New Getting on 9 - Teacher's Book

INGLÊS 9.º ANO | NÍVEL 5 | TERCEIRO CICLO DO ENSINO BÁSICO

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NEW

GETTING ON 9 TEACHER’S BOOK

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NEW GETTING ON 9 2

CONTENTS TEACHER'S BOOK

MIXED-ABILITY WORKSHEETS

3

Introduction

2

Introduction

6

Annual plan

4

Mixed-ability worksheets

8

First term plan

40 Answer key

10 Second term plan 12 Third term plan 14 Transparencies – Suggested questions 18 Worksheets 34 Progress tests 62 Answer key – Worksheets

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65 Answer key – Progress tests 69 Answer key – Workbook 81 Scripts

TEACHER’S BOOK 3

INTRODUÇÃO O conjunto de materiais didácticos designado New Getting On 9 destina-se aos alunos do 9.º ano, 3.º Ciclo do Ensino Básico, a frequentarem o quinto ano de Inglês, Língua Estrangeira I, e integra as seguintes componentes: Para o aluno • Student’s Book • Workbook: inclui Let’s Play 3 • Extensive Reading

Para o professor • Manual do Professor: inclui o Student’s Book, com informação exclusiva para o Professor • Workbook: inclui Let’s Play 3 • Extensive Reading • Teacher’s Book • CD Áudio + Guião de Audições • Manual Interactivo

STUDENT’S BOOK Estão disponíveis duas versões do New Getting On 9: uma destinada aos alunos e outra ao professor. A última difere da primeira pelo facto de incluir uma banda lateral onde são sugeridas algumas orientações metodológicas e as soluções das actividades propostas, que poderão facilitar o trabalho na sala de aula.

O manual foi elaborado de acordo com o Programa de Inglês de Nível de Continuação LE I e respeita as orientações genéricas e metodológicas constantes deste documento. Os conteúdos programáticos foram organizados em seis unidades, assim designadas: • Get about! • Be in shape! • Open your eyes!

• Work out your future! • Go high-tech! • Help the others!

No início do manual apresenta-se um teste diagnóstico que permite, ao professor e ao aluno, avaliar os saberes adquiridos e definir as competências a desenvolver. Todas as unidades integram uma tipologia variada de textos, para que os alunos possam interagir com realidades linguísticas e culturais diversificadas, bem como praticar as componentes linguísticas e paralinguísticas da língua em estudo.

A abordagem do texto é concretizada em três fases: pré-leitura, leitura e pós-leitura.

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No âmbito do conteúdo sociocultural, a selecção dos textos obedeceu a alguns critérios considerados relevantes, nomeadamente: competências de interpretação e de produção textual já desenvolvidas, diferenças de motivações, interesses e necessidades de cada turma e diferente grau de complexidade.

NEW GETTING ON 9 4

Pré-leitura Esta fase, designada Lead-in, visa motivar e criar uma finalidade de leitura ou apresentar os itens vocabulares ou lexicais essenciais à descodificação da mensagem. Leitura A fase de leitura – Focus on Reading/Listening – contém actividades de compreensão e interpretação. A tipologia de exercícios proposta obedece a uma gradação de dificuldades: parte-se de actividades que pretendem verificar apenas a compreensão da mensagem para outras que já exigem interpretação. Naturalmente que nesta fase não é descurado o aprofundamento lexical, feito através de exercícios de sinonímia, antonímia ou de outra tipologia. Pós-leitura Nesta fase sugerem-se várias actividades que facultam o desenvolvimento das quatro macrocapacidades: ouvir, falar, ler e escrever. Propõem-se, igualmente, formas sociais de trabalho diversificadas, como o trabalho de pares e de grupo, que contribuem para desenvolver atitudes de cooperação e responsabilidade e propiciam a interacção em grupo. Língua Inglesa O texto serve também como contexto para, de forma natural, desenvolver a componente programática Língua Inglesa, que inclui os aspectos morfossintácticos e fonológicos da língua. Nesta rubrica gramatical – Grammar in Action – foi, por vezes, utilizada uma abordagem indutiva, para que o aluno possa deduzir as regras da formação e do uso do item gramatical em estudo. É, também, incluída uma explicação clara e adequada a este nível de aprendizagem, sendo seguida de uma fase de prática. Como complemento, quer dos conteúdos gramaticais, quer dos lexicais, poder-se-á recorrer ao livro de exercícios ou Workbook.

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Trabalho de projecto e avaliação/consolidação No final de cada unidade é incluída uma fase de consolidação e avaliação dos conteúdos apresentados – It’s Your Turn – no sentido de o aluno aprender a responsabilizar-se pelo seu processo de aprendizagem. São ainda sugeridos alguns trabalhos de projecto e a comemoração de dias internacionais, para o aluno aprender a investigar e alargar os seus conhecimentos culturais. A concepção do manual assenta num ecletismo metodológico que proporciona a implementação de metodologias activas, centradas no aluno. A variedade de materiais seleccionados permite a utilização de práticas de ensino diferenciadas, tendo em vista o respeito pelos diferentes ritmos de aprendizagem dos alunos. Deste modo, será possível motivar os aprendentes para a aprendizagem e conduzi-los ao sucesso.

WORKBOOK O Workbook inclui uma vasta gama de exercícios que proporcionam a prática dos itens lexicais e gramaticais do manual. Esta componente contém, ainda, actividades divertidas e motivadoras que visam reforçar as aprendizagens – Let’s Play 3.

TEACHER’S BOOK 5

Estas actividades estão organizadas em duas partes. A primeira inclui actividades de carácter lúdico no âmbito do conteúdo sociocultural ou língua inglesa; podem ser realizadas individualmente, não necessitando da colaboração de outros elementos da turma. A segunda apresenta actividades de carácter comunicativo, a implementar na sala de aula, em trabalho de pares ou de grupo, no sentido de desenvolver a competência de comunicação, oral e escrita.

EXTENSIVE READING Este livro integra dois contos cuja selecção obedeceu a alguns critérios, sendo de destacar, quer a adequação aos temas, quer à competência linguística dos alunos deste nível de língua. Naturalmente que o interesse e a motivação para a leitura não foram descurados. TEACHER’S BOOK O livro do professor está dividido em duas partes. A primeira contém uma planificação anual e três planificações de período, que devem ser adaptadas ao perfil das turmas a leccionar. Incluem-se, também, sugestões de exploração do conjunto de transparências que servem de suporte ao manual. O conjunto de Worksheets, incluído de seguida, permite consolidar os conteúdos 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 de avaliação escrita, pelo que são apresentados testes que poderão funcionar como um dos possíveis instrumentos de avaliação. São igualmente apresentadas as soluções das fichas de trabalho, dos testes de avaliação e do caderno de actividades, que deverão ser consideradas apenas como mera sugestão. A segunda parte inclui um conjunto de fichas de trabalho, de grau de dificuldade diferente – Mixed-ability Worksheets –, que poderão ser usadas nas turmas heterogéneas. CD ÁUDIO No sentido de favorecer o desenvolvimento da macrocapacidade da audição, os textos do manual bem como alguns diálogos e algumas actividades são acompanhados de suporte áudio.

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ONLINE ”TRANSPARENCIES” As bases para transparências, agora disponibilizadas através do manual interactivo, estão relacionadas com alguns dos textos do manual ou com itens gramaticais e podem ser usadas em diferentes momentos da aula. As imagens constituem sempre um óptimo recurso na fase de motivação e introdução dos diversos tópicos a tratar no processo de ensino/aprendizagem.

NEW GETTING ON 9 6

ANNUAL PLAN OBJECTIVES

TOPICS

LANGUAGE FUNCTIONS

GRAMMAR

Students are expected to:

• 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!

• 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

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

• develop their knowledge of the topics concerned;

• Human Rights Day

• Talking about human rights

• demonstrate their understanding of different types of text;

• 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 your future!

• 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

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

• World Poetry Day

• Talking about poetry

• Extensive Reading

• Expressing opinions and feelings

• 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

• Purpose clauses • The passive • The passive (double object verbs) • The future: will, be going to and the present continuous • Verb prefixes

• Help the others!

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

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

Affective: • be sensitive to different cultures;

1st term

• participate willingly in classroom activities; • interact with other students; • show enthusiasm for the tasks; • enjoy cooperating with others; • develop their self-confidence.

Cognitive:

• develop strategies for reading a text;

2nd term

• develop their listening skills; • be aware of intonation/pronunciation patterns; • personalize the topics of the texts by relating them to their own experience; • demonstrate their knowledge of new lexical items by using them in familiar and unfamiliar situations; • develop strategies for handling vocabulary (deducing, guessing from context…); • demonstrate their ability to use the new grammar items; • develop their fluency skills: oral and written;

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3rd term

• develop processes for the production of short texts; • interact in different social contexts; • evaluate their own progress.

• World Environment Day

• Talking about the world environment

TEACHER’S BOOK 7

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

• Reading

• Diagnostic tests

• Workbook

• Listening

• Worksheets

• Speaking

• Direct observation of students’ involvement in class activities

• Transparencies

• Writing

• Homework

• OHP

• Project

• Pictures

• Portfolio

• Language cards

• Progress tests

• Cue-cards

• Self-evaluation

• CD • CD player • DVD • DVD player • TV • Blackboard • Notebook

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NEW GETTING ON 9 8

FIRST TERM PLAN UNIT 1 – GET ABOUT! UNIT 2 – BE IN SHAPE!

OBJECTIVES

TOPICS/SUBTOPICS

LANGUAGE FUNCTIONS

GRAMMAR

Students will:

Get about!

• Talking about travelling

• Past simple

• Travel

• Describing past actions

• Past simple and continuous

• Trips

• Describing actions which were in progress at a particular moment in the past

• Used to + infinitive

• Cinema

• Making reservations

Affective: • be sensitive to different cultures and habits; • participate voluntarily in classroom activities; • interact with other students; • show enthusiasm for the tasks;

• Talking about cinema • Music festivals

• Adjective formation • -ed and -ing adjectives

• Expressing preferences

• develop their self-confidence.

• Expressing past habits/situations

Cognitive:

• Talking about music festivals

• develop their knowledge of the topics concerned; • be aware of intonation/pronunciation patterns;

Be in shape!

• demonstrate their understanding of different types of text;

• Healthy eating

• Talking about healthy eating

• Present perfect tense

• Fitness

• Talking about the art of eating slowly

• Present perfect continuous

• Describing recent actions

• Past perfect

• Agreeing/Disagreeing

• Noun + preposition

• Giving opinions

• Degrees of adjectives

• develop strategies for reading a text; • extract particular information from texts;

• Body image

• personalize the topics of the texts by relating them to their own experience;

• Drawing conclusions • apply the new lexical items in familiar and unfamiliar situations; • 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;

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• evaluate their own progress.

• Expressing likes and dislikes • Comparing/Describing/Commenting • Human Rights Day

• Talking about human rights

TEACHER’S BOOK 9

STRATEGIES/ACTIVITIES

AIDS

SKILLS

EVALUATION

• Class interaction

• Textbook

• Reading

• Diagnostic test

• Workbook

• Listening

• Worksheets

• Speaking

• Direct observation of students’ involvement in class activities

• Table filling

• Transparencies

• Writing

• Homework

• Finding antonyms

• OHP

• Research work

• Pictures

• Portfolio

• Labelling pictures

• Language cards

• Progress test

• Gap filling

• Cue-cards

• Self-evaluation

• Question/answer • Matching • Crossword

• Research work • Word category

• Completing a dialogue • Roleplay

• CD

• True/false

• CD player

• Asking questions

• DVD

• Making words

• DVD player

• Unjumbling letters • Completing sentences

• TV

• Writing a film review

• Blackboard

• Choosing the right word

• Notebook

• Ordering sentences • Finding words • Forming adjectives • Blog • Quiz

Assumptions: • Students are supposed to be familiar with some vocabulary and grammar items related to the topics.

• Multiple choice • Analysing a graph • Listening to a song • Correcting mistakes • Writing a paragraph • Writing an article • Pair work

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• Group work

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

NEW GETTING ON 9 10

SECOND TERM PLAN UNIT 3 – OPEN YOUR EYES! UNIT 4 – WORK OUT YOUR FUTURE!

OBJECTIVES

TOPICS/SUBTOPICS

LANGUAGE FUNCTIONS

GRAMMAR

Students are expected to:

Addictions • Smoking

• Talking about dependences

• Reflexive and reciprocal pronouns • Reported speech

Affective: • show sensitivity to human needs and social problems;

• Alcoholism

• Talking about smoking, drug addiction and alcoholism

• show awareness of the importance of learning;

• Drugs

• Talking about prevention

• Reporting questions • First conditional

• accept different opinions;

• Agreeing/Disagreeing

• demonstrate problem-solving attitudes;

• Expressing likes and dislikes

• Second conditional

• practise cooperation in group activities;

• Talking about family problems

• show interest in the topics and sub-topics; • Warning

• complete assigned tasks. Cognitive:

• Informing about the dangers of dependences

• recall some vocabulary and exponents learnt previously;

• Discussing

• know specific terms and facts related to the topic;

• Debating

• understand verbal material; • describe things and places; • infer the meaning of some words / phrases; • acquire and apply new vocabulary according to the topic; • apply their knowledge to real situations; • describe pictures orally;

• Describing jobs

• Past perfect continuous

• Drawing conclusions

• Past perfect simple and continuous

• Talking about career plans/dream jobs

• Noun suffixes

• Choosing a subject • Career choice

• Expressing likes and preferences

• Job application

• Speculating

• Job interview

• Applying for a job

Work out your future! • Jobs

• gather the required information; • grasp the meaning of a written text; • use new grammar items correctly; • recall familiar facts and grammar rules;

• Asking for and giving information

• apply vocabulary and grammar structures to new situations;

• Describing an action that happened prior to another action in the past

• reconstruct texts; • write a well organized text;

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• develop written skills; • create a new story, text, poem.

• World Poetry Day

• Talking about poetry

• Infinitive with and without to • Gerund • Relative pronouns • Defining relative clauses

TEACHER’S BOOK 11

STRATEGIES/ACTIVITIES

AIDS

SKILLS

EVALUATION

• Brainstorming

• Course book

• Reading

• Diagnostic test

• Workbook

• Listening

• Worksheets

• Speaking

• Direct and informal observation of students’ oral and written performance

• Transparencies

• Writing

• Homework

• Picture description • Commenting on a cartoon • Understanding a text • True/False • Finding evidence

• Pictures

• Progress test

• CD

• Project

• CD player

• Portfolio

• DVD

• Self-evaluation

• Skimming • Scanning • Asking questions • Multiple choice exercise • Chart/Table completion • Sentence completion

• DVD player

• Gap filling

• OHT

• Finding synonyms

• OHP

• Matching • Answering a quiz/questionnaire

• TV

• Word groups

• Blackboard

• Crossword

• Notebook

• 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

Cross-culture: • Student’s own environment and the foreign environment: – Dependences among teenagers in Britain, the USA and Portugal – Education and jobs in different countries – World Poetry Day © Areal Editores

• Project

Assumptions: • Students are supposed to know some vocabulary and grammar structures related to the topics.

NEW GETTING ON 9 12

THIRD TERM PLAN EXTENSIVE READING UNIT 5 – GO HIGH-TECH! UNIT 6 – HELP THE OTHERS!

OBJECTIVES

TOPICS/SUBTOPICS

LANGUAGE FUNCTIONS

Students are expected to:

Extensive Reading

• Expressing opinions and feelings

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.

Go high-tech!

• Identifying technological gadgets

• New technologies • Advantages and disadvantages of technology • Computer and the Internet • Text and phone messages • The future

• Discussing the pros and cons of technology

• Clauses of purpose

• Giving opinions

• The passive

• Talking about computer uses

• The passive (double object verbs)

• Justifying opinions

• The future: will, be going to and the present continuous

• Talking about mobile phones and text messaging

• Verb prefixes

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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.

GRAMMAR

• Leaving a message • Talking about space exploration • Making predictions

Help the others!

• Talking about friendship

• Friendship • Volunteering • Environmental destruction

• Expressing opinions • Phrasal verb: to look • Describing relationships • Agreeing and disagreeing • Comparing • Predicting • Describing actions • Suggesting • Reflecting on the environment

• World Environment Day

• Contrast clauses

• Talking about the World Environment Day

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

TEACHER’S BOOK 13

STRATEGIES/ACTIVITIES

AIDS

SKILLS

EVALUATION

• Matching

• Course book

• Reading

• Workbook

• Listening

• Direct and informal observation of students’ oral and written performance

• Question/answer

• Worksheets

• Speaking

• Homework

• Joining sentences

• Pictures

• Writing

• Progress test

• Sentence writing • Odd one out

• Skimming • Identifying/Correcting false statements • Finding synonyms • Answering quizzes • Rewriting sentences

• Transparencies

• Project

• CD

• Portfolio

• CD player

• Self-evaluation

• Table filling

• DVD

• Sentence completion

• DVD player

• Class discussion • Crossword

• OHT

• Writing a message

• OHP

• Ordering a song • Scanning

• TV

• Completing an interview

• Blackboard

• Forming new verbs

• Notebook

• 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

Assumptions: • Students are supposed to know some vocabulary and grammar structures related to the topics. Cross-culture: • Student’s own environment and the foreign environments: – Technological developments – Young people’s issues – Volunteering in Britain, the USA and Portugal – World Environment Day © Areal Editores

NEW GETTING ON 9

ONLINE ”TRANSPARENCIES”

14

1

2

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3

Travel and holidays

Entertainment

Sugere-se a utilização desta transparência na fase de introdução da unidade 1 ou do texto My favourite destination. Pedir aos alunos para descreverem cada uma das imagens. 1. Have a look at the five pictures. What’s 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? Promover a interacção professor/aluno, a fim de conduzir à descrição das imagens e à apresentação de algumas formas de diversão. 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?

Good nutrition Esta transparência poderá ser utilizada como introdução à unidade 2. Sugere-se que se descrevam as imagens e se faça o registo de vocábulos e expressões que possam ser úteis aos alunos na abordagem deste tópico. 1. What is good nutrition? 2. What are the benefits of good nutrition? 3. Why is good nutrition essential for the body? 4. Are today’s 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?

TEACHER’S BOOK 15

4

5

Looks

Meeting point

Sugere-se que se utilize esta transparência na fase de pré-audição da canção Ugly . A partir da descrição das imagens, estabelecer a interacção professor/aluno e aluno/aluno sobre a importância da imagem 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? Sugere-se a utilização desta transparência para falar das várias formas de socialização entre os jovens. Pedir aos alunos que descrevam as imagens e falem dos momentos que passam com os amigos, dos locais que escolhem para se divertirem, do que fazem juntos, das formas como exteriorizam os seus 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

Addictions

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Estas imagens poderão servir para motivar os alunos sobre os problemas abordados na unidade 3. O consumo de álcool, o fumo e as drogas poderão ser abordados de uma forma formativa e esclarecedora. Os jovens deverão ser alertados para o perigo das várias dependências. 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 does that tell you about them, their families and their society? 7. Are there any problems with drugs in your school?

NEW GETTING ON 9 16

ONLINE ”TRANSPARENCIES” 7

Jobs Utilizar esta transparência na introdução da unidade 4 – Work out your future!. Pedir aos alunos para identificarem as profissões ou os trabalhos ilustrados passando, de seguida, a uma fase de comparação com base nas qualificações, capacidades, salário, 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 actions Sugere-se a utilização desta transparência para contextualizar a introdução do Past perfect continuous. Promover a interacção professor/aluno, no sentido de conduzir à descrição 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, using these words. • Receive friends – home • Surf – perfect waves – warm water • Chat – cyberfriends • Play – volleyball • Listen – favourite songs

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9

Technology

Este conjunto de imagens proporciona a apresentação de alguns desenvolvimentos tecnológicos e pode ser usado para introduzir a unidade 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?

TEACHER’S BOOK 17

10 The passive Esta transparência proporciona a revisão da passiva. Através da interacção com a turma, descrever cada uma das imagens e levar os alunos a utilizar a construção passiva. Sugerem-se algumas questões: • Where is coffee grown? • What is coffee made with/from? •… As imagens poderão levar à 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.

11

Friendship Estas imagens poderão ser utilizadas como sensibilização aos textos da unidade 6. Sugere-se que, a partir da descrição das imagens apresentadas, se alarguem 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?

12 Volunteering

AENGO9TB-02

© Areal Editores

Apresentar as imagens e falar das vantagens deste tipo de trabalho. Muitos jovens tomam as suas opções profissionais com mais segurança após terem realizado trabalho voluntário. 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?

NEW GETTING ON 9 18

WORKSHEET

1 Name Teacher

No. Date

Class Evaluation

PAST SIMPLE A

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

Dear Liz,

This (2) ) from Britain yesterday. ive arr ( I (travel) (3) ever been on. I ve ha I ey rn jou st be e I also (be) th (do) a lot of sightseeing. (4) d an on nd Lo d un en I aro places in England and th ng sti ere int r he ot ) it vis ( (5) (buy) I (7) (go) to Scotland, where (6) (stay) there for a few (8) I . irs en uv so ul some beautif (not be) fine, but (9) er ath we e th y tel na rtu days. Unfo . Finally I (be able to) visit the lochs (10) I y da t on the las (fly) back home. (11) (1)

See you soon, Sarah

© Areal Editores

B

When Sarah came back home, Maria, her best friend, wanted to know about her trip 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?

TEACHER’S BOOK

2 Name

No.

Teacher

Date

WORKSHEET

19

Class Evaluation

PAST SIMPLE AND CONTINUOUS A

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

1.

Sue

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

2.

Mary and Carol the concert.

3.

David

4.

David’s mother

5.

His father

6.

The students

(dress up) to go to (not have) a bath. (make) a cup of tea. (not drive) back home. (do) research work.

7.

(you / paint) the fence?

8.

(they / sleep) on the sofa?

9.

(Brigitte / sit) at her desk at work?

B

Complete the sentences with the past simple or continuous.

1.

I (go) off.

(watch) the football match on TV when the electricity

2.

It's strange that you you.

3.

What

(you/do) when the fire

4.

John

(not wait) for me when I

5.

I

6.

Anne

7.

The postman

(call) because I

(not know) what to say when she (write) a letter while Steve

(think, just) about (start)? (arrive). (ask) me that. (read) The Times.

(come) when I (clean) my mother’s car.

8.

While they they

9.

‘Why ‘He school.’

(he/leave) so early?’ (have) to get up early for (not see) me because they (talk) to each other.

© Areal Editores

10. They

(run) in the park, (see) Jessica.

NEW GETTING ON 9 20

WORKSHEET

3 Name

No.

Teacher

Date

Class Evaluation

USED TO A

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

2.

My father

3.

When I was younger, I

4.

spicy food, but now he doesn’t.

Cliff

6.

I

7.

She

8.

I

with dolls when you were a child? a lot in his job but now, since his promotion, he doesn't.

to work but now I take the bus. really long hair but she's had it all cut off. him but now I do.

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

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

6 YEARS AGO

NOW

✗ ✗ ✗ ✓ ✓ ✗ ✗ ✓ ✓

✓ ✓ ✓ ✗ ✗ ✓ ✓ ✗ ✗

1.

Daniel didn’t use to travel a lot, but he travels a lot now.

2.

He

3. 4. 5. 6. 7. © Areal Editores

for a ride in the park.

you

5.

B

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

8. 9.

TEACHER’S BOOK

4 Name

No.

Teacher

Date

WORKSHEET

21

Class Evaluation

PRESENT PERFECT What have they just done? A

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

1.

2.

3.

4.

5.

6.

PRESENT PERFECT CONTINUOUS B

Complete the sentences with the present perfect continuous of the verbs in brackets.

1.

Rose

2.

What

3.

Mr Cage

4.

They

5.

He

6.

Sarah

7.

She

8.

Peter

9.

I

10. It

(wait) for the bus for 20 minutes. (teach) in our school since January. (watch) too much TV lately. (work) in a hotel recently. (try) to eat a balanced diet. (lose) weight since she began to eat more vegetables and fruit. (talk) to his friend David since Mary’s birthday.

not (do) my work properly. (snow) for two hours.

11. How long

it

(rain)?

(surf) the net all afternoon.

13. We are very tired. We

(run) for one hour.

© Areal Editores

12. They

(do) in the playground for two hours?

you

NEW GETTING ON 9 22

WORKSHEET

5 Name

No.

Teacher

Date

Class Evaluation

PRESENT PERFECT CONTINUOUS A

FORM Complete:

Have / Has +

+

.

Use We use the to show that something started in the past and has continued up until now. B

1.

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

Eva

already

a) has … done 2.

I a) have tried

3.

Patrick a) has played

4.

It a) has … stopped

5.

b) has … been doing to stop eating sweets since last year. b) have been trying his guitar since three o’clock. b) has been playing just

raining. b) has … been stopping

you ever

to Sydney? b) Have … been being

a) Have … been 6.

Malcolm a) has worked

7.

They a) have watched

8.

Robert a) has lived

9.

You don’t understand the story because you a) haven’t listened b) haven’t been listening

10.

in his office all day. b) has been working TV since 7 pm. b) have been watching in Tokyo since he left school. b) has been living

she

11. Victoria a) has … moved 12. They already a) have … seen

.

the car yet? b) Has … been washing

a) Has … washed

© Areal Editores

her homework.

just

to Rome. b) has … been moving the film, so they don’t want to see it again. b) have … been seeing.

TEACHER’S BOOK

6 Name

No.

Teacher

Date

WORKSHEET

23

Class Evaluation

PAST PERFECT A

FORM Complete:

The

is formed with: +

.

Use The expresses the idea that something occurred before another action in the past. B

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

1.

I only

2.

Rachel two years ago.

3.

I (try) to fill in the form but I half of the questions.

4.

When they (start).

5.

I

6.

My sister

7.

The waiter

8.

Before he

9.

you to the football match?

10. 11. I

(understand) the film because I

(read) the book.

(study) English before she

(move) to Bristol (not can) answer

(arrive), the concert

already

(be) tired because I

(work) very hard.

(eat) all the cake that our mother (bring) a drink that she

(not order).

(come) here he

he

(make).

(speak) with his parents.

(eat) anything before you (read) the contract before he

(go) (sign) it?

(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 enough before.

(lose) the game because they

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

(realise) that we (find) that someone

© Areal Editores

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

(not practise)

NEW GETTING ON 9 24

WORKSHEET

7 Name

No.

Teacher

Date

Class Evaluation

NOUNS FOLLOWED BY PREPOSITIONS A

Complete with the right preposition. WORD / PHRASE

PREPOSITION

a need an advantage a reaction a rise a cause lack interest reduction sympathy B

Complete the sentences with the correct preposition.

1.

There was a reduction

2.

Edward was very interested

3.

His attitude

this problem is incredible.

4.

Her success

astronomy is recognized by everybody.

5.

The public’s reaction

the concert was not very good.

6.

The great advantage

recycling is the protection of the environment.

7.

There is a real demand

8.

We have seen an increase

the economy recently.

9.

Did you have any damage

your car?

10. He showed a lack

the prices this month. new technologies.

skilled workers in this firm.

interest in this area.

11. They demonstrated a great sympathy 12. I was surprised

© Areal Editores

13. I can’t give an answer

their teacher.

her reaction

the problem.

your question.

14. His relationship

his stepmother is very close.

15. The advantage want.

having free time is that you can do whatever you

TEACHER’S BOOK

8 Name

No.

Teacher

Date

WORKSHEET

25

Class Evaluation

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.

.

‘Peter is ill, so I’m going to visit him.’ She added

9.

.

‘I was talking to John when we saw the accident.’ He informed the detective

8.

.

‘We are studying hard for the next test.’ They told me

7.

.

‘I didn’t have time to read the whole story.’ She admitted

6.

.

‘I’m late because I caught the wrong bus to school.’ He declared

5.

.

‘I don’t go to school because I’m ill.’ He explained

4.

.

.

‘I will call my father.’ He insisted

.

10. ‘The manager flew to Brazil last week.’ She announced

.

11. ‘I’ll do my best in the test tomorrow.’ He promised

.

She said

.

© Areal Editores

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

NEW GETTING ON 9 26

WORKSHEET

8

13. ‘I don’t 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 wasn’t 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?’

© Areal Editores

He asked her

.

TEACHER’S BOOK

9 Name

No.

Teacher

Date

WORKSHEET

27

Class Evaluation

FIRST AND SECOND CONDITIONAL A

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

If it rains,

1

a

she would buy a new car.

If you came early,

2

b

they don’t sell their flat first.

If you find the solution 3 for our problem,

c

you won’t have difficulties in the test.

If they visited Australia,

4

d

he will catch the first train.

If you water the flowers,

5

e

he would have a great chance of winning the tournament.

If she bought the red dress,

6

f

we won’t play outside.

If we invited the ambassador 7 to the party,

g

I would train for the championship.

8

h

they would go to the swimming pool.

If you go to the beach 9 in winter,

i

they would be fascinated by the landscape.

If the weather was fine, 10

j

you will find a lot of rubbish there.

If I were you, 11

k

we would plan our weekend in the mountains.

If she had money, 12

l

they will grow rapidly.

If you study hard, 13

m

we will be the first to support your idea.

If he gets up early, 14

n

she would be dazzling.

My parents won’t buy 15 the house if

o

he would probably accept the invitation.

If he trained a lot,

B

Complete the sentences.

If I applied for the job, …

7.

If he played in the team, …

2.

If my friend stayed longer in London, …

8.

We will visit the Art gallery if…

3.

If he got up earlier, …

9.

If they had enough money, …

4.

I would be very happy if my friends…

10. If she called the police, …

5.

If she earned more money, …

11. We would play basketball if…

6.

If it wasn’t so late, …

12. They will go to Madrid if …

© Areal Editores

1.

NEW GETTING ON 9 28

WORKSHEET

10 Name

No.

Teacher

Date

Class Evaluation

PAST PERFECT SIMPLE AND CONTINUOUS A

1.

Choose the more normal way of completing each sentence.

When Alan arrived, he was all sweaty and he had his bicycle with him. He . a) had cycled

2.

The girl sitting next to me on the plane was very nervous. She before. a) had never flown

3.

They

He

b) had been knowing

b) had worked

My results last term were better than I

.

b) had expected

When Susana arrived at the party, Nick wasn't there. He home. a) had gone

© Areal Editores

each other for years.

there for several years the last time I saw him.

a) had been expecting 9.

b) had been arguing

We were good friends. We

a) had been working 8.

b) had you learnt until the kids walked in.

a) had known 7.

b) had been waiting English before you went to Bristol?

a) had argued 6.

for 20 minutes.

How long a) had you been learning

5.

b) had never been flying

At last the bus came. We a) had waited

4.

b) had been cycling

10. My father a) had been driving

b) had been going less than half an hour when he ran out of petrol. b) had driven

TEACHER’S BOOK

11 Name

No.

Teacher

Date

WORKSHEET

29

Class Evaluation

INFINITIVE AND GERUND A

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

1.

We agreed

our work earlier.

2.

I’ll arrange

in when you call.

3.

We chose

4.

He promised

5.

I would like

6.

You can’t expect

7.

When do you plan

B

by train. back home early. a career in modelling. a foreign language in a week. your holiday?

Choose the best option(s) in each case.

1.

I wanted a) to stop

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

2.

I started a) learn

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

3.

Stop a) play

that loud music at once! b) to play

4.

I used a) teach

5.

Mr McHardy, I regret has been exceeded. a) inform

c) playing

yoga to children, but now I don’t. b) to teach c) teaching you that your credit limit

b) to inform c) informing 6.

b) to stay c) of staying

alone. © Areal Editores

She's afraid a) stay

NEW GETTING ON 9 30

WORKSHEET

12 Name Teacher

No. Date

Class Evaluation

RELATIVE PRONOUNS AND RELATIVE CLAUSES A

1.

Is this the purse that you’ve 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 the History teacher?

5.

There is the key that I’ve been looking for.

6.

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

B

1. 2. 3. 4. 5.

Combine the sentences by using a relative clause.

The trainers don’t fit me. My grandfather bought them for me. The trainers

.

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

.

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

.

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

.

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 mother’s secretary. The woman .

7.

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

.

The band is singing a song. I don’t know the song. I don’t know

.

There’s something. You should know it. There’s

.

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

.

8. 9. © Areal Editores

Cross out the relative pronoun where it is not necessary.

TEACHER’S BOOK

13 Name

No.

Teacher

Date

WORKSHEET

31

Class Evaluation

THE PASSIVE A

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

1.

These mobile phones Japan. (Present simple)

2.

That news story (Past simple)

3.

The Internet

4.

They

5.

Some of my classmates

6.

Books

7.

The bill

8.

This e-mail

9.

The cat

B

(make) in (write) by Paul. (use) by millions of people around the world. (Will) (drive) to the railway station. (Present perfect) (teach) by Mrs Green. (Be going to) (replace) by the Internet in the near future. (Will) (pay) by my parents. (Past perfect) (send) to me by a cyberfriend. (Past simple) (feed) by 8.30. (Must)

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

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 shouldn’t use mobile phones.

8.

The technician was repairing my phone.

© Areal Editores

1.

NEW GETTING ON 9 32

WORKSHEET

14 Name

No.

Teacher

Date

Class Evaluation

THE FUTURE A

Complete the sentences with will and then answer the questionnaire to find out what kind of person you are. Choose ‘Yes’ if you agree, ‘No’ if you don’t.

QUIZ Are you an optimist or a pessimist about the future? What do you think the Earth will be like in a thousand years? Yes No People they

2.

There

(not be) any more sickness or disease.

3.

Food

(taste) much better and be healthier.

4.

Family life

5.

Nuclear power

6.

People

(live) until they are 150 years old.

7.

People

(have) more freedom.

8.

There separate countries.

9.

Robots

(make) everything we need.

10. Computers

(replace) teachers.

11. Robots and computers 12. Students 13. Books 14. School buildings 15. There 16. The internet © Areal Editores

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

1.

(disappear) completely and so everyone (belong) to one big community. (solve) all our energy problems.

(be) a World Government and no more

(teach) students everything. (not see) each other at school. (not be printed) on paper anymore. (become) a thing of the past. (not be) any dull or dangerous jobs for people. (get) better and better. QUIZ ANALYSIS More than seven YESES means that you are optimistic about the future. Less than seven YESES means you are pessimistic.

TEACHER’S BOOK

15 Name

No.

Teacher

Date

WORKSHEET

33

Class Evaluation

MODAL VERBS A

Complete with a suitable modal verb.

1. water, they

you water my plants while I am away? If they don’t get enough certainly die.

2.

I have no time. I

3.

I wish I

4.

Deborah

5.

leave now. My coach is waiting for me. buy a new mobile phone, but I don’t have enough money. not play the violin when she was five years old.

I borrow your portable computer?

6.

She looks tired; she

take some days off.

7.

Henry

8.

Peter

9.

You are overweight; you

come to his sister’s wedding but nobody is sure. invite Emily to the party. exercise more.

10. Brian isn’t at home. He 11. They

have gone to Barcelona – I don’t know.

live in Boston, but I’m not sure.

12. You

not be so nervous – it’s quite easy, really.

13. If you want to be successful, you

work hard.

14. I haven’t decided yet where I possibly go to Prague. 15. This room 16.

go in my holidays. I think I

be cleaned once a day. It’s your responsibility. I buy the tickets for the concert? I

17. Francis

play basketball quite well but he

18. You

see you’re busy. play chess yet.

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, you turn left.

22. He looks tired, he 23. 24. You

AENGO9TB-03

you speak Chinese? not waste water. I go out tonight, please?

© Areal Editores

25.

go to bed.

NEW GETTING ON 9 34

PROGRESS TEST

1 Name

No.

Teacher

Date

Class Evaluation

Read the following text carefully.

Travel experiences I’ve always liked travelling. My parents have both travelled a lot and I guess that I wanted to follow their example. When I left school and turned eighteen, I realized I could do it. I spent eight months away altogether – four months in South East Asia (Thailand, Cambodia, Laos, Vietnam), three months in Australia, and then a final month back in Thailand. At first I travelled in Asia with my friend, Alex, and then met up with another surfing friend from home in Australia. But I realized that you can still feel lonely, whoever you are with, wherever you are. The first time the real fear hit me was just as the plane was about to 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 the way the world works and you learn new things about yourself. I went to Australia for one reason only – surfing. It might seem a little superficial to ignore the whole tourist side of Australia, and the things most backpackers do, but that’s the way it is. I’ve surfed since I was fourteen and have always dreamed of surfing perfect waves in warm water instead of the freezing water temperatures of England.

© Areal Editores

While I was away I met so many people from different nationalities, some of them also travellers like myself. I learned so much from them all and even some of those I just talked briefly to had an impact on me. For example, I met a young Thai boy on a train from the south of Thailand to Bangkok. I only talked to him for about twenty minutes but I learned such a lot about the culture that surrounded me. After a few months on the road you have a bank of amazing memories; you never know who you are going to meet and what lesson that person will teach you. Carl, 19, England Current (abridged and slightly adapted)

5

10

15

20

25

30

TEACHER’S BOOK 35

I A

Find evidence in the text for the following.

1.

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

2.

He didn’t 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.

B

Find the words in the text that mean the following. Paragraph numbers are given 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.)

C

Give complete answers to these questions about the text. 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?

© Areal Editores

1.

NEW GETTING ON 9 36

II A

B

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

1. i

2. r

s

4. r

5. m

3. s

6. h -h

-

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

A

1.

He’d been waiting for half an hour and he was getting

2.

It would be

3.

The trains here are notoriously

(reliable).

4.

Thirteen is often considered an

(lucky) number.

B © Areal Editores

Complete the sentences with the opposite of the adjective given in brackets. (responsible) to ignore the situation.

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.

(patient).

TEACHER’S BOOK 37

C

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

1.

When I last station.

2.

Carl

3.

Mary

4.

While William door.

5.

What centre?

6.

I you.

D

(see) Carl, he (buy) a ticket when I

(take) a taxi to the railway (meet) him.

(dream) when her mother

(wake) her up.

(eat) his lunch, someone (you / do) while I

(knock) at the (work out) at the fitness

(not know) what to say when Sue

(ask) me about

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

1.

They

(go) abroad in summer, but now they don’t.

2.

When you were younger,

3.

He

4.

Juan’s father

(you / play) with dolls?

(not like) rap, but now it’s his favourite type of music. (be) an architect but he isn’t anymore. He’s retired. IV

Composition Write about a real or imaginary train journey. You may include the following topics: • 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.

© Areal Editores

NEW GETTING ON 9 38

PROGRESS TEST

2 Name Teacher

No. Date

Class Evaluation

Read the following text carefully.

Scarlett Johansson Life is good for Scarlett Johansson. The actress and aspiring singer has just recorded her debut album and has a calendar full of film projects that will keep her busy for months. Speaking by phone from Barcelona, where she's shooting Woody Allen's latest film, Johansson talked with The Associated Press about music and her movie career.

5

AP: Are you Woody Allen's new muse? Johansson: We both think that term is so bizarre! We like to work together. It's an easy working relationship and a really nice friendship, so it works out. But I don't know if it goes much further than that.

10

AP: How much did you like working in your hometown in the film "The Nanny Diaries”? Johansson: New York is such a great city to shoot in… It's been a long time since I've been able to shoot at home and it's just so much fun. It's wonderful to be able to just see your friends after work, to be able to go home and sleep in your own bed. It's just such a pleasure.

15

AP: What about this album you're releasing? Johansson: I had this kind of golden opportunity to make an album however I wanted and it's kind of a dream chance. …

20

AP: Has music always been an interest of yours?

© Areal Editores

Johansson: I actually started acting because I wanted to be in musicals when I was a little 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 and all kinds of music. from San Jose Mercury News / by Sandy Cohen, 2007/08/23 (abridged) http://www.scarlett-fan.com/press/

25

TEACHER’S BOOK 39

I A

Say 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 doesn’t like working in New York.

6.

Her dream of recording an album hasn’t come true yet.

B

C

Match these words taken from the text with their equivalents. aspiring (l. 2)

1

a

having a lot to do

busy (l. 4)

2

b

very strange or unusual

shooting (l. 5)

3

c

develops in a successful way

bizarre (l. 9)

4

d

wanting to start the career or activity mentioned

works out (l. 11)

5

e

making available to the public

releasing (l. 19)

6

f

making a film

Give complete answers to these questions about the text. 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?

© Areal Editores

1.

NEW GETTING ON 9 40

II A

B

What do you call these types of films?

1.

2.

3.

4.

5.

6.

Cross the odd word out.

1.

Western – comedy – animated cartoon – movie

2.

play – act – director – perform

3.

plot – scene – take – thriller

4.

musical – drama – setting – documentary III

A

1.

care

4.

expense

2.

attract

5.

job

3.

beauty

6.

pain

B © Areal Editores

Make an adjective from these words by adding a suffix.

What are the opposites of these adjectives?

1.

regular

3.

tidy

2.

logical

4.

sensitive

TEACHER’S BOOK 41

C

Circle the suitable adjective.

1.

I don’t think that I could ever get bored / boring with Scarlett’s 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.

D

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

1.

How many years ago

2.

I

3.

Who

4.

He

5.

What

6.

‘What usual.’

(he / wear) yesterday evening?’ ‘Just jeans and a sweater as

7.

Where

(you / rush off) to yesterday when I

E

(she / start) acting?

(buy) a ticket for the movie when she

(leave).

(you / go) to the movie with? (not take) part in a concert for charity last month. (you / talk) about when I

(come) in?

(see) you?

Make sentences about the cinema in the past, using used to or didn’t use to. 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.

© Areal Editores

NEW GETTING ON 9 42

PROGRESS TEST

3 Name Teacher

No. Date

Class Evaluation

Read the following text carefully.

Physical Activity and Good Nutrition Chronic diseases account for 7 of every 10 US deaths and for more than 60% of medical care expenditures. In addition, the prolonged illness and disability associated with many chronic diseases decrease quality of life for millions of Americans. Much of the chronic disease burden is preventable. Physical inactivity and unhealthy eating contribute to obesity, cancer, cardiovascular disease, and diabetes. Together, they are responsible for at least 300,000 deaths each year. Only tobacco use causes more preventable deaths in the United States. Regular physical activity substantially reduces the risk of dying of coronary heart disease, the nation’s leading cause of death, and decreases the risk for many diseases and high blood pressure. It also helps to control weight and contributes to healthy bones, muscles, and joints. Moreover, physical activity need not be strenuous to be beneficial; people of all ages benefit from moderate physical activity, such as 30 minutes of brisk walking five or more times a week. Despite the proven benefits of physical activity, more than 60% of American adults do not get enough physical activity to provide health benefits. More than 25% are not active at all in their leisure time.

5

10

15

20

But, insufficient physical activity is not limited to adults. More than a third of young people in grades 9-12 do not regularly engage in vigorous physical activity. The Critical Role of Healthy Eating

© Areal Editores

We now know that good nutrition lowers the risk for many chronic diseases. Americans are slowly adopting healthier diets, but a large gap remains between recommended dietary patterns and what Americans actually eat. Poor eating habits are often established during childhood. More than 60% of young people eat too much fat, and less than 20% eat the recommended five or more servings of fruits and vegetables each day. www.cdc.gov/nccdhp/aag/aag-dmpa.htm

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30

TEACHER’S BOOK 43

I A

Decide 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.

B

C

Match the words on the left with the right equivalent or explanation on the right. disease (l. 1)

1

a

big difference

inactivity (l. 6)

2

b

keep interest

reduces (l. 11)

3

c

using a lot of energy and determination

strenuous (l. 16)

4

d

illness

engage (l. 23)

5

e

makes smaller

vigorous (l. 23)

6

f

needing great effort

gap (l. 26)

7

g

the fact that someone is not doing anything

servings (l. 30)

8

h

an amount of food that is enough for one person

Find opposites for the following words. 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)

© Areal Editores

1.

NEW GETTING ON 9 44

D

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 is preventable (l. 5).

II A

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 (encourage) and Association

(5)

(4)

(3)

(facilitate) healthy living. Healthy Living (consider) it a priority that people be afforded

© Areal Editores

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.

TEACHER’S BOOK 45

B

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

1.

you ever

(engage) in vigorous physical activity?

2.

She

just

3.

Dan

(train) since eight o’clock.

4.

How long

5.

He

6.

They

C

(adopt) a healthier diet.

you

(practise) athletics?

just

(join) a health association.

(wait) for their trainer for two hours.

Complete the table with the correct preposition. NOUN

PREPOSITION

solution reduction lack trouble reaction damage

D

Complete with one of the noun + preposition combinations above.

1.

There is a

interest in this subject. They feel unmotivated.

2.

His

3.

I can buy the coat now. There was a great

4.

I can’t find a

the nutritional programme was positive. the price.

my problem. III

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

Write a composition (about 100 words) about measures that schools must create to improve student’s healthy eating habits.

© Areal Editores

What can be done at schools?

NEW GETTING ON 9 46

PROGRESS TEST

4 Name

No.

Teacher

Date

Class Evaluation

News item A

Plan to licence smokers: A radical plan to persuade people to stop smoking, take more exercise and change their diets was proposed last night by the leading British Government adviser. In a speech to the Royal Statistical Society last night, Professor Le Grand said instead of requiring people to make healthy choices – by giving up smoking, taking more exercise and eating less salt – policies should be framed so the healthy option is automatic and people have to choose deliberately to depart from it. Among his suggestions are a proposal for a smoking permit, which smokers would have to produce when buying cigarettes, an "exercise hour" to be provided by all large companies for their employees and a ban on salt in processed food.

5

10

Source: Independent (23 October 2007) News item B

Smoking banned in cars with kids: California motorists risk fines of up to $100 if they are caught smoking in cars with minors, making their state the third to protect children in vehicles from secondhand smoke. Gov. Arnold Schwarzenegger on Wednesday signed a bill that will make it an infraction to smoke in a vehicle if someone under age 18 is present. But the traffic stop would have to be made for another offence, such as speeding or an illegal turn, before the driver could be cited for smoking. Source: Associated Press (11 October 2007) I A

Read the two newspaper articles and complete the table below. (Focus on smoking, not other problems.) ARTICLE A What? Where?

© Areal Editores

When? Who? Why?

ARTICLE B

5

TEACHER’S BOOK 47

B

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?

C

Complete the sentences about the second news item.

1.

California drivers can’t smoke in their cars if

2.

The fine can reach

3.

Arnold Schwarzenegger is

4.

A bill was signed to prevent

D

E

Match the words on the left with the correct correspondents on the right (article A). a abandoning, desisting, stopping radical 1 requiring

2

b

conceived

giving up

3

c

choice

framed

4

d

favouring drastic changes

option

5

e

allow

permit

6

f

demanding

Complete the table with the suitable words. NOUN

VERB

ADJECTIVE

ADVERB deliberately

legal persuade

© Areal Editores

suggestion

NEW GETTING ON 9 48

F

Complete with the missing words. Jumbled words: food • banned • exempt • members • pubs • factories • plans • public Smoking ban proposed for England Smoking could be

(1)

in every cafe, restaurant and most in England in four years under (3) unveiled by the government on Tuesday. (2)

The White Paper on Public Health plans to make most enclosed areas, including offices and (5) , smoke-free. Only private clubs, where (6) which do not serve prepared (7)

(4)

voted to allow smoking, and pubs would be (8) . II

A

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)

B

© Areal Editores

Report the following, using the reporting verbs in brackets.

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.

‘Won’t you reply to these proposals?’

TEACHER’S BOOK 49

C

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

3.

If you read the guidelines attentively, you this initiative.

4.

If I had the qualifications required, I

(drive) the kids to school. (be) well informed about (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.

© Areal Editores

AENGO9TB-04

NEW GETTING ON 9 50

PROGRESS TEST

5 Name Teacher

No. Date

Class Evaluation

Read the following text carefully.

© Areal Editores

Is extra cash worth the hassle? Time. It's something few of us ever have enough of. We're constantly following strict schedules, and unfortunately, our jobs, school, work, sports, clubs and other activities take away from what used to be "family time." Recently, when my maths teacher asked how many of us have part-time jobs, it became apparent that those who don't are a minority. It's almost become an expected part of our lives. There are few who haven't heard, "So when are you going to find yourself a job?" The fact is, most teens want to work, even though many can't stand their jobs. Money means being able to have fun… money means being able to go out when you want… This year has been very different, because my brother and I both got part-time jobs over the summer. I'm a cashier at a grocery store, and he washes dishes. Both jobs pay slightly 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 and said, "Wow, this is the first time we've eaten together in over a month!" I thought it was a little sad, because this was something we used to do almost every night. That time spent sitting at the dinner table sharing our days is now used to fit the puzzle pieces of our busy lives together. Since being employed has become expected of teens, American families are being pulled apart. Jobs take away time that could be spent with family. Although many teens don't want to admit it, their parents and family are probably the most influential and important people in their lives. Teens may not always want to listen, but the truth is that most of the time, they're right. Don't get me wrong; having a job does have positive aspects. For example, teens learn how 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 should work 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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10

15

20

25

30

TEACHER’S BOOK 51

I A

Say 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.

Nicole’s 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.

B

Read the text again and circle the best option in the context. hassle (title) a) argument b) trouble c) problem

2.

strict schedules (l. 2) a) very exact and clearly defined timetables b) demanding rules c) stressed lifestyles

3.

can’t stand (ll. 10/11) a) don’t much like b) have to sit down at c) hate

4.

grocery store (l. 14) a) grocer’s b) supermarket c) mall

5.

slightly (l. 15) a) few b) little c) a little

© Areal Editores

1.

NEW GETTING ON 9 52

C

1.

Is it common for American teenagers to have part-time jobs? Support your answer with 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?

D

E

© Areal Editores

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

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

1.

2.

3.

4.

5.

6.

What do these people do? Write complete sentences.

1.

An architect

2.

A veterinarian

3.

A pilot

4.

A dressmaker

TEACHER’S BOOK 53

II A

Write down nouns formed from these words.

1.

employ

4.

punctual

2.

operate

5.

happy

3.

archaeology

6.

agree

B

Complete these sentences with the past perfect simple or continuous.

1.

She got a job in New York after she

2.

Nicole

3.

How long

4.

They

5.

We went back home at six. We

6.

They

C

(write) two magazine articles by teatime. (she / work) before she got a rest? (wait) for half an hour when the bus finally arrived. (study) all day.

(just / have) breakfast when the phone rang.

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

1.

I’m interested in

2.

I’m glad

3.

Most people enjoy

4.

Her boss doesn’t allow her

5.

She is too young

6.

He makes me

D

(move) from Dallas.

(learn) a foreign language. (see) you. (travel) abroad. (use) the telephone. (choose) a career. (laugh) all the time.

Combine the two sentences into one by using a relative pronoun. Omit the pronoun 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. It’s not far from the city centre.

4.

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

What’s your dream job and why? Write about 100 words on the subject.

© Areal Editores

Composition

NEW GETTING ON 9 54

PROGRESS TEST

6 Name

No.

Teacher

Date

Class Evaluation

Read the following text carefully.

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

Anne, 15 The 21st century is going to be the age of communication. You see , now we can talk to people all over the globe. The neighbours are no longe r the people who live next door. Friends ca n be people you have never met in the fle sh but you talk to ever y day. The Inter net lets you pick and choose your virtual neighbours and friends from a cast of m illions across the globe. Earth’s already a small pla ce, but it will be even smaller in 30 or 40 years. Perhaps we’ll even have a wo rld government, which could take decis ions about issues like war and ecology. Th at would be a good idea, don’t you think ?

© Areal Editores

Fred, 14

ture. What’s the I don’t care about the fu it? I’m young. I point of thinking about my friends, play just want to go out with time. “You must football and have a good ur exams”, my work hard and pass yo you’ll never get parents say. “Other wise won’t be able to to University. Then you thout a job, how get a good job. And wi s of money?” are you going to make lot e, but the future They ’re right, I suppos ht? What really can take care of itself, rig orrow. matters is today, not tom

Alan, 18 Everything’s change, chan ge, these days. People seem to think that progress is always a good thing. W ell, perhaps I’m old-fashioned but that’s not how I see it. In my opinion we need fewer inventions and machines, not mor e. Maybe then people would spend m ore time with their families. Becaus e that ’s what matters, you know – fam ily life – and all this progress is destroying it.

Future Life, Macmillan Dossier (slightly adapted)

TEACHER’S BOOK 55

I A

Read 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 don’t worry about the future.

6.

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

B

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)

C

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

1.

Our neighbours are no because

2.

I’m too young

3.

If you don’t work hard,

4.

You won’t make lots of money

5.

I don’t think progress

6.

Family life

D

What is the three people’s attitude towards the future? Are they pessimistic about the future, optimistic about the future or indifferent to the future? Justify your answer. Anne

2.

Fred

3.

Alan

© Areal Editores

1.

NEW GETTING ON 9 56

II A

B

Match the words with their explanations. text message

1

a

A code used to gain access to a locked system.

e-mail

2

b

A name you choose for yourself that lets you get into certain places on the web.

blog

3

c

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

password

4

d

Message, usually text, sent from one person to another via computer.

homepage

5

e

A list of places you visit the most.

username

6

f

A written message that you send using a mobile phone.

chat room

7

g

A journal that is available on the web.

favourites

8

h

A web page that contains a large window into which you can type text, enabling a real-time conversation between many people at the same time.

Cross the odd word out.

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

© Areal Editores

A

Form new verbs by adding a prefix.

1.

understand

2.

approve

3.

decorate

4.

agree

5.

interpret

TEACHER’S BOOK 57

B

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

1.

My parents

2.

Be careful! You

3.

I'm certain he

4.

My friends and I

C

(buy) a laptop next week. (spill) your tea. (do) a good job. (meet) at the café 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 the chat room. As we were having IV Composition What do you think about the future? Is it exciting, frightening or may be even both? In about 100 words, give your opinion on the subject. Say if you care or don’t care about the future and if you are optimistic or pessimistic about tomorrow. You may also refer to the effects of technology on our lives. © Areal Editores

NEW GETTING ON 9 58

PROGRESS TEST

7 Name Teacher

No. Date

Class Evaluation

Read the following text carefully.

Becoming a Volunteer

Some people know exactly what they want to do – all they need is a telephone number and 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 are looking to develop new skills, try out different types of work or add some experience to your CV to help in getting a job.

5

Maybe you just want to get out of the house, or you want to meet new people. Maybe you even feel strongly that you want to help other people, do something to improve services or facilities in your area – in short, do something worthwile. Many people wrongly associate volunteering with 'do-gooders' or people who can't mind their own business. Although of course volunteers do much that is good, they often do so because they are simply following an interest.

10

One important thing to remember is that you don't have to be completely worthy about being a volunteer. However, you will receive much satisfaction from giving your time, as volunteering can be very rewarding. Once you've been able to find an organisation offering the right opportunity you will probably be invited along for a chat or in some cases a more formal interview.

15

© Areal Editores

You will probably have to fill in an application form but don't be put off by this – it is as much for your benefit as for the organisation’s. You don't want to be volunteering in a situation which isn't right for you and nor does the organisation. Probably you will have to give details of your interests, experience, skills and perhaps your plans for the future. A bit like a job application form really! www.carmarthenshire.gov.uk/youth_eng/employmentvoluntary/becoming.htmlI

20

TEACHER’S BOOK 59

I A

Say whether these sentences are true or false. Correct the false ones.

1.

Many young people are really sure about their future lives.

2.

To become a volunteer can help you to make up your mind.

3.

Working as a volunteer can be a good experience.

4.

Volunteers are people with defined objectives.

5.

The first step to be a volunteer is to find an organisation.

6.

It’s not necessary to give any details about yourself, just your name and age.

B

C

Match the words on the left with the right equivalent or explanation on the right. add (l. 4)

1

a

that is valuable, worth doing

worthwhile (l. 8)

2

b

chance

associate (l. 9)

3

c

a very small part

do-gooders (l. 9)

4

d

advantage

opportunity (l. 15)

5

e

informal conversation

chat (l. 16)

6

f

include

benefit (l. 18)

7

g

make a connection in your mind between one thing or person and another

a bit (l. 21)

8

h

people who like to help the others, but may be unrealistic

Complete the table with the right opposites of the following words from the text.

WORDS

OPPOSITES

1. different (l. 4) 2. get out (l. 6) 3. new (l. 6) 4. strongly (l. 7) 6. wrongly (l. 9)

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5. improve (l. 7)

NEW GETTING ON 9 60

D

Answer these questions with complete answers.

1.

What do people look for in a volunteer service?

2.

How can that experience be profitable?

3.

Are volunteers just ‘do-gooders’? Explain.

4.

What is it necessary to do first to become a volunteer?

5.

Why is it important to give details of your interests?

E

Complete the following paragraph with the jumbled words that are under it. Voluntary work is not necessarily (1) work. Some (2) do give stipends, salaries, room and board etc. However, to receive a (3) , you must have a specific (4) , with at least two years of (5) work experience in that field. Salaries are only allowances which are based on the local (6) of living, and therefore, which cover your living (7) . With these organisations, (8) are expected to give a minimum commitment of at least two years. Along with (9) allowance, travel expenses and (10) costs are also paid for. relevant • insurance • monthly • cost • unpaid • volunteers • salary • expenses • qualification • organisations

II A

Here you have some meanings of the phrasal verb to call.

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call by – visit briefly when passing call in – request the return of call off – draw away; cancel call out – to summon into action; to call loudly call up – telephone Use them in the following sentences. 1.

If you feel lonely,

me

.

TEACHER’S BOOK 61

2.

A group of volunteers had an accident. They’ve

the risky project.

3.

My house is on your way to work but you never

to say hello!

4. 5.

B

1. 2.

the children

for lunch in the garden.

The project’s director provide them with the necessary information.

them

to

Rephrase the following. He changed his lifestyle but he maintained his values and beliefs. Although

.

Although she is an emotional girl, she makes her own decisions. Despite

.

3.

Although adolescence is a period of great changes, there are teenagers who aren’t influenced by other people. In spite of .

4.

They like to make decisions but they don’t see the dark side of that. Although

C

Complete the sentences with the suitable modal verb.

1.

you say this again, this time more slowly?

2.

I think you

3.

You

4. 5.

.

check all the details about the event again. give my money back next week. I need it urgently. I have another cup of tea, please?

We

not park the car here. It is a forbidden zone. III

As a volunteer you will spend time with a child reading, talking and playing games, boosting the child's literacy and self-esteem. Valuable training is provided and young people from all backgrounds are encouraged to apply (no qualifications are required). Volunteers must be able to attend their term-time sessions reliably for a minimum of one school year. Would you like to work in this project? Why? / Why not? © Areal Editores

Write about 100 words about your acceptance or refuse in such project.

NEW GETTING ON 9 62

ANSWER KEY WORKSHEETS WORKSHEET 1 A (1) arrived (2) was (3) travelled (4) did (5) visited (6) went

B (7) bought (8) stayed (9) wasn’t (10) was able to (11) flew

B 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Where did you go? Who did you go with? How did you travel? How long did you stay there? Where did you stay? What did you do? What places did you visit? What did you like about London? What means of transport did you use? Did you enjoy your trip?

WORKSHEET 2 A 1. 2. 3. 4. 5.

was going were dressing up wasn’t having was making wasn’t driving

6. 7. 8. 9.

were doing Were you painting Were they sleeping Was Brigitte sitting

was watching; went called; was just thinking were you doing; started wasn’t waiting; arrived didn’t know; asked was writing; was reading came; was cleaning were running; saw did he leave; had didn’t see; were talking

© Areal Editores

used to be used to eat used to go Did you use to play

8. 9.

WORKSHEET 4 A 1. 2. 3. 4. 5. 6.

She has just had a shower. He has just drunk a glass of milk. He has just run. They have just played tennis. He has just read a book. They have just watched TV.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

has been waiting have … been doing has been teaching have been watching has been working has been trying has been losing has … been talking have … been doing has been snowing has … been raining have been surfing have been running

WORKSHEET 5 A Form Have / Has + been + present participle (-ing form) Use Present perfect continuous

WORKSHEET 3 A 1. 2. 3. 4.

4. 5. 6. 7.

He didn’t use to read newspapers, but now he does. He didn’t use to work in a laboratory, but he does now. He used to do gymnastics, but he doesn’t now. He used to wear casual clothes, but he doesn’t now. He didn’t use to drive a car, but he does now. He didn’t use to listen to classical music, but now he does. He used to go to music festivals, but he doesn’t now. He used to eat spicy food, but he doesn’t now.

B

B 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

2. 3.

B 5. 6. 7. 8.

used to travel used to drive used to have didn't use to like

1. 2. 3. 4.

a b b a

5. 6. 7. 8.

a b b b

9. 10. 11. 12.

b a a a

TEACHER’S BOOK 63

3.

WORKSHEET 6 A

4.

Form Past perfect / Had + past participle Use Past perfect

B 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

6. understood … had read had studied … moved tried … couldn’t arrived … had … started was … had worked ate … had made brought … hadn’t ordered came … had spoken Had … eaten … went Had … read … signed had finished … arrived met … hadn’t seen had … hadn’t bought lost … hadn’t practised realised … had met got … found … had broken

7. 8. 9. 10. 11. 12. 13. 14.

WORKSHEET 7 A WORDS a need an advantage a reaction a rise a cause lack interest reduction sympathy

PREPOSITIONS for of to in of of in in for

B 1. 2. 3. 4. 5. 6. 7. 8.

in in towards in to of for in

9. 10. 11. 12. 13. 14. 15.

to of for at/by … to to with of

WORKSHEET 8 A

2.

He said he liked going to the cinema with his friends. She said that the day before she had bought a new mobile phone.

15. 16. 17. 18. 19. 20.

WORKSHEET 9 A 1. 2. 3. 4. 5.

f k m i l

6. 7. 8. 9. 10.

n o e j h

11. 12. 13. 14. 15.

g a c d b

B 1. 2.

If I applied for the job, I would get it. If my friend stayed longer in London, I would visit him. 3. If he got up earlier, he would arrive on time. 4. I would be very happy if my friends came to my birthday party. 5. If she earned more money, she wouldn’t have so many difficulties. 6. If it wasn’t so late, I would go to the show. 7. If he played in the team, they would win the match. 8. We will visit the Art gallery if we have time. 9. If they had enough money, they would buy a new computer. 10. If she called the police, everything would be clearer.

© Areal Editores

1.

5.

He explained he didn’t go to school because he was ill. He declared he was late because he had caught the wrong bus to school. She admitted she hadn’t had time to read the whole story. They told me they were studying hard for the next test. He informed the detective he had been talking to John when they saw the accident. She added Peter was ill, so she was going to visit him. He insisted he would call his father. She announced the manager had flown to Brazil the previous week. He promised he would do his best in the test next day. She said she had spent all her pocket money on a CD the previous Friday. He mentioned he didn’t mind watching TV but there were things he liked better. She explained she had just seen an old friend of hers. He admitted he hadn’t been expecting my visit. He asked her what she thought of his new car. She asked him where he had parked his car. Clare asked Andrew if she could use his mobile. She asked him if he had ever been to Japan. He asked her if she had seen the film on TV the previous night.

NEW GETTING ON 9 64

ANSWER KEY

WORKSHEET

11. We would play basketball if we didn’t have lessons on Wednesday afternoon. 12. They will go to Madrid if their team plays there.

WORKSHEET 10 A 1. 2. 3. 4. 5.

b a b a b

6. 7. 8. 9. 10.

a a b a a

5. 6. 7.

to follow to learn to take

WORKSHEET 11 A 1. 2. 3. 4.

to start to be to go to come

1. 2. 3. 4. 5.

are made was written will be used have been driven are going to be taught

6. 7. 8. 9.

will be replaced had been paid was sent must be fed

B 1. 2. 3. 4. 5. 6. 7. 8.

The magazine will be sent to you in a few days. The white house was sold last week. Paper is made from wood. The letters have been taken to the post office. Forests should be protected from fire. This questionnaire can be answered by anyone. Mobile phones shouldn’t be used by children. My phone was being repaired by the technician.

WORKSHEET 14 A

B 1. 2. 3.

WORKSHEET 13 A

a b/c c

4. 5. 6.

b b b/c

WORKSHEET 12 A Not necessary 1. that; 2. which; 3. that; 5. that

1. 2. 3. 4. 5. 6. 7. 8.

will never be; will have won’t be will taste will disappear; will belong will solve will live will have will be

9. 10. 11. 12. 13. 14. 15. 16.

will make will replace will teach won’t see won’t be printed will become won’t be will get

14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

’ll/will … might should Shall … can can … can’t/cannot should must must can … must should Can must May/Can

B

© Areal Editores

1.

The trainers (that/which) my grandfather bought for me don’t fit me. 2. The boy we met at the party is a famous footballer. 3. The historical film I watched last night was very long. 4. The new words I have to learn are very difficult to pronounce. 5. The spaghetti Bolognese we ate at the restaurant was delicious. 6. The woman (who is) sitting at the desk in front of us is my mother’s secretary. 7. The city that/which is usually crowded with people seems to be abandoned. 8. I don’t know the song the band is singing. 9. There’s something you should know. 10. Children who/that play with fire can get burnt.

WORKSHEET 15 A 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Can … will must could could May/Can should may may should might may should must

TEACHER’S BOOK 65

ANSWER KEY PROGRESS TESTS III

PROGRESS TEST 1

A

I A 1.

2.

3. 4.

5.

“I’ve always liked travelling. My parents have both travelled a lot and I guess that I wanted to follow their example.” “At first I travelled in Asia with my friend, Alex, and then met up with another surfing friend from home in Australia.” “The first time the real fear hit me was just as the plane was about to land in Bangkok.” “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 the way the world works…”

B 1. 4.

realized backpackers

2. 5.

lonely freezing

3.

to land

2. 3. 4.

5.

He spent eight months away altogether – four months in South East Asia (Thailand, Cambodia, Laos, Vietnam), three months in Australia, and then a final month back in Thailand. He went to Australia to go surfing. He was fourteen when he started surfing. Because he can surf perfect waves in warm water instead of the freezing water temperatures of England. He met a young Thai boy. He only talked to him for about twenty minutes, but he learned a lot about the culture that surrounded him.

A

1. 2.

excited interesting

3.

exhausted

C 1. 2. 3. 4. 5. 6.

saw; was taking was buying; met was dreaming; woke was eating; knocked were you doing; was working out didn’t know; asked

D 1. 2.

used to go did you use to play

3. 4.

didn’t use to like used to be

Personal answer.

PROGRESS TEST 2

I A 1. 2. 3. 4. 5. 6.

True. False. It is set in Barcelona, Spain. False. She talks about music and her movie career. True. False. She thinks New York is a great city to make a film. False. She’s releasing her debut album now.

2. 5.

a c

3. 6.

f e

C 1. 2. 3. 4.

fare ticket

d b

3. 4.

flight accommodation

5.

She’s an actress and a singer. She’s making Woody Allen’s latest film. She can see her friends after work, go home and sleep in her own bed, so it's a great pleasure. She wanted to be in musicals because she’s always loved to sing. Personal answer.

© Areal Editores

AENGO9TB-05

unreliable unlucky

B

1. 4.

intersection/crossroads road signs seatbelt (underground) railway motorway hitch-hiking

B 1. 2.

3. 4.

B

II 1. 2. 3. 4. 5. 6.

impatient irresponsible

IV

C 1.

1. 2.

NEW GETTING ON 9 66

ANSWER KEY

PROGRESS TEST

II

C

A 1. 2. 3.

horror film 4. western 5. science fiction/action film 6.

musical adventure/romance animated cartoon

B 1. 2.

movie director

3. 4.

thriller setting

careful/careless attractive beautiful

4. 5. 6.

expensive jobless painful/painless

A

B 1. 2.

irregular illogical

3. 4.

untidy insensitive

bored boring

3. 4.

exhausted amusing

D 1. 2. 3. 4. 5. 6. 7.

moderate harm inactive rapidly/quickly/fast

1.

To be healthy we should do exercise and have a varied diet. 2. Because physical exercise prevents some health problems. 3-5. Personal answers. 6. Because if we eat properly but we don’t exercise, we’ll have health problems. 7. A great part of our health problems can be avoided.

did she start was buying; left did you go did not take were you talking; came was he wearing were you rushing off; saw

A 1. 2. 3.

have displaced is required encourage

4. 5.

facilitate considers

B 1. 2. 3. 4. 5. 6.

Have … engaged has … adopted has been training have … been practising has … joined have … been waiting

C NOUN

E

PREPOSITION

solution

to

reduction

in

lack

of

trouble

with

IV

reaction

to

Personal answer.

damage

to

1. 2. 2.

Films used to be in black-and-white. Did the pictures use to be shown on very small screens? Audiences didn’t use to know the names of their favourite actors.

PROGRESS TEST 3

I 1. 2. 3. 4. 5.

D 1. 2.

A

© Areal Editores

5. 6. 7. 8.

II

C 1. 2.

separately irresponsible increase low

D

III 1. 2. 3.

1. 2. 3. 4.

F – Chronic illnesses decrease the quality of life. T F – Physical activity reduces the risk of heart attacks. T T

B 1. d); 2. g); 3. e); 4. f); 5. b); 6. c); 7. a); 8. h)

lack of reaction to

III Personal answer.

3. 4.

reduction in solution to

TEACHER’S BOOK

ANSWER KEY

PROGRESS TEST 4.

PROGRESS TEST 4

I

5.

A ARTICLE A

ARTICLE B

What?

Plan to licence smokers

Smoking banned in cars with kids.

Where?

The UK

The USA

When?

October 2007

October 2007

Who?

Government adviser

Arnold Schwarznegger

To promote people’s health

To promote children’s health

Why?

2. 3.

1. 2.

4.

will have would drive

3. 4.

will be would get involved

PROGRESS TEST 5 A 1. 2. 3.

5. 6.

T F. Many can’t stand their jobs. F. Both jobs paid slightly more than the minimum wage. F. They had dinner together only once the month before. T T

B 1. b; 2. a; 3. c; 4. a; 5. c

C deliberation – deliberate – deliberate – deliberately legality – legalise – legalistic – legally suggestion – suggest – suggestible – suggestively persuasion – persuade – persuasive – persuasively

F

1. 2.

3. banned pubs plans public

5. 6. 7. 8.

factories members food exempt

II

Yes, it is. “Recently, when… minority.” As most teenagers are employed, they can’t spend much time with their families, so Nicole thinks families are being pulled apart. Young people learn how to satisfy customers' needs and how to cooperate with employers and co-workers.

D 1. 2. 3.

mechanic hairdresser computer operator

4. 5. 6.

librarian (assistant) baby-sitter waitress

E

A He said he thought smoking affected just about every part of the body. She informed us she had participated in a debate about smoking and she had learnt a lot. He added he would include all that information in his portfolio.

1. 2. 3. 4.

An architect designs buildings and supervises their construction. A veterinarian is skilled in the treatment of animal diseases and injuries. A pilot operates the controls of an aircraft. A dressmaker makes women’s clothes.

© Areal Editores

3.

He asked if I had joined that project recently. She asked if I belonged to one of those banning groups. She asked which organization was the largest. He asked where I had met the governor. He asked if I wouldn’t reply to those proposals.

C

… they transport minors. … $100. … the governor of the State of California. … adults from smoking when they drive their car with someone under the age of 18.

E

2.

3. 4. 5.

I

1. d; 2. f; 3. a; 4. b; 5. c; 6. e

1.

1. 2.

Personal answer.

D

1. 2. 3. 4.

B

People should stop smoking, take more exercise and change their diets. Because excess of salt causes high blood pressure. It is important to make people think of the consequences of some mistakes.

C 1. 2. 3. 4.

She told me she was reading a very interesting book about giving up smoking. He explained he had been working hard since January.

III

B 1.

67

NEW GETTING ON 9 68

ANSWER KEY

PROGRESS TEST 2.

II A 1. 2. 3. 4. 5. 6.

3. employer/employee/employment operator/operation archaeologist punctuality happiness agreement

II A 1. f; 2. d; 3. g; 4. a; 5. c; 6. b; 7. h; 8. e

B

B 1. 2. 3.

had moved had written had she been working

4. 5. 6.

had been waiting had been studying had just had

learning to see travelling

4. 5. 6.

to use to choose laugh

D 1. 2. 3. 4.

1. 2. 3.

She is a writer whose articles I admire. The woman who came to the cinema with us is my teacher. We live in a big flat, which is not far from the city centre. This is the nice girl I met in New York.

III PROGRESS TEST 6

1. 2. 3.

A

1. 2.

5. Alan Anne Alan

4. 5. 6.

Anne Fred Fred

pick and choose virtual neighbours have a good time

4. 5. 6.

I suppose old-fashioned matters

… longer the people who live next door because we can meet them on the Internet. …to care about the future. … you won’t get to University. … if you don’t get a good job. … is always a good thing. … is the most important thing for me.

© Areal Editores

D 1.

4. 5.

disagree misinterpret

are going to buy are going to spill

3. 4.

will do are meeting/are going to meet

6. 7.

Our lifestyles have been changed by the computer. Many people are fascinated by virtual travelling. I was sent an e-mail by a cyberfriend. Many people decide to go on holiday in order to do a course. The interviewer asked Peter if he often got lost in cyberspace. Peter told the interviewer that he had seen something curious on the Internet the day before. As we were having a very interesting conversation, it was difficult for me to leave the chat room.

IV Personal answer.

PROGRESS TEST 7

C

2. 3. 4. 5. 6.

misunderstand disapprove redecorate

C

B

1.

walkman outdoor camera

B

I

1. 2. 3.

4. 5.

A

1. 2. 3. 4.

Personal answer.

1. 2. 3.

type download smoke detector

III

C 1. 2. 3.

Fred is indifferent to the future. He says that he doesn’t care about the future. Alan is pessimistic about the future. He thinks progress is destroying family life.

Anne is optimistic about the future. She says that we’ll even have a world government, which could take decisions about issues like war and ecology. She thinks that would be a good idea.

I A 1. 2. 3. 4. 5. 6.

F – Some people know exactly what they want to do but for most of them the choice is difficult. T T F – Volunteers are often people without defined goals. T F – You will have to give details of your interests, experience, skills and perhaps your plans for the future.

TEACHER’S BOOK 69

ANSWER KEY WORKBOOK B

UNIT 1

1. f); 2. a); 3. g); 4. h); 5. b); 6. e); 7. d); 8. c)

C 1. 2. 3.

1. d; 2. f; 3. a; 4. h; 5. c; 6. b; 7. e; 8. g similar get in old

4. 5. 6.

weakly worsen rightly

D 1. 2. 3. 4.

5.

Be helpful, make friends, gain experience. It can help us in our future career, develop our skills, make our decision about our future career easier. No, they aren’t. Sometimes they do voluntary work in order to achieve an aim. Find an organisation that can offer the type of work you are interested in, fill in an application form and decide how many hours you are to work. Because they can choose a type of work that is suitable according to your interests.

E 1. 2. 3. 4. 5.

unpaid organisations salary qualification relevant

6. 7. 8. 9. 10.

cost expenses volunteers monthly insurance

II A 1. 2. 3.

call … up called off call by

4. 5.

Call … out called …up

B 1. 2. 3.

4.

C

Although he changed his lifestyle, he maintained his values and beliefs. Despite being an emotional girl, she makes her own decisions. In spite of the fact that adolescence is a period of great changes, there are teenagers who aren’t influenced by other people. Although they like to make decisions, they don’t see the dark side of that.

C 1. Can; 2. should; 3. must; 4. May; 5. must

Personal answer.

1. 2. 3.

journey voyage tour

4. 5. 6.

trip excursion travel

E 1. Infinitive

Past simple

Past participle

Translation

leave

left

left

partir

arrive

arrived

arrived

chegar

take (a train, bus, took plane or taxi)

taken

apanhar

catch (a train, bus or plane)

caught

caught

apanhar

miss (a train, bus missed or plane)

missed

perder

get on (a train, bus or plane)

got (on)

got (on)

entrar

get off (a train, bus or plane)

got (off)

got (off)

sair

get out of (a car got (out or taxi) of)

got (out of)

sair

change (trains, buses, planes)

changed

mudar

2. 1. 2. 3. 4. 5.

changed

take catch/take will miss are going to leave change

6. 7. 8. 9.

are getting off got out of Get on arrived

F – Good morning. Can I help you? – How much is the train fare? – A return ticket, please. – Are there any discounts for students? – Is it cheaper if I book in advance? – Is there a train that leaves at 7.00 o’clock? – Do I have to change? – Which platform is the train? – Is there a restaurant car on this train? – Thank you very much.

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III

D

NEW GETTING ON 9 70

ANSWER KEY

WORKBOOK

G 1. 2. 3.

L cartoon comedy science fiction film

4. 5. 6.

western thriller crime/detective film

H 1. 2. 3. 4. 5. 6. 7. 8.

The make-up artist is changing the appearance of the actress by using make-up before filming. The costumier is making the costume for the performance. The stuntman is doing a dangerous scene instead of the actor. The director is telling the actors and everyone else what to do. The camera operator is operating the camera equipment. The sound technician is controlling the sound. The set designer is designing the scenery for the film. The director of photography is instructing the camera operator to take good photographs.

I People in music Composer, songwriter, conductor, musician, band, orchestra, drummer, lead singer, keyboard player, choir

Music genres Rap, reggae, heavy metal, hip hop, hard rock, jazz, folk, blues, techno, disco

J 1. 1. 2. 3. 4.

leaves Does she go spend doesn’t watch

2. 1. 2. 3. 4. 5. 6. 7. 8.

He never has dinner at seven. Susan rarely goes away at weekends. They always appear to be very friendly. He is always late for work. How often do you go to the theatre? How far is it to London from here? My father takes his car in for service every six months. Does it frequently rain in the summer?

5. 6. 7.

Does your father watch watches Does the film start

© Areal Editores

K Are you calling is mixing are always losing rushes is working

began; joined had wasn’t left Did he sing wrote

7. 8. 9. 10. 11.

did not give Did you buy did he start started took

What did you do last weekend? Who did you go with? How long did it last? Where did it take place? How many people were there? When did you leave? Why did you go to the festival?

M Las Vegas 1. went 2. was 3. stayed 4. is 5. could 6. has 7. are

8. 9. 10. 11. 12. 13. 14.

are saw is was was am not packed

N

Performing Play, practise, give a concert

1. 2. 3. 4. 5.

1. 1. 2. 3. 4. 5. 6. 2. 1. 2. 3. 4. 5. 6. 7.

6. 7. 8. 9.

is explaining studies; is cleaning are you going Does he talk

1. 2. 3. 4. 5. 6. 7.

Tom was surfing the Net. Mr Jervis was helping his son to do his homework. George was sending an e-mail. We were beginning to cook dinner. They were exercising in the garage. My sister was lying in the sun. I was drawing a beautiful book cover.

O 1. 2. 3. 4.

was watching; heard was sleeping; received was sewing; was riding was opening; ran

5. 6. 7.

were you wearing weren’t making fell; broke; was walking

were had was leaving had to made smiled took looked had were going was could turned out imagined fell

16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.

took stared returned caught was walked were listening eavesdropped heard smiled asked carried stepped took

P 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

TEACHER’S BOOK

ANSWER KEY

WORKBOOK

Q 1. 1. 2. 3. 4. 5. 2. 1. 2. 3. 4. 5. 6. 3. 1. 2. 3. 4. 5. 6. 7. 8. 9.

3. un-

used to didn’t use to did you use to did you use to Did your parents use to

6. 7. 8. 9. 10.

Did you use to Did you use to Did you use to used to didn’t use to

Most people used to go to church on Sunday. They didn’t use to go to music festivals. Some villages didn’t use to have electricity. They used to have oil lamps. Most people didn’t use to go to work by car. They used to travel by public transport. Most women used to stay at home. They didn’t use to have jobs. Most children used to leave school quite young. They didn’t use to stay at school until they were 16. There didn’t use to be so many shopping centres. There used to be small shops.

-ive

-ing

-ian

careless

attractive

fascinating

Brazilian

beautiful

thoughtless

expensive

exciting

Argentinian

truthful

useless

possessive

interesting

Barbadian

faithful

painless

creative

shocking

Canadian

wonderful

homeless

explosive

annoying

Egyptian

thoughtful

tactless

descriptive

worrying

Iranian

useful

helpless

frightening

Italian

painful

jobless

Norwegian

tactful

inexpensive impatient

dissatisfied

irirrational

illegible irrelevant

uncomfortable incomplete impolite

disconnected illogical irregular

unhappy

incapable

disloyal

unsafe

insufficient impersonal disorganized illicit

irreligious

insensitive

irresistible

immortal

imperfect

illiberal irresponsible

displeased

incredible inflexible

4. 2. 3. 4. 5. 6. 7.

An answer that is not correct, a wrong answer. A magazine that has not been read. A journey that is not expensive. A friend who is not loyal or who is unfaithful. A plural that doesn’t follow the rule. A child who shows a lack of patience.

S

2. 1. 2. 3. 4. 5.

disappointed thrilling; thrilled depressed embarrassing astonished

6. 7. 8. 9. 10.

shocked excited amusing amused exhausted

6. 7. 8. 9.

ultra-smart fair-sized light-coloured grown-up

A 1. d); 2. b); 3. d); 4. c); 5. d); 6. a); 7. b); 8. b); 9. d); 10. a)

B 1. 2.

T F. Experts say that our health is related to the food we eat, our daily food habits. T 4. T 5. T 6. T

C 1.

In my opinion we should eat bread, rice and pasta. Fruit and vegetables are also essential in our diet. Milk, fish and meat should be eaten in small quantities. We should avoid fat things and sweets.

© Areal Editores

wonderful; attractive faithful creative careless Egyptian

part-time open-air old-fashioned second-hand good-looking

UNIT 2

3. 6. 7. 8. 9. 10.

ilillegal

unlucky

helpful

careful fascinating useless exciting Norwegian

im-

1. 1. d; 2. a; 3. f; 4. b; 5. i; 6. c; 7. e; 8. g; 9. h

careful

2. 1. 2. 3. 4. 5.

dis-

impossible dishonest

incorrect

T

1. -less

in-

unfair

1. 1. 2. 3. 4. 5.

There used to be a dressmaker. There didn’t use to be a clothes shop. There used to be a shoemaker. There didn’t use to be a shoe shop. There used to be a grocer’s shop. There didn’t use to be a supermarket. There used to be an old inn. There didn’t use to be a modern hotel. There used to be a baker´s shop.

R

-ful

71

NEW GETTING ON 9 72

ANSWER KEY

WORKBOOK

D 1. 2. 3. 4. 5.

losing weight sweet fatty fruits

6. 7. 8. 9.

Use Eat Snack

4. 5.

grains legumes running gain

10. 11. 12. 13.

calories lower nutritious meal

Allow Choose

6. 7.

Enjoy Eat

F We should walk 30 minutes a day. We should practise sport. We should have a balanced diet. We should avoid eating fat food. We should avoid eating sweets. We should avoid eating big quantities of food. We should eat fish and meat. We should eat a lot of vegetables. We should eat cereals, rice and pasta.

G Physical activities • run • walk • gymnastics • work-out • ride a bicycle

Advantages • longer lives • less risk of heart attacks • low blood pressure • low blood cholesterol

I 1. 2. 3. 4.

restaurant vegetables eat sport

5. 6. 7. 8.

coffee drinking sweets health

arrive is reading gets up are trying has is having likes rains

9. 10. 11. 12. 13. 14. 15.

Do you remember don’t speak isn’t raining does he do is eating is having is

became was stopped was

5. 6. 7. 8.

became thought tried was

J 1. 2. 3. 4. 5. 6. 7. 8.

© Areal Editores

K 1. 2. 3. 4.

was stopped had hated started thought

15. 16. 17. 18. 19. 20.

wasn’t could saw decided was became

1. 1. 2. 3. 4. 5. 6. 7. 8. 9.

have studied has known has been has made has worked have been have … been has waited Have … visited

10. 11. 12. 13. 14. 15. 16. 17. 18.

has become Have … read has been have … known has bought Has … posted have … heard has not paid have not heard

2. 1. 2. 3. 4. 5. 6. 7. 8.

Mary has already written a shopping list. She hasn’t gone to the supermarket yet. Mary has already phoned her hairdresser. She hasn’t bought the flowers yet. Mary hasn’t eaten lunch yet. She hasn’t laid the table yet. Mary has already decorated the house. She hasn’t made a cake yet.

L

E 1. 2. 3.

9. 10. 11. 12. 13. 14.

M 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

have been driving has been working have been doing has been running have been swimming have you been sleeping have been walking has been training has been calling have been living has been studying has been raining has been ringing have been looking have you been waiting

N 1. 2. 3. 4. 5. 6. 7. 8.

Have … eaten 9. has been working 10. has talked/has been talking 11. have been discussing 12. have you been studying 13. Have … seen 14. have … saved 15. have been looking

have been listening have … eaten haven’t phoned hasn’t woken have … had has been trying have … worn

TEACHER’S BOOK

ANSWER KEY

WORKBOOK

O

73

S

Infinitive

Past simple Past participle

Translation

run

ran

run

correr

tell

told

told

dizer, contar

throw

threw

thrown

lançar, atirar

say

said

said

dizer

deal

dealt

dealt

negociar

fly

flew

flown

voar

choose

chose

chosen

escolher

catch

caught

caught

apanhar

ride

rode

ridden

andar (bicicleta, cavalo)

stand

stood

stood

wear

wore

break hang

1. 2. 3. 4. 5.

in to with to towards

6. 7. 8. 9. 10.

to With … in in for to

T 1. Adjective

Comparative

Superlative

tasty

tastier

the tastiest

pretty

prettier

the prettiest

estar de pé

wise sharp

wiser sharper

the wisest the sharpest

worn

usar, vestir

imaginative more imaginative

the most imaginative

broke

broken

partir, quebrar

heavy

heavier

the heaviest

hung

hung

pendurar

fall

fell

fallen

cair

win

won

won

ganhar

shine

shone

shone

brilhar

dangerous pleasant good bad

more dangerous more pleasant better worse

the most dangerous the most pleasant the best the worst

far

farther / further

the farthest/ the furthest

thin wide light near

thinner wider lighter nearer

the thinnest the widest the lightest the nearest

P 1. 2. 3. 4. 5. 6. 7. 8.

had studied had … left had made had informed had moved had read had participated had told

9. 10. 11. 12. 13. 14. 15.

had saved had explained had … taken off had arrived Had …returned had … wasted had … visited

was leaving … realized… had forgotten told … had done took had become arrived … had fallen said … had been was … had been working ended … had … left

R pick up shows Take throw have says is can

3. 1. 2. 3. 4. 5.

cheaper than healthier than the easiest the best the most exciting

9. 10. 11. 12. 13. 14. 15.

found were have known reduces tells come using

U 1. 2. 3.

for of of

4. from 5. in 6. of

7. 8. 9.

by to of

10. of 11. of 12. by © Areal Editores

1. 2. 3. 4. 5. 6. 7. 8.

4. 5.

Buildings in a big city are higher/taller than buildings in the country. Life in the city is busier than life in the country. Weather in Summer is hotter than weather in Winter. The woman is fatter than the girl. Eating fish is healthier than eating a sandwich.

2. 3.

Q 1. 2. 3. 4. 5. 6. 7. 8.

2. 1.

NEW GETTING ON 9 74

ANSWER KEY

WORKBOOK

UNIT 3 A 1.

Criminality; violence; racism; xenophobia; fraud; homelessness; vandalism.

B 1. 2. 3. 4. 5.

definitions chemical mental repeatedly effect

6. 7. 8. 9. 10.

includes substances normal form control

2. 1. 2. 3.

1. 2. 3. 4. 5. 6. 7. 8.

D 1. c); 2. a); 3. b); 4. d)

1. Suffix: -al/-age

Noun

-age

stoppage

paragem

dismiss

-al

dismissal

demissão

approve

-al

approval

aprovação

renew

-al

renewal

renovação

post

-age

postage

porte

recite

-al

recital

récita

store

-age

storage

armazenagem

use

-age

usage

uso

reverse

-al

reversal

inversão

This law is applicable in this situation. The machine is repairable. This cancer is operable, fortunately. This water is drinkable. It is permissible to take photos here. The way to the park is not very accessible. The price is negotiable. Are you sure the chairman is agreeable to the idea? I think these mushrooms are eatable. Playing soccer is very enjoyable.

F © Areal Editores

Translation

stop

2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. 1. 2. 3.

himself herself themselves

one another each other one another

She said she avoided fried food. He explained that he spent 30 minutes a day doing something he liked. She said that the previous day she had gone to a vegetarian restaurant. He said that at the moment he was watching a funny movie. She said she had warned her friends about the dangers of fast food. He said that sometimes he walked up the stairs instead of taking a lift. She advised me to take more physical exercise. She explained that she had decided to lose some weight, so she had started eating fewer sweet things and she had gone to yoga classes.

H

E

Verb

4. 5. 6.

G

C • To enhance good feelings and escape bad ones. • Curiosity – it looks like fun. • A way to be sociable. • It is accessible and seems harmless. • To decrease inhibitions.

one another each other each other

4. 5. 6.

herself myself himself

1. 1. 2. 3.

He asked if he liked reading. He asked if he had gone to Italy the previous week. She asked if he didn’t know the answer to that question. 4. He asked if she could try that one. 5. She asked if he lived near the park. 6. He asked if she could type. 7. She asked him if his job gave him many benefits. 8. He asked her if she was going to the interview. 9. He asked if she would visit Brazil the following month. 10. She asked if he had ever been to Rome. 11. He asked if she was cooking dinner. 12. She asked if I saw the film the day before. 2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

He asked why I went to the club on Mondays. She asked who lived next to his house. He asked what she was doing at that moment. She asked when he was planning to visit Berlin. He asked where she had bought her dress. She asked what time the show started. She asked him what he would do the following Saturday night. He asked her how often she went to dance classes. She asked how much his T-shirt cost. He asked what she had been reading. He asked her how long she had been waiting for him. He asked why she was so angry. He asked how many people there had been in the stadium.

TEACHER’S BOOK

ANSWER KEY

WORKBOOK

I 1. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

He said that I should drink a lot of milk. She told me to wait a few moments. They invited me to join them for lunch. He ordered me to come early. She invited Peter to tell her his problem. She told him not to work too hard. He asked her not to arrive late. He advised him to keep calm. She told him not to speak so quietly. He recommended them to eat healthy food.

2. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Don’t wait a few moments! Couldn’t you join us for lunch? Don’t come early! Don’t tell me your problem! Work too hard! Arrive late! Don’t keep calm! Speak quietly! Don’t eat healthy food!

5. 6. 7. 8. 9.

75

… I would buy a new one. … you would invite him to the party. … he would have to spend the Summer studying. … there wouldn’t be enough space. … I would stay at home.

L 1. 2.

Unless you work harder, you won’t be promoted. Unless they ate enough vitamins, they would have health problems. 3. Unless she speaks slowly, nobody understands her. 4. Unless he got the job, he would have serious trouble repaying the bank loan. 5. Unless you listen to their advice, you will have a lot of trouble. 6. Unless you buy a new car we can’t go on holiday. 7. Unless they practised a lot, they would fail. 8. Unless you read the whole story, you wouldn’t have a chance of answering the questions. 9. Unless they knew the answer, they wouldn’t raise their hands. 10. Unless you drink less alcohol, you will lose your driving licence.

J 1. 1. 2. 3. 4. 5.

will meet will be will overcome is won’t go

2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

…,we will go to the seaside. …, she won’t keep fit. …, he will have problems. …, I won’t buy this T-shirt …, we will have to wait 50 minutes for the next. …, you will phone me. …, he won’t get the job. …, we will go to the market. …, you won’t be able to get into your house. …, the doctor will see them.

6. 7. 8. 9. 10.

will have will be will lose won’t have doesn’t pay

K 1. 1. 2. 3. 4.

would move wouldn’t participate would be would arrive

2. 1. 2. 3. 4.

… they would live together. … we would go to the cinema. … you’d visit the beautiful pyramids. … we would spend all the weekends there.

5. 6. 7. 8.

played knew were wouldn’t make

© Areal Editores

NEW GETTING ON 9 76

ANSWER KEY UNIT 4 A 1. v; 2. s; 3. d; 4. w; 5. c; 6. b; 7. x; 8. t; 9. g; 10. a; 11. i; 12. u; 13. o; 14. e; 15. k; 16. j; 17. l; 18. q; 19. z; 20. f; 21. m; 22. h; 23. n; 24. p; 25. y; 26. r

B 1. d; 2. f; 3. a; 4. h; 5. c; 6. j; 7. l; 8. b; 9. o; 10. m; 11. i; 12. g; 13. k; 14. e; 15. n

C 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

A farmer works in the fields. A nurse works in a hospital. A shop assistant works in a shop. A bank clerk works in a bank. A teacher works in a school. An architect works in an office. A hairdresser works in a salon. A food scientist works in a laboratory. A factory worker works in an industrial estate. A headmaster works in a school.

D 2. 3.

An archaeologist is an expert in archaeology. An architect is a person who designs buildings and supervises their construction. 4. A bricklayer is a workman trained and skilled in building with bricks. 5. A veterinarian is a person who is skilled in the treatment of animal diseases and injuries. 6. A carpenter is a person whose job is making or repairing wooden objects and structures. 7. A construction worker is a workman trained or skilled in constructing buildings. 8. A dietician is an expert in dietetics. 9. An economist is an expert in economics. 10. A medical officer is the person in charge of health services in a town or rural district.

E

© Areal Editores

Person caretaker traveller foreigner firefighter farmer greengrocer designer lawyer interpreter driver

Thing cooker shower lighter saucer notepaper scooter typewriter

F 1. 1. c; 2. e; 3. f; 4. a; 5. b; 6. d; 7. h; 8. g

WORKBOOK 2. 2. 3. 4. 5. 6. 7. 8.

electrician/mechanic/carpenter carpenter pharmacist; chemical engineer teacher; student; disc jockey (DJ) doctor; nurse photographer hairdresser; barber

G 1. 1. 2. 3. 4. 5. 6. 7. 8. 2. 1. 2. 3. 4. 5.

had been running in the park had been doing the housework had been riding his bicycle had been doing overtime had been showing the tourists all the sites had been studying for the English test had been cutting the grass had been swimming in the sea Hadn’t the factory workers been working all day? Hadn’t they been telling jokes for hours? Hadn’t it been raining since midday? Hadn’t we been planning our summer holiday for months? Hadn’t he been driving for hours?

H 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

had graduated had been walking had already begun had not been feeling had they been swimming had she been looking for had just finished had been talking had been raining had finished had been practising had phoned

I 1. Noun discussion agreement decision television government hesitation organisation information education translation spelling

Noun happiness similarity difference equality punctuality weakness popularity sadness strength stupidity

TEACHER’S BOOK

ANSWER KEY 2. 2. 3. 4. 5. 6. 7.

WORKBOOK

historian painter lawyer biologist physicist designer

8. 9. 10. 11. 12.

employer interpreter reporter editor gardener

is knows wants isn’t was told got was landed

10. 11. 12. 13. 14. 15. 16. 17.

was has come doesn’t shy doesn’t deny encourages want is wants

J 1. 2. 3. 4. 5. 6. 7. 8. 9.

K 1. a; 2. g; 3. e; 4. h; 5. i; 6. b; 7. j; 8. f; 9. c; 10. d

L 1. 2. 3.

use behave apply

4. 5. 6.

rain help drive

to invite to hear try; to be exercise to accept go laugh

8. 9. 10. 11. 12. 13. 14.

to decorate/decorate to hear to take up come to spend to play take

M 1. 2. 3. 4. 5. 6. 7.

N

to start crying to hear

10. talking 11. to reach 12. saying

whose who/that –– whose who whose —

8. 9. 10. 11. 12. 13.

P 1. 2. 3. 4. 5. 6. 7.

who –– whose that/which whose ––

Q 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

The boy who/that is now in the playground was studying in the library. The girl who/that lives in Bristol sent me an e-mail. She is a teacher (who/whom) I like very much. He is the writer whose books I admire. He’s the nice boy I met in London. She’s a Portuguese girl who/that loves Scotland. They live in a big house (which/that is) not far from school. He’s going out with a girl whose brother is my friend. This is the video game I bought yesterday. My friend who/that sent me a postcard is on holiday. She’s the girl who/that lives in Lisbon. They work in a shop which/that sells women’s clothes. The bicycle (which/that is) in the garden belongs to my little sister. I know a boy whose father is an engineer. The man who/that came to the cinema with us is my teacher. The answer you gave (to) me was wrong.

R

1. 1. 2. 3. 4. 5. 6.

Listening studying shopping; washing up skiing interrupting watching

2. 1. 2. 3. 4. 5.

He admitted stealing the money. You always avoid taking responsibility. They confessed to planting the bomb on the bus. The President dislikes answering questions. I can’t stand his stupid boasting.

7. 8. 9. 10. 11. 12.

understanding waiting hearing solving stealing playing

O to use walking; telling to practise

4. 5. 6.

pretending to go playing

1. 2. 3. 4. 5.

Suggestions … I was born. … you used to play with dolls? … you left me. … you didn’t come to my birthday party? … you saw the black cat?

S 1. 2. 3. 4. 5. 6. 7.

saw think have been playing was joined have already played am enclosing

8. 9. 10. 11. 12. 13.

did split up am looking am to come give

T 1. d; 2. f; 3. a; 4. h; 5. c; 6. g; 7. e; 8. i; 9. b; 10. j

© Areal Editores

1. 2. 3.

7. 8. 9.

77

NEW GETTING ON 9 78

ANSWER KEY

WORKBOOK 6.

U (1) whose (2) fashion (3) earn (4) elegant (5) extremely (6) plain

(7) ruthless (8) challenge (9) Nevertheless (10) rhythm (11) leaving (12) preoccupied

A 1. a; 2. b; 3. a; 4. b; 5. a; 6. b; 7. b; 8. a; 9. b; 10. a; 11. b; 12. a

B 1. c; 2. e; 3. b; 4. d; 5. f; 6. a 1. d; 2. a; 3. e; 4. b; 5. h; 6. g; 7. f; 8. c

Advantages: 1. d; 2. a; 3. b; 4. c Disadvantages: 1. c; 2. a; 3. e; 4. f; 5. b; 6. d; 7. i; 8. g; 9. h

Don’t give Don’t meet up Don’t go

4. 5.

Don’t accept Remember

E addressee; street; town; country; postcode 1. c; 2. d; 3. a; 4. b; 5. f; 6. e 1. d; 2. f; 3. b; 4. a; 5. c; 6. e writing; write; sender’s; left-hand; receiver’s; written; into; stick; post office; where; weigh; stick; stamp; right-hand; much; pay; way

F

3. 4. 5. 6. 7. 8. 2. 1. 2.

© Areal Editores

3. 4. 5.

1. 1. 2. 3. 2. 1.

3. 4.

D

1. 2.

1. 2. 3.

2.

C

1. 2. 3. 4.

G because because because of

4. 5. 6.

because of because of because of

While whereas by contrast

4. 5.

however on the other hand

H

UNIT 5

1. 2. 3.

7.

Lots of young people use chat rooms so that they can meet new people. I left a message so that he would know where I was.

My mother went to school to meet/have a meeting with the headmaster. We do gymnastics to relax. They went on holiday to rest/have a rest. She went shopping to buy a pair of shoes. I went to England to take a summer course. John went to the dentist to get treatment. I went to the beach to sunbathe/get a suntan. I bought a mobile phone to call up my friends. Teenagers use mobile phones to send little e-mails called SMS messages. They logged on to the Internet in order to listen to a popular song. We wrote the name of the song in the notebook in order not to forget it. Some teenagers visit their favourite star’s website to ask for advice.

5.

While Sue goes to a secondary school, her brother goes to a college. Paul is a computer addict while Mary hates computers. They like films that make them laugh whereas we prefer science fiction films. I would like to study abroad; however, I don’t want to leave my homeland. A few people are very rich; the majority, however, are very poor.

I 1. 1. a; 2. c; 3. a; 4. c; 5. b; 6. a; 7. b; 8. c 3. 1. 2.

Robots are made from strong metal. Robots are used by factories today because they are more reliable than people. 3. The most difficult jobs will be done by robots. 4. Human beings will never be attacked by robots. 5. The factory had to be closed because the firm went bankrupt. 6. This dress was made in Spain. 7. Part of the tunnel must be blown up. 8. The problem is being solved now. 9. The students were allowed to leave earlier on Thursday. 10. The suspect has been questioned (by the police).

J 1. 2. 3. 4. 5. 6. 7. 8.

A ticket for the concert was sold to me by David. He will be sent his exam results. I was shown where the art school is. She will be allowed to go out tonight. Her secret hasn’t been told to us. A new restaurant was recommended to them. Will you be asked any questions (by the teacher)? I have been promised a new skirt for my birthday (by my parents). 9. You won’t be taught how to operate the computer. 10. She is going to be paid a higher salary.

TEACHER’S BOOK

ANSWER KEY

WORKBOOK

11. 12. 13. 14. 15.

2. 1. 2. 3. 4. 5.

The truth could be told to them. I was told that she didn’t know the answer. He had been advised to take an English course. She is being taught how to behave in class. A true picture of the future is sometimes given to us by science fiction.

K 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

will life be Will the world be won’t be Will our ideas about the future come will all have will certainly be will all be will live will travel will probably travel will take will probably destroy won’t need will do

Is she going to see Are you going to wait aren’t going to travel isn’t coming; is going to stay will (’ll) probably be am going to have am leaving will (’ll) ring am going to stay will (’ll) post will win Will you close are going to buy isn’t going to study is going to spend She’ll help will rise aren’t flying are going to take are you going to do

6. 7. 8. 9. 10.

misheard misjudged misread reopened misinterpreted

Schoolyard School age Schoolboy Schooldays Schoolfriend Schoolmate Schoolgirl Schoolhouse School-leaver Schoolkid

Schoolmaster Schoolmistress Schoolteacher School bus School building School report School year Art school Primary school Secondary school

1.

O Someday we will all have robots that will be our personal servants. They will look and behave much like real humans. We will be able to talk to these mechanical helpers and they will be able to respond in kind. Amazingly, the robots of the future will be able to learn from experience. They will be smart, strong, and untiring workers whose only goal will be to make our lives easier.

P 1. 2. 3. 4. 5. 6.

10. 11. 12. 13. 14. 15. 16. 17.

7. 8. 9. 10. 11.

arose are also often used allow to send will often have to

UNIT 6 (1) described (2) words (3) vast (4) friendship (5) simple (6) different undress dislike mishear miscount misjudge disappear misinterpret misinform

(7) meaning (8) special (9) diverse (10) real (11) choices

D 1. 2. 3. 4. 5.

Love is a strong feeling of caring about someone. Friendship is a relationship between friends. Acquaintance is someone we know but who is not a close friend. Companion is someone you spend a lot of time with. Comrade is someone who shares difficult work or situations.

© Areal Editores

misunderstand disagree overwork misbehave oversleep misread redo reopen unpack

is using are sent exist can use

C

M 1. 1. 2. 3. 4. 5. 6. 7. 8. 9.

disagree unpack miscounted misinformed Undress

N

L 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

79

NEW GETTING ON 9 80

ANSWER KEY

WORKBOOK

6. 7. 8.

3. 1. 2. 3. 4.

Partner is someone you do a particular activity with. Colleague is someone you work with. Mate is someone you study or work with, often a friend.

E 1. 1. 2. 3. 4. 5. 6. 7.

8. 2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Although she joined the firm only six months ago, she’s already been promoted. Despite working hard, he failed the examination. In spite of getting up late, she had breakfast before leaving. Despite always being cheerful, Dad has poor health. Although it was a difficult decision, they managed to make it. Even though the disease caused lot of pain, he has survived. Although she had a bad cold, she insisted on going to work. Despite having a bad cold, she insisted on going to work. In spite of looking well, he was very old. Although he looked well, he was very old. … the traffic (that exists) in the area. … works very hard. … is pleasant to live in. … they were very happy. … they have a good relationship. … that the weather was terrible. … he found the meal delicious. … can’t speak any German. … he leads a good life. … his injury. … he failed in the last seconds. … he continued to work hard.

forward back across aside

5. 6. 7. 8.

at back down down

1. 1. 2. 3. 4.

Could May Can Could/May

5. 6. 7. 8.

May can might could

2. 1. 2. 3. 4.

should should must must

5. 6. 7. 8.

must must should must

G

© Areal Editores

5. 6. 7. 8.

mustn’t shouldn’t mustn’t shouldn’t

H

F 1. 2. 3. 4.

mustn’t mustn’t shouldn’t shouldn’t

1. 2. 3. 4. 5. 6. 7. 8.

Can he buy the tickets for the concert? May I come in? Yes, you may. May I eat these cookies? We should do the homework for tomorrow. I must achieve my aims. Can they speak Portuguese? Yes, they can. You may not go home alone. He can play squash quite well.

I 1. 2. 3. 4. 5. 6. 7. 8.

Peter gave Kate a CD last week. They promised this boy a rewarding job. She sent Mary a postcard from Paris. George gave his uncle a painting. You and Paul bought me a cake. My mother wrote a long letter to her friend. Can you show your grandmother these old photos? I left you some food in the fridge.

J 1. 1. 2. 3. 4. 5. 2.

did she? isn’t it? doesn’t he? aren’t you? didn’t you?

6. 7. 8. 9. 10.

do you? is she? has he? were you? didn‘t she?

1. e; 2. f; 3. i; 4. k; 5. a; 6. b; 7. h; 8. g; 9. c; 10. l; 11. d; 12. j

TEACHER’S BOOK 81

SCRIPTS UNIT 1

UNIT 2

Page 14 Page 40

MY FAVOURITE DESTINATION Page 16 Exercise no. 2 Land: coach station; driving licence; main road; motorway; railway Air: land; airport; take off; check-in; fly Sea: crossing; set sail; ship; ferry; port General: accommodation; sightseeing; destination; tour guide; tourist

HELTHY EATING 1. breakfast, fruit, non-fat, sweets, salad, body, low, eat, balanced. Page 41 WHAT IS HEALTHY EATING? Page 48 EXERCISE TO KEEP FIT Page 54


UGLY – Sugababes 1.

Page 18


WHO KNEW – Pink 1.

(1) took (2) showed (3) promised (4) took (5) believed (6) said (7) said (8) said (9) knew

(10) were (11) could (12) could (13) said (14) did not know (15) was (16) knew (17) said (18) knew

wrong words: pretty, friends, wonderful, look, hope, envious right words: strange, parents, beautiful, smile, confidence, jealous

Page 61


DO THEY KNOW IT’S CHRISTMAS? – Band Aid (1) need (2) smile (3) world (4) fun (5) outside

(6) tears (7) bells (8) snow (9) nothing (10) feed

Page 21 AT THE TRAVEL AGENCY – dialogue 2. Agent: Can I help you? You: About a week. Agent: What sort of hotel were you thinking of? You: How can we get there? You: What’s the price? You: What does the price include? Agent: Yes, of course (you may). Page 23 MATT DAMON




Page 28

SAY IT RIGHT – Nelly Furtado 1. night, right, fall, hand, plan, free, fault, dark, show.

READING FESTIVAL BLOG

AENGO9TB-06

Page 68 SMOKING IN MOVIES AND ON TV Page 74 ALCOHOL AND AMERICAN TEENS




Page 81

THE DRUGS DONT WORK – The Verve • As you lay down on your side • But I know I’ll see your face again • They just make you worse • ’cause I passed down my old street • And I’ll sing in your ear again

© Areal Editores

Page 29

UNIT 3

NEW GETTING ON 9 82

SCRIPTS UNIT 4




Page 95

NUMB – Linkin Park 1. (1) surface (6) lose (2) shoes (7) front (3) mistake (8) mistake (4) tired (9) disappointed (5) less

Harris:

Machado: Thank you. Actually, I started learning English when I was at primary school. Harris:

Exercise no. 1 – Job actions 1. build 6. guard 2. deliver 7. design 3. program 8. fix 4. repair 9. weld 5. fly Page 113 INTERVIEW FOR A JOB

Harris:

Good morning Mr Machado. Please sit down.

Machado: Good morning. Thank you. Harris:

Now, I see from your CV that your full name is Rafael Machado. Where are you from?

Machado: I’m from Portugal. Harris:

Oh, I see… Well, your telephone number is still 020 7325 8800, right?

Machado: Yes, that’s right. Harris:

I can see that you’re single. When were you born?

Machado: I was born on 3rd December 1989. Harris:

I know that you have a secondary school diploma. When did you finish school?

Machado: I finished school last July. I’d like to go to university… to be a nurse, a vet, a dentist… something related to the health field. But… I need to have higher marks to enter university, so I´ve decided to work abroad and get more experience.

© Areal Editores

Harris:

Why did you apply for this job?

Machado: I think I have excellent communication skills; I’m self-motivated and have an ability to meet deadlines, as required in your ad. Besides, this job will give me an opportunity to work in a field I like – selling medical products. Harris:

Do you have any questions about the job?

Machado: Oh no, thank you. I just want to say that I’ll be available to start work right now. Harris:

Well, thank you for your time. We’ll let you know our decision as soon as possible.

Page 116 WORLD POETRY DAY Page 117 ACROSTIC POEM SENSES POEM

Where do you live?

Machado: I live in Porto, in the north of Portugal. But now I’m living here in London, at 3 Hanover Square. I’m staying with a friend of mine. Harris:

Oh, good. You know you have to travel around London. What are your interests?

Machado: Sports, especially handball.

Rafael Machado is being interviewed for the job of Sales Specialist by Mrs Harris. Listen to part of the interview. Harris:

Have you got a driving licence? And for which category of vehicle?

Machado: Yes, I have, for category B.

Harris:

Page 97

So, your mother tongue is Portuguese… but I can see you speak English very well.

What experience do you have in this area?

Machado: Not much. I was employed as a sales representative with a small dairy foods firm… but only for three months during the summer holidays, from July to September 2008.

UNIT 5 Page 124 DOES TECHNOLOGY WORK FOR YOU? Lucy, 18, Glasgow: Everyone says that in a couple of decades people will have robots more intelligent than us. But how can we design something smarter than us, if we haven't yet got to that stage of intelligence?! Daniel, 17, Northampton: Gameboys and computers are great, but all these super-duper clever robots, well I think there's no point in having them. I mean give me one reason why we need them! Susan, 16, Kilmarnock: I think technology is really good if it helps people but I don't think they should bring out new models all the time and toys that think – it's going just a little too far. Greg, 14, Nottingham: I think it's a bad idea to have robots doing things like washing because we will end up being lazy. Claire, 15, Wigan: I think that if we have robots and things that are so advanced that they can even make good friends, then we won't bother socialising with

TEACHER’S BOOK

SCRIPTS other people and we will not have proper relationships, which will be sad. www.bbc.co.uk/ (shortened and adapted)

Page 128 VIRTUAL REALITY Page 135 TEXT MESSAGING TAKES WORLD BY STORM Page 139 PHONE MESSAGES 1.

Hi Hilary! It’s me, Joanna. Flying back home in two days with a postcard from London for you. I felt sorry I didn’t have your address with me. Love

2.

Hello, Sean! I’m on my way and I’ll be sitting in my usual place in the café. Cheers, Diana

3.

Hello, Matthew! Thanks for your message. It was lovely to hear from you. Sorry to miss your call. I’ll see you at the cinema tomorrow. Cheers, Jane


Page 140

WORLD HOLD ON – Bob Sinclair 3.

1st stanza: 1, 2, 5, 3, 4 2nd stanza: 1, 3, 5, 2, 4 3rd stanza: 1, 4, 3, 2 4th stanza: 1, 3, 4, 2 5th stanza: 1, 3, 2, 4 6th stanza: 1, 3, 2, 4

UNIT 6 Page 151 A TRUE FRIEND – poem


Page 152

ANYTIME YOU NEED A FRIEND – Mariah Carey 2.

(1) troubles (2) never (3) faith (4) love (5) shadows

(6) spirit (7) alone (8) there (9) hand (10) heart

83

Page 162 VOLUNTEERING FOR A BETTER WORLD Catherine, 15: On 1 August I flew out of Schiphol Airport, near Amsterdam, for what would become the biggest adventure of my life so far. I encountered a very different country, worked with a diverse group of colleagues, and had the best learning experience ever. I was travelling to Cameroon to join a group studying the Rock Fowl or Picathartes Oreos, a small family of two endangered bird species found in the rainforests of tropical west and central Africa. As well as taking part in the study, I knew it would be a great opportunity to learn more about Cameroon, its people and its culture, and about nature preservation in a less developed country. I would be working with the Cameroon Biodiversity Conservation Society (CBCS), a group that works closely with both WWF and Earthwatch UK on a number of projects in the country. The project I would be working on had to confront a difficult challenge how to preserve the rainforest habitat of a threatened bird species when that same habitat is also a source of living for those who clear the forest for agricultural use. Creating sustainable alternatives for the villagers is a very challenging task. Mark, 14: Ever since my Geography lessons at school, I have been fascinated by the great diversity of life in the rainforests. They represent one of the few remaining natural frontiers, and I used to dream about visiting a rainforest before the opportunity disappeared. I also aspire to be one of the agents in society to change public attitudes and to raise awareness of environmental protection. I am delighted to say that Shell's Project Better World scheme helped me to make these dreams a reality. I am very grateful to Shell for this unforgettable opportunity, and I urge you all to help Project Better World become an even greater success. If you are a Shell employee, contact your local Project Better World member for information on how to get involved. You can also visit www.earthwatch.org (opens in a new window) for details of other environmental projects. www.shellchemicals.com/env_soc/1,1098,1432,00.html

Page 158 VOLUNTEERING © Areal Editores