perfect.
Answer key:
1.
First Event Second Event Linking Word

1. all the mice had agreed upon this plan a wise old mouse stood up when
2. the wolf had reached Grandma’s house Little Red Riding Hood knocked at the door by the time
3. the king had gone to war the bad witch invaded the castle after
4. the dwarfs had left the witch gave Snow White an apple by the time
5. the animals had saved the girl the prince arrived before
2.
We form the Past Perfect by using have in the past + past participle of the main verb.
3.
✓ The Past Perfect is used to contrast two events in the past.
✓ When two events happened in the past, the Past Simple is used for the most recent event.
✓ When two events happened in the past, the Past Perfect is used for the earliest event.
1. The rabbit had won the race by the time the turtle got to the finish line.
2. The children had hidden the Easter eggs when lunch was served.
3. The swimming competition had already finished when it started to rain.
4. The prince had left the castle by the time the dragon attacked it.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, activities 3 and 4.
82
LISTEN ON 3 SB, pages 80 to 82
Aim:
Development:
Pre-listening task
Students talk about the questions and share their answers. Encourage them to try to tell some jokes in
English.
You may tell them a joke or a riddle and ask them if they think it is funny or challenge them to come up with
the answer. Make sure you don’t use any from the activity.
Listening
1. Students listen to the riddles and analyze the audience’s reaction as well as their own.
2. Students listen again and match the riddles to the pictures.
3. With their books open, students work in pairs and challenge their partners by asking them the riddles.
Alternatively, you can make copies of the slips with the riddles from the Photocopiable Materials section
and students work in an open group trying to guess the answers.
Script:
Radio speaker: Well, now let’s laugh a bit with the riddles that were e-mailed by our viewers… You can send yours
too and, who knows? We could read them on the air. Here’s the first one. Where would you send a sick
mule? Anybody know the answer? A horsepital.
Now, the second one… A teacher asks her high-school student, “Hey, Neil, do you understand the
importance of punctuation?”, “Oh, yeah, I always get to school in time.”
The third one… just a sec… oh, it’s about teachers too… What does a teacher have that his students
don’t? What? What? The answer book of course!
Now, here’s the fourth one: Which insect makes films? Difficult, uh? Steven Spielbug. You go it?
Spielbug!
OK, now let me choose another one… OK, here’s the fifth one: a patient asks his doctor, “Doctor, how
long can a man live without a brain?” “I don’t know. How old are you?”
Ok, and last but not least: What’s Dracula’s favorite fruit? Think a little bit… What’s Dracula’s
favorite fruit? Necktarine, what else? Well, that’s all, but don’t forget: we want to read your riddles
here next time. We’ll see you after this commercial…
Answer key:
Pre-listening task
Open task.
Listening
1. Open task.
2. Answers can be found on the listening script.
3. The answers to the riddles are provided in the Student’s Books.
PRONUNCIAT
IO N WORK SB, page 83
Aim:
Provide students with opportunities to narrate stories using rhythm, pace and other devices to create the
narrative flow and the listeners’ interest.
Development:
1. Students check what they think are important features when narrating stories orally. Have them
share their work.
2. Students listen to the excerpts and repeat after the recording. You may stop at specific parts and
call their attention to important aspects. Conduct choral and individual repetition of some parts to
provide students with an opportunity to practice narrating stories.
Script:
1. Once upon a time, on a very faraway kingdom, the queen, who was expecting a baby, wanted a baby girl. Her
dream was to name her daughter after her grandmother, Esther, a kind and loving woman.
After the girl’s birth, the king went to his people and announced the baby’s name. The queen’s aunt, Natasha, was
furious when she heard the news because the queen’s daughter was not named after her. She left in a hurry to talk
to the Queen and…
2. Once upon a time, on a summer morning in the country, a Mamma Duck was sitting on her nest, waiting for her eggs
to hatch. She had been waiting for a long time. At last, the eggs began to crack, and, one by one the ducklings poked
their heads out. Soon, all the eggs hatched except for the biggest one. Mamma Duck sat a little longer until out tumbled
the last egg. But when she looked at him, she said, “Oh, dear, you’re so big and ugly!”
3. The first little pig built his house out of straw because it was the easiest thing to do. The second little pig built his
house out of sticks. This was a little bit stronger than a straw house. The third little pig built his house out of bricks. One
night the big bad wolf, who dearly loved to eat fat little piggies, came along and saw the first little pig in his house of
straw. He said "Let me in, Let me in, little pig or I'll huff and I'll puff and I'll blow your house in!" "Not by the hair of my
chinny chin chin", said the little pig.
4. A teacher asks her high-school student, “Hey, Neil, do you understand the importance of punctuation?”, “Oh, yeah,
I always get to school in time.”
Answer key:
84
Aim:
Development:
Have students open their books to the Act Out section and form pairs to do the activity.
Make sure students use what they have seen in the unit about narrating stories and encourage them to use
what they have learned in the Pronunciation Work section of this unit when narrating their stories.
Write About 1
Write About 2
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
T
CL ASS PROJEC
Aim:
Development:
If there’s enough time, students can conduct research on one or all of the following aspects of fairy tales:
u where they come from;
u who the first story tellers were;
u famous fairy tales and their origins;
u socio-historical purposes of fairy tales;
u politically correct bedtime stories, etc.
Students bring the results to class and share their work.
Workbook - Unit 6
ORK
LANGUAGE W
1.
1. The little girl was raising the cup to her own lips when someone knocked at the front door.
2. While the king was away fighting a war, the queen gave birth to two boys.
3. Afterwards, the prince and the beautiful princess got married and lived happily ever after.
4. After class, we want to go out. Care to join us?
5. First, they went to the movies and then they had dinner.
These are the linking words that I found: They are used to…
and express addition
besides that express addition
but express contrast
because of express cause and result
as express cause and result
consequently express cause and result
3.
1. The two sisters stopped talking to each other because they had argued about how to raise their children.
2. The son visited his mother after she had returned from her trip.
3. Jane refused to answer Peter’s e-mails because he had lied to her.
4. She moved out of her parents’ house after she had found a good job.
5. She stopped her French classes because she had married a French man.
4.
1. When/By the time Beauty arrived at the palace, someone had killed the Beast.
2. By the time the giant had breakfast, Jack had taken out the giant’s two bags of gold.
3. When the Three Bears came back home, Goldilocks had eaten all the porridge.
4. When Little Red Riding Hood arrived at her grandma’s house, the huntsman had killed the wolf.
READ ON
This reading is related to Read On 1 in the Student’s Book.
2.
3 the hero tries to solve the problem and he/she faces the enemy/enemies
1 description of time and place
86
2 there is a problem that breaks the initial balance
5 their happiness is reestablished

4 the problem is solved
3.
5 final situation (the balance is reestablished)
3 phase of actions
1 initial situation (a balanced state of events is presented)
2 complication (something that breaks the initial balance is presented)
4 resolution
6 moral
4.
The moral is never so clearly portrayed, as it is in fables. It depends on the reader’s interpretation.
T1
WRITE ABOU
what they have to do. They can share the topic they are going to write about and you can carry out a small
writing assignment.
T2
WRITE ABOU
writing assignment.
ENT
SELF-ASSESSM
ability to understand spoken English.

7 Do You Love What You Do?

professions of survey results lectures express review of professions, word

the past and assumption, modals to skills and formation with
of the future, give and ask for express personality prefixes and
skills needed advice, accept or assumption traits suffixes
in the 21st decline to give and to give
century advice advice,
word class
In this unit you will talk about professions of the past and of the future. You will learn about the skills needed
for the 21st century. You will talk about things that are possible and impossible, and make assumptions.
You will also give advice, accept or decline to give advice.
(group of professionals) We are all very happy with our professional choices.
(vet holding a cat) What’s happening? I’m pretty sure he’ll stop this behavior if you keep someone around
the house for some time during the day.
(a therapist and a client) What do you advise me to do in my situation?
The unit opens with a quote by Plato: “Hardly any human being is capable of pursuing two professions or two
arts rightly.”
You can start the unit by talking about its title, the quote (including information about who Plato was), as well
as the pictures that portray different professions. You can also ask students:
u the skills needed to be good professionals;
u why these people have chosen these professions, etc.
You should not spend too much time on this activity as students will deal with this topic in more detail
throughout the unit, so, in class, use these two pages as a warm-up activity and introduction to the new topic.
88
TALKING ABO
UT SB, page 86
Aim:
Introduce the topic of the unit. Broaden students’ knowledge of the world. Talk about professions which
are not so valued nowadays.
Development:
1. Ask students if they know any songs that talk about professions or occupations. The images provide a
hint but students may not be familiar with these songs. Here are two examples:
Please, Mr. Postman is a 1975 hit by the Carpenters. Students can discuss this profession which is not as
valued today as it was in the past when people depended on letters to get news from their families or
loved ones. The lyrics tell about a girl who is anxiously waiting to get a letter from her boyfriend.
Last night a DJ Saved My Life is a song by the group Indeep. Talk with students about what is involved in
being a DJ.
You may find these video clips on the Internet and show them in class.
2. Go over the Useful Expressions box before students answer the question and give reasons. Encourage
them to come up with more details about why they would or would not work in these fields..
LANGUAGE W
ORK1 SB, page 87
Aim:
Raise awareness of modal verbs used to express assumption. Provide students with opportunities to
practice language using these modal verbs.
Development:
1. Students go over the Useful Expressions box and circle the modal verbs. Ask them for more examples
of questions and answers using modal verbs.
2. Based on the examples from the Useful Expressions box, students check the correct answer.
3. Students compare the two examples and number them according to what they mean.
4. Students rewrite the statements. Go over their work.
5. In pairs, students talk about these situations and express assumption.
Answer key:
1.
She must have worked really hard to get that job as a ski slope illustrator.
I’ve tried so hard to get it, but unfortunately I didn’t make it.
He can’t have become a pilot! Last time I saw him, he was still wondering what to do when he grew up!
Being a hotel receptionist must be really tough! How do you handle all the pressure and all those stressed clients?
This can’t be true! Has Pete become an audio engineer? Gee, I for one thought he was never going to make it!
2. ✓ assumption
3. 2 Margaret can’t have been promoted! Janice did well in the interview and I thought she would
make it instead.
1 Margaret must have been promoted! I was told she’s just bought herself a big house in
the suburbs.
4.
a) You can’t be dropping out of school.
b) This must be her car.
c) Phil must have borrowed her bike without asking.
d) Brittney can’t have visited you, she is in Europe!
5. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
PRONUNCIATIO
Aim:
Raise awareness of word formation using prefixes and suffixes and stressed syllables. Provide students with
opportunities to practice the pronunciation of these words and use them in a specific context – a job ad.
Development:
1. Students think of possible words and write them down. Monitor their work
2. In pairs, students can mark the stressed syllable. This is an opportunity for them to practice saying these
words out loud and for them to share their work. Challenge them to come up with more words while they
are on task.
3. As an open group, students share their work.
4. In pairs or trios, students write their ads. Encourage them to use the words from the previous activities.
Make sure they don’t mention the position while they share their work, as the others have to guess it.
90
LANGUAGE W
ORK 2 SB, page 90
Aim:
Introduce vocabulary related to professions and occupations. Provide students with opportunities to
practice this vocabulary.
Development:
1. Students work in pairs and match the columns. Check their work and offer help.
2. Students read the question and answer it. Conduct a group discussion on the topic.
3. Make sure students come up with professions of the future and justify their choices.
4. Students think of the occupation they would choose. You can have them share their work, by asking them
to guess what occupation their classmates have chosen.
Answer key:
1.
This person
1. digital architect 5 farms crops upwards rather than across flat fields to save space.
2. home caregiver 6 helps preserve and improve memory in an ageing population.
3. climate controller 9 creates very small implants for health monitoring and self-medication.
4. body part maker 2 helps care for elderly people in their own homes.
5. vertical farmer 7 designs and manages holograms of virtual people.
6. memory augmentation
10 disposes of your data waste in a responsible way.
surgeon
designs a selection of virtual buildings for advertisers and retailers to
7. avatar manager 1
market their products.
develops technology around the science of touch, such as gloves that
8. haptic programmer 8
make your hand feel warm, or wrapped in velvet.
9. nano-medic 4 creates living body parts for athletes and soldiers.
10. waste data handler 3 manages and modifies weather patterns.
Workbook
HAVE STUDENTS
GO TO WORKBO
Aim:
Development:
1. You can make copies of the slips in the Photocopiable Materials section and students arrange them in
order of importance. After presenting their results to the class and explaining their choices, they write
them down in their books.
2. Students listen to part of the lecture and fill in the chart. You can make copies of the chart from the
Photocopiable Materials section for them to check their work in relation to the survey results.
Script:
Lecturer: In relation to the profile of the survey takers, our research was conducted with respondents who in their
majority – 67% to be exact, work in education institutions. This means that their knowledge of secondary
and postsecondary education is high. Only 26% answered that their knowledge of postsecondary education
is moderate.
We showed them a list of skills and asked them: Which of the following are the most important skills
postsecondary students in the 21st century should learn? They had to select up to 3 skills. They mentioned
that all these were desirable characteristics, but when asked to rank them, surprisingly enough, in
their answers, the traditionally valued interpersonal skills, such as leadership, productivity, accountability
and collaboration were not seen as important as they were in previous years. 64% ranked critical thinking,
problem solving and questioning as the most important skills in the 21st century. Next we had accessing,
analyzing and synthesizing information, with 37%. Communication came next with 29%. Ethical
decision-making and innovation, creativity, curiosity and imagination were equally ranked – 24%
chose them as being important. In the graph, you can see that for only 8% leadership was seen important
at the time the survey was conducted.
Answer key:
4.
1. The survey takers, in their majority, worked in educational institutions.
2. No, 26% of the survey takers answered that their knowledge of secondary and postsecondary
education was moderate.
3. The question they were asked was the following: Which of the following are the most important
skills postsecondary students in the 21st century should learn?
4. They were shown a list of skills and they had to select up to 3.
5. Open task.
92
LANGUAGE W
ORK 3 SB, page 92
Aim:
Introduce more vocabulary related to professions and occupations. Provide students with opportunities to
practice this vocabulary.
Development:
1. Go over the professions and make sure students know what each one of them is. Then, they can say
whether they agree that these professions will be in demand. Have them justify their answers.
2. In pairs or small groups, students think about two other professions. Have them share their work.
3. In pairs or small groups, students refer to Listen On 1 and relate the professions to the skills needed.
Monitor their work and have them share it.
4. Students think about the professions and tell the group which ones they would be interested in pursuing
as a career.
5. Have students play the mime game:
Divide the class into two groups. One student from each group chooses a profession. A member of the
opponent group is told the profession that he/she has to mime for his/her group to guess. Set a time
limit of 2 minutes at the most for the miming. The group scores a point if they are able to guess the
profession. Encourage students to come up with unusual or odd professions/occupations to make the
game more challenging.
Alternatively, you can provide the professions the groups have to mime.
Answer key:
Workbook
HAVE STUDENTS
GO TO WORKBO
Aim:
Develop reading strategies.
Development:
1. With their books open to page 93, students read the question and share their opinion about it.
2. Students read the beginning of the lecture and answer the question. You can ask whether they agree
with the author’s opinion and ask them to provide examples.
3. Students read the rest of the text and come up with a summary of its main idea.
4. Students read the text again and write down the sacrifices mentioned. Ask them questions related to
competitions and the days these competitions take place to help them, because, for example, most of
the soccer and basketball games in Brazil happen on the weekends.
5. Have students think about other professions and the sacrifices involved. For instance, students can
mention actors who have to lose or gain weight to play a specific role, models that have to be very thin,
astronauts who have to spend time away from their families and other risky professions/occupations.
Answer key:
1. Open task.
2. In the author’s opinion, team sports teach people more valuable lessons than individual sports.
3. The author’s main idea for someone to become a great athlete can be summed up in the 3 Ds: desire,
dedication and determination.
4. The author mentions the sacrifice involved in working hard to excel oneself, and the sacrifice of not
spending time with families and loved ones.
5. The most common professions that involve sacrifices are doctors, firefighters, police officers, rescuers,
and military personnel. Challenge students to come up with other professions as well, such as news and
war reporters, etc.
LANGUAGE W
Aim:
Review language used to ask for and give advice, accept advice and decline to give advice. Provide students
with opportunities to use these language exponents.
Development:
1. Books closed. Make copies of the slips in the Photocopiable Materials section. Form groups and hand out
a set to each group. Students have to match each sentence to its meaning. The groups that finish the
activity should announce that they have finished out loud. Give the others groups time to finish the
activity and go over their work. If the first group has done the activity correctly, they are the winners. If
their answers are incorrect, check the second group’s. Go on like this until you have the winning group.
Afterwards, students open their books to page 94 and do the task there as reference for their studies.
2. Ask them to add more examples to the list provided in number 1.
3. Students role play the situation. Monitor their work and offer help if necessary. Ask some pairs to role
play their conversation to the whole class.
94
Answer key:
1.
Why don’t you talk to your boss about it? 2
What do you advise me to do? 1
That’s exactly what I’ll do. 4
I wish I could suggest something, but I can’t. 3
If I were you, I would consider looking for another coach/teacher. 2
I’ll follow what you told me. 4
I think you should stick to your original plan and be more patient. You’ll succeed if you
2
don’t give up.
I don’t know what to advise, I’m afraid. 3
If you take my advice, you’ll slow down a little bit. 2
I think I’ll try it out and let you know what happens. 4
What do you suggest? 1
It might be a good idea to talk to your parents about it. 2
I guess you’re right. 4
What should I do in this situation? 1
You’d better give it up. I don’t see any other possibility. 2
Have you thought about doing something else? 2
If you were me, what would you do? 1
I’m afraid I can’t really help you. 3
What’s your advice? 1
That sounds like something I could do. 4
Language Work, activity 3

Read On
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Write About
Aim:
Development:
1. In pairs, students read the sayings and state their opinion about them.
2. Students write a paragraph about the saying of their choice. Monitor their work and offer help if
necessary. Decide on the best grouping arrangement for this task: students can work individually, in pairs
or even in small groups. Base your decision on the available time you have for this task, on your students’
ability to work collaboratively, their common interests, and their ability to express themselves in
written form.
3. Students read their paragraphs out loud and listen to their classmates’ opinions. Ask them questions
about what they wrote and encourage them to explain their points of view.
Aim:
Development:
Have students open their books to the Act Out section. Since all students are applying for a new position,
give them some time for them to write their résumés. Assign their roles and have them carry out the
interviews. Then they should exchange roles. After the interviews, have students share their impressions on
how the interviews went and the positions they applied for.
Note:
Make sure students have already done the Workbook activities Read On and Write About before they role
play the situation proposed in Act Out.
Workbook
HAVE STUDENTS
GO TO WORKBO
CL ASS PROJE
CT SB, pages 197 and 198
Aim:
Development:
If there’s enough time, students can conduct research on one profession and find out more details about
what skills are required or interview someone who works in the field and ask this person to describe a
normal work day (A day in the life of a/an ______________).
Students bring their results to class and share their findings.
96
Workbook - Unit 7
ORK
LANGUAGE W
1. 1. small jobs of different kinds that are done to repair and clean things
2. odd-job man
3. assemble and paint furniture, clean apartments or offices, household repairs, for example, pull up and reseat
a leaking toilet, wax apartments or offices, repair valves and leaking faucets, paint apartments or offices, etc.
2. 1. Answer key available in Student’s Book.
available and reactive 2 excellent decision maker 2, 3
observant 2, 3 capacity to delegate 3
good listening and negotiation skills 2 dependable 1, 2, 3
diplomatic and self-controlled 2, 3 good teacher and team leader 3
thorough and very organized 1 creative 2, 3
autonomous 1, 3 capacity to anticipate conflicts and handle problems 1, 2, 3
good interpersonal skills 2, 3 create and maintain team spirit and motivation 3
analytical mind 1, 2, 3 implement ways of sharing information, instructions 3
good writing skills 1 and knowledge
discrete 2, 3
6. Open task.
READ ON
1. Open task.
2. Accept students’ answers as long as they are coherent.
WRITE ABOUT
what they have to do. They can share the profession they are going to write about and you can carry out a
short discussion on the relevant aspects they can mention in their pieces of writing and relate it to the tips
for writing résumés. Thus, they will be more prepared for the writing assignment.
ENT
SELF-ASSESSM
To prepare students for this activity, besides going over the Table of Contents and asking them for examples of
the language used in the unit, have students share their answers to the questions related to their writing skills.
8 Review Unit
This unit has the objective of reviewing language studied in previous units through different kinds of activities
and exercises, as well as to provide students with opportunities to use learning strategies to cope with the
tasks proposed.
Students listen to the recording, complete the charts and share their work.
Script:
Situation 1
Man: What question could never receive a yes as an answer? Are you sleeping?
Situation 2
Woman: Lady soon became the queen of the household. She was pampered and petted by everyone. And in return,
she looked after the couple, fetching Jim Dear’s newspaper and slippers, and guarding the house at night.
For her birthday, she received a beautiful blue collar. “Look at how pretty you are,” said Darling. “Wait
until the others see me,” thought Lady.
Situation 3
Man: What can you tell me about your professional accomplishments?
Woman: First of all, I would like to mention the time I was chosen to be part of the project to develop a new
restaurant concept. I spent two years involved in this project and it was extremely rewarding.
Situation 4
Woman: The survey I’m referring to mentions seven professions, both emerging and long-standing, that will be
secure in the future. After the break and in the second part of this presentation, we will see which
professions are mentioned and their requirements.
Situation 5
Man: You asked me what I really like.
Woman: Yeah, that’s right. I was wondering what would make you tick.
Man: Well, I inherited a stamp collection from my grandfather and I’m organizing it now that I have some
time. The other day I was talking to some philatelists about this 18th century stamp and they told me there
are only 100 of these stamps and each one costs more than…
Answer key:
Note that these are possible answers. Bear in mind that students can come up with other possibilities.
Accept them as long as they make sense and ask students to explain their choices.
Situation 1
kind of text: joke/riddle

purpose: make people laugh
speakers involved: a man and an audience
situation these people are in (when/where): at home, at school, at a pub, etc. We cannot say when it takes place.
topic: guessing the answer to an amusing question
98
Situation 2
kind of text: fairy tale/bedtime story
purpose: entertain children and people who like fairy tales

a woman and probably some children who are listening to
speakers involved:
the story
situation these people are in (when/where): at home before bedtime
it’s the story of a puppy and its activities in the house she
topic:
lives in
Situation 3
kind of text: job interview
purpose: to know the candidate and his/her qualifications

Human Resource responsible and interviewee/interviewer
speakers involved:
and interviewee
We cannot say when the interview takes place but it
situation these people are in (when/where):
probably takes place at an office
topic: professional accomplishments
Situation 4
kind of text: lecture
purpose: give information about professions of the future
speakers involved: presenter and probably an audience

We cannot say when it takes place. An auditorium at a
situation these people are in (when/where):
school or other public place.
topic: 7 professions of the future according to a survey
Situation 5
kind of text: conversation
purpose: get to know the other person better
speakers involved: two friends or colleagues
situation these people are in (when/where): at a party, at a meeting
topic: stamp collection
Review Unit - Teacher's Guide 99

8 Review Unit
Remind students that the Act Out conversations may be a continuation of one of the situations they have
listened to in Listen On. After working in pairs, have them share the situation and what they talked about. If
there’s enough time, have them act out one or more conversations.
How sure are you? – SB, page 97
Students can do this activity in pairs and afterwards, they share their work.
Possible answers:
Who Brian is: A new classmate. Someone my sister met at the club, etc.
What he does: He probably practices sports and he must be good at Art.
What he likes: I’m almost positive that he likes horses.
What he looks like: Knowing my sister, I’m sure he is very handsome.
Your sister’s opinion about Brian: She is undoubtedly interested in getting to know him better.
How your sister feels about horses: I know for certain that she is afraid of horses.
I did like to play marbles. – SB, page 98
Students write their statements and then they share their work.
Answer key:
Open task.
What could I do for a living? – SB, pages 98 and 99
1. Have students read the quote and decide what profession they would choose. They can work in pairs
and share their decision afterwards.
Alternatively, play a guessing game with them before they write about themselves. Choose a
student (A) who will have to guess what Student B would be. Student B has to confirm whether
Student A guessed correctly. Student B chooses another student and states his/her opinion, etc. Go on
like this until all students have had the chance to guess.
2. Have students express their opinions about the topic.
A group tale – SB, pages 100 and 101
All students work together and create a story. To choose who is going to start the story, hand out slips of
paper and have them write their names on it. Collect the slips and draw one. This student starts telling the
story and the others have to continue it. If possible, record the story and then play it for them to have the
opportunity to listen to it again and write it down in their books.
100
Workbook - Unit 8
At work
Open task.
A conversation
Angie sat dazed, wondering if she were dreaming and she asked, “Then, why did you leave? What reason
did you have for going away?” He hesitated before answering: “Priscila knew that it was my intention to
return to hospital for further treatment on my eyes. One last attempt, the surgeon had said, might restore
my sight.
Four days after the bandages were removed I was convinced the operation had failed, even though the
doctors assured me that it was too soon to expect results.
She stared at the eyes she had imagined were blind and a blush began rising in her cheeks. “Are you telling
me you can see?”, she said lifting her hands up to her face.
Linking words
1. We had a map. Consequently/Thus/So, we didn’t get lost.

2. He only talks about himself. But/However, I like him very much.
3. If you don’t study harder, you won’t pass your exams.
4. He speaks French and reads German.
5. I was very nervous during the interview, however/but I managed to look calm.
6. She won’t marry him because he is too jealous.
7. It was getting dark. So/Therefore, I went indoors.
8. My secretary couldn’t come today. Then/Consequently/So, I’ll have to make that reservation.
9. I like this city very much. However, I want to move to a smaller place.
10. He doesn’t study at all, and/so he won’t learn the language to talk to tourists.
A ton of problems
Open task.
WRITE ABOUT
Make sure students know what to do before assigning this activity as homework. Ask them which situation
(1 or 2) they are going to write about and have them share some ideas in class so as to prepare them for the
writing activity.

9 How Can We Change the World?

social anecdotes Internet talk about events present words and minimal pairs:
movements, articles that started in perfect and expressions clock and cloak
globalization the past and present related to the
and regional continue now, perfect environment
differences, introduce critical continuous,
environmental remarks and direct and
concerns make opinions indirect
sound less objects
categorical
In this unit you will talk about global and local issues and other environmental concerns. You will talk about
facts or events that started in the past and are still happening, placing emphasis on the time spent doing
them and you will learn how to express your opinions in a less categorical way.
(woman and a globe) I was wondering what we could do locally to help their business improve.
(girl and man) We hope people think carefully about important world issues and take action before it’s
too late.
(Slow Down sign) Is it really necessary to slow down or can we keep up with the current pace?
The unit opens with a quote by Albert Einstein: “Learn from yesterday, live for today, hope for tomorrow. The
important thing is not to stop questioning.”
You can start the unit by talking about its title, the quote (including information about who Albert Einstein
was), as well as the pictures that portray world problems and the need to care about our planet. You can also
ask them
u what the different situations portrayed mean;
u if the world is today what they envisioned it would be;
u what legacy they think they will leave for future generations, etc.
dealt with in more detail throughout the unit, so in class, use it as a warm-up and activity introduction to the
new topic.
102
TALKING ABO
UT SB, page 104
Aim:
Introduce the topic of the unit. Students are expected to express their opinions about the saying “Think
globally, act locally.”
Development:
Go over the images and have students make comments if they are familiar with them or not. Call their
attention to the word “glocal”, a blend of the words global and local, creating a portmanteau word.
Aim:
Develop reading skills and foster critical thinking. Provide students with an opportunity to talk about the
concept “Think globally, act locally”.
Development:
1. to 5. Books open. Students read the text and do the activities. Go over their work. Decide on the best
grouping arrangement for these activities to create some variety in class.
6. Have students share their sayings. They can visit other groups and talk about their work.
Note: Make sure students do the vocabulary task related to this Read On in their workbooks.
Answer key:
1.
✓ The author writes about what she understands by the saying “Think Globally, Act Locally.”
2.
a. “Think Globally, Act Locally" means personal change.
b."Think Globally, Act Locally" means international tolerance.
c. "Think Globally, Act Locally" means bioregional culture.
d."Think Globally, Act Locally" means supporting local businesses and agriculture.
3. The author probably believes that if people don’t change what they do locally, which means changing on a
personal level, the world will not improve in relation to the environment.
language Work, activities 1 and 2.

Workbook
HAVE STUDENTS
GO TO WORKBO
OK Read On 1

LANGUAGE W
Aim:
Introduce the Present Perfect Continuous. Raise awareness of the differences between the Present Perfect
and the Present Perfect Continuous. Provide students with opportunities to practice these verb tenses.
Development:
1. Students can work individually or in pairs. Have them share their work and help them out as necessary.
Have students go to page 107 and read the footnote again to underline the part of the statement.
2. You can write other examples using the Present Perfect Continuous on the board and have students
analyze them in relation to when this tense is used and its form. Make sure students mark the correct
options in their books.
3. Students can come up with other situations and challenge their classmates to say statements using the
Present Perfect Continuous.
4. Students can work individually or in pairs. Have them share their work and help them out as necessary.
Answer key:
1. ✓ Juniper has released a bunch of articles on pets, political activism, women’s health and evidence-
based alternative medicine.
Juniper Russo is a freelance writer who has been writing about pets, political activism, women’s health
and evidence-based alternative medicine for many years.
2.
1. ✓ actions that started in the past and continue now, placing emphasis on how long they have happened.
2. ✓ have in the present tense + been + main verb + ing.
1. Paul has been running.
2. Susan has been writing an essay on global warming for two weeks.
3. Greg has been studying for a geography test.
4. The actors have been rehearsing for two months for the play preview.
4.
2 We've been working really hard for quite some time now.
3 I've sent more than fifteen e-mails this morning.
3 He's written a very good summary of the meeting.
1 I've worked as a teacher since 2010.
2 We've been having a hard time since the economic crisis hit our country.
4 The phone bill this month is astronomic. You've been calling your boyfriend overseas, haven't you?
2 I've been working as a teacher since 2010.
104
Workbook
HAVE STUDENTS
GO TO WORKBO
Aim:
Develop listening strategies and foster critical thinking.
Development:
There are many video clips on the Internet showing several aspects related to growing food locally. You may
show a few in class and have students share their impressions.
1. to 3. Students open their books to pages 109 and 110 and do the activities. You can form pairs or trios
and discuss the questions. Have them share their work.
4. Students read the instructions. Play the audio track more than once if necessary for them to answer. Have
them share their work.
5. Students can work in pairs or small groups to answer the questions. Have them share their answers.
Script:
Woman: It was my niece’s wedding and she celebrated it in a very posh restaurant on the outskirts of town. It was
the family’s first experience with slow food. I enjoyed the small oftentimes tiny portions of food served
straight from their organic backyard. Each dish was prepared right on the spot and the whole meal took
hours of nice conversation and really tasty healthy slow food, accompanied by excellent Italian wine.
My husband and kids were complaining during the whole meal: they complained that they were hungry,
that the food took too much time to be served, that the dishes were one-bite portions… After three hours of
slow food they decided that it was time to stop at MacDonald’s for a real treat on their way back home.
To be quite honest with you, my niece tried to please everyone but she wasn’t quite successful. I don’t know
what I’ll do if we get invited to a slow food restaurant again.
Answer key:
3. Its objective is to preserve traditional and regional cuisine and encourage farming that is characteristic
of the local system.
4. The woman enjoyed the meal but her husband and kids did not enjoy it at all.
5. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK
Read On 2
LANGUAGE W
Aim:
Raise awareness of language used to introduce critical remarks and of how to make opinions sound less
categorical or definite. Provide students with opportunities to practice using these exponents.
Development:
1. Make copies of the slips provided in the Photocopiable Materials section. Students match the exponents
and the functions.
2. Hand out blank slips of paper. In pairs or small groups, students write their examples and ask the other
pairs/groups to classify them accordingly.
3. Make sure students use the exponents seen previously and offer more details about these topics. Make
informed decisions and include other topics if these prove not to be interesting for your students.
Answer key:
1.
b Honestly speaking, people worry too much about movements that do not represent what the majority thinks.
a I believe it means that local traditions should be respected as well.
a I feel that I don’t have enough information to state an opinion on this matter.
b To be quite honest with you, I don’t have an opinion on this.
b To tell you the truth, it’s quite impossible to prevent globalization.
a I can’t tell you for sure, but in my opinion, this concept applies to all fields of human activity.
a I reckon this is a controversial matter.
to make opinions sound less categorical or definite to introduce critical remarks
In my point of view, … Frankly, …

I sort of think that … Let me tell you what I think.
3. Open task.
106
PRONUNCIATIO
N WORK SB, page 111
Aim:
Raise awareness of the difference of the minimal pairs /ɒ/as in clock and /əʊ/ as in cloak. Provide students
with opportunities to practice this minimal pair.
Development:
Books closed.
1. Write the two examples from the Student’s Book or any others with the same minimal pair and ask
students to read them aloud.
2. Play the audio track and have students repeat the two sentences. Conduct choral or individual repetition
for students to become aware of the difference in the pronunciation of this minimal pair.
3. Make copies and distribute some or all of the slips from the Photocopiable Materials section. Have
students find their pairs by saying the words out loud.
Students may not be familiar with the meaning of some of the words they have to repeat. Tell them these words
are used to contrast the pronunciation with the other word and that their meaning is not important at this point.
In case they become interested in knowing the meaning of the words, have students look them up in a
monolingual dictionary. You may give each pair or group a number of words they have to find the
meaning. Have them share their work.
Then, have them open their books, and play the audio track and have students write the words in their
books in the correct column.
4. Students fill in the blanks with the correct word. Then, they listen to the audio track and correct their
work. You may have them repeat the statements and question in case they have difficulties differentiating
between this minimal pair.
5. Have students share what they know about these words and, as a wrap-up activity, about all the words
they learned while working on the previous activities.
Script:
2.
u My clock is broken. I’ll get it fixed.
u She put on her red cloak and went out in the snowy evening.
3. block / bloke / node / nod / cod / code / cope / cop / jock / joke / smock / smoke / chock / choke / glob / globe
4.
u He was such a computer jock.
u I’m definitely not going to do that.
u The smoke could be seen from far away.
u Note that this is extremely unexpected.
u The joke he told us was not so funny.
u Where’s your smock? You’ll get dirty if you don’t wear it.

Answer key:
1. No, clock is pronounced differently from cloak. They are minimal pairs, as there is a difference between
only one sound in the two words.
3.
Minimal pairs
Words with /ɒ/ as in clock Words with /əʊ/ as in cloak
block bloke
nod node
cod code
cop cope
jock joke
smock smoke
chock choke
4.
u He was such a computer jock.
u I’m definitely not going to do that.
u The smoke could be seen from far away.
u Note that this is extremely unexpected.
u The joke he told us was not so funny.
u Where’s your smock? You’ll get dirty if you don’t wear it.
5. Open task.
LANGUAGE W
Aim:
Raise awareness of direct and indirect objects. Provide students with opportunities to practice using the
direct and indirect objects.
Development:
Students read the instructions and do the activities. Provide help if necessary and go over their work.
To do task 3, students work in pairs. Have them act out their conversations to the whole class.
Answer key:
1.
The order in statement a. is a subject + verb + indirect object + direct object.
The order in statement b. is b subject + verb + direct object + preposition + indirect object.
The order in example b. is used more often when the direct object is shorter than the indirect object, or
when the speaker wants to emphasize the indirect object.
108
2.
u Susan sold me her car.
u Grandma left her daughter all her money.
u We will make an offer to the possible buyer.
u John read his son an exciting bedtime story.
u My boss sent us an e-mail about the new deadline.
u Greg bought his brother a new tie.
u I asked my dad an important question.
3. Open task.
Aim:
Development:
Students work in pairs. Make sure they use the language seen in the unit. If necessary provide examples and
encourage them to provide more details about their points of view..
Write About
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
CL ASS PROJE
CT
SB, pages 201 and 202
Aim:
Have students carry out research on the topic of the unit to broaden their knowledge of the world.
Development:
Students can carry a research on global issues or movements such as globalization and environmental issues,
or any other topic that may be of interest to them related to world concerns.
In class, they decide on:

u the topic they are going to do research on;
u the aspects related to the topic they want to find out more about;
u the questions they are going to ask.
Set a due date for them to bring the results to class and then have them share their findings.

Workbook - Unit 9
ORK
LANGUAGE W
1.
1. a short phrase that is associated with a particular organization or person: a catchphrase
2. a word or phrase that is repeated many times and expresses a strong belief: mantra
3. ordinary people in a society, an organization or political party: grass roots
4. to make you feel unable to understand or explain something: baffled
5. it makes you think of new ideas about a topic: thought-provoking
6. to be strong enough not to be destroyed by something: withstand
7. in other countries across the sea from your country: overseas
8. making a hole with a special machine to extract oil or gas: drilling
9. the point in time when a new situation is about to begin: brink
10. a sudden violent natural event that causes a lot of damage: cataclysm
2.
1. Open task.
2.
1. to die out 7 to no longer happen or exist

2. to recycle 9 to get rid of something no longer needed
3. to use up 6 liquid or gas that comes out of a container
4. to dry up 5 to put someone or something at a risk
5. to endanger 2 to collect and treat waste materials so that they can be used again
6. to leak 10 to change something solid into liquid
7. to disappear 1 to become weaker or less common until it disappears completely
8. to diminish 4 the water in a river, lake, etc. disappears
9. to dump 8 to become less
10. to melt 3 to finish the supply of something
3. Open task.
3. Open task.
4.
1. I have traveled by plane two times and each time I felt sick.
2. I have been traveling by plane since I was a small kid.
3. The tourism industry has been rising for years in our country.
4. The tourism industry has risen because of international sports events.
110
READ ON 1
1. Open task.
READ ON 2
1.
u Angelita learned snails are of slow motion and as it carries its house, its home is everywhere the snail is.
u The virtues are: slowness, adaptability and the ability to settle anywhere.
u It teaches people that being fast is foolish and inconsiderate.
2. Open task.
WRITE ABOUT
writing assignment.
ENT
SELF-ASSESSM
ability to understand grammar rules.

10 At Your Fingertips?

modern life interviews excerpts describe use of expressions intonation of

challenges from people, modals to related to body expressions that
and changes articles speculate speculate parts, adjectives show surprise
with almost about the past, about and expressions and disbelief
everything at show surprise the past, used to describe
our fingertips and disbelief embedded people, words and
questions, expressions used
review of to show surprise
the second and disbelief
conditional
In this unit you will talk about modern life challenges and changes. You will describe people and speculate
about the past. You will also show surprise and disbelief.
(boy and girl playing videogame) Kyle, be patient. Let your sister finish first before you start playing.
(young couple) C’mon! I was telling you what happened yesterday and now you won’t stop talking to
Sandy. It’s not fair!
(download sign) How long do you think this film is going to take to download? I want to see it now!
The unit opens with a quote by Matthew Arnold: “This strange disease of modern life, with its sick hurry, its
divided aims.”
You can start the unit by talking about its title, the quote (including information about who Matthew Arnold
was), as well as the pictures that portray people using technological devices. You can also ask them
u what it means to have everything at your fingertips;
u if they feel that the pace at which they do things has changed over time, etc.
dealt with in more details throughout the unit, so, in class, use it as a warm-up activity and introduction to
the new topic.
112
TALKING ABO
UT SB, page 116
Aim:
Introduce the topic of the unit and have students share their opinions about it.
Development:
Books open. In pairs, students go over the activities. Go over the Useful expressions box and encourage
your students to use them while talking. Then, have them share their work.
You can tell students about a time you forgot about something important and how you dealt with it., or any
anecdotes related to this topic
Language Work, activities 1, 2 and 3.

Workbook
HAVE STUDENTS
OK
GO TO WORKBO
Aim:
Develop listening strategies. Introduce a new perspective on being high tech.
Development:
1. Books open. You may start by asking students what the images show and then ask them the question about
technology and becoming lazier.
2. Play the audio track and have students complete the chart.
3. Students go over the images again and answer based on the opinion of the speakers.
4. Play the audio track for students to listen to what speakers 3 and 5 say on the topic and answer the question.
5. Students work in pairs or small groups and answer the questions.
Script:

Speaker 1
Woman: In the beginning of my career as a Math teacher I was pretty much rabid anti-calculator. I’m not embarrassed
to say this now, but as we get more experience we see that being strongly opinionated about some things
won’t help us at all, especially when we are in the field of education.
I thought that my students would get lazier and wouldn’t remember how to make simple calculations if
they used a calculator. I felt they were not training their minds. Worse, if I allowed them to use a calculator
in class I wouldn’t be promoting logical reasoning and they wouldn’t discover and understand mathematical
concepts. I want my students to be able to do mental calculations and master long division and other basic
paper-pencil algorithms. Today, I restrict the use of calculators in class until my students can add, subtract,
multiply and divide even large numbers on paper. I guess that today I’m more middle of the road when it
comes to using calculators. I see it as tool and teach my students when to use them.
Speaker 2
Man: From my experience with business people as their personal trainer, I think that technology and modern
life are making us lazier. Take a normal day in the life of an executive, as an example. In the morning, he
takes the elevator to the garage and from there he drives his car to work. In his car, everything is electrical.
Once he
gets to work, an elevator takes him to his office. He will spend the day at his desk, using the computer. At lunch
time, he takes the car again and goes to a nearby mall to have lunch. Back to the office in the afternoon, and
he is ready for more hours of meetings and computer work. Once he gets home in the evening, he has dinner
with his family and helps his wife tuck the children into bed. A few hours in front of the TV before it’s time
to go to bed and here comes another day that will be exactly the same as the previous one. My advice to all the
business men who are listening to me right now is very simple: treat your body as you would treat your new
car: with love and care. It doesn’t take much but the results in the short run will be noticeable. And be sure
to download the new apps that measure how many calories you burn when running or strolling! This is the
kind of technology that can help people start exercising!
Speaker 3
Man: In fact, I can say that in the 21st century, we’ve been observing some changes in people’s lifestyles due to
ever increasing use of technology. Everything we need is at our fingertips. We order food and read the news
using our tablets. Instead of going out, we chat with friends and family, download books and films without
leaving the couch… I’m not sure how life will be in the 22nd century but it makes me wonder the significant
changes we’ll face in every domain without having to blink an eye. Intelligent cars and homes will make
our lives easier and easier, but we will also probably become lazier, more impatient and forgetful. Why force
ourselves to remember things, if everything we need is stored in the memory of our tablets? It makes me
wonder if we’ll have other strong muscles besides our thumbs!
Speaker 4
Woman: One of my assignments as a reporter was to spend a weekend at a new brand chain of hotels that is entirely
controlled by touch screen tablets. A tablet in every room lets us control the room, from TV and ambient
colored lighting to ordering room service and water temperature in the bath tub. It was quite interesting
that the hotel offered this high tech service but the big question that came to my mind while I was checking
out was: How is it going to be in other places where we actually have to get up to get things done? But there’s
one thing I know for sure: my perception about how technology makes us lazier could have been different if I
hadn’t been invited to stay a weekend at this high tech hotel.
Speaker 5
Man: I’m really worried about this new couch potato generation. It was the TV a few years ago but it has been
replaced by tablets with people spending hours on the couch. I always tell my patients, “Get off the couch, lace
up your sneakers and boost your memory”. And start at an early age to make sure that at an old age your
mental abilities are still sharp. We are still studying the effects of exercise on memory and their potential cure
of neurological diseases, but recent research has shown that there is an important improvement in children’s
academic performance by associating exercise and studies on a daily basis. This is John Peterson, your medical
advisor at GHKM, your radio station.
114
Answer key:
1. Open task.
2.
Speaker Profession Technology mentioned Opinion about the use of technology

In the beginning she was completely
anti-calculator during math classes. Now,
1 math teacher calculators
she sees it as tools and teaches students
when to use them.
mentions the facilities
business people use
every day: cars, elevators,
computers, TVs. He also It makes people lazy, while some apps
2 personal trainer
mentions apps that can can help people to start exercising.
measure the amount of
calories people burn while
exercising.
tablets, intelligent homes They make our lives easier but they
3
and cars make us lazy and more impatient.
touch screen tablets that

4 reporter control the room and the They make us lazy.
hotel services
They make people lazy and affect

5 doctor TVs, tablets
people’s memory.
3. Images 1, 2, 3 and 6 represent things that we should avoid.
4. Speaker 3 says that people won’t have to remember anything because all the information needed is
stored in the memory of tablets. Speaker 5 mentions studies that reveal it’s important to exercise in
order to improve our memory.
5. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK
Language Work, activities 4 and 5.

Aim:
Development:
Go over the instructions and encourage students to come up with more arguments to present in their talk.
After their 1-2 minute presentations, other students can ask for more details concerning what they heard.
LANGUAGE W
ORK1 SB, page 119
Aim:
Review of modals used to speculate about the past. Provide students with an opportunity to practice
language used to speculate about the past.
Development:
Books open. Students go over the instructions and do the activities. Help them out whenever necessary and
check their work.
Answer key:
1. ✓ speculate about the past.
2. “My perception about how technology makes us lazier could have been different if I hadn’t been invited
to stay a weekend at this high tech hotel“.
3. In which statement(s) are we almost 100% certain about what happened? a
In which statement(s) are we less certain about what happened? b and c
4. Open task.
Aim:
Development:
Books open. Students go over the instructions, read the texts and do the activities. Help them out whenever
necessary and check their work.
In task 3, encourage students to come up with examples using the vocabulary they learned.
116
Answer key:
1. Both texts mention how technology is changing people’s lives.
2.
u Psychologists are intrigued by a more subtle and insidious effect of our online interactions. It may be
that the immediacy of the Internet, the efficiency of the iPhone and the anonymity of the chat room,
change the core of who we are.
u Consumers are so impatient that retailers have turned to same-day delivery, thus profiting more.
3.
Text
“One of the most visible consequences of immediacy is that people are forgetting what it
1
is to think in long terms.”
“I used to wait to download a movie. Now, whenever I want to watch a movie and it’s not
2
on Netflix or on-demand, I do not put any more effort into watching or finding it.”
“Disney World has created your magic pass. Pay and do not wait in line anymore.” 2
“The rapid pace of technology has certainly led to nimble thinking but also to shallow
2
consumption of information. Is it a good or a bad thing? Only the future can answer that.”
“Quick fun with instant gratification is what most teenagers turn to nowadays. Playing Angry
1, 2
Birds and Candy Crush on the iPhone has replaced reading a magazine or a book.”
4.
u not obvious: subtle
u gradually and secretly causing harm: insidious
u to move or spread slowly: to seep
u an occasion when people see something for a very short period of time: glimpse
5.
1. People are unaware of the insidious effects of the new government plan.
2. The new economic theory and its jargon seeps into newspaper articles.
3. There’s a subtle scent of roses. I wonder where it is coming from.
4. We were able to catch a glimpse of our favorite actress the moment she arrived for the ceremony.
6. Open task.

LANGUAGE W
Aim:
Review language used to describe people. Introduce words and expressions used to describe people.
Provide students with opportunities to practice these words and expressions.
Development:
1. Students go over the texts and find the adjectives.
2. and 3. Make copies and hand out the cards from the Photocopiable Materials section. Challenge students
to classify the expressions as negative or positive. Before checking their work, they can read the examples in
the Student’s Book and change what they did. Go over their work and ask them to explain what they think
these expressions mean.
Afterwards, have them open their books and write down the answers as a warm-up activity.
Make sure you call students’ attention to the fact that some of the personality descriptions depend on the
context and the speaker’s intention to be considered either positive or negative.
4. Students write about a family member, a colleague or a friend. Make sure they share their work.
Answer key:
1. lazier, impulsive, impatient, forgetful, narcissistic
People are being described negatively.
2.
1. PD Danielle is thought to have nimble thinking.
2. PD or ND My brother is so goofy.
3. ND Brenda is a shallow woman.
4. PD Madison is such a good natured child.
5. PD My dad was a real go getter.
6. N This position requires a people person.
7. ND My philosophy teacher is a real nut job.
8. ND My mom was a basket case when she heard the news.
9. ND Peter is a creepy dude.
10. ND My nephew Paul is a little bit stiff.
11. PD Sandy is outspoken.
12. ND Richard is a very driven person.
13. N The twin sisters are as alike as two peas in a pod.
118
3.
1. quick thinking
2. a person who jokes around and is silly
3. a person who worries about things like money, fame or appearance
4. a person who is friendly
5. a person who is highly motivated
6. a person who likes being around other people
7. a person who does strange and crazy things
8. a person who is emotionally unstable
9. a person who scares other people
10. a person who feels awkward among other people
11. a person who states his/her opinion honestly
12. a person who works very hard to succeed, almost compulsively
13. people that look very much alike
4. Open task.
LANGUAGE W
ORK 3 SB, page 124
Aim:
Raise awareness of the difference between “so” (“so” + adjective), “such” (“such” + noun phrase), and “too”
in statements. Raise awareness that we use a that clause after the adjective or noun phrase to talk about a
result. Provide students with opportunities to practice using these words in statements.
Development:
Students go over the instructions and do the activities. Offer help whenever necessary and check their
work. You may provide other examples and have students come up with other statements in which they use
“such”, “so” and “too”.
Answer key:
2.
u so and such have a meaning similar to very.
u too means in excess.
u We use so before an adjective.
u We use such before a noun phrase.
u After the adjective or noun phrase we use a that clause to talk about a result.
3. Open task.
Language Work, Activity 6

Workbook
HAVE STUDENTS
OK
GO TO WORKBO

Aim:
Development:
1. and 2. Books closed. Play the audio track and ask students to listen to it and to pay attention to the topic
of the conversation - where the speakers are, who the speakers are and any other aspect that called their
attention while they were listening.
Then, students open their books and try to complete the chart and correct the false statements. If necessary,
play the audio track once more. Go over their answers.
3. Have students read the instructions, play the audio track as many times as necessary and ask them to do
the activities. Check their work.
4. Students can work in pairs and then share their work. They can be asked to explain the reasons for their advice.
Script:
Reporter: I’m really worried about this new couch potato generation. It was the TV a few years ago but
it has been replaced by tablets with people spending hours on the couch. I always tell my patients, “Get off the
couch, lace up your sneakers and boost your memory”. And start at an early age to make sure that at an old age
your mental abilities are still sharp. We are still studying the effects of exercise on memory and their potential
cure of neurological diseases, but recent research has shown that there is important improvement in children’s
academic performance by associating exercise and studies on a daily basis. This is John Peterson, your medical
advisor at GHKM, your radio station.
Daniel: Hi, I’m Daniel. I’m really worried about my son. Let me give you an example of what I noticed. He’s
become so impatient that when we are skyping and it takes me more than a few seconds to accept a file he’s
sending, he cancels the transmission. I know that he’s always in a hurry but he’s got to learn to wait a little
bit longer. I may be doing something else or the connection might be slow. I don’t know why he behaves like
that but I have noticed the same kind of reaction in other moments. People are not robots! How can I make
him understand this in a world that expects people to react instantly?
Philip: My name is Philip. What can I say? Um… I think there’s in fact a growing trend in people becoming
impatient over the smallest things. I’ve seen people cut the line on weekends at the annual state fair and they
don’t realize they are doing this out of sheer impatience. Can we say this is a result of staying online all the
time and the quick results Google provides? I don’t know for sure but there must be some kind of connection.
Why do folks that live in small places without broad band seem more patient?
Courtney: My name? Courtney. Well, I feel quite nervous when I have to pick my children up at school. I have to drive
slowly not to cause an accident and I always see other drivers cutting in all the time. What difference is it
going to make if they get to their destination a couple of minutes later? Can’t they realize they are putting
their lives and mine as well in danger driving like crazy in the city? The same thing happens in the road. I
keep a safe distance from the front car but other drivers insist on overtaking all the time. I would like to know
why people hurry so much and what we can do to prevent this.
Reporter: So, we interviewed some people and their voiced their concerns. What do you make of their answers to our
question? From what we’ve heard, can we say that there is a connection between having everything at our
fingertips immediately and how people behave on a daily basis?
120
Answer key:
1.
True False
The speakers are being interviewed. ✓
The speakers are at an auditorium. ✓
The questions that were asked are different for each speaker. ✓
All the speakers voice their concerns about how technology is making people
✓
more impatient.
2. The speakers are passers-by, so they must be on the street.

There was only one question that was asked to all interviewees.
Courtney doesn’t mention technology.
3.
Daniel He is worried that his son is too impatient.
Philip People are behaving impatiently in social interactions.
Courtney She is concerned about how people drive nowadays.
4. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, activity 9.
ORK 4
LANGUAGE W SB, pages 126 and 127
Aim:
Raise awareness of how people show surprise and disbelief. Provide students with opportunities to practice
using these exponents.
Development:
2. Make sure you take monolingual dictionaries to class so that students can do the second part of this task.
4. Encourage students to use the words and expressions they have learned to tell the news. They may talk
about other events that surprised them.

Answer key:
1. (✓) surprised by these results.
2.
1. I was surprised to receive so many presents on my birthday.
2. We were astonished to see a girl piloting that airplane.
3. I was flabbergasted to hear that my grannies had sold their house and left on a trip around the world.
4. Even the professor was astounded at the result of our experiment.
1. take somebody aback: to surprise someone so much that they don’t know what to do
2. astonish: to surprise someone very much
3. flabbergast: to shock someone by telling them something unexpected
4. dumbfounded: so shocked that you cannot speak
5. dumbstruck: the same as dumbfounded
6. astound: to surprise or shock someone very much
Workbook
HAVE STUDENTS
GO TO WORKBO
PRONUNCIATIO
N WORK
SB, page 127
Aim:
Raise awareness of intonation used in expressions that show surprise and disbelief. Provide students with
opportunities to practice these expressions.
Development:
Students read the instructions and do the activities. Provide opportunities for choral and individual repetition.
Script:
1.
u Oh, dear!
u Holy Cow!
u Oh, my!
u Wow!
u Really?
u C’mon, you can’t be serious!
u You’re joking, aren’t you?
u You’re pulling my leg, aren’t you?
u You’re not serious, are you?
u I can’t believe you!
u You must be kidding!
u You’re lying, aren’t you?
Answer key:
122
Aim:
Development:
Students work in small groups and plan their day. They can make a list of items they will have to buy, think
about what they are going to do, and how they are going to keep a schedule of that day.
Then, ask them to report on their decisions. Most important of all, have students imagine how they would
feel and what they would miss, if they had more time to do different things and to interact with their family
and friends.
Workbook
Write About
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
T
CL ASS PROJEC
Aim:
Have students carry out an experiment on the topic of the unit to broaden their knowledge of the world.
Development:
Depending on your students’ interests and ages, have them actually go through the experience of spending
a day without technology (Act Out 2) and bring the results to class.

Workbook - Unit 10
ORK
LANGUAGE W
Development:
u If necessary, review vocabulary related to parts of the body with your students before you assign
activities 1 and 2 as homework.

u Activity 5 is a guessing game and students should work in pairs.
Answer key:
1. Open task.
2.
1. at your fingertips 3 you start something ahead of the others or with an advantage.
2. to have your hands tied 5 something you don’t like doing or someone who annoys you.
3. a head start 8 it becomes well-known because people are talking about it.
4. a gut feeling 10 nice to look at.
5. a pain in the neck 12 to ask someone with more authority than you to do something for them.
6. a pat on the back 2 you are prevented from doing something that you could normally do.
7. a weight off your shoulders 11 to start something poorly or with a mistake.
8. by word of mouth 13 to be busy.
9. ear to the ground 4 you sense something that you believe it’s true.
10. easy on the eyes 14 you want to do different things.
11. get off on the wrong foot 7 you no longer have to worry about something.
12. go over your head 15 to show your true emotions and feelings.
13. have your hands full 1 available for you to use immediately.
14. itchy feet 9 to know what’s going on.
15. it’s written all over your face 6 to tell someone that they’ve done a good job.
3.
1. No wonder Greg’s got itchy feet. He has lived in the same place since he was born.
2. C’mon. It’s written all over your face that you are hiding something from me. What is it?
124
3. I don’t know if I’m going to start working again now. My hands are full with housework and raising my two
children.
4. I’m sure that if I practice hard enough I’ll have a head start in the marathon race this Sunday.
5. It’s a pain in the neck when our upstairs neighbors play loud music late at night.
6. Don’t you think I deserve a pat on the back for my good grades?
7. We need someone with an ear to the ground to market this new campaign to teenagers.
8. I’m so nervous about the dance performance. I hope I won’t get off on the wrong foot.
9. After I finished that report and handed it in to my boss, it took a weight off my shoulders.
10. I have a gut feeling that we will win this game. What do you think?
4.
I thought that my students would get lazier and wouldn’t remember how to make simple calculations if they
used a calculator.
Worse, if I allowed them to use a calculator in class I wouldn’t be promoting logical reasoning and they wouldn’t
discover and understand mathematical concepts.
5. Open task.
6.
u It’s so sunny and hot outside that…
u It’s such a sunny day today that…
u My husband is such an intelligent person that…
u All the brothers and sisters were so much alike that...
u Mary was so excited about her graduation that…
u The road was so slippery that…
7. Open task.
2. I was astonished when I got a promotion.
3. I was flabbergasted when my brother told me he was getting married.
4. I was astounded by the fact my sister is moving abroad.
5. I was taken aback when I learned that my father was dismissed.
6. I was dumbstruck when I got a diamond ring for my birthday.
9.
1.
They are (✓) embedded questions.

Workbook - Unit 10
2.
Direct Questions Embedded Questions
Why does he behave like that? I have noticed the same I don’t know why he behaves like that but I have
kind of reaction in other moments. noticed the same kind of reaction in other moments.
Is there a connection between how people behave daily Can we say that there is a connection between how
people behave daily and having everything at your
and having everything at your fingertips immediately? fingertips immediately?
Why do people hurry so much and what can we do to I would like to know why people hurry so much and
prevent this? what we can do to prevent this.
What time will Sam arrive? I wonder what time Sam will arrive.
What can I do to overcome this problem? I’m not sure what I can do to overcome this problem.
What happened to him? I’d like to know what happened to him.
What caused the accident? We need to find out what caused the accident.
Where is the nearest gas station? Could you tell me where the nearest gas station is?
Where did he go? Do you know where he went?
Will he be back soon? Can you tell me if he’ll be back soon?
What do I have to do? Please tell me what I have to do.
Where should I go? Please tell me where to go.
Would you mind explaining why you behaved like

Why did you behave like that yesterday?
that yesterday?
a. (Please) Tell me what we should do.

b. Do you know what she said about all this?/ I wonder what she said about all this.
c. Do you know if he always comes here?
d. Can you tell me what time he left the office yesterday evening?/I’d like to know what time he left
the office yesterday evening.
e. I wonder if you can help us finish the report.
126
WRITE ABOUT
discussion on the relevant aspects they could mention when writing. Thus, they will be more prepared for
the writing assignment.
ENT
SELF-ASSESSM
To prepare students for this activity, go over the Table of Contents, asking them for examples of the
language used in the unit. Make sure they know what to do before assigning this task as homework. Provide
feedback on their answers and help them out whenever necessary.

11 The Loss of Your Privacy?

the conversations articles, talk about actions present, past expressions minimal pairs:
boundaries between co- biography which happen and perfect with the bowl and ball
between workers and entries, just before others participle word like,
private friends book or almost at the clauses, words with
and public, descriptions same time, talk review of the two suffixes
the role of about actions that passive voice (formation of
surveillance are the result of adverbs)
cameras, other ones, place
information emphasis on the
made public action rather than
on social on the agent(s)
networks
In this unit, you will discuss the boundaries between private and public, the role of surveillance cameras
and information that is made public on social networks. You will talk about actions that happened before
others or almost at the same time and you will talk about actions that are the result of others.
(traffic surveillance camera) Do you think that surveillance cameras with photos should be used to find
bad drivers?
(woman spying through window shade) Good old days when I had to look out the window and knew what
was going on in my neighborhood!
(woman spying through black hole) Sometimes I feel like I have to hide behind a wall, without using any
tech devices for people to stop knowing what goes on in my life!
The unit opens with a quote by Katharine Fullerton Gerould: “All violations of essential privacy are brutalizing.”
You can start the unit by talking about its title, the quote (including information about who Katharine Fullerton
Gerould was), as well as the pictures that portray people spying on others and a public manifestation. You
can also ask them:
u what the good and bad aspects of surveillance cameras are, as far as public manifestations are concerned;
u how they feel when they enter a place which displays the warning: “Smile, you're being filmed.”, etc.
the new topic.
128
TALKING ABO
UT SB, page 130
Aim:
Introduce the topic of the unit. Talk about surveillance cameras and their impact on society.
Development:
Besides doing the activities proposed and encouraging students to use the expressions from the Useful
Expressions box. You can also ask them
u if they feel they are surrounded by surveillance cameras nowadays and whether this affects their
routines;
u how they would feel and behave if they were filmed all day long (you can refer to reality shows that
film participants all day long).
Talk about this topic for as long as students are motivated .
Aim:
IDevelop reading strategies and foster critical thinking.
Development:
You can show students the trailer of the film (based on the novel) Nineteen Eighty-Four, which is easily
found on the Internet and have them share their ideas about the plot and the society the people lived in.
Call their attention that Big Brother, a term they are familiar with due to the reality shows, and Cold War,
were terms first seen in George Orwell’s novels.
You may ask them whether they know the plot of Animal Farm. If there’s enough time, encourage students
to find information on Animal Farm on the Internet. Have them bring their results to class.
Students open their books and do the activities. Go over their work, and offer help if necessary.
Answer k ey:
4. ✓ year of publication ✓ plot

✓ name of the author ✓ main character(s)
✓ information about the author
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Write About

LANGUAGE W
ORK1 SB, page 133
Aim:
Raise awareness of the use of the passive and active voice. Provide students with opportunities to practice
using either voice.
Development:
Students read the instructions and do the activities. Offer help as needed and have them share their work.
If necessary, have them go over the passive voice activities and explanations in Unit 1.
Answer k ey:
1.
✓ probably thinks that the reader is more familiar with the novel.
✓ wants to give more importance to the novel.
✓ thinks that the publishing house is not relevant in this case.
2. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
LANGUAGE W
ORK 2 SB, page 134
Aim:
Broaden students’ knowledge of the language. Provide students with opportunities to get in touch with
and practice some expressions with the word like.
Development:
1. Books open. Students write their examples. Have them share their work.
2. Books closed. Make enough copies of the slips from the Photocopiable Materials section and form groups
of 3, 4 or 5 students, depending on the size of your class. Distribute to each group a set of slips and have
students do the matching. The first group to finish with the correct answers is the winner.
Students open their books and do the task there to register it for reference when studying.
3. Students come up with more examples and challenge their classmates to explain their meanings.
4. Form 2 groups. Give each member of each group a colored slip from the Photocopiable Materials
section. For example, if you have 10 students, there will be two groups: each student from group A will
have a white, green, yellow, blue, and red slip. Each student from group B will also have slips with the
same colors.
Choose a group and a student to start. Say an expression from the list below and this student has to make
a question or a statement using the expression you read out loud. To challenge students, set a time limit
130
for the student to come up with the question or statement.
If the student uses the expression correctly, he/she scores a point for his/her group. If the answer is
incorrect, then the student from the other group with the same colored slip can give it a try to score a
point for his/her group. Go on like this until all students have been given a chance to participate or until
you run out of options. Announce the winning group.
Prompts that you can give your students by reading them out loud:
u To look like u To be like
u To be more like it u Like crazy
u Like I say u Like this
u Something like u Nothing like
u To sound like u More like
u To be like her
Answer k ey:
1. Open task.
2. Meaning
1. That’s more like it. 4 used when showing someone what to do.
2. He’s always driving like mad to get to work 7 used for asking about the qualities or features of a
on time. person or thing.
3. I know it’s not an easy task, like I said, but 5 used when you are guessing at a number or
it’s something we have to vote. amount.
used to refer to behavior that is not typical of
4. Enter your full name on this line, like this. 10
someone.
5. His books must be selling something like 1 used for saying that something is more satisfactory
100,000 per year. than before.
used to refer to a number or amount believed to
6. There’s nothing like home sweet home. 9
be more accurate.
7. I haven’t met your new girlfriend. What’s used to emphasize that a thing or place is better
6
she like? than any other.
8. She sounded like she’d only just woken up. 2 doing something in a very extreme way.
9. Inflation rate this year looks more like 5%
3 used when you are saying something again.
than the 3% previously announced.
used when referring to something that appears to
10. It’s not like him to arrive so late. 8
be true but may not be.
Workbook
HAVE STUDENTS
GO TO WORKBO

Aim:
Development:
1. Students read the instructions and listen to the audio track in order to come up with the topic for of
each conversation. You may ask them details about the topic, whether the speakers see eye to eye, the
relationship between the speakers, the level of formality between them, etc. Have students justify their
answers.
2. Students read the instructions and identify the conversation and the speakers. Play the audio track one
more time if necessary. Have them share their work and justify their answers.
3. Students go over the scripts in their Workbooks and find the words/expressions. Go over their work.
4. Have students justify their answers and provide examples whenever possible.
At all times, monitor their work and offer help if necessary. Play the audio track as many times as necessary.
Script:
Conversation 1
Woman 1: I’m so glad now that I can see everything Julia is doing at school. This video system the nursery school has
implemented is working out just fine. I know all she does while she stays there.
Woman 2: You mean they have video cameras in all rooms to film the children all day long?
Woman 1: Yes, that’s exactly it. That’s why I put her in this nursery school. Look, there she is playing with her friend Gabriel.
Woman 2: I don’t know if I like this idea of spying on the children and the school like this.
Woman 1: At least I know that she’s fine.
Woman 2: But if you trust the school she’s going to, you don’t have to spy on her. You can always ask her about her
day, talk to her teacher to know how she’s doing…
Woman 1: You may have a point there. To tell you the truth, I never go to the meetings. I know how she’s doing by
watching these videos.
Woman 2: And they take a lot of your time during working hours. I’m not sure the boss is going to like this… C’mon.
We have to finish reviewing this report before lunch time.
Woman 1: Wait a second. I have to call the school and ask them what they are going to do about Gabriel. He’s
pulling Julia’s hair!
Conversation 2
Woman 1: Have you seen what happened at that new elderly care home? It’s all over the news.
Woman 2: No, not really. What happened?
Woman 1: The nurse pushed a 90-year old woman because she refused to eat. The woman fell, and later, it was
found that she had fractured her hip. But listen to this: the nurse left her there for almost half an hour.
After having her own lunch, she got back to the room and called for help as if nothing had happened.
Woman 2: That’s terrible. To imagine that people who are responsible for taking care of the elderly can do things like
that is really disgusting. But how did they find out who the culprit was? The old woman could have
slipped and fallen.
132
Woman 1: I guess the nurse forgot that there was a camera in the room. The whole thing was filmed. She was fired
on the spot and is now being prosecuted.
Woman 2: You know I’m not in favor of having cameras all over, but in this case, a good thing came out of the Big Brother.
Woman 1: See, I told you!
Conversation 3
Teenager 1: Wow! The video I made has gone viral! Isn’t that great?
Teenager 2: Um… Don’t you think that Don will be mad at you?
Teenager 1: Why should he be? He knew I was filming.
Teenager 2: Yeah, but one thing is you filming him while he was proposing, and another completely different is being
seen by everyone when he does that.
Teenager 1: Well, it’s done, isn’t it? I’ll talk to him and try to explain why I posted it.
Teenager 2: You’d better. I can’t see why you did it without talking to him first.
Teenager 1: I didn’t think people would watch it. Don looked so cute and Sandra’s reaction was completely unexpected.
Teenager 2: That’s why it’s gone viral! You should have known better!
Conversation 4
Man 1: I’ve decided that I’m shutting down my FB account and I’ll never Google again.
Man 2: Why on earth are you going to do that?
Man 1: Well, for starters they monitor whatever we write and the pages we visit.
Man 2: But if you’re not doing anything wrong, why worry about that?
Man 1: I know it’s not going to be easy to find good substitutes for these two software programs but I feel that I
lost all my privacy. They are spying on everyone. Doesn’t that bother you?
Man 2: Not in the slightest. Who can be sure that other programs are not cyberspies as well? This thing about
Prism and the National Security Agency took quite a long time to be made public.
Man 1: Yeah, I know but I want to be on the safe side. If it turns out that there’s a shred of a doubt about the
privacy of any software I’m using, I’ll find another one and start using it. You can bet on that!
Man 2: Well, you seem so sure of your decision. Tell me what software programs you intend to use. Are they good?
Man 1: There’s this browser that allows you to surf the net anonymously. It’s called…
Answer key:
1.
TOPIC
Conversation 1: filming children at schools to show parents how they are doing
Conversation 2: filming how elderly people are treated by nurses
Conversation 3: a video that has gone viral
Conversation 4: changing software programs due to lack of privacy

2.
Conversation Speaker
I think I’m going to install a video camera in my children’s
room. I can check on them while they are sleeping. What 1 Woman 1
do you say?
We do not need to know all the steps that our children are
taking. For me, it’s enough to know that they are OK when 1 Woman 2
I’m not with them.
People who take care of elderly people should be
2 Woman 1 and 2
monitored.
If you want to make something public, talk to the persons
3 Teenager 2
involved first.
I’m always trying out new alternative software programs
4 Man 1
that allow me to safely surf the net.
3.
1. to move something or someone away from yourself using your hands: to push
2. to move something or someone towards yourself using your hands: to pull
3. someone who is responsible for doing something bad or illegal: culprit
4. to lose your balance or fall over because your feet slide accidentally: to slip
5. immediately: on the spot
6. used to say that something is the first in a list of things: for starters
7. not at all: not in the slightest
8. to be in a situation that does not involve risk: on the safe side
9. a very small amount: shred
10. to spread very quickly and become popular, especially on the Internet: to go viral
4. Open task.
Workbook
HAVE STUDENTS
OK
GO TO WORKBO
Read On
LANGUAGE W
ORK 3 SB, pages 136 to 138
Aim:
Raise awareness of present, past and perfect participle clauses. Provide students with opportunities to
practice these clauses.
Development:
1. Students go over the script in their Workbooks and find the statement.
2. Students read the examples and do the task.

134
3. Write the following on 3 separate sheets of paper:
present participle clauses
past participle clauses
perfect participle clauses
Paste the sheets in on 3 corners of the room. Read the statements, one at a time, and have students run to
the corresponding corner. The students who get to the correct corner first are the winners.
Afterwards, students open their books and do the activity. This time, ask them to underline the participle
clauses.
4. Students read the explanation and circle the correct option. Check their work and offer help by providing
more examples of participle clauses, whenever necessary.
5. In pairs or small groups, students do the task and share their work.
Answer key:
1. After having her own lunch, she got back to the room and called for help as if nothing had happened.
2.
2 Surprised by the thunderstorm at the wedding ceremony, the people ran for shelter.
3 Having washed up, she left the bathroom in a hurry.
3.
1 Jane entered the room smiling happily.
3 I knew the neighborhood well, having worked there for almost 10 years.
1 Feeling extremely tired, she went straight to bed.
3 Having visited the museum more than once, I did not want to go to there again today.
2 Defeated by the arguments, he went home at last.
1 Not knowing what to do, Marcia just stared at him.
3 After having been involved in a car accident, Martha took a long vacation.
1 Fearing to face the charges, the robbers fled the crime scene.
2 Hit by a tennis ball, he left the game.
1 Being able to talk to him at last made her feel extremely happy.
4.
1. The subject of the participle clause must / must not be the same as the subject of the main clause. There
are exceptions, as in descriptive writing where the subject of the participle may be different.
2. To form the negative / interrogative use not before the participle.
3. The present / past participle is used to show one action which happens just before another or
almost at the same time.
4. The present / perfect participle may be used with certain time conjunctions, such as after, before,
while, since, etc.
5. The present / past participle can express an action that is the result of another action.
6. The present / perfect participle may be used to show events happening at the same time.
7. The present / past participle can be tused to refer to a previous event in the passive.
8. The past / perfect participle is used when we want to make it clear what action happens first.
5. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
PRONUNCIATIO
N WORK SB, page 139
Aim:
Raise awareness of the difference of the minimal pairs /əʊ/as in bowl and /ɔ:/ as in ball. Provide students
Development:
1. If necessary, say a couple of minimal pairs out loud so that students notice the difference in the vowel
sound. Students do the activity in pairs or small groups. Monitor their work.
2. Students listen to the audio track and check their work. You may conduct choral and/or individual
repetition of the words.
3. Students listen to the audio track and repeat the sentences.
Script:
2. 3.
u She sews every day.
vowel sound 1: /əʊ/ vowel sound 2: /ɔ:/
u She saw him yesterday.
u bowl u ball
u The hall is to your left.
u sew u saw
u There’s a hole on the wall.
u close u claws
u The teacher taught grammar yesterday.
u note u nought
u This tote bag is quite heavy.
u hole u hall
u I want a bowl of cereal.
u toe u tore
u Let’s play ball today.
u doze u doors
u Close the doors, please.
u stoke u stork
u A cat has claws at the end of its paws.
u tote u taught
136
Answer key:
1. Open task.
2.
vowel sound 1: /əʊ/ vowel sound 2: /ɔ:/
u bowl u ball
u sew u saw
u close u claws
u note u nought
u hole u hall
u toe u tore
u doze u doors
u stoke u stork
u tote u taught
3. Open task.
Aim:
Development:
Students open their books to the Act Out section, decide if they are going to be Student A or B, read the
instructions and do the activity. Give them some time for them to think of arguments to defend their point
of view. Encourage them to use language necessary to keep the conversation going, and all the exponents
they know to agree, disagree, partially disagree, express certainty or uncertainty, doubt someone, etc.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
T
CL ASS PROJEC
Aim:
Development:
Besides researching on the novel Animal Farm suggested in the Read On section, students can carry a
research on films, short stories, and novels that portray loss of privacy (individually or collectively) and bring
the results to class. Have students choose one or two films they mentioned in their research and prepare a
nice video session for the whole class. They watch the film(s) and share their impressions.
Workbook - Unit 11
ORK
LANGUAGE W
1.
1. Luís Vaz de Camões wrote Os Lusíadas./Os Lusíadas was written by Luis Vaz de Camões.
2. The 5th Symphony was composed by Ludwig van Beethoven between the years of 1804 and 1808./
Ludwig van Beethoven composed the 5th Symphony between the years of 1804 and 1808.
3. The TV series Seinfeld was created by Jerry Seinfeld./Jerry Seinfeld created the TV series Seinfeld.
4. Angelina Jolie starred in Lara Croft.
5. The audience was impressed by his remarks./His remarks impressed the audience.
6. The first U.S. astronauts were selected in 1959.
4.
1. Having nothing to eat at home, she was forced to go out and buy some food. /Not having anything
to eat at home, she was forced to go out and buy some food.
2. After seeing the accident, he called 911 immediately.
3. Surrounded by water, the town people were forced to move to safer houses.
4. Not having anything else to do, Julian went to bed.
5. Knowing a lot about the topic of the essay, I had no difficulty writing about it.
6. The weather being nice, we decided to spend the weekend at the beach.
7. After washing the dishes, I noticed I was allergic to the new dish detergent.
8. Since leaving school, he has had two job offers to work abroad.
5.
1. Open task.
2.
word with 1st suffix word with 2nd suffix
danger dangerous dangerously
optimism optimistic optimistically
fame famous famously
beauty beautiful beautifully
real realistic realistically
wonder wonderful wonderfully
child childish childishly
mischief mischievous mischievously
3. ✓ adjectives
✓ adverbs
4. Open task.
138
READ ON
Before students read the text and do the activities, you can show them a short educational video clip
entitled: Do you really have a private life online?
The video clip can be found on the Internet. Students watch it and relate it to the safety tips mentioned in
the text.
Answer k ey:
1. The author considers that it is important to keep a record of one’s own digital correspondence in
case someone misrepresents you.
2. ✓ the author’s experience;

He uses the expression “rule of thumb” which has this meaning.
3. He mentions that we should not post pictures of our children on the net. Besides that, he says that
children under 13 should not be networking.
4. Open task.
WRITE ABOUT
Before assigning this activity as homework, go over the instructions and make sure students understand what they
have to do. They can share the novels they are going to write about and you can carry out a small discussion on the
relevant aspects they should mention in their pieces of writing. Thus, they will be more prepared for the writing
assignment. You can have them share their work and decide which is the most interesting. If by any chance there’s
an English version of the novel, encourage them to read it and bring their impressions to class.
ENT
SELF-ASSESSM
To prepare students for this activity, besides going over the Table of Contents and asking them for examples of the
language used in the unit, students can share their answers to the questions asked.

12 Review Unit
This unit has the objective of reviewing language studied in previous units through different kinds of activities
and exercises, as well as to provide students with opportunities to use learning strategies to cope with the
tasks proposed.
The a chievement game - SB, page 140

Development:
Students read the instructions and the example. Make sure they know what is expected of them. If necessary,
provide other examples as well.
How good are you at describing things? - SB, pages 140 and 141
Development:
Give students some time to think about the object they are going to describe. When students guess the
object being described, they have to say a statement using a direct or an indirect object.
Have them read the example in their books and make sure they understand what they have to do.
What has happened? - SB, page 141

Development:
Students work in groups. They have to describe the pictures and speculate about what has happened. Go
over their work and accept their ideas as long as they make sense and as long as students are able to justify
their choices.
Mr. X - SB, page 141

Development:
Students are supposed to write a description of a classmate. Make sure they include both physical and
personality characteristics.
Go over the expressions seen in Unit 10 to describe people, and encourage them to share their knowledge
of language used to do so If there’s enough time, they can work in groups and prepare a list of language they
know that can be used to describe people before they actually write about someone. Have students share
what they wrote.
Then, students choose a classmate and write about him/her. Make sure they don’t let the other students know
who they had chosen to write about. When sharing their descriptions, students shouldn’t mention who they
wrote about. They can refer to him/her as “Mr. or Ms. X”, and the other classmates have to guess who is being
described.
140
LISTEN ON SB, page 142
Development:
Students read the instructions and do the activities. In activity 3, they can work in pairs and share their stories
afterwards.
Woman: Do you remember that last week we had a very heavy rain and we stayed without electricity for a couple
of hours?
Man: Yeah, sure. I was at work but I heard the news that evening about the problem at the central power distribution.
Woman: I was grocery shopping and couldn’t leave the store for almost half an hour. There was no way I could get
to the car without getting soaking wet. So, I waited.
Man: I can imagine. I could see that it was pouring from the office window.
Woman: But what I want to tell you is the people’s reaction to all this. The generator of the store took some time to
get started, and the computer system was off for a while as well. People had to wait to pay for their
groceries until it was all set again.
Man: Well, there was nothing else people could do, right?
Woman: Right, but they were really mad as if they couldn’t wait for things to get back to normal. It was nobody’s
fault. I couldn’t believe my eyes! There was this woman who…
Development:
Students read the text and answer the questions. Go over their work and help them out whenever necessary.
Answer key:
3. The possible explanations are that young people do not dream of owning a car when graduation. They
prefer high-tech devices. The other explanation is related to environmental concerns.
4. Car manufacturers are extremely worried and they are investing in electrical cars, car sharing programs
and more and more computerized cars.
Development:
Have students open their books to the Act Out section and read the instructions. Allow some time for students
to prepare their arguments. If there’s enough time, a pair/some pairs can act out their conversations.

Workbook - Unit 12
ORK
LANGUAGE W
1. Losing her dog in a car accident, made her feel extremely sad.
2. Having worked hard, he was able to finish the report on time.
3. Caught red-handed, the pickpocket had to hand over in the money.
4. Having traveled abroad, he was able to learn a new language.
5. Staying home on the weekend because of her cold, she spent most of her time reading books.
6. Caught by surprise, the robber was obliged to turn himself in to the police officer.
7. Having bought a new HD TV, he watched his favorite series all day long.
8. After crying a lot, Pauline confesses she was in love with her piano teacher.
READ ON
3.
Number of hours offline game players play per week 6 hours
Number of hours online game players play per week 25 hours
Number of hours Americans spend watching TV per week 25 hours
Profile of computer game addicts males around the age of 25
4. The numbers in the extreme cases show that addicts spend more hours playing online games. They play
for about 40 hours a week and long gaming sessions are normal, in fact they can last for more than 10
hours, while the average online game player spends 25 hours a week.
5. Female computer game addicts represent 20% of the adult addicts and they are 32 years old on average.
They get involved in computer games through their boyfriends or husbands.
142
WRITE ABOUT
what they have to do. They can share the topic they are going to write about and you can carry out a
short discussion on the relevant aspects they can mention in their pieces of writing. Thus, they will be more
prepared for the writing assignment.

13 Is It All About Art?

works of guided tours, culture describe works inverted adjectives and review of flaps
art, art informal city guide, of art, settle sentences, expressions
movements, conversations works of arguments, review of used to
cultural art labels identify relative describe works
programs people, clauses, of art; art
things or places, review of movements,
emphasize the order of suffix -ism
uniqueness of adjectives
an event
In this unit, you will talk about arts and culture. You will learn how to describe works of art, how to settle
arguments, and how to identify people, things and places.
(square) It’s unbelievable how re-invigorated I feel whenever I walk through this square after a day at
the office.
(painting) Look how vibrant these colors are! Even without a soul, this place seems full of life, doesn’t it?
(clowns) Never have I seen such an exquisite performance.
The unit opens with a quote by Pablo Picasso: “The purpose of art is washing the dust of daily life off our souls.”
You can start the unit by talking about the unit’s title, the quote (including information about who Pablo
Picasso was), as well as the pictures that portray several art manifestations. You can also ask them
u whether they enjoy art and its several styles manifestations/forms;
u the kind of emotions a work of art can transmit;
u if a work of art transmits the emotions of the artist;
u what legacy can an artist leave for to future generations, etc.
the new topic.
144
TALKING ABO
UT SB, page 146
Aim:
Introduce the topic of the unit. Students are expected to express their opinions about the definitions of a
work of art and create their own definition.
Development:
Students read the definitions and check the one they mostly agree with. Then, in pairs or small groups, they
create their own definition of a work of art. Have them share their work.
You can talk to them about where works of art are usually displayed – in museums, on the streets, in
people’s homes, etc. Discuss what it would be like to work or study surrounded by works of art. If the school
has a work of art on display, make sure they know who the artist is, when it was created and the message or
emotions it conveys. Alternatively, make comments about the images found in the book or bring magazines
or museum catalogues for them to browse, and have students share their impressions about them.
Answer key:
Aim:
Development:
1. Pre-listening-task
Have students analyze the pictures, say where the people are and who the speakers are. In relation to the
subject of the conversations, have them speculate. Tell them that there are no right or wrong answers in
relation to the conversations. They will be able to check if their predictions were correct when they listen
to the recording.
2. Listening task
1. The pictures have been reproduced on the next two pages so that you can show them to your students
in class. Ask students what they think is happening in each one of them. Then have students listen to the
conversations and do the matching.

146
2.2. Play the audio track again and make sure students provide more details about the conversations. For
example, a mother and a son are at a theater, and they are talking before the musical Les Misérables starts.
The son is telling his mother about the plot, what the teacher told him in class about it and how his classmates
liked the musical. The mother is skeptical at first, but then she seems interested in the end.
Then, ask students to provide more details about the story of Les Misérables based on the listening passage
and what they already know about it.
In the guided tours, have students provide details about the castle and the Charles Rennie Mackintosh
house.
3. In pairs or in small groups, students talk about the questions. Have them share their work.
At all times, monitor their work and offer help if necessary. Play the audio track as many times as necessary
for students to do the activities.
Afterwards, you can show the official trailer of the film Les Misérables. The students who haven’t seen the
film can say whether they would like to see it now that they know more about the story and have seen the
trailer. Those who have either read the book, or seen the film or even seen the musical, can make comments
about it and relate their comments to the ones Brendan makes when talking with his mom. You can find the
video clip on the Internet.
Script:
Conversation 1
Tour Guide Welcome to the guided tour of Edinburgh Castle. Throughout the castle there are 26 plaques that
draw visitors towards the most significant places of interest and provide “at-a-glance” information.
This guided tour follows the trail and reveals yet more of the castle’s fascinating history. Please, do not
hesitate to ask me if you wish to know more. The tour begins at Gatehouse 1, where you can see the main
east entry to the castle and then it passes through the Lower and Middle wards to the summit of the
rock – The Upper Ward – and Crown Square, which is the very heart of the castle. Then it takes visitors
to places of interest slightly off the beaten track, ending at Black Well 26, which is on the west side of the
castle rock. You can move to Gatehouse 1 where my colleague will be waiting for you to begin the tour. I
wish you a wonderful visit and a nice stay in Edinburgh.
Conversation 2
Mother: Hey, Brendan, what does it say about the story and the characters?
Son: Let me read it to you. Les Misérables, one of the most popular musicals of all times, has won over 50
awards internationally, including the 1987 Tony award for best musical.
Mother: Over 50 awards? Wow!
Son: Uh-huh. It’s based on Victor Hugo’s classic novel and it’s an epic saga which takes place throughout
three turbulent decades of 19th century France.
Mother: Interesting…
Son: It’s the story of one man, Jean Valjean, who is pitted against the cruel police inspector Javert in a life
long adventure to evade capture.
Mother: Boring, isn’t it?
Son: Mom, come on! It’s full of romance, passion, suspense and humanity. At least, that’s what my teacher told us.
148
Mother: Oh, Mr. Williams?
Son: Yeah! And my friend Ashley told me that when she was seeing it she forgot about everything else. And
Barry said that when the actors where acting, singing and dancing he could feel their happiness,
sorrow and pain. Isn’t it amazing?
Mother: Okay, Brendan, you got me!
Son: You’ll like it, I’m sure. Let’s stop talking. It’s gonna start.
Mother: Okay, okay.
Conversation 3
Welcome to the audio guide tour of the Charles Rennie Mackintosh house. Just a reminder before you start your tour.
Under no circumstances must the recorder be left unattended. Get more information about our policies at the reception
desk.
Charles Rennie Macktinsoh, who was a famous Glasgow born architect and designer, is renowned world-wide for his
innovative and influential style. He was born in 1868 and died in 1928. Charles Rennie lived in this house, which
was reconstructed within the University’s Art Gallery, from 1906 to 1914 with his wife Margaret Macdonald. The
visit starts at the entrance hall. Press 2 for the comments.
You’ve just entered Mackintosh house, where you can see his entirely original blend of Art Noveau applied to the design
of furniture. Now you’re getting to the door which leads to the living room. Press 3 for the comments.
In this living room you can see the furniture which influenced so much the Glasgow style. All the decorative objects
which give life to the ambient were also designed by Mackintosh. The stairs will lead you to the upper floor where you
can see another living room, in which the family would spend their time with more intimacy. Press 4 for the comments.
This white intimate living room represents all the mastery of Charles Rennie’s style. The relief carving on the wood
of the armchairs, couch and table show the typical Art Noveau design, which were often inspired by the lines found in
nature, such as flowers and plants. Now you’re getting to his drawing room. Press 5 for the comments.
In his drawing room, you can also see the decoration in white which Mackintosh was very fond of.
Conversation 4
Wife: Barry, what time is it?
Husband: 8:30. Almost time for “All my children”.
Wife: 8:30 already? Oh, I can’t miss my favorite soap today! You know, last night I couldn’t see it because I
was at Joan’s helping her with the party.
Husband: Yeah, and I couldn’t see it either. I was shopping for Joan’s present at the mall. Why don’t we take a look
at the updates?
Wife: Good idea, but it’s gonna start right after this commercial.
Husband: Here we go… Reminding Arlo that turning states evidence won’t give him complete immunity from
prosecution, Douglas urges the nervous doctor to escape from the country. Sandra, who has just
dumped Tony…
Wife: Dumped Tony? No kidding! I can still remember the day when they met and thought their love could
last forever.
Husband: Uh huh… So, Sandra dumps Tony and gets prepared for her date with Mark, while Diane admits to
Eliot that she wishes her daughter were interested in a more suitable young man. While they were
aboard the yacht, Gillian, who is very hurt, finally agreed to let Ryan take her to the emergency room.
Meanwhile, Leo blames Sarah for Samantha’s breakdown. Jodie explains to an amazed Steve why she
wouldn’t dare interfere in a teenaged girl’s love life. Elias tells Jodie, who listens to him astonished, he’s
leaving Mapplewood for good…
TV announcer: And now today’s episode of “All my children”.
Wife: Okay, okay… They’re announcing. You can read the rest later.
Husband: Sh! Let’s listen!

Answer key:
1. 1
Where they are Who is talking to whom
4 in a theater 3 a tourist guide to the visitors
3 in a castle 2 a husband to his wife
2 at home 1 an audio guide recording to a visitor
- in a bookstore - a director to an actor
1 in an art gallery 4 a mother to her son
2. Open task.
2. 1.
Conversation 1: Picture 2 Conversation 2: Picture 4
Conversation 3: Picture 1 Conversation 4: Picture 3
Picture Subject of the conversation
Situation/Picture 1: It’s an audio guide tour of the Charles Rennie Mackintosh house.
Situation/Picture 2: A couple is talking about a soap opera episode that is about to start.
Situation/Picture 3: It’s the welcoming part of a guided tour to the Edinburgh castle.
Brendan and his mother are at a theater and they are talking before the
Situation/Picture 4:
musical Les Misérables starts.
3. Open task.
Workbook
HAVE STUDENTS
OK
Language Work, activities 1, 2 and 3.
GO TO WORKBO
ORK1
LANGUAGE W SB, page 149
Aim:
Review relative clauses. Provide students with opportunities in order to check their knowledge about art
through a fun activity and to practice relative clauses.
Development:
Make as many copies as you need of a set of cards provided in the Photocopiable Materials section for
students to work in groups. Hand out a set to each group and have them solve the puzzle by placing the
cards in the correct order to form statements. Go over their work.
Afterwards, have students open their books and match the columns so that they have it registered as a
reference.
150
Answer key:
which is Leonardo da Vinci’s most

a. Van Gogh, c b painted the Water Lilies.
famous portrait,
which was one of the most

cut his ear and lived in poverty
b. Claude Monet, d important movements of the 20th a
until his death some months later.
century,
was represented by Picasso and

c. Mona Lisa, a who was a famous Dutch painter, d
Braque.
who is considered one of the

d. Cubism, b most important names of the c is in the Louvre Museum.
impressionism era,
who were considered the world’s can be admired in his museum in

e. Hamlet, f g
most popular rock band, Paris.
is the story of the Prince of

which is one of Rodin’s most
f. The Beatles, g e Denmark, a serious and unhappy
famous sculptures,
young man.
where you can see the exhibition

g. The Thinker, h f made their first record in 1962.
of the Crown Jewels,
h. The Tower of which is one of Shakespeare’s most

e h was built in the 11th century.
London, famous plays,
Workbook
HAVE STUDENTS
OK
GO TO WORKBO
Aim:
Develop reading skills and foster critical thinking.
Development:
As an introduction to the reading activity, you can ask students:
u what they expect to find in museums about works of art;
u if they read the information about works of art;
u if this information is useful, etc.

Students open their books to page 150, go over the instructions and do the activities. Help them out
whenever necessary and check their work.
When they finish completing the chart in activity 2, you can ask them if the information they learned about
these works of art was interesting or complete. You can ask them what else they would like to learn about
the artist or the work of art, etc.
Answer key:
1.
2 The Yard and the Washhouse (Brita with the Steigh), between 1890 and 1899, Stockholm,
Nationalmuseum.
1 Girls on the Jetty, 1901, Oslo, Nasjonalgalleriet.
3 Funerary Mask of Tutankhamon, Cairo, The Cairo Egyptian Museum.
2.
Text Work of art Artist Museum Year Special Features

unity of landscape and action;
The Yard between
plain-air painting; intimate and
1 and the Carl Larsson Nationalmuseum 1890 and
realistic; colors lighter than the
Washhouse 1899
ones which influenced his paintings
one of the 18 versions; use
Girls on the (Edvard) Nasjonalgalleriet
2 1901 of perspective to transmit an
Jetty Munch (National Gallery)
emotional message; vibrant colors
Funerary made of gold and precious stones;
The Cairo
3 Mask of royal symbols on the forehead;
Egyptian Museum
Tutankhamon perfect likeness of the king
152
3.
To describe the work of art To qualify the artist/work of art
u the colors of the girls’ dresses are vibrant and u amazing painting;
the summer moon is warm; u shows all his mastery in the use of perspective;
u made of gold and precious stones; u doesn’t have any negative connotation;
u inlaid with lapis lazuli and turquoise; u a perfect likeness of the king;
u the heavy headdress in blue and gold stripes; u is particularly elegant;
u light tones. u unique painting, intimate and realistic.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Read On
LANGUAGE W
ORK 2 SB, page 151
Aim:
Introduce words and expressions normally used to describe works of art. Raise awareness of negative,
neutral or positive connotation of adjectives. Provide students with opportunities to practice using these
words/expressions.
Development:
1. and 2. Students go over the instructions and do the activities.
When going over their answers in activity 2, as works of art are being described, point out that some of
the adjectives that may have a negative connotation in other contexts, can be seen positively in this field
depending on the artist’s intention., for instance, if the artist wants to shock the public or to provoke an
emotional reaction and a political awareness about facts such as wars, famine, etc. Besides, the speaker’s
intention has to be considered in this context as well as in others, which can be perceived by the tone of
voice, choice of words, gestures in face-to-face conversations, etc.
3. Make color copies of the cards from the Photocopiable Materials section. Distribute the cards and ask
students to take notes of the most important and interesting features of each card.
Place the cards in the middle of the class. Each student describes his/her card without specifying which one
is being described. The other students have to guess which card it is. The student who first mentions which
card it is correctly scores a point. In the end, announce the winner.
As a wrap-up activity, you can go over the adjectives they used to describe the works of art, and ask them
if the task was easy or difficult to accomplish.

Answer key:
1. Open task.
(NEG) weird (NEG) ugly (NEU) new
(P) amazing (NEU) old (NEU) funny
(NEG) awful (NEU) intimate (NEU) realistic
(NEU) odd (NEU) unusual (NEG) silly
(NEG) old fashioned (NEG) uninteresting (NEG) bizarre
(NEU) light (NEU) heavy (P) exquisite
3. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
PRONUNCIATIO
N WORK
SB, page 152
Aim:
Raise awareness of flap sound t/d. Provide students with opportunities to practice this flap.
Development:
Students listen to the audio track and do the activities. Make sure they become aware of the flap sound t/d
and practice pronouncing it quickly.
Note: A flap is a sound articulated by a single, quick touch of the tongue against the teeth or alveolar ridge,
as (t) in water.
Script and Answer Key for Task 1
Ted: What a nice sculpture!

Liz: Fantastic!
Andrea: What about the weird one over there?
Ted: Weird? Gosh, why did I invite you to come with us?
Andrea: I think they shouldn’t put it there.
Ted: Come on! Look! That is one of the most famous paintings by Van Gogh.
Liz: How interesting! I can almost feel the crows flying over my head!
Andrea: Gee, look at that. What an awful picture!
Liz: Shut up, Martha! People are looking at us.
Ted: Say, what if we went to the videos on the third floor?
Liz: Good idea!
Andrea: Videos?! I’m not in… You guys have fun! I’ve got to go. Bye!
154
Answer key:
1. See above.
2. This flap sound is pronounced quickly / slowly when t or d occurs between vowels / consonants.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Write About
LANGUAGE W
Aim:
Raise awareness of how to form and when to use inverted sentences. Provide students with opportunities
to practice using inverted sentences.
Development:
Students read the instructions and do the activities. Make sure they use inverted sentences in task 5, even
though they are not often used in informal speech, providing them with an opportunity to practice them.
Answer key:
1. ✓ emphasize the necessity of following the procedures.
2.
Inverted sentence
I have never heard so much bad news in a

Never have I heard so much bad news in a single day!
single day!
Not until he got to the restaurant did he realize how He only realized how hungry he was when he
hungry he was. got to the restaurant.
Never again will there be such a musical in town. Such a musical will never be in town again.
Rarely do we have the opportunity to see such an We rarely have an opportunity to see such an
exquisite collection of jewels. exquisite collection of jewels in town.
Not only did he win the game, but he also became
He won the game and became year champion.
the world champion.
The enthusiasm for the World Cup games was
Such was the enthusiasm for the World Cup games that
so great that hardly anyone could be seen on
hardly anyone could be seen in the streets.
the streets.

3. b.
4. (√) an irregular verb placement of the verb before the subject.
5. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
Aim:
Development:
Students read the instructions and do the activities.
If you want to challenge your students, prepare slips of paper with the arguments from activity 2 and have
them decide which arguments are criticizing mass culture and the culture industry and which ones could be
said by art advocates.
For your reference:
Mass culture is usually defined as “mass produced for mass consumption”, which means that it is extensively
disseminated via the mass media, being possible with the widespread of modern communications.
Oftentimes it is referred as popular culture. Great culture is seen as high culture, and in this sense, being
more exclusive.
For more information on the culture industry, check out the works of Theodor Adorno.
Answer key:
Open tasks.
LANGUAGE W
ORK 4 SB, page 155
Aim:
Raise awareness of language used to settle an argument. Provide students with opportunities to practice
using these language exponents.
156
Development:
You can start by asking your students if they are familiar with the expression "to settle an argument". Ask them
to describe in what situations they had to settle an argument and encourage them to provide more details
about the situation, such as, the topic, the participants, if what they said actually helped them to settle the
argument. Then, have students read the instructions and do the activities.
In task 4, make sure they use the expressions at the correct moment to settle an argument. You may provide
other possibilities of controversial topics for them to engage in a real argument.
Answer key:
Open tasks.
Aim:
Development:
Give students some time to prepare their arguments for the debate. Help them out with ideas or language
necessary for them to carry on the task successfully.
After the debate, students can make comments about how the debate went and if they were able to use
the arguments they prepared.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
T
CL ASS PROJEC
Aim:
Development:
Students can carry a research on the museums and art galleries there are in their neighborhoods and/or
towns/cities to create a city art file/ guide.
Alternatively, they can bring information about artists and their works of arts to class. They can choose an
art movement or period and bring the results to class.

Workbook - Unit 13
ORK
LANGUAGE W
Development:
3.
u You may conduct activity 3 in class as a game.
u Students work in groups and choose the words from the box that are related to the definitions in
the chart.
u The winner of the game is the group that gets all the answers correct first.
u You can make it more challenging by setting a time limit.
u When the group has finished or when the time is over, check their answers, and announce the
winning group.
4.
u Before assigning this activity as homework, go over the example and review the order of adjectives. To
review it hand out the cards from the Photocopiable Materials section - set 2 - and have students
provide statements or questions using adjectives/expressions they know.
1. Answer key:
1. The impressionist movement is called impressionism.
2. The abstract art style from the beginning of the 20th century is called cubism.
3. The style of Ancient Greece and Rome which is produced by paying attention to tradition is called classicism.
4. Art that is invested with a symbolic meaning is called symbolism.
5. Art that is charged with an emotional and spiritual vision is called expressionism.
6. Art that is characterized with experimentation and the use of different materials is called modernism.
7. A movement that thrives to represent things as truthfully as possible is called realism.
8. A movement that attempts to express the workings of the subconscious is called surrealism.
9. A movement that emphasized contemporary concepts of the future is called futurism.
10. A movement that is characterized by limited or minimal materials is called minimalism.
2. ✓ doctrine, belief.
158
3.
1. Art of making pleasing combinations of sounds in rhythm, music

harmony and counterpoint
2. Person who guides/leads a group of singers, a band, an orchestra conductor
3. Combination of three or more notes sounded together chord

in harmony
4. Sign used to represent a single sound of a certain pitch and note
duration in manuscript or printed music
5. Verses of a song, for example, in a musical play lyrics
6. Pleasing combination of notes sounded together to make chords harmony
7. Person skilled in music; composer of music musician
8. Apparatus for producing musical sounds instrument
9. Dramatic composition with music, in which the words are sung opera
10. Kind of music usually taking traditional, well-defined form as a classical

concerto, symphony, etc.
11. Art of making pictures and images using solid coloring matter painting
mixed with oil or other liquid
12. Board on which an artist mixes his/her colors palette
13. Strong, coarse cloth used by artists for oil-paintings canvas
14. Wooden frame to support a picture while an artist is easel

working on it
15. Tuft of hair set in a handle used by painters or artists for paintbrush
applying paint
16. Paints to be mixed with water, not oil watercolor
17. Art of writing drama, fiction, essays and poetry literature
18. Art of making representations in stone, wood, metal or other sculpture

materials by carving or modeling
19. Art of moving along in rhythmical steps, usually with music, dance
either alone, or with a partner, or in group
20. Art and science of building; design or style of building(s) architecture

Workbook - Unit 13
4. Open task.
5.
1. a flat piece of metal or stone hung on a wall with information: plaque
2. a series of marks left by someone or something: trail
3. far away from places usually visited: off the beaten track
4. a story about what happens to a group of people over a long period of time: saga
5. great sadness: sorrow
6. famous and admired for special achievements: renowned
7. a combination of different styles: blend
8. to end a relationship: dump
6.
1. ✓ plaques
2. ✓ Gatehouse 1
3. ✓ Black Well 26
4. ✓ Jean Valjean
5. ✓ Sandra
7. Open task.
8.
1. Under no circumstances will passengers be allowed carry-on luggage on this flight.
2. So well appraised was the film that long lines formed in front of the movie theater.
3. Only when we started our trip to the beach did we realize how much we needed a vacation.
4. The engine had just started when there was a horribly screechy sound.
5. We have never seen such an outraged person!
6. He only realized what career he wanted to follow when he started college.
READ ON
4. The museum offers exhibits about filmmaking and artifacts from film productions. Visitors can also play
video games or watch classical films.
160
WRITE ABOUT
discussion on the relevant aspects they can mention in their pieces of writing. Thus, they will be more
ENT
SELF-ASSESSM
of the language used in the unit, students can share their answers to the questions asked if there’s time.

14 Were You Born to Be a Mystic?

mystical personal articles place emphasis cleft words and minimal pairs:
places, accounts on parts of sentences, expressions cat and cut
pilgrimages, sentences, it takes + related to
reasons for express how infinitive, pilgrimages
pilgrimages much time is it takes + and
in medieval needed for indirect description of
times and in something to be object + mystical places,
modern times done infinitive suffix -ware
and words like
footwear
In this unit you will talk about mystical places, trekking and pilgrimages. You will read about pilgrimages
in medieval times. You will learn how to place emphasis on parts of sentences and how to talk about how
much time is needed for something to be done.
(Church of Saint-Germain-l’Auxerrois) Whenever I enter such a quiet and peaceful place, it takes me just
a few seconds to ease my mind.
(Western Wall) Many people visit the Western Wall every day to get inspiration to go on with their lives.
(Pyramids) Look at this! The wonders mankind is able to build! It makes me believe that everything is
possible.
(Church of the Savior on Blood) Visiting St. Petersburg and its richly ornamented churches and sacred
places was one of the most extraordinary experiences in my life!
The unit opens with a quote by Herbert Read: “What I do deny is that you can build any enduring society
without some such mystical ethos.”
You can start the unit by talking about its title, the quote (including information about who Herbert Read
was), as well as the pictures that portray several mystical places around the world. You can also ask them
u if they had the opportunity, which of these places they would like to visit and why;
u why tourist from all over the world visit these places;
u what they know about these places; etc.
dealt with in more detail throughout the unit, so in class, use it as a warm-up and introduction to the new
topic.
162
TALKING ABO
UT SB, page 158
Aim:
Introduce the topic of the unit. Students are expected to express their knowledge about some of the
mystical places mentioned and tell the class about other places they know of.
Development:
Go over the pictures and ask students to tell the group what comes to their minds when they see them.
Explain what a cenote is or have them find out using a monolingual dictionary.
In the Useful Expressions box you may point out that the actual saying is: Beauty is in the eye of the beholder,
and that it has been changed on purpose because of the topic of the unit.
Aim:
Develop reading skills. Broaden students’ knowledge of the world. Explore the topic of pilgrimages in
medieval times.
Development:
1. and 2. Make sure students do not read the definition of pilgrimage in activity 2. Therefore, students work
on this activity with their books closed. Hand out slips of paper for them to write their definitions on, and
then they can open their books to page 159 and compare it to the definition given there.
3. Students read the instructions and options and check the ones they believe are true. Help them out as necessary.
4. Students read the text and fill in the chart. Go over their work and ask them to provide more details.
5. Note that the questions are related to the Listen On section immediately following it. If possible, have
students work on both sections in the same class. If not, you can start the next class by asking them what
they remember about the reading passage and the answers they gave in Your Opinion (Read On section)
as a warm-up activity to the Listen On section.
Answer key:
4.
Reasons for pilgrimages
They started traveling to distant places with a desire to see places and to
Early Christian pilgrims
venerate relics that were considered holy.
Penance, punishment for crimes, to attain better health, to get protection
In the Middle Ages
from enemies and to honor vows.
In the later Middle Ages To obey the Catholic Church, which introduced the concept of indulgence.

Reasons for the decline in pilgrimages

Competition among holy sites due to the amount of indulgences obtained by pilgrims and professional
pilgrims that would take the place of the original pilgrim.
5. Open task.
LISTEN ON SB, page 161
Aim:
Development:
Note: This listening activity is related to Read On 2, that immediately follows it. Check the suggested
procedures to introduce this activity in Read On 1 above.
1. to 3. Students read the instructions, listen to the audio track and do the activities. Play the track as many
times as necessary for students to answer the questions. Go over their work and help them out.
4. Students express their opinions about the questions. You may have them work in pairs and share their
answers with the whole group.
Script:
I was active in sports throughout my childhood, but when I got older it seemed to me that it was time to find alternatives
that would be equally as rewarding in the long run. I was looking for something not only energetic but also physically
demanding. I found that in cross-country walking.
The first walks were five to ten kilometers long and along steep paths. Then I started taking trails that were fifteen to
seventeen kilometers long and that took me eight to nine hours from beginning to end, especially when going through
new places. Walking long distances is not that simple. It requires knowledge of human physiology, footwear for all
kinds of terrains, and a serious dose of good humor and positive thinking, since our physical limits are constantly
challenged, mainly when going uphill. Weather is a factor too, that can either help or hinder progress.
This is a unique and extraordinary experience not only for the exercise benefit, but also having the possibility of
meeting new people who share their enthusiasm and motivation with me and my family. In many situations, a desire
to test our physical capacity has an additional and sometimes unexpected spiritual component, and we may feel like we
are preparing ourselves for a pilgrimage.
Three years ago, my family and I received an invitation to participate in a hundred kilometer walk through the Passos
de Anchieta trail. The first thing that came to my mind was if we would be able to actually finish this four-day hike,
considering that from my house to the trail’s starting point we would have to drive for fourteen hours. However, it
sounded like an exciting endeavor and we started looking forward to the experience and all the things that we would
learn from it.
Answer key:
1. Rossana wanted to find a suitable alternative to keep fit when she started getting older.
2. First, she started taking shorter walks – five to ten kilometers long, and then gradually she increased the
distance to fifteen and seventeen kilometers.
164
3. Walking long distances requires knowledge of human physiology, footwear for all kinds of terrains, and
a serious dose of good humor and positive thinking, since our physical limits are constantly challenged,
mainly when going uphill. Weather is a factor too, that can either help or hinder progress.
4. Open task.
Aim:
Develop reading skills. Provide details of an actual pilgrimage.
Development:
Refer to the Listen On section as the text is an account of the Passos de Anchieta trail.
Students read the instructions and the text before doing the activities. Help them whenever necessary and
go over their work. You can ask them what the images represent and how they are connected to the text.
Answer key:
1.
day one. Different walking styles separated the family during the twenty-kilometer walk.
Many participants gave up, as to walk eighteen kilometers under beach sand and under a
day two.
burning sun was too much for them.
Walking on wet rocks and climbing over wet boulders on the beach, was a true test of
day three.
strength and determination.
day four. All participants showed great strength as they wanted to reach the finish line.
2. It made her realize that she can walk long distances and she took the Passos de Anchieta trail two more times.
3. She intends to walk the Way of Saint James. To get prepared for this walk, she will walk the “La Mancha”
route. She may go trekking in Scotland.
4. In Listen On, she mentions that this is a unique and extraordinary experience not only for the exercise
benefit, but also having the possibility of meeting new people who share their enthusiasm and
motivation with her and her family. In many situations, a desire to test our physical capacity has an
additional and sometimes unexpected spiritual component and we may feel like we are preparing
ourselves for a pilgrimage.
In the text she wrote, she mentions that she not only discovers new places, but also finds herself in touch
with nature. According to her, people can improve spiritual-wellness and feel the gratification of being fit
for such a journey, too. They will feel the changing quality of the Earth beneath their feet and they will
find another path to a soothing spiritual life.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Language Work, activities 3 to 6.

LANGUAGE W
Aim:
Raise awareness of how to express the time required to do something. Provide students with the opportunity
to practice it takes + infinitive and it takes + indirect object + infinitive.
Development:
3. Students work in pairs and act out the conversations. Depending on the time you have available, ask
a pair or more pairs to present their conversations to the whole group.
Answer key:
1. ✓ how much is/was needed to do/accomplish something.
2.
1. Statements b, e, and f indicate an amount of time required for a job or task to be completed.
2. Statements a, c, d, g and h indicate an amount of time needed for someone to complete a task or job.
3. Statements a, c, d, g and h have the following structure: It takes + indirect object + infinitive.
4. Statements b, e, and f have the following structure: It takes + infinitive.
3. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
PRONUNCIATIO
N WORK SB, page 165
Aim:
Raise awareness of the difference of the minimal pairs /æ/as in match and /Ʌ/ as in much. Provide students
Development:
1. You can start the activity by pronouncing some minimal pairs and asking students if they can hear the
difference between them. Then, have students listen to the audio track and do the activity.
2. Students can either repeat the sentences after listening to the audio track or they can read them out
loud. Conduct choral or individual repetition, if necessary.
166
Workbook
3. Bring monolingual dictionaries to class. Divide students into two groups. Group A has to look for the
meanings of the words they don’t know from the first column and create sentences using them. Group B
does the same with the words from the second column. They present their sentences and the other
group has to guess the meaning of the words. The winner is the group that guesses more words correctly.
Script:
1.
match / much / paddle / puddle / slung / slang / slam / slum / tang / tongue / hug / hag / crumb / cramb /
sapper / supper / thrash / thrush / stab / stub
2.
1. There’s much I would like to learn about their culture.
2. The match we saw yesterday was very exciting. My team won the game on the final second.
3. He slammed the door and left.
4. Let’s have supper now.
5. He gave her a very tight hug before boarding.
6. Don’t stick your tongue out of your mouth”, said the mother to her child.
Answer key:
1.
vowel sound /æ/ vowel sound /Ʌ/
match much
paddle puddle
slang slung
slam slum
tang tongue
hag hug
cramp crumb
sapper supper
trash thrush
stab stub


Aim:
Develop reading skills and foster critical thinking. Provide students with information about a historical place.
Development:
Note: If you want to find out more about Trevi Fountain, search for its official site on the Internet.
1. and 2. In pairs, small groups or individually, students read the instructions, take the quiz and find out how
much they know about Trevi Fountain. The text for them to check how well they did on the quiz is available
in their Workbooks, Read On, page 90. Go over their work and help them out whenever necessary.
If you feel that your students are interested, you can show them the Trevi Fountain scene from the film La
Dolce Vita.
La Dolce Vita is Fellini’s awarded film from 1960 that tells the story of a passive journalist's week in Rome,
and his search for both happiness and love that will never come.
You can find out more about the film and even the scene that shows Trevi Fountain and Anita Ekberg’s bath,
which is famous worldwide, on the Internet.
3. Students read the text again and answer the questions.
Answer key:
1. and 2. True False
u Trevi Fountain is situated in Rome, Italy. ✓
u Trevi Fountain is one of the most famous fountains in the world. ✓
u Trevi Fountain is the smallest Baroque fountain in the city. ✓
u The statue is 85 feet high and 65 feet wide. ✓
u There is a sculpture of Oceanus, the god of all water, in the middle of the fountain. ✓
u The fiery horse being tamed by a triton symbolizes the quiet sea. ✓
u The triton blowing a shell-horn symbolizes the rough sea. ✓

u The legend says that if you throw a coin into Trevi Fountain, you will be lucky for
✓
the rest of your days.
u The coin has purportedly to be thrown over the person’s left shoulder with the right hand. ✓
u It was Fellini’s film, La Dolce Vita, with Anita Ekberg and Marcello Mastroianni, which
✓
gave worldwide fame to Trevi Fountain.
168
3.
1. 30 years.
2. During the Baroque era, competitions among architects were held for projects involving the construction
of buildings, fountains and other public places. In 1730, Pope Clement organized a contest which
was initially won by a Florentine architect. The people in Rome did not accept the contest results and the
commission was finally granted to Nicola Salvi, a Roman architect.
3. Nicola Salvi started the construction of the fountain but he did not live to see it completed. It was
completed when Oceanus (god of all water) was set as the central niche. The statue was carved in carrara
marble by Pietro Bracci.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Write About
LANGUAGE W
ORK 2 SB, page 167
Aim:
Raise awareness of and provide opportunities for students to practice using cleft sentences.
Development:
1. and 2. Books open. Students read the instructions and do the activities.
3. To provide further practice of cleft sentences, make copies of the cards from the Photocopiable Materials
section. Hand out the cards. As there are 18 cards, you can divide the class into 3 groups. Students have
to continue the statement by using the starter provided. Monitor their work and help them out whenever
necessary. Then, have the groups present their work to the whole class.
Answer key:
1. ✓ Yes
2. a. the film
b. the fountain
a. It was Fellini’s film La Dolce Vita, with Anita Ekberg and Marcello Mastroianni, which gave worldwide
fame to Trevi Fountain.
b. Trevi Fountain became famous worldwide after Fellini’s film La Dolce Vita, with Anita Ekberg and Marcello
astroianni.
3. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO

Aim:
Development:
Students share the mystical places they wrote about (Write About, Workbook) and decide which place
they are going to visit. Encourage them to present convincing arguments while defending a visit to the place
they have chosen.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
T
CL ASS PROJEC
Aim:
Have students conduct research on the topic of the unit and broaden their knowledge of the world.
Development:
Students can research about other mystical places in their countries or around the world and prepare a
poster or a brochure to be shared with other groups.
170
Workbook - Unit 14
ORK
LANGUAGE W
Development:
1. to 5. Assign the activities as homework according to the suggestions given in the notes of the Student’s
Book for this unit.
6. If there’s enough time, you can have students work in pairs and share their work.
Answer key:
3.
a suffix used with some nouns to make nouns describing objects mode of a
1. wear 2
particular material or objects used for a specific purpose.
2. ware 1 clothes that are suitable for a particular activity or group of people.
4.
stoneware / kitchenware / underwear / cookware / eyewear / tableware / dishware / glassware / women’s
wear / men’s wear / clothes wear / sportswear / firmware / swim ware / footwear / evening wear /children’s
wear / ironware / ovenware / chinaware
READ ON
See Read On 3 in the Student’s Book and above.
WRITE ABOUT
what they have to do. They can share the topic they are going to write about and you can conduct a short
discussion on the relevant aspects they could mention in their writing. Thus, they will be more prepared for
the writing assignment.
ENT
SELF-ASSESSM
the language used in the unit, and if there’s enough time, students can share their answers to the questions asked.
15 Are You Good at Making Lists?

the reasons lectures blogs report what review of words and review of
why people someone says, reported expressions minimal pairs
make lists, express plans speech, related to
advantages and intention imperative several kinds
and mood of lists, verbs
disadvantages used to report
of list making
In this unit you will talk about why people make lists and discuss list making. You will also take a quiz to find
out whether you’re a list making freak. You will learn vocabulary related to emergency disaster kits and list
making, and you will report what someone else said.
(man on stairs) I was told that if I prioritized the things I have to do, I could get my life organized. What’s
your opinion on that?
(a daily planner) New Year’s Resolutions are great morale boosters, especially when we are able to
accomplish some of the things we’ve written down.
(notes stuck on board) Peter dared that I could do all the things I had planned for my vacation.
The unit opens with a quote by Robert Orben: “Every morning I get up and look through the Forbes list of the
richest people in America. If I’m not there, I go to work.”
You can start the unit by talking about the unit’s title, the quote (including information about who Robert
Orben was), as well as the pictures that portray list making and New Year’s Resolutions. Ask students to
express their opinions about the eight resolutions by asking them if they are feasible, for example.
the new topic.
172
TALKING ABO
UT SB, page 170
Aim:
Introduce the topic of the unit. Students are expected to express their opinions about to-do lists.
Development:
Books closed. Go on talking about lists, list making, its advantages and disadvantages. Encourage students
to use the expressions from the Useful Expressions box, which you can write on the board, and others they
already know, to agree, disagree, state their point of view, etc.
Aim:
Development:
Books open.
1. Pre-listening task. Individually, students have to check the reasons they believe are true. You can have
them work in pairs to come up with other possibilities. Have them share their reasons and justify their
answers by giving examples, etc.
2. and 3. Students listen to the audio track and do the activities. Help them out as necessary.
4. Students give their opinions about what they listened to. Have them explain their choices.
Script:
Statement 1:
Woman: I make all these lists – it seems I have a compulsion for making them… but, when I get to the grocery
store or downtown for the chores of the day, I realize that I forgot my list at home. Even so I feel
that making lists helps me remember most of the things that I wrote down as I have a good photographic
memory. Besides, the mere fact that I wrote a list at home helps me remember. Sometimes I forget an
item or two but that’s understandable, isn’t it?
Statement 2:
Young Man: I have always wondered why people love making long lists: The 100 Best Films Of World Cinema,
1,000 places to visit. Do they really think that someone will have the time to watch them all or travel
to all these places? I’d rather shorten things to a more manageable 3 random list: 3 places to visit, 3
great books, 3 favorite songs or 3 things that I hate doing. I know that Top 10 lists abound, especially
near the end of the year, but I think that narrowing it to 3 makes it much more meaningful, feasible
and easier to choose. If you want me contribute to a Top 10 list, cut me out. If it’s a three something
list, count me in.
Statement 3:
Man: I’m a writer and all my life people have always asked me about my favorite books for some kind of list
that want to publish, something like: The best books of the century chosen by our best writers. Who
cares what my favorite books and who my favorite writers are? Once I saw a book about the food
everyone must to try before they die! If I’m traveling, I want to find out what’s unique about that
place by talking to locals and listening to what they have to say, and that includes tasting the local
food. Once I was told that the best food was made in a tiny bar by an old local woman. I went there
and it was simply delicious. No list would bring a place like that one!

Answer key:
1. Open task.
2.
Speaker 1: grocery store items, daily chores
Speaker 2: best films, places to visit, favorite books, favorite songs, things people hate doing
Speaker 3: favorite books
3. Answers may vary somewhat.
How the person feels about lists Important things mentioned in

Love Hate Indifferent his/her statement
Makes lists for everything but forgets them at home;

Speaker 1 ✓ making lists helps her remember things that she
wrote.
Prefers short lists and is willing to contribute as long

Speaker 2 ✓
as they are short.
Thinks lists are not important. Would never buy a

Speaker 3 ✓ book that presents lists of things that people should
do before dying.
4. Open task.
Workbook
HAVE STUDENTS
GO TO WORKBO
LANGUAGE W
Aim:
Develop vocabulary related to emergency supplies and other fields.
Development:
Books closed. Write down a few of the words and expressions from the list and ask students what they
may refer to. Ask them whether they make lists when packing for a camping trip. You can ask whether or
not there are essentials supplies that have to be taken when camping and others that are not so essentials.
You may refer to the words and expressions that you wrote on the board to ask them about essential and
additional supplies. Then, have them open their books and do the activity. Help them with words and
expressions they may not be familiar with.
Answer key:
174
Aim:
Development:
Books closed. Ask them whether they keep a blog or whether they know people who do. Talk about the
kinds of blogs they know of.
Books open. Ask them what the kind of blog this is and what they expect to find in it.
In pairs, students skim the text and come up with a title for it. Then, they read the instructions and the text,
and do the activities. Monitor their work and help them out as necessary.
Answer k ey:
1. Open task.
2. She bought the book 1,000 Places to See Before You Die, a traveler’s life list, and decided to pack
and start traveling.
Aim:
Development:
1 and 2. Students do the pre-listening tasks. Go over their work.
3. to 5. Students listen to the audio track and do the activity. Help them out as necessary.
6. Students give their opinions about the question asked. Have them explain their choices and provide details.
Script:
Man: Have you ever thought or heard of a “stop-doing list” program? It is exactly what it sounds like – a
list of what you plan on not doing. Whenever I say this, I see a puzzled look coming from all in the audience. Is it really
necessary to make a list of things that we do not plan on doing? I can only answer yes to this question. I say this because
I felt the need of starting saying “no” to things that people asked me to do and that I was not willing or able to do, or
that were not a priority in the company. So, I started my own list and it worked beautifully. I wrote things like: I will
not say ‘yes’ to everyone who asks me to do something, be it at home or at work. Or even: I will stop solving everyday
emergencies that are not so important and focus on my projects to finish them well on the due date. And now I see that,
after some time practicing and taking this concept seriously, my to-do list is not expanding as much as it used to, and
I feel rewarded by the end of the day because I was able to achieve a lot more by focusing on what really is important.

Workbook
HAVE STUDENTS
GO TO WORKBO
Answer key:
3. (√) to an audience
4. He felt the need of starting saying “no” to things that people asked him to do and that he was not willing or
able to do, or that were not a priority in the company.
5. At the end of his statement it seems that he only mentions the positive results of making lists in the workplace.
6. Open task.
LANGUAGE W
ORK SB, pages 172 and 173
Aim:
Review language used to report what one says and introduce other verbs used when reporting. Provide
students with opportunities to practice using the reported speech.
Development:
1. Students can go over the script of the listening passage in their Workbooks to write the sentences reporting
what Sean said. Go over their work and help them out as necessary.
2. Distribute the cards from the Photocopiable Materials section. Students work in small groups and their task is
to come up with sentences using the verbs to report what someone says. Have them share their sentences. If
you turn it into a competition, each group scores a point for a correct sentence. Encourage them to come up
with funny sentences or unusual things as long as they use the verbs correctly.
Answer key:
QUIZ SB, page 176.
Aim:
Develop vocabulary related to the topic of the unit.
Development:
Books closed. As a preparation for this activity, you may talk about quizzes with your students. You may ask them:
u whether they answer quizzes;
u what kind of quizzes they take;
u whether or not the results of quizzes are trustworthy, etc.
1. Books open. Students take the quiz and discuss the results in pairs or in small groups.
2. Students can answer the question in pairs or in small groups. Then, have them share their most
interesting answers.
Aim:
Review the imperative mood used to express intentions or plans. Provide students with an opportunity to
use language to express intentions and plans.
176
LANGUAGE W
Development:
1. Books closed. You can ask them the questions and have students talk about them it in pairs or small
groups. Monitor their work and have them share their most interesting findings.
2. Have them prepare a list of their top 5 resolutions. Encourage them to explain why they included these
resolutions and to keep them.
3. Students should go over the verbs they used – they may underline them, analyze them and do
the activities.
4. Students come up with their statements working in pairs. Have them share their work. Point out that
when making a request or giving a command, oftentimes it’s the intonation used that reveals the speaker’s
intention, as well as the situation the people are in.
Workbook
HAVE STUDENTS
GO TO WORKBO
OK LANGUAGE WORK, ACTIVITIES 2 AND 3.
PRONUNCIATIO
N WORK SB, page 179
Aim:
Review of minimal pairs seen throughout the course.
Development:
1. To introduce this section, you can provide examples of minimal pairs. Students open their books, and
do the activity. Go over their work. It may be a good opportunity to conduct choral and/or individual
repetition in order for them to practice and become aware of how these words are pronounced.
2. Play the audio track and have students circle the words they hear. Go over their work.
Script:
2.
a. I don’t know where to hang these shirts.
b. The boat sank in the deep sea after a machine failure.
c. We’ll be able to see the shore from here.
d. Can you hand me the coke?
e. I got a crick in my neck.
f. Look at these clowns.
g. She said she couldn’t leave without seeing my performance.
h. Jane has bought herself a ship.
Answer key:
See above. The correct words are circled.
Aim:
Provide realistic contexts for students to carry out conversations. Provide opportunities for students to
use all the language they have learned so far.
Development:
You can either conduct this Act Out as a conversation /or as a debate between two students or as a
whole class debate, with some students defending one point of view and the others, the opposite point
of view. You can be the judge of which group presented the best arguments or you can assign the which
students who will play this role.
Read On
Write About
Workbook
HAVE STUDENTS
GO TO WORKBO
OK Self-Assessment
T
CL ASS PROJEC
Aim:
Provide students with an opportunity to carry out research on the topic of the unit. Broaden their knowledge
of the world and use the language learned so far in different contexts.
Development:
Students can be invited to think about several topics of interest to them and create lists of the top 10, top
100, ….
Make copies of the handouts from the Photocopiable Materials sections.

In class, as a group, they can decide on the topic of their lists. The whole class can interview people about
a single topic or they can work on different topics.
Their task will be to interview people (their families, relatives, friends, classmates and colleagues) and bring
the results to class. The lists are a mere pretext for the research as the important point is to justify the choice
of a name, place, wine, film, TV program, etc.
Students carry out the research and bring the results to class. Find out how many people they interviewed,
whether they were biased or unbiased regarding the answers, etc.
178
Workbook - Unit 15
ORK
LANGUAGE W
1. Open task.
2.
1. 4 Come to the barbecue Jane is preparing tomorrow! 8 Talk to him. Tell him how you feel.
6 Beware of dog. 7 Pardon me.
1 Stand up straight. 5 Restart your computer first.
3 Have a seat if you want. 2 Bye. Have a nice day.
2. a imperative b ommitted c impolite d add e more
3. Do not drink this glass of juice.

Don't you drink this glass of juice.
READ ON
1.
It can make people healthier as it reduces people’s anxiety. Parts of the brain
Benefits mentioned
are activated when we make lists.
Person who mentions it Psychologist Jeanne Down
WRITE ABOUT
what they have to do. They can share the situation they are going to write about and you can carry out a
short discussion on the relevant aspects they can mention in their pieces of writing. Also mention some of
the characteristics of blog entries to help them out: blogs are personal accounts and the readers usually
expect a conversational tone. The sentences should be concise and the topics broken down into headings
and sub-headings, since most people do not spend a lot of time reading online. Thus, they will be more
ENT
SELF-ASSESSM
the language used in the unit, and if there’s enough time, students can share their answers to the questions asked.

16 Review Unit
This unit has the objective of reviewing language studied in previous units through various kinds of activities
and exercises, as well as providing students with opportunities to use learning strategies of coping with the
tasks proposed.
What Can I Say? – SB, page 180

Students work in pairs. Encourage them to continue the conversations when presenting their work.
Prepare copies of the sheets from the Photocopiable Materials sections. Have students go over the functions
and exponents. Encourage them to provide more examples of exponents that they can use as a review of the
language seen throughout the course.
Students form pairs and choose the topic from the Act Out section they are going to talk about. Encourage
them to use the exponents they prepared for this activity. As a wrap-up activity, have them share their main
ideas.
Below, we provide some possibilities of exponents. Accept other possibilities as well.
I agree with you 100 percent.

We were thinking exactly the same thing!
We see eye to eye!
That’s exactly it!
You’re absolutely right!
agree: I couldn’t agree with you more!
I think you’re right!
I agree with you.
I totally agree.
I agree entirely.
I don’t think so.

I totally disagree.
disagree: I beg to differ.
I’d say the exact opposite.
I’m not convinced of that.
You may have a point there.

That’s not always the case.
partially disagree/disagree politely: I think you’re missing the point.
I’m afraid I disagree.
I don’t think I share your opinion.
180
Is it OK if I jump in for a second?
Can I throw in my two cents?
interrupt someone: Can I add something here?
If I might add something…
Sorry to interrupt, but…
Let’s just move on, shall we?

settle an argument:: Let’s drop it.
I think we are going to have to agree to disagree.
It’s crystal clear that…
I’m positive that…
express certainty:
I have no doubt about…
I really believe that…
There’s some doubt about that.
It appears that…
I seriously doubt it.
express uncertainty:
You never know, but it’s unlikely.
Well, no one can know for certain.
I have my own doubts.
introduce critical remarks: To be quite honest with you, …
I believe it means that…

I feel that…
make opinions sound less categorical:
I can’t tell you for sure but in my opinion…
You may have a point there but…
What do you mean by that?
ask for clarification: What are you trying to say?
What is your point?
clarify what I’m saying: What I’m trying to say is that…
Wow, I didn’t know that.

I was unaware of the fact that…
express lack of knowledge:
I had no idea that…
I don’t know what I’d do…
If only I had…
express regret: I wish I had/I hadn’t…
I regret to say that…
How can you prove your point of view?
How do you know that?
challenge someone:
What exactly are you trying to say?
How is it possible that…?

16 Review Unit
Who was the murderer? – SB, pages 181 to 183
1. Students work in pairs and ask questions about each character to complete their charts. Make sure they
don’t look at each other’s books. Model the question and answer, if necessary.
Example:
Student A: What was Daniel doing when the crime was committed?
Student B: He was having dinner at Gina’s. And what was Carol doing?
2. When they complete their charts, they should discuss the probable suspects and try to find out who the
murderer was. Here are some of the functions and grammar points that students can use while discussing:
u they can describe the characters (use the images for that purpose);
u they can question their classmates (Are you sure you saw… at the restaurant?);
u they can express certainty or uncertainty;
u they can use cleft sentences (It was Carol I saw at the Modern Art Museum);
u they can agree or disagree;
u they can report what one of the suspects was saying on the phone, etc.
Make sure they use this opportunity to practice using language seen in previous units.
Possible answers:
Except for Amelia, Charles, Steve and Janice, all the others are suspects, because there are a lot of
contradictions, such as:
u Were Cindy and Henry studying at the university library or at home?

u Were Daniel and Gina having dinner at his place or at hers?
u Were Carol and Jean visiting an exhibition or talking on the phone?
u Was Samantha watching a movie at home alone or with Marvin?
Workbook
HAVE STUDENTS
GO TO WORKBO
OK LANGUAGE WORK, ACTIVITY 2.
182
Workbook - Unit 16
ORK
LANGUAGE W
Being dishonest
Open task.
READ ON
How to reboot an iPad

Follow these procedures if your iPad is frozen or stuck
How to restart your iPad
WRITE ABOUT
Open task.

nglishpen
184
Unit 1
Opening Page Page 20
They always pick up the trash in our neighborhood. When we bond together, we can accomplish a great
These kids are really something. deal of good things.
I get a deep sense of satisfaction in contributing to the Page 21
well-being of animals. I think that sustainability can be associated with
I can’t describe it, but a few hours at the hospital give sustainable.
me an overwhelming feeling of well-spent time.
Page 22
Page 10 Let’ go over this checklist to make sure that everything
A helping-hand can make a lot of difference in was done in your car.
someone’s life. It turns out that the projects handed in were very good.
Whenever I can, I visit this elderly lady and we chat for Congratulations!
hours. She always tells me something interesting
about her life.
My daughter always gives away her old toys to kids
who need them.
Unit 2
There’s this volunteer project in my community that Opening Page
I have joined and I realized that if everybody did just We love doing everything together. It’s been like that
a little bit things would be much better. since we met. We spend all day long taking care of our
Page 12 business but when we go home we make sure to leave the
work problems safely locked in the office.
I have always taught my kids to tidy up their rooms
We are happy to have our children living with us. It’s
before going to school.
seen as something unusual by some of our friends but we
I learned how to sew with my grandma. don’t mind.
My son has always helped me with the housework. I I enjoy being on my own. I can do whatever I want
try to make it as fun as possible, but I know that he’s whenever I want. Isn’t that great?
learning something by helping me out.
Page 26
It’s a real pleasure doing business with you. I had to leave my parents’ home to go to college. It was
Page 14 tough in the beginning, but I got used to it.
Going to the Amazon and visiting this tribe of Indians I know I’ll miss my parents but I’m beginning a family
with BHE was the most extraordinary experience in of my own.
my whole life. We all hope to get great jobs and start our careers with
great style.
Page 15 It’s hard to strike a balance between my career and my
The days I spend with indigenous people are the children, but my husband helps me a lot.
happiest of my life.
We work all day long and it’s worth it. Page 27
Healing their eyes gives them independence and makes I can never find the time to do all the household chores as
it easier for them to survive in the forest. I study and work part-time.
Some of the women are really shy when we arrive, and Now I know what housework is all about.
it takes them just a couple of days to feel more at ease My kids are coming over this weekend and I’m going to
among us, doctors cook their favorite dishes.
Page 18 Page 28
If you’re interested in helping out, I’m sure you can find On the one hand I don’t want to leave my parents’ home,
an interesting project in your community on the other I want to go to college in another city.
185
Page 31 Page 49
We are very happy with our arrangement – my wife The deadline of this project is killing me.
stays at the store in the mornings while the kids are at I wonder if Jane will be upset with me after what
school and I’m there in the afternoons. happened last night!
Page 34 Page 50
My friend understands exactly what I’m trying to tell The telegraph was a marvelous invention that helped
him even if I can’t remember a word or two. people to communicate.
Swimming across the English Channel requires months
of preparation and training.
Page 51
Unit 3 Understanding the structure of DNA was one of the
Opening Page most important discoveries of the last century.
I always tell the truth, no matter what. Not everyone One of my dreams is to climb Mount Everest and look at
agrees with me but that’s what I believe in. the sky from up there.
It’s known that many high-school students cheat out of
pressure to do well in school.
I know I shouldn’t be doing this but no one is watching…
Unit 4
Page 38
Some people may take advantage of situations and Page 52
people. I would like to believe this is not true. I love my mom’s homemade bread.
They always watch TV in the evenings.
Page 39
I would like my teacher not to ask us to know all these Page 53
formulas by heart. It’s impossible for me, so this is what We always read the paper together and talk about the news.
I do… It’s a good thing that my son’s school can reach me when
Everyone has a secret that they hide from their families necessary.
and friends, don’t you think?
I’m sure our agreement will work out just fine. Page 55
City skyline at dusk and Mississipi River, Minneapolis, MN.
Page 40 St. Paul’s Cathedral, MN.
We always have a great time playing this game on the This is our family during our winters in St. Paul.
weekends. Peter doesn’t like to lose but we’ve got used to it. Mississipi River in fall, MN.
I’m sure our friendship will last forever.
Page 42
We’re about to start another round. Who’s going to play? Unit 5
Page 45 Opening Page
It’s important to mention that both the pressure to
succeed academically and peer behavior are the main I love being on stage. That’s what makes me wake up in the
reasons that lead students to cheat. morning and get through the day until the show begins.
The beach is really crowded this summer.
Page 46
I’m sure not everyone is into climbing rocks. It requires
C’mon! Don’t you care if the teacher sees what you’re doing?
true stamina, planning and determination to reach the
Page 48 top once you get started.
My son’s excited about his new soccer team. He thinks Meditation is the way to find concentration and
they’ll win most of the games! relaxation.
186
Page 58 Page 76
This Road Sign for the Modern Woman doesn’t take a When I was a girl, I used to dress up as a fairy and
lot of things into consideration, don’t you agree? pretended to make the world a better place to live.
Page 63 Page 78
All the things that I did when I was a teenager helped Kids have such a wild imagination!
me decide on my career. Humanizing animals is one of the characteristics of
Our boat has just about everything we need. fables.
Page 64 Page 79
It’s unbelievable how cozy I feel in my house. My imagination ran wild when I heard all the
Fresh vegetables every day for lunch or dinner. Isn’t amazing and mysterious things that could happen in
that great? this faraway castle.
This is me in different moments of my life, or even, of
Page 80
the day.
One of my f avorite bedtime stories was Mogli.
Page 65 Do you think that this character is good or evil?
There’s a lot to be done before the deadline of this project. The moon is almost a character in fairy tales.Why
Gardening is our favorite pastime. is that so?
We spend the weekend playing with the kids and
having a good time. Page 81
It takes me almost an hour to get to work every day. What a funny horse!
Teachers get a lot of help by reading the teacher’s
book, don’t you think?
What kind of insect is this?
Unit 6 Look at this head! Is it really empty?
Is that an apple that he’s going to swallow?
Opening Page
I never know what to answer when I hear a riddle.
Once upon a time a little girl met a cat who showed her
the way out of the forest.
After being sure that he would not marry her, the bad
witch turned the prince into a frog. Unit 7
A very happy family lived in a faraway castle.
I wonder who he is going to save this time Opening Page
We are all very happy with our professional choices.
Page 72 What’s happening? I’m pretty sure he’ll stop behaving this
What’s going to happen next? way if you keep someone around the house during the day.
Page 73 What do you advise me to do in my situation?
These are some of my kids’ favorite bedtime stories. Page 86
Page 74 People always expect their packages to be delivered as
This is me and my best friend a few years ago… We used fast as possible.
to be princesses and queens and had a great time! It was I know that flying planes is a great responsibility, but I
the best vacation ever. love being a pilot.
I like being a DJ: I can listen to music all the time besides
Page 75 playing what I feel like listening to.
Whenever I read a story to my daughter, I feel a strong Being nice to customers is one of the requirements of
bond with her. working at hotels.
My son loves looking at the pictures of this book. A lot of aspects have to be considered when you’re building
Time flies when we are reading together. a website. But, first of all, the client has to know what he
My children spend a lot of time reading stories. or she wants.
187
Page 87 Page 100
A severe drought must have plagued the region this year. Is she a fairy or something?
Who might live in a castle like that one?
Page 89
Let me tell you a story about wonderland.
The job section of the newspaper must be one of the most
Is this lamp really magical? I have so many wishes…
read sections every day.
What a wonderful view I have from up here!
I’m sure I’ll get a new job soon.
He has learned how to use the bow and arrow to
Page 90 protect himself and his family.
Do you think that implantable GPS devices could allow What a lovely night! I’m off to find other cats!
authorities to locate missing people? Will you become my prince?
Page 92
I have always wanted to be able to play the trumpet.
We enjoy our walks together very much. Unit 9
I take the dog for a walk and exercise at the same time.
Isn’t that great? Opening Page
Since I love ice cream, being an ice cream taster is the job I was wondering what we could do locally to improve
of my dreams. their business.
I love cats. What other profession could I have chosen? We hope people can think more carefully about
I’m now a personal shopper. I buy everything my clients environmental issues and take action before it’s too late.
tell me that they need. Is it really necessary to slow down or can we keep up with
Page 93 the current pace?
I’m practicing a lot as I want to compete in the Olympic Page 105
Games. My children are learning how important it is to take care
Whenever our coach gave us instructions, we listened of the environment. They joined this community project
very carefully. that plants native trees in parks.
Page 94 If everybody cared for our trees, the world would be a
What words come to your mind when you think of better place for all of us.
advice?
Page 109
I wonder if I’m going to be hungry if I only have this for
lunch, but it sure looks tasty.
Unit 8 When I’m in a hurry, a hamburger and fries is the way
to go!
Page 98
I’m happy with my choice of being a priest.
Have you thought about how much responsibility a
judge has? It’s not an easy task but someone has to do it!
I save lives and that’s my greatest reward.
Page 99
I like having a traditional marriage. My husband works
full time and I’m a housewife.
People find it weird that I work as a secretary but I love
what I do.
The most important thing is to like what you do, no
matter what others can say or think about your choice.
188
Unit 10 Unit 11
Page 117 Opening Page
Nowadays we can find good readings on the Internet. Do you think that surveillance cameras should be used to
Look how easily he adds it up by using the calculator. punish bad drivers?
Our kids know more about computers than we do. All I had to do was look out the window to know what
I try to exercise at least three times a week. was going on in my neighborhood.
What would I do without a calculator? Sometimes I feel like I have to hide from the world, avoid
I would never live in a building where there isn’t an using technological devices in order to keep my life private.
elevator.
Page 130
Page 118 It’s a good thing that we have all these cameras to know
I exercise my brain whenever I can by playing memory what’s going on out there.
games or chess. It seems that there are surveillance cameras everywhere
nowadays.
Page 119
It’s a good thing that I always know what time my
“My perception about how technology makes us lazier
neighbors get home. I feel safer when they are nearby.
could have been different if I hadn’t been invited to
I always check what my neighbors are doing so as to
stay a weekend at this high tech hotel“.
ensure safety for the community.
Page 121 Yesterday we were able to identify two pickpockets.
My daughter always beats me when we play games. It seems that they are talking about what happened
My kids always find nice games to play. during yesterday’s meeting.
It’s a good thing that I can take my tablet wherever I go.
Page 131
Page 123 Did you know that 1984 is also a British film which was
I know that people find me a very driven person. released in 1984?
My husband is really goofy. My nephews love it when
Page 132
we visit them.
Are you sure that this camera is in use?
Page 124 I have to spend hours watching these monitors. Sometimes
My brother is always making these funny faces. it’s interesting and sometimes it is extremely boring.
I’m practicing so that I can take part in next year’s
Page 138
marathon.
When we are on vacation we can enjoy rides in the
This is the cake that won first prize in the competition.
countryside.
It looks delicious, doesn’t it?
Page 139
Page 125
I like sewing my family’s clothes.
I can hardly manage to talk to everyone.
The cars are speeding too fast.
Oh, there’s no time to waste! The meeting is about to start.
Page 126 Unit 12
Wow! What a surprise! I wasn’t expecting it!
Page 140
Look! This is my daughter playing the piano! Isn’t she a
piece of gorgeous?
Page 141
She must have had an argument with her groom.
I must have forgotten my sweater. I can’t find it anywhere!
He must have got a flat tire.
She must have fallen in the mud to be so dirty.
Who are they? Can you guess?
189
Page 142 Page 152
I love driving but I use my car only on the weekends to Did you know that some scholars believe that
visit my family. Wheatfield with Crows was Van Gogh’s last painting?
Page 143 Page 154
One of the advantages of electric cars is that they help What do you think the artist meant with this sculpture?
protect the environment.
More and more bikers are seen all over the cities.
I try not to get stressed when driving to work. I use the
time spent there to read and do other things. Unit 14
Opening Page
Whenever I enter such a quiet and peaceful place, it takes
Unit 13 me just a few seconds to ease my mind.
Many people visit the Western Wall every day to get
Opening Page
inspiration to go on with their lives.
It’s unbelievable how reinvigorated I feel whenever I walk Look at this! The wonders mankind is able to build! It
through this square after a day at the office. makes me believe that everything is possible.
Look how vibrant these colors are! This place seems full of Visiting St. Petersburg with its richly ornamented
life, doesn’t it? churches and sacred places was one of the most
Never have I seen such an exquisite performance. extraordinary experiences in my life!
Page 146 Page 159
My son loves his Art classes. He may become an artist when A journey that a religious person (pilgrim) takes to
he grows up. a holy place. Also, a visit to a place that is considered
important, where people go to show their respect.
Page 147
Page 161
This house has the kind of furniture that I like.
Many people used these blocks to rest for a while before
What would you like to watch today? going on.
It is believed that this property was King Arthur’s. You have to be very driven to go on walking when you
Look. The play is about to start! see a path like that one.
Page 148 Page 162
I spend most of my allowance money watching plays. A landscape like this one makes it all worth it.
Dancing is what makes me tick. I’ve been a professional Heavy boots are really needed if you decide to start
dancer for almost 5 years. walking. Never wear new ones so as not to get blisters.
Page 150 Page 163

My passport is ready for my international pilgrimages.
The smooth colors the artist used in this painting define the
whole atmosphere, don’t you agree? Page 166
The colors are so vibrant here. Look, the water is crystal I think that Trevi Fountain is one of the most beautiful
clear. This is one of my favorite paintings. fountains in the world.
It’s just amazing the craft needed to create a mask like Page 167
this one. Do you believe this legend of throwing a coin in Trevi
Page 151 Fountain?
Her performances are always unusual.
This Buddha’s face statue seems extremely heavy but in fact
it’s quite light.
190
Unit 15 Unit 16
Opening Page Page 180
I was told that if I prioritize the things I have to do, I I know how hard it is to keep a conversation going.
may get my life organized. What’s your opinion on that?
New Year’s Resolutions are great morale boosters, Page 181
especially when we are able to accomplish some of the Do you think that you can find out who the murderer
things we’ve written down was?
Peter doubted whether I could do all the things I had Page 182 and 183
planned for my vacation. Are you sure that you know who the murderer was?
Page 170
I feel overwhelmed when my to-do’s keep on piling up.
Page 171
I get so happy when I place a check mark on something
that is on my to-do list.
Page 174
For some people, traveling can be not only a pleasurable
pastime but also an enlightening experience.
Page 175
I have never thought of a stop-doing list.
Page 176
I can never get rid of these post-it notes.
Page 178
I don’t know a single person who has kept their New
Year’s resolutions. How about you?
My top 5 resolutions are: spend more time with my
family and friends; exercise more; read more; travel as
much as I can and remember all the important birthdays!
What about yours?
191
Photocopiable
materials
Unit 1 – Do You Like to Help Out?
Talking About
“Volunteering is a way of life and a primary opportunity to create

needed change in society.”
Interplus 2 – Unit 1
Talking About
“Without volunteer work, we wouldn't have a good quality of life."
Talking About
“It’s important to teach kids that other people besides themselves are
equally important. And we can only do that through volunteer work.”
Talking About
“Volunteer work is important to the person who serves as well as the

recipient.”
Talking About
“If you help others, you’re helping yourself.”
Talking About
“Volunteers aren’t paid because they are priceless.”
Talking About
Photocopiable
Language Work 1 - The Do & Make game
DO Interplus 2 – Unit 1
MAKE Interplus 2 – Unit 1
Language Work 1 Language Work 1
housework washing
Interplus 2 – Unit 1 Interplus 2 – Unit 1
dishes best
nails comment
difference remark
effort excuse
friends mess
sound crossword
research plan
Photocopiable
Language Work 3
to check something carefully to stop doing something

to start to feel happy or well again; to make something begin;

to find a way to solve or deal with a problem to begin moving
Language Work3 Language Work 3
to remove something, especially an article of clothing; to start flying to continue happening or doing something as before;
(aircraft); to become successful or popular; to have a particular to happen; to start doing an activity or being in a
amount of time away from work; to leave a place suddenly particular state
to become popular or fashionable; to change from being a baby or a child to

to understand being an older child or adult
to invent an explanation for something, especially to meet someone or to find

to avoid being punished or embarrassed; to invent a
story; to prepare or arrange something something by chance
to develop in a particular way or to help someone, by doing a job

to have a specific result or giving money
to become weaker or less common to find something that has not been
and then disappear completely used or seen for a long time
to start enjoying something; to begin to discuss something; to spend a particular amount of time doing something;
to be accepted to study at a school or chosen to play for a to fix something; to make an official request, claim, etc.;
team, etc.; to become involved in a bad situation to interrupt someone
to continue doing something to mean or represent; to believe a

principle is important
Photocopiable
Language Work 3
put in get into dig out

IInterplus 2 – Unit 1 Interplus 2 – Unit 1 Interplus 2 – Unit 1
Language Work 3 Language Work 3 Language Work 3
die out help out turn out
Interplus 2 – Unit 1 Interplus 2 – Unit 1 Interplus 2 – Unit 1

come across make up grow up

catch on go on carry on
take off start off get over

give over go over stand for

Photocopiable
Unit 2 – How Well Do You Get Along with Your Family?
Language Work 2
ACTIVE VOICE PASSIVE VOICE

People say that children are noisy. Children are said to be noisy.
They saw ghosts in that old Ghosts were seen in that old
abandoned house. abandoned house.
The robber has been seen

The witness has seen the robber. by the witness.
People encouraged him to go on He was encouraged to go on studying

studying and playing basketball. and playing basketball.
They will repair the broken fence The broken fence will be repaired
tomorrow. tomorrow.
Almost everyone says that the President The President is said to be doing a good
is doing a good job ruling the country. job ruling the country.
Photocopiable
Unit 3 – How Honest Are You?
Language Work 1
be caught red-handed bend the truth

above board benefit of the doubt

on the black market cards on the table

by the book break every rule in the book

Photocopiable
Act Out 1
SITUATION 1 SITUATION 1
Student A Student B
Your husband/wife had to bend the truth at his/ Is going to tell you what happned with his/her
her company. Tell Student B what happened, ask husband/wife. Listen to what he/she says, ask for
his/her opinion about it and say if you agree or more details, and express your point of view in
not with what his/her husband/wife did. relation to it.
Interplus 2 - Unit 3 (Act Out 1) Interplus 2 - Unit 3 (Act Out 1)
Student A Student B
Your brother/sister was caught red-handed and Is going to tell you what happened with his/her
your parents grounded him/her for a month. Tell brother/wife. Listen to what he/she says, ask for
Student B what happened and ask ask his/her more details, and express your point of view in
opinion about it. relation to it.
Student A Student B
You work as a teacher and the school principal Is going to tell you what is happening at the
is worried about the kids who are breaking school he/she works at. Listen to what he/she
every rule in the book. Tell Student B what is says, ask for more details, and express your point
happening and ask his/her opinion about it. of view in relation to it.
Student A Student B
You were talking to your mom/dad about a problem Is going to tell you what happened when he/she
you're having and you put all your cards on the was talking to his/her mom/dad about a problem.
table. Tell Student B what happened, including your Listen to what he/she says, ask for more details, and
parent's reaction and ask his/her opinion about it. express your point of view in relation to it.
Photocopiable
The Truth Game
Find out if your classmate has ever Find out if your classmate has ever Find out if your classmate has ever
cheated on a test. dated two persons at the blamed his/her brother/sister for
same time. something he/she did wrong.
Interplus 2 – Unit 3 - The Truth Game Interplus 2 – Unit 3 - The Truth Gam Interplus 2 – Unit 3 - The Truth Game
told someone that he/she was pretended to be sick to stay home eaten something at a supermarket
at school/work but he/she was instead of going to school/work. without paying for it at the cashier.
somewhere else.
Interplus 2 – Unit 3 - The Truth Game Interplus 2 – Unit 3 - The Truth Game Interplus 2 – Unit 3 - The Truth Game
Find out if your classmate has ever

pretended his/her mobile phone Find out if your classmate has ever Find out if your classmate has ever
wasn’t working so that he/she blamed someone else because he/ borrowed some money and never
wouldn’t have to talk to the person she was not able to finish a
report on the due date. paid it back.
calling him/her.
taken pocket money from his/her blamed the traffic for being late. put his/her cards on the table.
parents without their knowledge.
Find out if your classmate has Find out if your classmate has ever Find out if your classmate has ever
ever hosted a party, while his/her sneaked out of the house to hang bent the truth.
parents were traveling. out with friends.
Find out if your classmate has ever Find out if your classmate has ever Find out if your classmate has
hidden a bad grade in ______ asked a sister/brother to lie for ever driven a car without
from his/her parents. him/her. a driver's license.
told his/her parents something bad been caught red-handed. bought anything in the
about his/her brother/sister. black market.
Photocopiable
The Truth Game
extremely somewhat honest

honest honest
The Truth Game The Truth Game The Truth Game
somewhat dishonest extremely

dishonest dishonest
The Truth Game The Truth Game The Truth Game
Photocopiable
BINGO BINGO
mothball catheter faithful pathway athlete mouth wealthy cloth
lengthen author gather healthy threat myth width bathrobe
throw tenth eleventh threat toothache throw python mouthful
birthday bathtub mouthing width eleventh thumb mothball filthy
Let's Play Bingo!
BINGO BINGO
cloth thriving bathtub mathematics toothbrush feather mouthing faithful
thumb eleventh threat faithful authentic pathway something catheter
healthy nothing gather rythym wealthy mothball nothing author
feather author youthful something lethal healthy throw toothpaste
BINGO BINGO
bathrobe mouthing cloth thriving youthful gather threat myth

tenth throw eleventh another width truthful thematic thick
thruthful thick author myth booth toothache healthy lengthen
mouth healthy toothbrush mouthful another thriving mouth authentic
BINGO BINGO
bother nothing lethal threat mother eleventh athlete nineteenth
mouth another filthy something filthy throw mothball wealthy
both myth catheter truthful thick youthful toothbrush bathtub
toothache lethal authentic gather southern rythym pathway faithful
Photocopiable
BINGO BINGO
threat toothbrush lethal author author southern mouth youthful
southern youthful booth thumb something nineteenth threat wealthy
filthy width father bathrobe throw phyton thriving catheter
cloth another athlete tenth bathrobe birthday feather filthy
Let's Play Bingo!
BINGO BINGO
lethal mathematics thick catheter toothbrush faithful mothball gather
gather nineteenth mouth thumb something youthful healthy mathematics
something myth healthy toothpaste author catheter toothbrush width
python bathtub rythym author lengthen lethal thumb throw
BINGO BINGO
birthday cloth tenth toothbrush python thematic eleventh lengthen

filthy youthful gather lengthen mothball booth birthday father
thematic truthful bathrobe tenth thick something athlete threat
thriving width healthy throw mathematics width teeth southern
BINGO
cloth nothing catheter lethal
thick gather healthy myth
feather toothache youthful both
lenghten wealthy birthday thriving
Photocopiable
another filthy pathway thumb
feather gather python toothache
athlete healthy rythym toothbrush
Let's Play Bingo!
authentic lenghten something toothpaste

author lethal southern father
bathrobe mathematics teeth truthful
bathtub mothball tenth wealthy

birthday mother thematic width
booth mouthful thick youthful
Words to be read out loud
catheter mouthing threat

cloth myth thriving
eleventh nineteenth throw
faithful nothing thruthful
Photocopiable
Unit 6 – And They Lived Happily Ever After... Did They Really?
Listen On 3
How many months of the What animal is best What does December
year have 28 days? at Math? have that no other
month has?
Listen On 3 Listen On 3 Listen On 3
What goes up when the What’s the longest word What do you call a dairy
rain comes down? in the English language? farmer from Arabia?

What did the waiter tell The answer I give is yes, Which is the fastest:
the customer that found but what I mean is no. heat or cold?
a fly in his salad? What was the question?
What time is it when an What kind of robbery What did the waiter
elephant sits on a bench? is the easiest? say when a ghost
ordered a whisky?
Why didn’t the skeleton What has four How many seconds
want to go to the party? wheels and flies? are there in a year?

What two days of the

What makes “oom” How do porcupines week start with the letter
and gives milk? kiss each other? “T” besides Tuesday
and Thursday?
Photocopiable
Unit 7 – Do You Love What You Do?
Listen On
Leadership Productivity and Accountability

Interplus 2 – Unit 7 - Listen On Interplus 2 – Unit 7 - Listen On
Innovation, Creativity, Curiosity and

Ethical Decision-Making Imagination
Critical Thinking, Problem Solving Global Citizenship, Social and

and Questioning Cross-Cultural Interaction
Initiative, Self-Direction, Entrepreneurism,

Multi-Disciplinary Decision-Making Resourcefulness
Collaboration Communication
Accessing, Analyzing, and

Synthesizing Information Agility, Adaptability, Flexibility
Most Important Student Skills*

(n=115)
Critical Thinking, Problem Solving, Questioning 64%

Accessing, Analyzing, and Synthesizing Information 37%
Communication 29%
Innovation, Creativity, Curisosity, Imagination 24%
Ethical Decision-Making 24%
Agility, Adaptability, Flexibility 17%
Global Citizenship, Social and Cross-Cultural Interaction 15%
Collaboration 12% “All of these
Initiative, Self-Direction, Entrepreneurialism, Resourcefuiness 10% are desirable
characteristics.”
Productivity and Accountability 10%
Leadership 8%
Other 7%
Multi-Disciplinary Decision-Making 5% Interplus 2 – Unit 7
Listen On
Photocopiable
Unit 7 – Do you love what you do?
Language Work 4
to ask for advice to give advice

to decline to
give advice to accept advice

Photocopiable
Unit 7 – Do you love what you do?
Language Work 4
Why don’t you talk to your boss about it? What do you advise me to do?
Interplus 2 – Unit 7 – Language Work 4 Interplus 2 – Unit 7 – Language Work 4
That’s exactly what I’ll do. I wish I could suggest something, but I can’t.
If I were you, I would consider looking for I’ll follow what you told me.
another coach/teacher.
I think you should stick to your original plan and be

more patient. You’ll succeed if you don’t give up. I don’t know what to advise, I’m afraid.
If you take my advice, you’ll slow I think I’ll try it out and let you
down a little bit. know what happens.
What do you suggest? It might be a good idea to talk to your

parents about it.
I guess you’re right. What should I do in this situation?
You’d better give it up. I don’t see Have you thought about doing something else?
any other possibility.
If you were me, what would you do? I’m afraid I can’t really help you.
What’s your advice? That sounds like something I could do.
Photocopiable
Unit 9 – How Can We Change the World?
Language Work 2
how to make opinions sound how to introduce

less categorical or definite critical remarks

Honestly speaking, people worry too much about movements that do

not represent what the majority thinks.
Language Work 2
I believe it means that local traditions should

be respected as well.
Language Work 2
I feel that I don’t have enough information to state

an opinion on this matter.
Language Work 2
To be quite honest with you, I don’t have an opinion on this.
Language Work 2
To tell you the truth, it’s quite impossible to

prevent globalization.
Language Work 2
I can’t tell you for sure but in my opinion this concept applies
to all fields of human activity.
Language Work 2
I reckon this is a controversial matter.

Language Work 2
Photocopiable
Pronunciation Work
not note want

Pronunciation Work Pronunciation Work Pronunciation Work
won’t got hop

hope on own
cost coast non

known odd owed

rod road rot

Photocopiable
Pronunciation Work
wrote sop soap

stock stoke tossed

toast wok woke

block bloke bond

boned bossed boast

clock cloak cock

Photocopiable
Pronunciation Work
coke cod code

col coal cop

cope god goad

jock joke mod

mode pop pope

rob robe rod

Photocopiable
Pronunciation Work
rode ROM roam

shod showed smock

smoke sock soak

sod sewed blot

bloat chock choke

cocks coax com

Photocopiable
Pronunciation Work
cone crock croak

doss dose dot

dote glob globe

lob lope mod

mowed mop mope

nod odd rot

Photocopiable
Pronunciation Work
rote slop slope

tot tote
Pronunciation Work Pronunciation Work
Photocopiable
Unit 10 – At Your Fingertips?
Language Work 2
to be a shallow
to be a go getter to be creepy person
to be a nut job to be stiff to be goofy

to be good to be a to be a
natured basket case creepy dude
to be a
people person to be outspoken to be driven
Photocopiable
Unit 11 – The Loss of Your Privacy?
Language Work 2 - Task 2
That’s more like it. used when showing someone what to do.

Language Work 2 – Task 2 Language Work 2 – Task 2
He’s always driving like mad to get to used for asking about the qualities
work on time. or features of a person or thing.
I know it’s not an easy task, like I said, used when you are guessing
but it’s something we have to vote at a number or amount.
Enter your full name on used to refer to behavior that is

this line, like this. not typical of someone.
His books must be selling something used for saying that something
like 100,000 per year. is more satisfactory than before.
There’s nothing like home sweet home. used to refer to a number or amount
believed to be more accurate.
I haven’t met your new girlfriend. used to emphasize that a thing

What’s she like? or place is better than any other.
She sounded like she’d only doing something in a very

just woken up. extreme way.
Inflation rate this year looks more like used when you are saying
5% than the 3% previously announced. something again.
It’s not like him to arrive so late. used when referring to something that
appears to be true but may not be.
Photocopiable
Unit 11 – The Loss of Your Privacy?
Language Work 2 - Task 4
Interplus 2 Interplus 2
Interplus 2 – Unit 11 – Language Work 2 – Task 4 Interplus 2 – Unit 11 – Language Work 2 – Task 4
Photocopiable
Unit 13 – Is it all about Art?
Language Work 1
which is Leonardo da Vinci’s painted the Water Lilies.

Van Gogh, most famous portrait,
Interplus 2 - Unit 13 Interplus 2 - Unit 13 Interplus 2 - Unit 13
which was one of the most cut his ear and lived in
Claude Monet, important movements of the poverty until his death some
20th century, months later.
who was a famous was represented by Picasso

Mona Lisa, Dutch painter, and Braque.

who is considered one of is in the Louvre Museum.

Cubism, the most important names
of the impressionism era,
who were considered the can be admired in his

Hamlet, world’s most popular museum in Paris.
rock band,
IInterplus 2 - Unit 13 Interplus 2 - Unit 13 Interplus 2 - Unit 13
which is one of Rodin’s most is the story of the Prince

famous sculptures, of Denmark, a serious and
The Beatles, unhappy young man.
Interplus 2 – Unit 11 Interplus 2 - Unit 13 Interplus 2 - Unit 13
Language Work 3 – Task 1 Language Work 1 Language Work 1
where you can see the made their first record

The Thinker, exhibition of the Crown Jewels, in 1962.

which is one of Shakespeare’s was built in the 11th century.

The Tower of London, most famous plays,

Photocopiable
Unit 13 – Is it all about art?
Language Work 2 – set 1
Interplus 2 – Unit 13 - Language Work 2 – set 1 Interplus 2 – Unit 13 - Language Work 2 – set 1
Photocopiable
Photocopiable
opinion size
Interplus 2 - Unit 13 Interplus 2 - Unit 13
Language Work 2 – set 2 Language Work 2 – set 2
shape age
color origin
material noun
Photocopiable
Unit 14 – Were You Born to Be a Mystic?
Language Work 2
What surprised me... It was unpredictable...

It is unpredictable... What they did...

The thing that shocked them... The reason why…

What happened was... It was only when...

It was after... What she wanted...

It was in the beginning of

this year that... What happens is that…
It’s hard to imagine what... It was hard to imagine what…

The place where... The day when...

All I want... It was my brother/sister who...

Photocopiable
Unit 15 - Are You Good at Making Lists?
Language Work 2
say urge tell

ask advise question

want to complain suggest

know
warn
Language Work 2
Photocopiable
Unit 15 - Are You Good at Making Lists?
Class Project
My list of the TOP 10 ______________________
Name Reason for choosing
Photocopiable
Unit 16 - Review Unit
Act Out
What I can say to…
I agree with you 100 percent.
agree:
I don't think so.
disagree:
You may have a point there.
partially disagree/
disagree politely:
Is it OK if I jump in for a second?
interrupt someone:
Let's just move on, shall we?
settle an argument:
It's crystal clear that...
express certainty:
There's some doubt about that.
express uncertainty:
Photocopiable
Unit 16 - Review Unit
Act Out
What I can say to…
To be quite honest with you, ...
introduce critical
remarks:
I believe it means that...
make opinions sound

less categorical:
What do you mean by that?
ask for clarification:
What I'm trying to say is that...
clarify what I’m say-

ing:
Wow, I didn't know that.
express lack of knowl-

edge:
If only I had...
express regret:
How can you prove your point of view?
challenge someone:
Photocopiable

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Interplus Annual 2 - Teacher's Guide

Grazyna Anna Bonomi

COPYRIGHT © by Multi Brasil Franqueadora e Participações Ltda.

UNIT TOPIC PAGE

1 Do You Like to Help Out? 10

2 How Well Do You Get Along With Your Family? 26

3 How Honest Are You? 40

5 What Makes You Tick? 60

6 And They Lived Happily Ever After… Did They Really? 74

7 Do You Love What You Do? 88

9 How Can We Change The World? 102

UNIT TOPIC PAGE

10 At Your Fingertips? 112

11 The Loss of Your Privacy? 128

12 Review Unit 140

13 Is It All About Art? 144

14 Were You Born to Be a Mystic? 162

15 Are You Good at Making Lists? 172

16 Review Unit 180

Script - SkillGO App 184

Photocopiable Materials 192

Here’s a brief description of each component:

The unit’s sections are described below:

Last but not least:

The Interplus team

Oral Written Language

Script for the Opening Page:

u the kinds of volunteer work they know of in their cities;

u their opinion about the need for volunteer work;

READ ON 1 SB, page 11

4. The Do & Make game

1 business 1 a job 1 a favor 2 your bed

1. We use “do” when someone performs an action, activity or task.

2. “Make” is often used when referring to work of any kind.

4. We use “make” when referring to preparing food of any kind.

5. We use “do” when we refer to constructing, building or creating something.

4. The Do & Make game

READ ON 2 SB, page 14

the year of the first expedition 2002

u More than 3,500 surgeries have been performed in all expeditions.

u More than 20,000 appointments have been set up in all expeditions.

Active Voice Verb tense used in Passive voice

People wrote hundreds of letters Hundreds of letters were written

People have written hundreds of Hundreds of letters have been

People had written hundreds of Hundreds of letters had been

People are writing hundreds of Hundreds of letters are being

People were writing hundreds of Hundreds of letters were being

People will write hundreds of Hundreds of letters will be writ-

kindness that people show towards other people

global communities are important players when it comes to disease information.

4. You may conduct choral or individual repetition in this activity.

5. The word association game

volunteering hesitation conversation

homework association sustainability

Primary stress soli'darity Secondary stress ,solidarity

4. and 5. Open tasks.

1. help out 5 to develop in a particular way or to have a specific result

to continue happening or doing something as before; to happen;

4. come across 1 to help someone, by doing a job or giving money

to spend a particular amount of time doing something; to fix

6. make up 4 to meet someone or to find something by chance

to start enjoying something; to begin to discuss something; to be