New Getting on 9 - Teacher's Book

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INGLS 9. ANO | NVEL 5 | TERCEIRO CICLO DO ENSINO BSICO

TEACHERS BOOK

CONTENTS

TEACHER'S BOOK

3 Introduction

6 Annual plan

8 First term plan

10 Second term plan

12 Third term plan

14 Transparencies Suggestedquestions

18 Worksheets

34 Progress tests

62 Answer key Worksheets

65 Answer key Progress tests

69 Answer key Workbook

81 Scripts

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MIXED-ABILITY WORKSHEETS

2 Introduction

4 Mixed-ability worksheets

40 Answer key

INTRODUO

O conjunto de materiais didcticos designado New Getting On 9 destina-se aos alunosdo 9. ano, 3. Ciclo do Ensino Bsico, a frequentarem o quinto ano de Ingls, LnguaEstrangeira I, e integra as seguintes componentes:

Para o aluno Para o professor Students Book Manual do Professor: inclui o Students Book, Workbook: inclui Lets Play 3 com informao exclusiva para o Professor Extensive Reading Workbook: inclui Lets Play 3

Extensive Reading Teachers Book CD udio + Guio de Audies Manual Interactivo

STUDENTS BOOKEsto disponveis duas verses do New Getting On 9: uma destinada aos alunos eoutra ao professor. A ltima difere da primeira pelo facto de incluir uma banda lateralonde so sugeridas algumas orientaes metodolgicas e as solues das actividadespropostas, que podero facilitar o trabalho na sala de aula.

O manual foi elaborado de acordo com o Programa de Ingls de Nvel de ContinuaoLE I e respeita as orientaes genricas e metodolgicas constantes deste documento. Oscontedos programticos foram organizados em seis unidades, assim designadas:

Get about! Work out your future! Be in shape! Go high-tech! Open your eyes! Help the others!

No incio do manual apresenta-se um teste diagnstico que permite, ao professor eao aluno, avaliar os saberes adquiridos e definir as competncias a desenvolver.

Todas as unidades integram uma tipologia variada de textos, para que os alunospossam interagir com realidades lingusticas e culturais diversificadas, bem comopraticar as componentes lingusticas e paralingusticas da lngua em estudo.

No mbito do contedo sociocultural, a seleco dos textos obedeceu a algunscritrios considerados relevantes, nomeadamente: competncias de interpretao e deproduo textual j desenvolvidas, diferenas de motivaes, interesses e necessidadesde cada turma e diferente grau de complexidade.

A abordagem do texto concretizada em trs fases: pr-leitura, leitura e ps-leitura.

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Pr-leituraEsta fase, designada Lead-in, visa motivar e criar uma finalidade de leitura ouapresentar os itens vocabulares ou lexicais essenciais descodificao da mensagem.

LeituraA fase de leitura Focus on Reading/Listening contm actividades de compreenso einterpretao. A tipologia de exerccios proposta obedece a uma gradao de dificuldades:parte-se de actividades que pretendem verificar apenas a compreenso da mensagem paraoutras que j exigem interpretao. Naturalmente que nesta fase no descurado oaprofundamento lexical, feito atravs de exerccios de sinonmia, antonmia ou de outratipologia.

Ps-leituraNesta fase sugerem-se vrias actividades que facultam o desenvolvimento das quatromacrocapacidades: ouvir, falar, ler e escrever. Propem-se, igualmente, formas sociais detrabalho diversificadas, como o trabalho de pares e de grupo, que contribuem paradesenvolver atitudes de cooperao e responsabilidade e propiciam a interaco em grupo.

Lngua InglesaO texto serve tambm como contexto para, de forma natural, desenvolver a componenteprogramtica Lngua Inglesa, que inclui os aspectos morfossintcticos e fonolgicos dalngua. Nesta rubrica gramatical Grammar in Action foi, por vezes, utilizada umaabordagem indutiva, para que o aluno possa deduzir as regras da formao e do uso doitem gramatical em estudo. , tambm, includa uma explicao clara e adequada a estenvel de aprendizagem, sendo seguida de uma fase de prtica.

Como complemento, quer dos contedos gramaticais, quer dos lexicais, poder-se-recorrer ao livro de exerccios ou Workbook.

Trabalho de projecto e avaliao/consolidaoNo final de cada unidade includa uma fase de consolidao e avaliao doscontedos apresentados Its Your Turn no sentido de o aluno aprender aresponsabilizar-se pelo seu processo de aprendizagem.

So ainda sugeridos alguns trabalhos de projecto e a comemorao de diasinternacionais, para o aluno aprender a investigar e alargar os seus conhecimentosculturais.

A concepo do manual assenta num ecletismo metodolgico que proporciona aimplementao de metodologias activas, centradas no aluno. A variedade de materiaisseleccionados permite a utilizao de prticas de ensino diferenciadas, tendo em vista orespeito pelos diferentes ritmos de aprendizagem dos alunos. Deste modo, ser possvelmotivar os aprendentes para a aprendizagem e conduzi-los ao sucesso.

WORKBOOKO Workbook inclui uma vasta gama de exerccios que proporcionam a prtica dositens lexicais e gramaticais do manual. Esta componente contm, ainda, actividadesdivertidas e motivadoras que visam reforar as aprendizagens Lets Play 3.

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Estas actividades esto organizadas em duas partes. A primeira inclui actividadesde carcter ldico no mbito do contedo sociocultural ou lngua inglesa; podemser realizadas individualmente, no necessitando da colaborao de outroselementos da turma. A segunda apresenta actividades de carcter comunicativo, aimplementar na sala de aula, em trabalho de pares ou de grupo, no sentido dedesenvolver a competncia de comunicao, oral e escrita.

EXTENSIVE READINGEste livro integra dois contos cuja seleco obedeceu a alguns critrios, sendo dedestacar, quer a adequao aos temas, quer competncia lingustica dos alunosdeste nvel de lngua. Naturalmente que o interesse e a motivao para a leiturano foram descurados.

TEACHERS BOOKO livro do professor est dividido em duas partes. A primeira contm umaplanificao anual e trs planificaes de perodo, que devem ser adaptadas aoperfil das turmas a leccionar.

Incluem-se, tambm, sugestes de explorao do conjunto de transparnciasque servem de suporte ao manual.

O conjunto de Worksheets, includo de seguida, permite consolidar oscontedos integrados no manual e pode ser usado dentro ou fora da sala de aula.

Sugere-se que, no final de cada unidade, se proceda a um momento deavaliao escrita, pelo que so apresentados testes que podero funcionar comoum dos possveis instrumentos de avaliao. So igualmente apresentadas assolues das fichas de trabalho, dos testes de avaliao e do caderno deactividades, que devero ser consideradas apenas como mera sugesto.

A segunda parte inclui um conjunto de fichas de trabalho, de grau dedificuldade diferente Mixed-ability Worksheets , que podero ser usadas nasturmas heterogneas.

CD UDIONo sentido de favorecer o desenvolvimento da macrocapacidade da audio, os textosdo manual bem como alguns dilogos e algumas actividades so acompanhados desuporte udio.

ONLINE TRANSPARENCIESAs bases para transparncias, agora disponibilizadas atravs do manual interactivo,esto relacionadas com alguns dos textos do manual ou com itens gramaticais e podemser usadas em diferentes momentos da aula. As imagens constituem sempre um ptimorecurso na fase de motivao e introduo dos diversos tpicos a tratar no processo deensino/aprendizagem.

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ANNUAL PLAN6NEW GETTING ON 9

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OBJECTIVES TOPICS LANGUAGE FUNCTIONS GRAMMAR

Students are expected to:

Affective:

be sensitive to different cultures;

participate willingly in classroomactivities;

interact with other students;

show enthusiasm for the tasks;

enjoy cooperating with others;

develop their self-confidence.

Cognitive:

develop their knowledge of the topicsconcerned;

demonstrate their understanding ofdifferent types of text;

develop strategies for reading a text;

develop their listening skills;

be aware of intonation/pronunciationpatterns;

personalize the topics of the texts byrelating them to their ownexperience;

demonstrate their knowledge of newlexical items by using them in familiarand unfamiliar situations;

develop strategies for handlingvocabulary (deducing, guessing fromcontext);

demonstrate their ability to use thenew grammar items;

develop their fluency skills: oral andwritten;

develop processes for the productionof short texts;

interact in different social contexts;

evaluate their own progress.

Get about! Talking about travelling Describing past actions Describing actions which were in progress

at a particular moment in the past Making reservations Talking about cinema Expressing preferences Expressing past habits/situations Talking about music festivals

Past simple Past simple and continuous Used to + infinitive Adjective formation -ed and ing adjectives

Be in shape!

Human Rights Day

Talking about healthy eating Talking about the art of eating slowly Describing recent actions Agreeing/Disagreeing Giving opinions Drawing conclusions Expressing likes and dislikes Comparing/Describing/Commenting

Talking about human rights

Present perfect tense Present perfect continuous Past perfect Noun + preposition Degrees of adjectives

Open your eyes! Giving opinions Justifying/Discussing Advising/ Comparing Agreeing/disagreeing Expressing likes and dislikes Expressing preferences

Reflexive and reciprocal pronouns Reported speech Reporting questions Conditionals: 1st and 2nd conditional

Work out yourfuture!

World Poetry Day

Describing jobs Drawing conclusions Describing past actions Talking about career plans/dream jobs Expressing likes and preferences Speculating Applying for a job Asking for and giving information

Talking about poetry

Past perfect continuous and simple Noun suffixes Infinitive Gerund Relative pronouns Relative clauses

Extensive Reading Expressing opinions and feelings

Purpose clauses The passive The passive (double object verbs) The future: will, be going to and the

present continuous Verb prefixes

Go hi-tech! Identifying technological gadgets Discussing the pros and cons of technology Giving opinions Talking about computer uses Justifying opinions Talking about mobile phones and text

messaging Leaving a message Talking about space exploration Making predictions

Help the others!

WorldEnvironment Day

Talking about friendship Expressing opinions Describing relationships Agreeing/disagreeing Comparing/Predicting Describing actions Suggesting Reflecting on environmental problems

Talking about the world environment

Contrast clauses Phrasal verbs: to look + particle Modal verbs: can, could, may, might,

should, must

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STRATEGIES/ACTIVITIES AIDS SKILLS EVALUATION

Brainstorming

Describing/labelling pictures

Personal questions

Gap/table filling

Question/answer

Listening/Reading for specific information

True/false

Multiple choice

Skimming

Scanning

Finding evidence

Matching

Finding synonyms

Finding opposites

Completing sentences/paragraphs

Putting words into categories

Anagram

Completing words/questions

Wordsearch

Crossword

Doing puzzles

Quiz/questionnaire

Identifying the wrong words

Making sentences

Asking questions

Grammar quiz

Class discussion

Interview

Translation

Completing dialogues/interviews

Rewriting/building sentences

Writing definitions

Roleplay

Ordering word groups

Linking sentences

Correcting sentences

Writing paragraphs/sentences

Film review

Blog

Article

Essay

Dialogue

Composition

Covering letter

Message

Research work

Project

Class work

Pair work

Group work

Textbook

Workbook

Worksheets

Transparencies

OHP

Pictures

Language cards

Cue-cards

CD

CD player

DVD

DVD player

TV

Blackboard

Notebook

Reading

Listening

Speaking

Writing

Diagnostic tests

Direct observation ofstudents involvement inclass activities

Homework

Project

Portfolio

Progress tests

Self-evaluation

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UNIT 1 GET ABOUT!

UNIT 2 BE IN SHAPE!

OBJECTIVES TOPICS/SUBTOPICS LANGUAGE FUNCTIONS GRAMMAR

Students will:

Affective:

be sensitive to different cultures and habits;

participate voluntarily in classroom activities;

interact with other students;

show enthusiasm for the tasks;

develop their self-confidence.

Cognitive:

develop their knowledge of the topics concerned;

be aware of intonation/pronunciation patterns;

demonstrate their understanding of different types oftext;

develop strategies for reading a text;

extract particular information from texts;

personalize the topics of the texts by relating them totheir own experience;

apply the new lexical items in familiar and unfamiliarsituations;

develop strategies for handling vocabulary (deducing,guessing from context);

apply the new grammar items;

develop their fluency skills: oral and written;

use suitable exponents in spoken activities;

develop processes for the production of short texts;

interact in different social contexts;

evaluate their own progress.

Get about!

Travel

Trips

Cinema

Music festivals

Be in shape!

Healthy eating

Fitness

Body image

Human Rights Day

Talking about travelling

Describing past actions

Describing actions which were inprogress at a particular moment inthe past

Making reservations

Talking about cinema

Expressing preferences

Expressing past habits/situations

Talking about music festivals

Talking about healthy eating

Talking about the art of eatingslowly

Describing recent actions

Agreeing/Disagreeing

Giving opinions

Drawing conclusions

Expressing likes and dislikes

Comparing/Describing/Commenting

Talking about human rights

Past simple

Past simple and continuous

Used to + infinitive

Adjective formation

-ed and -ing adjectives

Present perfect tense

Present perfect continuous

Past perfect

Noun + preposition

Degrees of adjectives


Class interaction

Question/answer

Matching

Crossword

Table filling

Finding antonyms

Research work

Word category

Labelling pictures

Gap filling

Completing a dialogue

Roleplay

True/false

Asking questions

Making words

Unjumbling letters

Completing sentences

Writing a film review

Choosing the right word

Ordering sentences

Finding words

Forming adjectives

Blog

Quiz

Multiple choice

Analysing a graph

Listening to a song

Correcting mistakes

Writing a paragraph

Writing an article

Pair work

Group work

Textbook

Workbook

Worksheets

Transparencies

OHP

Pictures

Language cards

Cue-cards

CD

CD player

DVD

DVD player

TV

Blackboard

Notebook

Reading

Listening

Speaking

Writing

Diagnostic test

Direct observation ofstudents involvement in classactivities

Homework

Research work

Portfolio

Progress test

Self-evaluation

Assumptions: Students are supposed to be familiar with

some vocabulary and grammar items relatedto the topics.

Cross-culture: World sites Actors/actresses from different countries Music festivals Portuguese, British and American health and

fitness Human Rights Day

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SECOND TERM PLAN10NEW GETTING ON 9

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UNIT 3 OPEN YOUR EYES!

UNIT 4 WORK OUT YOUR FUTURE!



Affective:

show sensitivity to human needs and social problems;

show awareness of the importance of learning;

accept different opinions;

demonstrate problem-solving attitudes;

practise cooperation in group activities;

show interest in the topics and sub-topics;

complete assigned tasks.

Cognitive:

recall some vocabulary and exponents learntpreviously;

know specific terms and facts related to the topic;

understand verbal material;

describe things and places;

infer the meaning of some words / phrases;

acquire and apply new vocabulary according to thetopic;

apply their knowledge to real situations;

describe pictures orally;

gather the required information;

grasp the meaning of a written text;

use new grammar items correctly;

recall familiar facts and grammar rules;

apply vocabulary and grammar structures to newsituations;

reconstruct texts;

write a well organized text;

develop written skills;

create a new story, text, poem.

Addictions Smoking

Alcoholism

Drugs

Work out yourfuture!

Jobs

Choosing a subject

Career choice

Job application

Job interview

World Poetry Day

Talking about dependences

Talking about smoking, drugaddiction and alcoholism

Talking about prevention

Agreeing/Disagreeing

Expressing likes and dislikes

Talking about family problems

Warning

Informing about the dangers ofdependences

Discussing

Debating

Describing jobs

Drawing conclusions

Talking about career plans/dreamjobs

Expressing likes and preferences

Speculating

Applying for a job

Asking for and giving information

Describing an action that happenedprior to another action in the past

Talking about poetry

Reflexive and reciprocal pronouns

Reported speech

Reporting questions

First conditional

Second conditional

Past perfect continuous

Past perfect simple and continuous

Noun suffixes

Infinitive with and without to

Gerund

Relative pronouns

Defining relative clauses


Brainstorming

Picture description

Commenting on a cartoon

Understanding a text

True/False

Finding evidence

Skimming

Scanning

Asking questions

Multiple choice exercise

Chart/Table completion

Sentence completion

Gap filling

Finding synonyms

Matching

Answering a quiz/questionnaire

Word groups

Crossword

Song completion

Listening for specific information

Table filling

Completing a CV

Writing a composition

Writing a covering letter

Following instructions

Making/Completing sentences/dialogues

Puzzle completion

Finding antonyms

Writing definitions

Dialogue simulation

Pair work

Group work

Project

Course book

Workbook

Worksheets

Transparencies

Pictures

CD

CD player

DVD

DVD player

OHT

OHP

TV

Blackboard

Notebook

Reading

Listening

Speaking

Writing

Diagnostic test

Direct and informalobservation of students oraland written performance

Homework

Progress test

Project

Portfolio

Self-evaluation

Assumptions: Students are supposed to know some

vocabulary and grammar structures relatedto the topics.

Cross-culture: Students own environment and the foreign

environment: Dependences among teenagers in Britain,

the USA and Portugal Education and jobs in different countries World Poetry Day

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THIRD TERM PLAN12NEW GETTING ON 9

EXTENSIVE READING

UNIT 5 GO HIGH-TECH!

UNIT 6 HELP THE OTHERS!



Affective feel interested in the topic; volunteer to participate in class discussion; enjoy being in the English lesson; enjoy participating in class activities; work well together; respect the rights of others; participate in team problem-solving activities.

Cognitive get acquainted with facts and data related to the

topics; infer meaning of new vocabulary items from context; interpret texts and written material; identify main ideas in a text; recall familiar facts, vocabulary items, grammar rules; apply some of the language forms and functions

learnt; describe things and places; write an interview; select the right items; gather the required information; reorganize information; use new grammar items correctly; interpret different types of texts; write text messages; write personal letters describing places, interests and

experiences; write simple connected texts on topics which are

familiar or of personal interest; develop written skills.

Extensive Reading

Go high-tech!

New technologies Advantages and

disadvantages oftechnology

Computer and theInternet

Text and phonemessages

The future

Help the others!

Friendship Volunteering Environmental

destruction

WorldEnvironment Day

Expressing opinions and feelings

Identifying technological gadgets

Discussing the pros and cons oftechnology

Giving opinions

Talking about computer uses

Justifying opinions

Talking about mobile phones andtext messaging

Leaving a message

Talking about space exploration

Making predictions

Talking about friendship

Expressing opinions

Describing relationships

Agreeing and disagreeing

Comparing

Predicting

Describing actions

Suggesting

Reflecting on the environment

Talking about the WorldEnvironment Day

Clauses of purpose

The passive

The passive (double object verbs)

The future: will, be going to and thepresent continuous

Verb prefixes

Contrast clauses

Phrasal verb: to look

Modal verbs: can, could; may,might; should; must

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Matching

Sentence writing

Odd one out

Question/answer

Joining sentences

Skimming

Identifying/Correcting false statements

Finding synonyms

Answering quizzes

Rewriting sentences

Table filling

Sentence completion

Class discussion

Crossword

Writing a message

Ordering a song

Scanning

Completing an interview

Forming new verbs

Gap filling

Word definition

Lyrics correction

Wordsearch

Rephrasing

Finding antonyms

Filling in an application form

Diagram completion

Composition

Class work

Pair work

Group work

Project

Course book

Workbook

Worksheets

Pictures

Transparencies

CD

CD player

DVD

DVD player

OHT

OHP

TV

Blackboard

Notebook

Reading

Listening

Speaking

Writing

Direct and informalobservation of students oraland written performance

Homework

Progress test

Project

Portfolio

Self-evaluation

Assumptions: Students are supposed to know some

vocabulary and grammar structures relatedto the topics.

Cross-culture: Students own environment and the foreign

environments: Technological developments Young peoples issues Volunteering in Britain, the USA and

Portugal World Environment Day

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ONLINE TRANSPARENCIES14NEW GETTING ON 9

1 Travel and holidays

2 EntertainmentPromover a interaco professor/aluno, a fim de conduzir descriodas imagens e apresentao de algumas formas de diverso.1. What forms of entertainment do the pictures show?2. Describe each picture in detail. You can mention:

a) The clothes the young people are wearing;b) What they look like;c) What they are doing;d) Where each photograph was taken.

3. Which of these forms of entertainment is your favourite?4. What are the most popular forms of entertainment among young

people?5. What do you prefer doing in your free time: staying at home

doing your favourite hobby or going out with your friends?6. Have you ever been to a music festival? If so, when and where did

it take place?3 Good nutrition

Esta transparncia poder ser utilizada como introduo unidade 2.Sugere-se que se descrevam as imagens e se faa o registo devocbulos e expresses que possam ser teis aos alunos na abordagemdeste tpico.1. What is good nutrition?2. What are the benefits of good nutrition?3. Why is good nutrition essential for the body?4. Are todays teenagers educated to eat healthily?5. What is your idea of a good meal?6. Do you estimate your personal daily calorie goal?7. How many meals do you eat per day?8. Breakfast is the most important meal of the day. What do you eat

and drink?9. Do you lead a healthy life?

Sugere-se a utilizao desta transparncia na fase de introduo daunidade 1 ou do texto My favourite destination. Pedir aos alunos paradescreverem cada uma das imagens. 1. Have a look at the five pictures. Whats the season of the year? 2. Who are the people in the first photo and what are they doing?3. Describe who or what you can see in the second picture and say

where you think the two young people are going.4. What can you see taking place in the third photograph?5. Where is the girl in the fourth picture and what is she doing?6. Where was the last photograph taken?7. What is your favourite photograph and why?8. Where do you usually spend your summer holidays and what are

your favourite pastimes?9. Do you like travelling? Why?/ Why not?10. What are your favourite destinations?

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4 Looks

5 Meeting pointSugere-se a utilizao desta transparncia para falar das vrias formasde socializao entre os jovens.Pedir aos alunos que descrevam as imagens e falem dos momentosque passam com os amigos, dos locais que escolhem para sedivertirem, do que fazem juntos, das formas como exteriorizam osseus sentimentos,1. Describe these pictures.2. What are these people doing?3. How do they look?4. Do you like being with your friends?5. What do you do together?6. Do you like going to birthday parties? Why?/Why not?7. Do you like to organize teen activities?8. What is the best place to spend an evening with friends?

6 AddictionsEstas imagens podero servir para motivar os alunos sobre os problemasabordados na unidade 3. O consumo de lcool, o fumo e as drogaspodero ser abordados de uma forma formativa e esclarecedora. Osjovens devero ser alertados para o perigo das vrias dependncias.1. Explain the meaning of the proverb: Where there is life there is

hope.2. Describe the pictures in detail.3. What is your opinion about smoking?4. Why do so many young people smoke?5. Can smoking be a dependence or addiction that is very hard to

give up?6. Do your friends smoke or drink? Some British teenagers say they

need drink, cigarettes or drugs to relax and have fun. What doesthat tell you about them, their families and their society?

7. Are there any problems with drugs in your school?

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Sugere-se que se utilize esta transparncia na fase de pr-audio dacano Ugly . A partir da descrio das imagens, estabelecer ainteraco professor/aluno e aluno/aluno sobre a importncia daimagem e da beleza exterior.1. Are clothing, hair and makeup really important to you?2. Does your appearance affect your confidence?3. Do you exercise so as to have a better body image?4. Are you a healthy, active person?5. Are you happy with your body? Explain.6. Does your body image help to build your self-esteem?7. How important is your self-image in your everyday life?8. Are girls/women more concerned about physical appearance than

boys/men?9. What do you do (or would you do if you were a model) to look

great?

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ONLINE TRANSPARENCIES16NEW GETTING ON 9

7 Jobs

Utilizar esta transparncia na introduo da unidade 4 Work outyour future!. Pedir aos alunos para identificarem as profisses ouos trabalhos ilustrados passando, de seguida, a uma fase decomparao com base nas qualificaes, capacidades, salrio, etc.1. Say the names of the jobs you can see in the pictures.2. What does each job involve?3. What skills and qualifications are required?4. Which job needs the most training?5. Which job is the best paid?6. Which job is the most satisfying?7. Which job is the most/the least pleasant?8. Which job is the hardest?9. In which job do people have to wear special clothes?10. Which of these jobs would you like to do and why?

8 Past actionsSugere-se a utilizao desta transparncia para contextualizar aintroduo do Past perfect continuous. Promover a interacoprofessor/aluno, no sentido de conduzir descrio das imagens.1. Give each person a name and say how old they might be.2. Where was each photograph taken?3. Last Sunday evening these people were very happy. What had

they been doing? Say a sentence about each picture, usingthese words. Receive friends home Surf perfect waves warm water Chat cyberfriends Play volleyball Listen favourite songs

9 TechnologyEste conjunto de imagens proporciona a apresentao de algunsdesenvolvimentos tecnolgicos e pode ser usado para introduzir aunidade 5 Go high-tech!. 1. What technological developments do the pictures show?2. What are they used for?3. Which of these technological innovations is the most useful

and why?4. Which is the least useful and why?5. Which of them are mostly used at work and which are used

for entertainment?6. Do you have a computer at home or at school? What do you

use the computer for?7. Would you like to have a robot? What for?

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10 The passiveEsta transparncia proporciona a reviso da passiva. Atravs dainteraco com a turma, descrever cada uma das imagens e levar osalunos a utilizar a construo passiva. Sugerem-se algumas questes: Where is coffee grown? What is coffee made with/from?

As imagens podero levar escrita destas frases:1. Coffee is grown in Brazil.2. Coffee is made with/from coffee beans.3. Romeo and Juliet was written by Shakespeare.4. The Christmas presents have been brought by Santa Claus.5. The picture was drawn by the kids.6. The fence has just been painted by that hard-working couple.

FriendshipEstas imagens podero ser utilizadas como sensibilizao aos textos daunidade 6.Sugere-se que, a partir da descrio das imagens apresentadas, sealarguem os conhecimentos lexicais dos alunos.1. Describe the pictures and guess the places where these people are.2. Do you have many friends?3. How well do your friends know you?4. How well do you know your friends?5. How long have you known your best friend?6. How often do you see each other?7. What do you usually do at weekends?8. Have you broken a promise to your best friend?9. Are you always honest with your friends?10. What is friendship all about?

VolunteeringApresentar as imagens e falar das vantagens deste tipo de trabalho. Muitos jovens tomam as suas opes profissionais com mais seguranaaps terem realizado trabalho voluntrio.1. Look at the pictures attentively. Describe them.2. Why are people attracted by voluntary work?3. What kind of work can they do?4. Would you like to work as a volunteer?5. Would you prefer to work with children or adults?6. How useful can an experience like that be?7. Do you know any organizations or projects in your country

related to voluntary work?8. Should schools motivate students to be volunteers? How?

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PAST SIMPLE

Complete the postcard by putting the verbs in brackets into the past simple.A

When Sarah came back home, Maria, her best friend, wanted to know about hertrip to Britain. Use the words given to ask the questions.

1. Where / go?

2. Who / go with?

3. How / travel?

4. How long / stay there?

5. Where / stay?

6. What / do?

7. What places / visit?

8. What / like about London?

9. What / means of transport / use?

10. Enjoy / your trip?

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Dear Liz,

I (1) (arrive) from Britain yesterday. This

(2)

(be) the best journey I have ever been on. I

(3) (travel)

around London and (4) (do) a lot of sightseeing.

I also

(5) (visit) other interesting places in England and then I

(6) (go) to Scotland, where I (7) (buy)

some beautiful souvenirs. I (8) (stay) th

ere for a few

days. Unfortunately the weather (9) (not

be) fine, but

on the last day I (10) (be able to) visit the loch

s. Finally I

(11) (fly) back home.

See you soon,

Sarah

PAST SIMPLE AND CONTINUOUS

What were these people doing at 7.30 yesterday evening? Complete with thepast continuous.

1. Sue (go) to meet her friends at the railway station.

2. Mary and Carol (dress up) to go tothe concert.

3. David (not have) a bath.

4. Davids mother (make) a cup of tea.

5. His father (not drive) back home.

6. The students (do) research work.

7. (you / paint) the fence?

8. (they / sleep) on the sofa?

9. (Brigitte / sit) at her desk at work?

Complete the sentences with the past simple or continuous.

1. I (watch) the football match on TV when the electricity (go) off.

2. It's strange that you (call) because I (think, just) aboutyou.

3. What (you/do) when the fire (start)?

4. John (not wait) for me when I (arrive).

5. I (not know) what to say when she (ask) me that.

6. Anne (write) a letter while Steve (read) The Times.

7. The postman (come) when I

(clean) my mothers car.

8. While they (run) in the park, they (see) Jessica.

9. Why (he/leave) so early? He (have) to get up early forschool.

10. They (not see) me because they(talk) to each other.

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USED TO

Complete the sentences with used to and the most suitable verb from this list.travel eat not like play have drive be go

1. There a small restaurant there, but now there is a shop.

2. My father spicy food, but now he doesnt.

3. When I was younger, I for a ride in the park.

4. you with dolls when you were a child?

5. Cliff a lot in his job but now, since his promotion, he doesn't.

6. I to work but now I take the bus.

7. She really long hair but she's had it all cut off.

8. I him but now I do.

Read and write about Daniel. The first sentence is done for you as an example.

1. Daniel didnt use to travel a lot, but he travels a lot now.

2. He

3.

4.

5.

6.

7.

8.

9.

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6 YEARS AGO NOW

1. travel a lot 2. read newspapers 3. work in a laboratory 4. do gymnastics 5. wear casual clothes 6. drive a car 7. listen to classical music 8. go to music festivals 9. eat spicy food

PRESENT PERFECT

What have they just done?

Look at the pictures and write a sentence using the present perfect tense.

PRESENT PERFECT CONTINUOUS

Complete the sentences with the present perfect continuous of the verbs inbrackets.

1. Rose (wait) for the bus for 20 minutes.

2. What you (do) in the playground for two hours?

3. Mr Cage (teach) in our school since January.

4. They (watch) too much TV lately.

5. He (work) in a hotel recently.

6. Sarah (try) to eat a balanced diet.

7. She (lose) weight since she began to eat more vegetables and fruit.

8. Peter not (talk) to his friend David since Marys birthday.

9. I (do) my work properly.

10. It (snow) for two hours.

11. How long it (rain)?

12. They (surf) the net all afternoon.

13. We are very tired. We (run) for one hour.

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4. 5. 6.

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PRESENT PERFECT CONTINUOUS

FORM

Complete:

Have / Has + + .UseWe use the to show that somethingstarted in the past and has continued up until now.

Present perfect simple or continuous? Choose the correct option, a or b.

1. Eva already her homework.

a) has done b) has been doing

2. I to stop eating sweets since last year.a) have tried b) have been trying

3. Patrick his guitar since three oclock.a) has played b) has been playing

4. It just raining.a) has stopped b) has been stopping

5. you ever to Sydney?a) Have been b) Have been being

6. Malcolm in his office all day.a) has worked b) has been working

7. They TV since 7 pm.a) have watched b) have been watching

8. Robert in Tokyo since he left school.a) has lived b) has been living

9. You dont understand the story because you .a) havent listened b) havent been listening

10. she the car yet?a) Has washed b) Has been washing

11. Victoria just to Rome.a) has moved b) has been moving

12. They already the film, so they dont want to see it again.a) have seen b) have been seeing.

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PAST PERFECT

FORM

Complete:

The is formed with:+ .

UseThe expresses the idea thatsomething occurred before another action in the past.

Complete with the past perfect or past simple of the verbs in brackets.

1. I only (understand) the film because I (read) the book.

2. Rachel (study) English before she (move) to Bristoltwo years ago.

3. I (try) to fill in the form but I (not can) answerhalf of the questions.

4. When they (arrive), the concert already (start).

5. I (be) tired because I (work) very hard.

6. My sister (eat) all the cake that our mother (make).

7. The waiter (bring) a drink that she (not order).

8. Before he (come) here he (speak) with his parents.

9. you (eat) anything before you (go)to the football match?

10. he (read) the contract before he (sign) it?

11. I (finish) my composition by the time my friend Susan(arrive).

12. I (meet) a friend in the shopping centre that I (not see) for ages.

13. We (have) lunch in a restaurant yesterday because I (not buy) anything to eat.

14. They (lose) the game because they (not practise)enough before.

15. I was talking to him, and suddenly, I (realise) that we (meet) once before.

16. He (get) home and (find) that someone (break) into his house.

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NOUNS FOLLOWED BY PREPOSITIONS

Complete with the right preposition.

Complete the sentences with the correct preposition.

1. There was a reduction the prices this month.

2. Edward was very interested new technologies.

3. His attitude this problem is incredible.

4. Her success astronomy is recognized by everybody.

5. The publics reaction the concert was not very good.

6. The great advantage recycling is the protection of the environment.

7. There is a real demand skilled workers in this firm.

8. We have seen an increase the economy recently.

9. Did you have any damage your car?

10. He showed a lack interest in this area.

11. They demonstrated a great sympathy their teacher.

12. I was surprised her reaction the problem.

13. I cant give an answer your question.

14. His relationship his stepmother is very close.

15. The advantage having free time is that you can do whatever youwant.

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WORD / PHRASE PREPOSITION

a needan advantage

a reaction

a rise

a cause

lack

interest

reduction

sympathy

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REPORTED SPEECH

Report the following!

1. I like going to the cinema with my friends.

He said .

2. Yesterday I bought a new mobile phone.

She said .

3. I dont go to school because Im ill.

He explained .

4. Im late because I caught the wrong bus to school.

He declared .

5. I didnt have time to read the whole story.

She admitted .

6. We are studying hard for the next test.

They told me .

7. I was talking to John when we saw the accident.

He informed the detective .

8. Peter is ill, so Im going to visit him.

She added .

9. I will call my father.

He insisted .

10. The manager flew to Brazil last week.

She announced .

11. Ill do my best in the test tomorrow.

He promised .

12. I spent all my pocket money on a CD last Friday.

She said .

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13. I dont mind watching TV but there are things I like better.

He mentioned .

14. I have just seen an old friend of mine.

She explained .

15. I wasnt expecting your visit.

He admitted .

16. What do you think of my new car?

He asked her .

17. Where did you park your car?

She asked him .

18. Can I use your mobile?

Clare asked Andrew .

19. Have you ever been to Japan?

She asked him .

20. Did you see the film on TV last night?

He asked her .

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FIRST AND SECOND CONDITIONAL

Match the two columns so that each sentence is a meaningful sentence.

If it rains, she would buy a new car.

If you came early, they dont sell their flat first.

If you find the solution you wont have difficulties in the test.for our problem,

If they visited Australia, he will catch the first train.

If you water the flowers, he would have a great chance ofwinning the tournament.

If she bought the red dress, we wont play outside.

If we invited the ambassador I would train for the championship.to the party,

If he trained a lot, they would go to the swimming pool.

If you go to the beach they would be fascinated by the in winter, landscape.

If the weather was fine, you will find a lot of rubbish there.

If I were you, we would plan our weekend in themountains.

If she had money, they will grow rapidly.

If you study hard, we will be the first to support youridea.

If he gets up early, she would be dazzling.

My parents wont buy he would probably accept the the house if invitation.

Complete the sentences.B

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n14

m13

l12

k11

j10

i9

h8

g7

f6

e5

d4

c3

b2

a1

A

1. If I applied for the job,

2. If my friend stayed longer in London,

3. If he got up earlier,

4. I would be very happy if my friends

5. If she earned more money,

6. If it wasnt so late,

7. If he played in the team,

8. We will visit the Art gallery if

9. If they had enough money,

10. If she called the police,

11. We would play basketball if

12. They will go to Madrid if

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PAST PERFECT SIMPLE AND CONTINUOUS

Choose the more normal way of completing each sentence.

1. When Alan arrived, he was all sweaty and he had his bicyclewith him. He .

a) had cycled b) had been cycling

2. The girl sitting next to me on the plane was very nervous.She before.

a) had never flown b) had never been flying

3. At last the bus came. We for 20 minutes.

a) had waited b) had been waiting

4. How long English before you went to Bristol?

a) had you been learning b) had you learnt

5. They until the kids walked in.

a) had argued b) had been arguing

6. We were good friends. We each other for years.

a) had known b) had been knowing

7. He there for several years the last time I saw him.

a) had been working b) had worked

8. My results last term were better than I .

a) had been expecting b) had expected

9. When Susana arrived at the party, Nick wasn't there. He home.

a) had gone b) had been going

10. My father less than half an hour when he ran out of petrol.

a) had been driving b) had driven

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INFINITIVE AND GERUND

Choose and complete with the infinitive with to.come be learn go take start follow

1. We agreed our work earlier.

2. Ill arrange in when you call.

3. We chose by train.

4. He promised back home early.

5. I would like a career in modelling.

6. You cant expect a foreign language in a week.

7. When do you plan your holiday?

Choose the best option(s) in each case.

1. I wanted to buy some presents, but I didn't have enough time. a) to stop b) stop c) stopping

2. I started English when I was four. a) learn b) to learn c) learning

3. Stop that loud music at once! a) play b) to play c) playing

4. I used yoga to children, but now I dont. a) teach b) to teach c) teaching

5. Mr McHardy, I regret you that your credit limit has been exceeded.

a) inform

b) to inform

c) informing

6. She's afraid alone.a) stay

b) to stay

c) of staying

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RELATIVE PRONOUNS AND RELATIVE CLAUSES

Cross out the relative pronoun where it is not necessary.

1. Is this the purse that youve lost?

2. There is the bridge which we have to cross.

3. I still have the ring that you gave me.

4. Do you know the girl that is speaking to theHistory teacher?

5. There is the key that Ive been looking for.

6. The bus which takes you to the airport should be here any minute.

Combine the sentences by using a relative clause.

1. The trainers dont fit me. My grandfather bought them for me.The trainers .

2. The boy is a famous footballer. We met him at the party.The boy .

3. I watched a historical film last night. The film was very long.The historical film .

4. I have to learn new words. They are very difficult to pronounce.The new words .

5. We ate spaghetti Bolognese at the restaurant. It was delicious.The spaghetti Bolognese .

6. The woman is sitting at the desk in front of us. She is my mothers secretary.The woman .

7. The city seems to be abandoned. It is usually crowded with people.The city .

8. The band is singing a song. I dont know the song.I dont know .

9. Theres something. You should know it.Theres .

10. Children play with fire. They can get burnt.Children .

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THE PASSIVE

Complete these sentences with the passive. Usethe tense given in brackets.

1. These mobile phones (make) inJapan. (Present simple)

2. That news story (write) by Paul. (Past simple)

3. The Internet (use) by millions of people around the world. (Will)

4. They (drive) to the railway station. (Present perfect)

5. Some of my classmates (teach) by Mrs Green. (Be going to)

6. Books (replace) by the Internet in the near future. (Will)

7. The bill (pay) by my parents. (Past perfect)

8. This e-mail (send) to me by a cyberfriend. (Past simple)

9. The cat (feed) by 8.30. (Must)

Rewrite the sentences in the passive. Omit the agent when it is not necessary.

1. They will send you the magazine in a few days.

2. They sold the white house last week.

3. They make paper from wood.

4. They have taken the letters to the post office.

5. They should protect forests from fire.

6. Anyone can answer this questionnaire.

7. Children shouldnt use mobile phones.

8. The technician was repairing my phone.

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THE FUTURE

Complete the sentences with will and thenanswer the questionnaire to find out what kind of person you are. Choose Yes if youagree, No if you dont.

QUIZ

Are you an optimist or a pessimist about the future?What do you think the Earth will be like in a thousandyears?

Yes No

1. People (never be) bored in the future because they (have) lots of free time to enjoy themselves.

2. There (not be) any more sickness or disease.

3. Food (taste) much better and be healthier.

4. Family life (disappear) completely and so everyone(belong) to one big community.

5. Nuclear power (solve) all our energy problems.

6. People (live) until they are 150 years old.

7. People (have) more freedom.

8. There (be) a World Government and no more separate countries.

9. Robots (make) everything we need.

10. Computers (replace) teachers.

11. Robots and computers (teach) students everything.

12. Students (not see) each other at school.

13. Books (not be printed) on paper anymore.

14. School buildings (become) a thing of the past.

15. There (not be) any dull or dangerous jobs for people.

16. The internet (get) better and better.

QUIZ ANALYSISMore than seven YESES means that you are optimistic about the future.

Less than seven YESES means you are pessimistic.

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MODAL VERBS

Complete with a suitable modal verb.

1. you water my plants while I am away? If they dont get enoughwater, they certainly die.

2. I have no time. I leave now. My coach is waiting for me.

3. I wish I buy a new mobile phone, but I dont have enough money.

4. Deborah not play the violin when she was five years old.

5. I borrow your portable computer?

6. She looks tired; she take some days off.

7. Henry come to his sisters wedding but nobody is sure.

8. Peter invite Emily to the party.

9. You are overweight; you exercise more.

10. Brian isnt at home. He have gone to Barcelona I dont know.

11. They live in Boston, but Im not sure.

12. You not be so nervous its quite easy, really.

13. If you want to be successful, you work hard.

14. I havent decided yet where I go in my holidays. I think Ipossibly go to Prague.

15. This room be cleaned once a day. Its your responsibility.

16. I buy the tickets for the concert? I see youre busy.

17. Francis play basketball quite well but he play chess yet.

18. You help disabled people.

19. They pay the fees at the fixed time.

20. Henry get very bored in his job.He does the same thing every day.

21. You not turn right, youturn left.

22. He looks tired, he go to bed.

23. you speak Chinese?

24. You not waste water.

25. I go out tonight, please?

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Read the following text carefully.

Travel experiencesIve always liked travelling. My parentshave both travelled a lot and I guess thatI wanted to follow their example. WhenI left school and turned eighteen, Irealized I could do it. I spent eightmonths away altogether four months inSouth East Asia (Thailand, Cambodia,Laos, Vietnam), three months inAustralia, and then a final month back inThailand.

At first I travelled in Asia with myfriend, Alex, and then met up withanother surfing friend from home inAustralia. But I realized that you can stillfeel lonely, whoever you are with,

wherever you are. The first time the real fear hit me was just as the plane was aboutto land in Bangkok, but I clearly remember how beautiful it all seemed from the sky.It was a rich, dense green nothing like Europe.

Every day in South East Asia was a new experience. You learn new things about theway the world works and you learn new things about yourself. I went to Australia forone reason only surfing. It might seem a little superficial to ignore the whole touristside of Australia, and the things most backpackers do, but thats the way it is. Ivesurfed since I was fourteen and have always dreamed of surfing perfect waves inwarm water instead of the freezing water temperatures of England.

While I was away I met so many people from different nationalities, some of themalso travellers like myself. I learned so much from them all and even some of those Ijust talked briefly to had an impact on me. For example, I met a young Thai boy on atrain from the south of Thailand to Bangkok. I only talked to him for about twentyminutes but I learned such a lot about the culture that surrounded me. After a fewmonths on the road you have a bank of amazing memories; you never know who youare going to meet and what lesson that person will teach you.

Carl, 19, EnglandCurrent (abridged and slightly adapted)

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IFind evidence in the text for the following.

1. Carl likes travelling because he was probably influenced by his parents journeys.

2. He didnt travel alone.

3. He was frightened when the plane was about to touch the ground.

4. He enjoyed seeing the landscape from the plane.

5. He learned a lot of things while he was in South East Asia.

Find the words in the text that mean the following. Paragraph numbers aregiven in brackets.

1. Became aware (1st para.)

2. Unhappy because you have no friends or people to talk to (2nd para.)

3. To come down through the air onto the ground (2nd para.)

4. People who travel on holiday carrying their equipment and clothes in a backpack(3rd para.)

5. Extremely cold (3rd para.)

Give complete answers to these questions about the text.

1. How long did Carl spend travelling and what places did he visit?

2. Why did he go to Australia?

3. How old was he when he started surfing?

4. Why does he prefer surfing in Australia to England?

5. Who did Carl meet on a train and what did he learn from him?

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II

Find the words related to land travel that make captions for the pictures.

Cross the odd word out.

1. fare voyage trip journey travel

2. sleeping bag ticket rucksack suitcase toiletry bag

3. crossing set sail boat flight ship

4. accommodation fly land take off check-in

III

Complete the sentences with the opposite of the adjective given in brackets.

1. Hed been waiting for half an hour and he was getting (patient).

2. It would be (responsible) to ignore the situation.

3. The trains here are notoriously (reliable).

4. Thirteen is often considered an (lucky) number.

Circle the suitable adjective.

1. Mary looks very exciting / excited about the trip.

2. We read a very interesting / interested travel review last weekend.

3. Carl was exhausting / exhausted from all the excitement.

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1. i 2. r s 3. s

4. r 5. m 6. h --h

Complete the sentences, using the past simple or the past continuous.

1. When I last (see) Carl, he (take) a taxi to the railwaystation.

2. Carl (buy) a ticket when I (meet) him.

3. Mary (dream) when her mother (wake) her up.

4. While William (eat) his lunch, someone (knock) at thedoor.

5. What (you / do) while I (work out) at the fitnesscentre?

6. I (not know) what to say when Sue (ask) me aboutyou.

Complete with used to and the word(s) given in brackets.

1. They (go) abroad in summer, but now they dont.

2. When you were younger, (you / play) with dolls?

3. He (not like) rap, but now its his favourite type of music.

4. Juans father (be) an architect but he isnt anymore. Hes retired.

IV

CompositionWrite about a real or imaginary train journey. You may include the followingtopics:

Journey from / to?

Single / Return ticket?

Student discount?

Direct train?

Departure time (on time / late)?

Buffet / Restaurant car?

Arrival time (early / on time / late )?

Write about 100 words on these topics.

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Scarlett JohanssonLife is good for Scarlett Johansson. The actress andaspiring singer has just recorded her debut album andhas a calendar full of film projects that will keep herbusy for months.

Speaking by phone from Barcelona, where she's shootingWoody Allen's latest film, Johansson talked with TheAssociated Press about music and her movie career.

AP: Are you Woody Allen's new muse?

Johansson: We both think that term is so bizarre! Welike to work together. It's an easy working relationshipand a really nice friendship, so it works out. But I don'tknow if it goes much further than that.

AP: How much did you like working in yourhometown in the film "The Nanny Diaries?

Johansson: New York is such a great city to shoot in It's been a long time sinceI've been able to shoot at home and it's just so much fun. It's wonderful to be able tojust see your friends after work, to be able to go home and sleep in your own bed. It'sjust such a pleasure.

AP: What about this album you're releasing?

Johansson: I had this kind of golden opportunity to make an album however Iwanted and it's kind of a dream chance.

AP: Has music always been an interest of yours?

Johansson: I actually started acting because I wanted to be in musicals when I was alittle girl. That's where my dream career was going to be when I was 8 years old.Then I started making films and I never ended up doing musical theater. Of course,by the time I turned 13, I buried that part of myself. You know, it's always been there.I've always loved to sing and I've always loved music and listened to lots of music andall kinds of music.

from San Jose Mercury News / by Sandy Cohen, 2007/08/23 (abridged)http://www.scarlett-fan.com/press/

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ISay whether these statements are true or false. Correct the false ones.

1. Scarlett Johansson is a very successful actress.

2. The film she is making is set in France.

3. In her interview she talks about her career and how she avoids paparazzi.

4. She has a good relationship with Woody Allen.

5. She doesnt like working in New York.

6. Her dream of recording an album hasnt come true yet.

Match these words taken from the text with their equivalents.

aspiring (l. 2) having a lot to do

busy (l. 4) very strange or unusual

shooting (l. 5) develops in a successful way

bizarre (l. 9) wanting to start the career or activitymentioned

works out (l. 11) making available to the public

releasing (l. 19) making a film

Give complete answers to these questions about the text.

1. What does Scarlett Johansson do for a living?

2. What is she doing in Barcelona?

3. Why does she like to make films in New York?

4. What was her dream career when she was a child?

5. Would you like to work in the music or film industry? Why? / Why not?

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II

What do you call these types of films?


1. Western comedy animated cartoon movie

2. play act director perform

3. plot scene take thriller

4. musical drama setting documentary

III

Make an adjective from these words by adding a suffix.

1. care 4. expense

2. attract 5. job

3. beauty 6. pain

What are the opposites of these adjectives?

1. regular 3. tidy

2. logical 4. sensitive

B

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B

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1. 2. 3.

4. 5. 6.

Circle the suitable adjective.

1. I dont think that I could ever get bored / boring with Scarletts films.

2. The film that I saw on TV yesterday was quite bored / boring.

3. They were exhausted / exhausting at the end of the day.

4. We saw a very amused / amusing animated cartoon yesterday.

Complete the sentences using the past simple or the past continuous.

1. How many years ago (she / start) acting?

2. I (buy) a ticket for the movie when she (leave).

3. Who (you / go) to the movie with?

4. He (not take) part in a concert for charity last month.

5. What (you / talk) about when I (come) in?

6. What (he / wear) yesterday evening? Just jeans and a sweater asusual.

7. Where (you / rush off) to yesterday when I (see) you?

Make sentences about the cinema in the past, using used to or didnt useto. Supply any missing words.

1. Films / be / in black-and-white.

2. The pictures / show / on very small screens?

3. Audiences / not know / the names / favourite actors.

IV

Composition

Who is your favourite actor/actress? What do you know about his/her personal and professional life?

Write about 100 words on these topics.

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Physical Activity and Good NutritionChronic diseases account for 7 of every 10 US deaths and formore than 60% of medical care expenditures. In addition, theprolonged illness and disability associated with many chronicdiseases decrease quality of life for millions of Americans.

Much of the chronic disease burden is preventable. Physicalinactivity and unhealthy eating contribute to obesity, cancer,cardiovascular disease, and diabetes. Together, they areresponsible for at least 300,000 deaths each year. Onlytobacco use causes more preventable deaths in the UnitedStates.

Regular physical activity substantially reduces the risk ofdying of coronary heart disease, the nations leading cause ofdeath, and decreases the risk for many diseases and highblood pressure. It also helps to control weight and contributesto healthy bones, muscles, and joints. Moreover, physicalactivity need not be strenuous to be beneficial; people of allages benefit from moderate physical activity, such as 30minutes of brisk walking five or more times a week.

Despite the proven benefits of physical activity, more than 60% of American adultsdo not get enough physical activity to provide health benefits. More than 25% are notactive at all in their leisure time.

But, insufficient physical activity is not limited to adults. More than a third of youngpeople in grades 9-12 do not regularly engage in vigorous physical activity.

The Critical Role of Healthy Eating

We now know that good nutrition lowers the risk for many chronic diseases.Americans are slowly adopting healthier diets, but a large gap remains betweenrecommended dietary patterns and what Americans actually eat.

Poor eating habits are often established during childhood. More than 60% of youngpeople eat too much fat, and less than 20% eat the recommended five or moreservings of fruits and vegetables each day.

www.cdc.gov/nccdhp/aag/aag-dmpa.htm

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IDecide whether these statements are true or false. Correct the false ones.

1. Chronic illnesses prevent the quality of life.

2. Most health problems can be avoided.

3. Physical activity contributes to heart attacks.

4. Physical exercise should be done by everyone.

5. Young people generally have a poor diet.

Match the words on the left with the right equivalent or explanation onthe right.

disease (l. 1) big difference

inactivity (l. 6) keep interest

reduces (l. 11) using a lot of energy anddetermination

strenuous (l. 16) illness

engage (l. 23) makes smaller

vigorous (l. 23) needing great effort

gap (l. 26) the fact that someone is not doinganything

servings (l. 30) an amount of food that is enoughfor one person

Find opposites for the following words.

1. together (l. 7)

2. responsible (l. 8)

3. decrease (l. 13)

4. high (l. 13)

5. strenuous (l. 16)

6. benefit (l. 17)

7. active (l. 21)

8. slowly (l. 26)

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Answer these questions with complete sentences.

1. Physical activity and good nutrition are the basis of a good health. Explain this statement.

2. Why is it so beneficial to do physical exercise?

3. Do you do physical exercise every day?

4. What is your favourite sport?

5. How important is physical activity to you?

6. Why is nutrition related to physical activity?

7. Explain the meaning of the following: Much of the chronic disease burden ispreventable (l. 5).

II

Complete with the right form of the verbs in brackets.

Twentieth-century innovations in transportation, food processing, and food

availability (1) (displace) the regular physical activity and the

lower-fat, higher-fibre diets that used to be a natural part of everyday life. Collective

action (2) (require passive) at the federal, state, and local levels

to create or modify programs, policies, and practices that (3)

(encourage) and (4) (facilitate) healthy living. Healthy Living

Association (5) (consider) it a priority that people be afforded

opportunities to pursue and maintain good health through such avenues as safe

walking and cycling trails; low-fat, high-fruit-and-vegetable menu selections in

restaurants, schools, and worksite cafeterias; and physical activity programs in

schools, worksites, and community gathering places.

A

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Complete the following sentences with the present perfect or the presentperfect continuous.

1. you ever (engage) in vigorous physical activity?

2. She just (adopt) a healthier diet.

3. Dan (train) since eight oclock.

4. How long you (practise) athletics?

5. He just (join) a health association.

6. They (wait) for their trainer for two hours.

Complete the table with the correct preposition.

Complete with one of the noun + preposition combinations above.

1. There is a interest in this subject. They feel unmotivated.

2. His the nutritional programme was positive.

3. I can buy the coat now. There was a great the price.

4. I cant find a my problem.

III

Lifelong health-related habits, including physical activity and eating patterns, areoften established in childhood. Because unsuitable behaviours are difficult tochange as people grow older. Public health measures need to reach young peopleearly, before health-damaging behaviours are adopted.

What can be done at schools?

Write a composition (about 100 words) about measures that schools mustcreate to improve students healthy eating habits.

D

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NOUN PREPOSITION

solution

reduction

lack

trouble

reaction

damage

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News item A

Plan to licence smokers: A radical plan to persuadepeople to stop smoking, take more exercise and changetheir diets was proposed last night by the leadingBritish Government adviser. In a speech to the RoyalStatistical Society last night, Professor Le Grand saidinstead of requiring people to make healthy choices bygiving up smoking, taking more exercise and eating lesssalt policies should be framed so the healthy option isautomatic and people have to choose deliberately todepart from it. Among his suggestions are a proposalfor a smoking permit, which smokers would have toproduce when buying cigarettes, an "exercise hour" tobe provided by all large companies for their employeesand a ban on salt in processed food.

Source: Independent (23 October 2007)

News item B

Smoking banned in cars with kids: California motorists risk fines of up to $100 ifthey are caught smoking in cars with minors, making their state the third to protectchildren in vehicles from secondhand smoke. Gov. Arnold Schwarzenegger onWednesday signed a bill that will make it an infraction to smoke in a vehicle ifsomeone under age 18 is present. But the traffic stop would have to be made foranother offence, such as speeding or an illegal turn, before the driver could be cited forsmoking.

Source: Associated Press (11 October 2007)

I

Read the two newspaper articles and complete the table below. (Focus onsmoking, not other problems.)

A

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ARTICLE A ARTICLE B

What?

Where?

When?

Who?

Why?

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Answer these questions about the first news item.

1. What three things should people do to be healthy?

2. Why is eating less salt good advice for most people?

3. What is your opinion about this plan?

Complete the sentences about the second news item.

1. California drivers cant smoke in their cars if

2. The fine can reach

3. Arnold Schwarzenegger is

4. A bill was signed to prevent

Match the words on the left with the correct correspondents on the right(article A).

radical abandoning, desisting, stopping

requiring conceived

giving up choice

framed favouring drastic changes

option allow

permit demanding

Complete the table with the suitable words.E

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NOUN VERB ADJECTIVE ADVERB

deliberately

legal

suggestion

persuade

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Complete with the missing words.

Smoking ban proposed for England

Smoking could be (1) in every cafe, restaurant and most(2) in England in four years under (3)

unveiled by the government on Tuesday.

The White Paper on Public Health plans to make most enclosed (4)

areas, including offices and (5) , smoke-free.

Only private clubs, where (6) voted to allow smoking, and pubswhich do not serve prepared (7) would be (8) .

II

Report the following, using the reporting verbs in brackets.

1. I think smoking affects just about every part of the body. (say)

2. I participated in a debate about smoking and I learnt a lot. (inform)

3. I will include all this information in my portfolio. (add)

4. I am reading a very interesting book about giving up smoking. (tell)

5. I have been working hard since January. (explain)

Report the following questions, using ask.

1. Have you joined this project recently?

2. Do you belong to one of these banning groups?

3. Which is the largest organization?

4. Where did you meet the governor?

5. Wont you reply to these proposals?

B

A

Jumbled words:food banned exempt members pubs factories plans public

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AENGO9TB-04

Complete the sentences with the verbs in brackets in the right tense.

1. If you join the programme, you (have) a good chance of recovery.

2. If she had free time, she (drive) the kids to school.

3. If you read the guidelines attentively, you (be) well informed aboutthis initiative.

4. If I had the qualifications required, I (get involved) in such a project.

III

How can I help my friend to quit smoking?

What can you say to your friend?

How much support can you give?

What arguments can you use?

How effective can you be?

Write about 100 words on this matter.

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Is extra cash worththe hassle?Time. It's something few of us ever have enough of. We'reconstantly following strict schedules, and unfortunately, ourjobs, school, work, sports, clubs and other activities take awayfrom what used to be "family time."Recently, when my maths teacher asked how many of us havepart-time jobs, it became apparent that those who don't are aminority. It's almost become an expected part of our lives. Thereare few who haven't heard, "So when are you going to findyourself a job?"The fact is, most teens want to work, even though many can'tstand their jobs. Money means being able to have fun moneymeans being able to go out when you want

This year has been very different, because my brother and I both got part-time jobsover the summer. I'm a cashier at a grocery store, and he washes dishes. Both jobs payslightly more than the minimum wage. If I'm not working, then he is, and if we're free,one of our parents is at a meeting or we're out with friends. We're constantly on the go.Last week, my family sat down at the dinner table, together. I looked at everyone andsaid, "Wow, this is the first time we've eaten together in over a month!" I thought itwas a little sad, because this was something we used to do almost every night. Thattime spent sitting at the dinner table sharing our days is now used to fit the puzzlepieces of our busy lives together.Since being employed has become expected of teens, American families are beingpulled apart. Jobs take away time that could be spent with family. Although manyteens don't want to admit it, their parents and family are probably the most influentialand important people in their lives. Teens may not always want to listen, but the truthis that most of the time, they're right.Don't get me wrong; having a job does have positive aspects. For example, teens learnhow to satisfy customers' needs and how to cooperate with employers and co-workers,things that cannot be learned in a classroom. However, I don't think teens shouldwork until their senior year of high school. There are other priorities until then school work and family time.

Nicole A Williamsville, NY (abridged) www.teenink.com/

senior high school (l. 30) (also senior high) (in the US) a school for young people between the ages of 14 and 18

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ISay whether these statements are true or false. Correct the false ones.

1. American teens lead a very busy life.

2. Most young people work because they love their jobs.

3. Both Nicole and her brother earned high salaries.

4. Nicoles family have dinner together every night.

5. She misses dinner time when the whole family talked about their days.

6. Only older students should have a job.

Read the text again and circle the best option in the context.

1. hassle (title)a) argumentb) troublec) problem

2. strict schedules (l. 2)a) very exact and clearly

defined timetablesb) demanding rulesc) stressed lifestyles

3. cant stand (ll. 10/11)a) dont much likeb) have to sit down atc) hate

4. grocery store (l. 14)a) grocersb) supermarketc) mall

5. slightly (l. 15)a) fewb) littlec) a little

B

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Check your general understanding of the text by answering these questions.

1. Is it common for American teenagers to have part-time jobs? Support your answerwith a quotation from the text.

2. In what way does working part-time affect American families?

3. What are the advantages of having a part-time job?

What do these people do for a living? Write the name of each job.

What do these people do? Write complete sentences.

1. An architect

2. A veterinarian

3. A pilot

4. A dressmaker

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1. 2. 3.

4. 5. 6.

II

Write down nouns formed from these words.

1. employ 4. punctual

2. operate 5. happy

3. archaeology 6. agree

Complete these sentences with the past perfect simple or continuous.

1. She got a job in New York after she (move) from Dallas.

2. Nicole (write) two magazine articles by teatime.

3. How long (she / work) before she got a rest?

4. They (wait) for half an hour when the bus finally arrived.

5. We went back home at six. We (study) all day.

6. They (just / have) breakfast when the phone rang.

Complete with the gerund or the infinitive (with or without to).

1. Im interested in (learn) a foreign language.

2. Im glad (see) you.

3. Most people enjoy (travel) abroad.

4. Her boss doesnt allow her (use) the telephone.

5. She is too young (choose) a career.

6. He makes me (laugh) all the time.

Combine the two sentences into one by using a relative pronoun. Omit thepronoun whenever possible.

1. She is a writer. I admire her articles.

2. The woman is my teacher. She came to the cinema with us.

3. We live in a big flat. Its not far from the city centre.

4. This is the nice girl. I met her in New York.

III

Composition

Whats your dream job and why? Write about 100 words on the subject.

D

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The futureRead what these three young people think about the future.

The 21st century is going to be the age ofcommunication. You see, now we can talkto people all over the globe. Theneighbours are no longer the people wholive next door. Friends can be people youhave never met in the flesh but you talkto every day. The Internet lets you pickand choose your virtual neighbours andfriends from a cast of millions across theglobe.

Earths already a small place, but it will beeven smaller in 30 or 40 years. Perhapswell even have a world government,which could take decisions about issueslike war and ecology. That would be agood idea, dont you think?

Anne, 15

Everythings change, change, these days.People seem to think that progress isalways a good thing. Well, perhaps Imold-fashioned but thats not how I see it.In my opinion we need fewer inventionsand machines, not more. Maybe thenpeople would spend more time withtheir families. Because thats whatmatters, you know family life and allthis progress is destroying it.

Future Life, Macmillan Dossier (slightly adapted)

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I dont care about the future.Whats the

point of thinking about it? Im young. I

just want to go out with my friends, play

football and have a good time. You must

work hard and pass your exams, my

parents say. Otherwise youll never get

to University. Then you wont be able to

get a good job. And without a job, how

are you going to make lots of money?

Theyre right, I suppose, but the future

can take care of itself, right? What really

matters is today, not tomorrow.

Alan, 18 Fred, 14

IRead the sentences below and decide who said the following:

1. Progress has a negative effect on family life.

2. The 21st century will be the age of communication.

3. We should slow down technological development.

4. Your neighbours and friends can be people who live very far away.

5. I dont worry about the future.

6. Although I agree with my parents opinions, I only care about today, not tomorrow.

Find words or phrases in the texts that mean the following.

1. select carefully (1st text)

2. neighbours that seem real but to you they only appear in computerized form (1st text)

3. have fun (2nd text)

4. I assume (2nd text)

5. believing in old ideas, customs, etc. (3rd text)

6. is important (3rd text)

Complete these sentences according to the information given in the texts.

1. Our neighbours are no because

2. Im too young

3. If you dont work hard,

4. You wont make lots of money

5. I dont think progress

6. Family life

What is the three peoples attitude towards the future?

Are they pessimistic about the future, optimistic about the future or indifferent tothe future? Justify your answer.

1. Anne

2. Fred

3. Alan

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II

Match the words with their explanations.

text message A code used to gain access to a lockedsystem.

e-mail A name you choose for yourself that letsyou get into certain places on the web.

blog The main web page for a business,organization, person or simply the mainpage out of a collection of web pages.

password Message, usually text, sent from oneperson to another via computer.

homepage A list of places you visit the most.

username A written message that you send using amobile phone.

chat room A journal that is available on the web.

favourites A web page that contains a large windowinto which you can type text, enabling a real--time conversation between many people atthe same time.


1. monitor screen type menu

2. laptop download modem e-mail

3. voicemail pager cordless phone smoke detector

4. walkman blender dishwasher coffee machine

5. camcorder iPod outdoor camera games console

III

Form new verbs by adding a prefix.

1. understand

2. approve

3. decorate

4. agree

5. interpret

A

B

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Complete the sentences with will, be going to or the present continuous.

1. My parents (buy) a laptop next week.

2. Be careful! You (spill) your tea.

3. I'm certain he (do) a good job.

4. My friends and I (meet) at the caf tonight.

Rewrite these sentences, starting them as suggested.

1. The computer has changed our lifestyles.Our lifestyles

2. Virtual travelling fascinates many people.Many people

3. A cyberfriend sent me an e-mail.I

4. Many people decide to go on holiday so that they can do a course.Many people decide to go on holiday in order to

5. Do you often get lost in cyberspace?The interviewer asked Peter if

6. Yesterday I saw something curious on the Internet.Peter told the interviewer

7. We were having a very interesting conversation. It was difficult for me to leave thechat room.

As we were having

IV

Composition

What do you think about the future?Is it exciting, frightening or may beeven both?In about 100 words, give your opinionon the subject.

Say if you care or dont care about thefuture and if you are optimistic orpessimistic about tomorrow. You may alsorefer to the effects of technology on ourlives.

C

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Becoming a Volunteer

Some people know exactly what they want to do all they need is a telephone numberand away they go. But for most people, the choice can be intimidating.

There are lots of reasons why you may want to become a volunteer: maybe you arelooking to develop new skills, try out different types of work or add some experienceto your CV to help in getting a job.

Maybe you just want to get out of the house, or you want to meet new people. Maybeyou even feel strongly that you want to help other people, do something to improveservices or facilities in your area in short, do something worthwile.

Many people wrongly associate volunteering with 'do-gooders' or people who can'tmind their own business. Although of course volunteers do much that is good, theyoften do so because they are simply f

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New Getting on 9 - Teacher's Book