NewFast_Book_1_Teachers_Guide (1) DESBLOQUEADO

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Elton da Silva Vargas
Wellington da Silva Rehder
Márcia Cristina Giunta Peregini
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
NewFast English Book 1 NewFast English Book 1 NewFast English Book 1
3rd Edition Reviewed and Updated
2018 
Márcia Cristina Giunta Peregini
- Th e units in this collection start with an image that must be explored. 
Th e teacher can do this orally in English – target language – so that 
students can get comfortable with the language from the fi rst class. Aft er the 
presentation of the image, ask students to speak something or pronounce a 
few words, whenever possible.
- Th ere are oral activities at the beginning of the units. Th e introduction 
activities they may vary between: oral, written, oral and written or reading 
activities.
- All units end with word list and verb forms.
Th ese two items aim to review some of the words and verbs contained in the 
units studied and learned.
- Teacher, the books that integrate the NewFast English collection are a 
compilation of methods, i.e. communicative, rotary, direct, neurolinguistic, 
etc. since we have in the classroom a variety of students in their way of 
learning, it is impossible to standardize a single method. Th ere is no method 
that guarantees 100% of learning to acquire a language. Th ere are ways for 
eff ective of learning becomes possible and less boring.
- Th e teacher is responsible for the motivation, providing empathy during 
classes.
- Suggestion for this book is that the student prepare each unit before being 
learned.
• Search for brief explanations of the words and verbs contained in word list 
and verb forms in an English-English dictionary.
• Ask students to use the words and verbs researched in the construction of 
oral phrases, i.e. modeling. So comprehension will be eff ective.
ISBN: 978-85-371-0498-9
No unauthorized photocopying. All rights reserved. No part of this 
publication may be reproduced, stored in retrieval system or transmitted, 
in any form or by any means, electronic, mechanical, photocopying, 
recording, or otherwise, without the prior written permission of Viena 
Gráfi ca & Editora.
All rights reserved for EDITORA VIENA
Law 9.610/98 and updates
Copyright© 2018 - Editora Viena Ltda 
3rd Edition Reviewed and Updated - 09/2018 - SCRPardo / SP
Authors: 
Elton da Silva Vargas
Wellington da Silva Rehder
Márcia Cristina Giunta Peregini
Technical review:
Ana Carolina Mendes Camilo
Joyce dos Santos Polezer Pilato
Graphic design and diagramming: 
Canal 6 Projetos Editoriais
www.canal6.com.br
Book cover:
Agência Z3
www.agenciaz3.com.br
Illustrations:
Renato Nascimento
www.ilustrando.com.br
Pictures:
Stockxpert
Stock.xchng
iStockphoto
Printing and fi nishing:
Viena Gráfi ca & Editora
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Vargas, Elton da Silva.
NewFast English, book 1 / Elton daSilva Vargas, 
Wellington da Silva Rehder, Márcia Cristina Giunta 
Peregini / ilustrações Renato Nascimento. - - 3. ed. rev. e 
ampl. - - Santa Cruz do Rio Pardo, SP : Editora Viena, 2016.
ISBN 978-85-371-0498-9
 
1. Inglês - Estudo e ensino I. Rehder, Wellington da 
Silva. II. Nascimento, Renato. III. Título. 
 
 CDD-420.7 
Índices para catálogo sistemático:
1. Inglês : Estudo e ensino 420.7
3 three
INTRODUCTION - DIALOGUE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 
IMPORTANT POINT - THE ALPHABET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
UNIT 1 - HOW ARE YOU? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
IMPORTANT POINT 1 - GREETINGS AND FAREWELLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
CONVERSATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
IMPORTANT POINT 2 - VERB TO BE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
VERB FORMS AND EXPRESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
UNIT 2 - LET´S BEGIN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
IMPORTANT EXPRESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
IMPORTANT POINT 1 - NUMBERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
UNIT 3 - WHAT IS THIS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
IMPORTANT POINT 1 - POSSESSIVE ADJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
IMPORTANT POINT 2 - GENITIVE CASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
UNIT 4 - ASKING AND GIVING INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
IMPORTANT POINT 1 - COUNTRIES AND NATIONALITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
IMPORTANT POINT 2 - VERB TO BE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
UNIT 5 - JOHN’S BEDROOM IS A MESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
IMPORTANT POINT 1 - POSSESSIVE PRONOUNS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
CONVERSATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
IMPORTANT POINT 2 - DEMONSTRATIVE PRONOUNS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Table of contents
4four
UNIT 6 - WHAT DO YOU DO? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
IMPORTANT POINT 1 - INDEFINITE ARTICLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
UNIT 7 - TELL ME ABOUT YOUR LIFE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
IMPORTANT POINT 1 - THE SIMPLE PRESENT TENSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .68
CONVERSATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
IMPORTANT POINT 2 - ADVERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
UNIT 8 - WHERE DOES HELLEN WORK? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
IMPORTANT POINT 1 - THE THIRD PERSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
READING PRACTICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
CONVERSATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
IMPORTANT POINT 2 - DAYS OF THE WEEK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
UNIT 9 - WHERE DO YOU LIVE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
IMPORTANT POINT 1 - PREPOSITIONS - ON - IN - AT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
IMPORTANT POINT 2 - THIS IS EMILY’S FAMILY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
UNIT 10 - WHAT ARE YOU DOING? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
IMPORTANT POINT 1 - PRESENT CONTINUOUS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
IMPORTANT POINT 2 - NUMBERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
5 fi ve
UNIT 11 - WHERE WERE YOU YESTERDAY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
IMPORTANT POINT 1 - TO BE PAST TENSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
IMPORTANT POINT 2 - MONTHS OF THE YEAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
READING PRACTICE - THE SEASONS IN BRAZIL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
UNIT 12 - WHAT DID YOU DO LAST SUMMER? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
IMPORTANT POINT 1 - REGULAR AND IRREGULAR VERBS - PAST TENSE . . . . . . . . . . . . 116
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
READING PRACTICE - A LETTER FROM SANDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
UNIT 13 - WHERE IS THE BANK? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
IMPORTANT POINT 1 - THERE + TO BE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
IMPORTANT POINT 2 - LOCATIONS AND PREPOSITIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
READING PRACTICE - PLACES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
UNIT 14 - CAN YOU…? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
IMPORTANT POINT 1 - CAN/TO BE ABLE/CAN’T . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 133
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
LISTEN AND PRACTICE - DOCTOR RICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
UNIT 15 - I AM GOING TO TRAVEL ON BUSINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
IMPORTANT POINT 1 - THE IMMEDIATE FUTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
IMPORTANT POINT 2 - BUSINESS VOCABULARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
READING PRACTICE - NEW YORK AND LONDON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
6six
UNIT 16 - BDE ELECTRONICS CAN I HELP YOU? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
IMPORTANT POINT 1 - ANSWERING THE PHONE POLITELY . . . . . . . . . . . . . . . . . . . . . . . . . . 154
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
IMPORTANT POINT 2 - OBJECTS YOU FIND IN AN OFFICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
READING PRACTICE - HOW TO ANSWER THE PHONE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
WORD LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
About the icons
Write
Game / fun
CD 
contents
Idea
Speak / 
about you
Read
NOTE:
All the New Fast English lessons fi nish with the word list and verb forms. 
Th ey are recorded and can be found in the CD which is part of the material. 
Teacher, remember that no method is eff ective if the teacher is not e� cient. 
Talk in English, communicate and express yourself in English, and show your 
students that they are able to do the same able by motivating them. 
Make them feel self-confi dent.
INTRODUCTION
7 seven7 seven
Dialogue
1. Practice this dialogue with a partner.
BA Hello! Hi!
My name is
 
I am from
 
My last name is
 
 
Nice to meet you, too.
What is your 
name? 
Where are you 
from?
What is your last 
name?
How do you spell 
your last name?
Nice to meet you.
(Personal)
(Personal)
(Personal)
(Personal)
INTRODUCTION
8eight
A ANSWER
B BOOK
C CLASSROOM 
D DICTIONARY
E ENGLISH
F FAST
G GUITAR
H HOME
I IMPORTANT
J JUICE
K KEY 
L LAMP
M MOTHER 
N NAME
O OPEN
P PENCIL CASE
Q QUESTION
R READING
S SUN
T TAXI 
U UP
V VILLAGE
W WORLD
X X-RAY
Y YELLOWSTONE
Z ZOO
 
 
 
 
Important Point
The Alphabet
2. The alphabet game.
 Make a paper ball. Stand up. Pass it to a classmate and say the first letter. The 
person who catches the ball has to say the next letter and so on.
John
UNIT
1
9
How are you?
nine
How are you?
Start the unit with a 
warm-up:
Greet students individually 
as soon as they are entering 
the room (Good morning, 
aft ernoon, evening - how are 
you?). 
Show the students the 
compliments that will be 
written on the blackboard 
and have them practice in 
class. Introduce each student 
to his colleagues. Th en check 
the preparation of the lesson. 
Students should submit brief 
English explanations of the 
words and verbs contained 
in the Word List and Verb 
Forms.
UNIT
1
10
How are you?
ten
How are you?
 
I am 
 
I am 
 
this 
I’m 
Thank you. And you?
 
 
Hi 
Evening 
Very well 
Hello 
Fine, thanks
How are you?
Oral activity
Hi / hello.
(Personal)
(Personal)
Hello / Hi.
How are you
evening?
Very well / fine
thanks.
fine.
Introduce the new vocabulary to the 
students (greetings) and ask them to 
complete the spaces with the most 
appropriate answers.
Ask students to read the answers and 
practice the dialogues between them.
UNIT
1
11
How are you?
eleven
Important 
Point 1
Greetings and 
farewells
Hello Take care
Good morning Bye-bye
How are you? Good night
Good afternoon Good-bye
Good evening See you tomorrow
Alright Well 
Very well Fine
Bye-bye!
HELEN: Good morning, 
Mrs. Brown.
MRS. BROWN: Good 
morning Helen.
HELEN: How are you this 
morning?
MRS. BROWN: I’m very 
well. And you?
HELEN: Fine, thanks. How 
is Mr. Brown?
MRS. BROWN: He is fine, 
thank you.
HELEN: Good bye, Mrs. 
Brown.
MRS. BROWN: Good bye, 
Helen.
How are you, Mrs. Brown?
Dialogue
To listen to the track fi le for the fi rst time, students must have their 
books closed. Play the track and ask them about what they think the 
dialogue is about.
Play the track one more time for students to follow with the books 
open. Suggest that they practice dialogue.
Play the track fi le and ask students to repeat. Explain the greetings 
and goodbyes. Help them if they need translation with a few words.
Read the examples for them and ask them to repeat the words.
UNIT
1
12
How are you?
Examples:
A: Hello, Bill. How are you?
B: Fine, thanks. And you?
A: How are you this evening?
B: Very well, thank you.
A: How are you this afternoon?
B: Fine, thanks. How are you?
A: Good bye, Helen. See you tomorrow morning.
B: Good bye, Mrs. Brown. See you tomorrow.
 Exercises
1. Fill in the blanks using your own words.
a. you tomorrow.
b. How are tonight?
c. well, thanks.
d. , thank you.
e. evening, Mr. Green.
f. How are you evening?
g. Good .
h. are you?
2. Practice the conversation on page thirteen with a partner. 
twelve
See
you
Very
I am fine
Good
this
morning / afternoon / evening
How
Off er the students a few minutes so they can 
do the exercise.Students can develop this exercise in pairs 
or individually and report the answers to 
their corrections.
Play the track for students to follow the dialogue in the book.
Th en divide the students into pairs and ask them to practice reading.
You can print this conversation with larger-sized letters, shu� e sentences, divide students 
into two groups, and ask them to put the dialogue in order.
When they complete the activity, ask students to look in their books and check if the 
dialogue is correct.
Ask them to form threesomes to make the role play of the dialogue.
Read the contents of this small dialogue 
to the students and then ask them to form 
pairs for a role play of it.
UNIT
1
13
How are you?
thirteen
Conversation
HARRY: Good morning! How are you this morning?
PAUL: I’m just fine, thanks. And how are you?
HARRY: Fine, thanks. Are you a student?
PAUL: Yes, I am. And you? Are you a student too?
HARRY: Yes. My name is Long.
PAUL: What’s your first name?
HARRY: My first name is Harry. My name is Harry Long.
PAUL: I am Paul.
HARRY: What’s your last name, Paul?
PAUL: My last name is Johnson. 
PAUL: My name is Paul Johnson.
HARRY: How do you spell your last name?
PAUL: Johnson. J-O-H-N-S-O-N.
HARRY: Nice to meet you, Paul.
PAUL: Nice to meet you too, Harry.
PAUL : This is Sarah. She is my girlfriend.
HARRY: Nice to meet you, Sarah.
SARAH: Nice to meet you too, Harry.
PAUL: We are in the same classroom.
SARAH: Mr. Green is our teacher.
UNIT
1
14
How are you?
fourteen
Important Point 2
Verb To Be
 I am (I’m) Paul.
 You are (You’re) a student.
 He is (He’s) my friend. 
 Mr. Green Mr. Green’s a teacher.
 She is (She’s) Sarah.
 Sarah Sarah’s my girlfriend.
 It is (It’s) a pen.
 We are (We’re) in the same classroom.
 They are (They’re) in the school.
3. Use the right verb form: AM, ARE or IS. 
a. She very well, thank you.
b. Mr. and Mrs. Green teachers.
c. Bill and Helen very well.
d. Bill my boyfriend.
e. Helen in my classroom.
f. I fine. Thanks.
g. It my pencil.
h. Sarah and I at school.
i. How you? 
j. He and my sister at the club now.
k. Mrs. Green a teacher.
l. Paul, Harry and Sarah students.
m. We at school.
n. They at home. They aren´t at the restaurant.
is
are
are
is
is
are
is
are
are
is
are
are
are
am
Play the track fi le and ask students to repeat. Explain to them 
the use of the Verb to Be in your a� rmative form. Read the 
examples for them.
Students can transcribe the contents 
of the track to fi ll in the gaps or do 
the exercise and then use the track to 
check. Ask them to read the exercises 
for them to practice.
UNIT
1
15
How are you?
fi fteen
4. Make sentences using these words.
is • she • am • in hospital • big • Helen and Bill 
fine • white • I • are • the dog • friends
 
 
 
 
 
 
 
 
 
5. Find the words.
C A U Y J B C O R T N G M J K
N U O K T C S F Y Y I O Y O U
O I I M O G G U H N M Z C R E
O Q O D M O R N I N G T F T G
N A W E O R F T F A R L J N U
R S C A R E T L E M L K I M I
E A E R R L E I N E R N L O B
T A R E O E O O W A E E X C B
F C W A W F Y M W V S P E L L
A L R I G H T X E A G Y A D E
 
 afternoon  tomorrow  spell
 name  evening  alright
 morning  well  you
 care
She and I are friends.
She is at the hospital. / She is in hospital.
Hellen and Bill are fine.
I am at the big white hospital.
N
O
O
N
R
E
T
F
L R I G H T XA
EC A
GO R N I
T
O
O
R
O
W
R
M
Y O U
S P E L L
A
M
N G
N U
K I M
R N
A E
W
E
V
L
L K
N
W
M
E
Find the 10 words on the crossword 
Do the exercise and proceed with the lesson.
Students must build sentences using the words given.
Ask students to read your answers.
UNIT
1
16
How are you?
sixteen
6. The best memory!
Choose a classmate and introduce him / her to your group.
Example:
This is 
He is from 
He is a 
 
Now, make 6 sentences using the words from the word list.
 
 
 
 
 
 
 
Word list
Afternoon
Big
Boyfriend
Car
Classroom
Evening
Fine
Friends
Girlfriend 
Miss 
Morning
Mr.
Mrs.
Nice
Night
School
Students
Teacher
Today
Tomorrow
Tonight
my friend.
(Personal)
(Personal)
– Good afternoon, this is Mrs. White.
– My teacher is at school.
– See you tomorrow.
– Miss Green is at school tonight.
– My classroom is big.
It is an oral exercise with the 
objectives of using the vocabulary
learned. Choose a classmate and 
introduce it to the group.
“What is your name?”
“Where are you from?”
“What is your occupation?”
Introduce yourself before you start 
the proposed activity.
 
 
It is a written exercise with the goals of 
fi xing the learned vocabulary. Students 
must choose 6 words from the word list 
and build a sentence for each chosen word.
 
UNIT
1
17
How are you?
seventeen
 Exercises
1. Test your verbs. 
a. He my classmate. 
b. They in the same classroom. 
c. She’ the English teacher. 
d. I at school now. 
e. We’ friends. 
f. You an English student. 
g. Helen and Bill cousins. 
h. Sarah, Harry and Paul the new students. 
i. What’ your name? 
j. How old you? 
k. How old your mother/father? 
l. Who I? 
m. You’ my students. 
Verb forms
Expressions
am
are
is
see
hi/hello
good morning
good afternoon
good evening
good night 
good bye
bye
thanks
is
are
s
are
re
am
is
are
s
are
re
am
are
Play the track for this content and 
ask students to repeat with your 
books closed. Aft er listening and 
repeating, distribute the words and 
verbs to each one so that do the 
modeling once again if necessary. 
Create sentences with the vocabulary 
and verbs off ered.
Students must complete the spaces with 
the correct verb. Aft er completing the 
spaces, ask a volunteer to read their 
answers and compare them with the 
other students.
UNIT
1
18
How are you?
eighteen
Notes
UNIT
2
19
Let’s begin
nineteen
Let’s begin
Start the class by checking the lesson preparation.
Students should introduce brief explanations in 
English of the words and verbs contained in Word 
List and Verb Forms. Start the unit with a 
warm-up, doing an image analysis at the beginning 
of the unit, make sentences like “Let’s begin lesson 
2”, “Let’s study”, “Let’s get down to work” and 
explain to them the use of “Let’s”.
 
UNIT
2
20
Let’s begin
twenty
Let’s + Verbs
How many verbs are you able to associate?
 Let’s... 
Oral and written activities
Pick up the verbs from the box below.
have dinner • study • play cards • listen to music 
• write • read • work • ride a horse 
 Let’s... Let’s... Let’s... Let’s... Let’s... Let’s... Let’s... Let’s... Let’s... Let’s... Let’s... Let’s...
Write. Listen to
music!
Play cards! Ride a horse.
Read!
Study!
Have dinner!
Work. Study!
Read!
Introduce the new vocabulary to the students and ask them to associate the 
verbs with the fi gures. Show students that they don’t always need a dictionary 
to learn a foreign language. Ask students to read the answers.
UNIT
2
21
Let’s begin
twenty-one
Let’s Begin
BILL: Good morning, John. How are you?
JOHN: I’m fine, thanks, Bill. Please come in.
BILL: Thank you. How is Mrs. Smith today?
JOHN: She’s very well, thanks.
BILL: Please sit down, John.
JOHN: Thank you.
BILL: Let’s read lesson three.
JOHN: Fine.
MR. GREEN: Good evening, Mr. Brown.
MR. BROWN: Good evening, how are 
you this evening?MR. GREEN: I’m very well. And how 
are you?
MR. BROWN: I’m fine, thanks.
MR. GREEN: Please, come in and sit 
down, Mr. Brown. It’s time to begin.
MR. BROWN: That’s fine. Let ś begin.
TEACHER: Let’s begin!
PAMELA: Please, teacher. How do 
you say “borracha” in English?
TEACHER: You say “eraser”.
PAMELA: Thanks. And how do you 
say “pegar emprestado”?
TEACHER: You say “borrow”.
PAMELA: Can I borrow your 
eraser, Chris?
CHRIS: Of course, here you are.
PAMELA: Thank you.
HELEN: Hello, Betty.
BETTY: Good afternoon, Helen.
HELEN: It’s time to study now.
BETTY: Fine. Let’s begin the lesson.
HELEN: Please open your book, 
Betty. Repeat the dialogues.
BETTY: Yes, Let’s read lesson five.
Let’s Begin
 Let’s read lesson three.
 Fine.
 Fine. Let’s begin the lesson.
 Yes, Let’s read lesson five. Yes, Let’s read lesson five.
 Thanks. And how do you 
2
3
4
1
Dialogue
Dialogue
Dialogue
Dialogue
To listen to the track fi le for the fi rst time, students 
must have their books closed. Play the track and ask 
them what the dialogue is about.
Play the track one more time so that students follow 
up with the books open. Suggest that they practice the 
dialogue.
UNIT
2
22
Let’s begin
twenty-two
Important Expressions
Come in, please. 
Stand up.
Close your books, please.
Read, please.
It’s time to begin.
This is lesson two.
Sit down.
Open your dictionaries, please.
Listen and repeat.
That’s fine.
Let’s begin now.
Repeat please.
©
iS
to
ck
ph
ot
o.
co
m
/h
id
es
y
Play the track and ask 
students to repeat next. For 
the comprehension of these 
expressions is very positive 
the use of the body language. 
To practice the “Classroom 
instructions”, students can 
play Hangman. Divide students 
in two groups, a group must 
choose the word to be used on 
the hangman and the other one 
guesses the mysterious word.
UNIT
2
23
Let’s begin
twenty-three
Exercises
1. Use the right word.
repeat • stand • come • time • listen • open • close 
sit • read • say • fine • begin • pay • take 
a. up, please.
b. in now.
c. It’s to begin.
d. please.
e. and repeat.
f. Please, your dictionaries. 
g. the dialogue on page 21, please. 
h. down, please. 
i. How do you “TAREFA” in English?
j. the books on page 23. 
k. Let’s .
l. attention.
m. That’s .
n. notes.
2. Match the columns. 
 A B 
a. How do you say “caneta” in English?  the dialogue. 
b. Can I borrow your pen?  after me. 
c. Please, come in and  you say “pen”.
d. It´s time to read  Yes, of course. 
e. Please, listen to  meet your classmates. 
f. Repeat  the word list.
Stand
Come
time
Repeat
Listen
close
Read
Sit
say
Open
begin
Pay
fine
Take
D
F
A
B
C
E
Students can transcribe the contents of the track to fi ll 
in the gaps or do the exercise and then use the track for 
checking. Ask them to read the exercises for them 
to practice.
Students must relate to the beginning with the end of the 
sentence. Aft er doing the exercise, repeat aloud the sentences 
from the letter A to F so they can complete. Try repeating the 
exercise so they do the same with the closed books.
UNIT
2
24
Let’s begin
twenty-four
3. Group work. 
Simon says: Give instructions to your classmates.
E.g. Simon says “open your notebooks”;
Important Point 1
Numbers
0 zero 5 five 
1 one 6 six
2 two 7 seven
3 three 8 eight
4 four 9 nine
10 ten
+ plus - minus
x times : divided by
Exercises
1. What is the result?
a. seven - two = 
b. three + six = 
c. four - one = 
d. six + two = 
e. nine - four = 
f. eight + one = 
g. two + three + five = 
h. ten - two + one = 
i. ten : two + one = 
j. two x four - two = 
k. nine x one - eight = 
plus
minus
divided by 
Times
five
nine
three
eight
five
nine
ten
nine
six
six
one
“Simon Says” is an American game in which you have to obey an 
order whenever it starts with “Simon says”. A student must give 
instructions to others using the command “Simon says” and the rest 
must obey what has been said.
Play the track fi le and
ask students to repeat.
To practice numbers, you can 
write numbers from 0 to 10 on 
small pieces of paper. If you 
have 5 students in your class, 
make sure each student take 2 
pieces of paper. Keep number 
10 to yourself. Students are 
supposed to count down 
according to the number they 
have picked. You start the 
game by saying “ten”. You 
can ask them to put these 
numbers in a certain order, for 
example, only the even ones, 
only the odd ones.You can also 
make a telephone book. Ask 
students to give their telephone 
numbers. Write them on the 
board. 
For this exercise students can work in pairs or answer to 
questions individually. Ask them to report their answers
to corrections.
UNIT
2
25
Let’s begin
twenty-fi ve
2. Group work. Competition.
Cut pieces of paper. On each piece, write a number from 0 to 5. 
Put them in a bag.
Get two numbers out of the bag. Add or correct them.
3. Pair work.
With a partner, take turns counting only the odd num bers. Then, count only the even 
numbers. 
Word list
To begin 
To borrow 
To close
To come in
To give
To listen
To match
To open
To read
To repeat
To stand up 
To study
To sit down 
To take
Verb forms 
Book
Class
Dictionary 
Good
Lesson 
Let’s 
Notebook
Please
Program
That’s 
This 
Time
 
Play the track for this content and ask students. Repeat with 
their closed books. Aft er listening and distribute the words 
and verbs for each one to do do the modeling once again if 
necessary.
Create sentences 
with the vocabulary 
and verbs off ered.
UNIT
2
26
Let’s begin
twenty-six
Notes
UNIT
3
27
What is this?
twenty-seven
What is this?
Start the class by checking the lesson preparation.
Students must introduce brief English explanations of the 
words and verbs contained in Word List and Verb Forms. 
Start the unit with a warm-up, ask students:
- What are these women talking about?
- What is this woman wearing? (pointing to one of them)
What is this woman wearing? (pointing to the other)
Use the start image of the unit to try to make connections 
with the grammatical content that will be learned. (Point 
to the objects in the image and ask: What is this? Th is is a 
bench, this is a notebook, this is a tree...).
UNIT
3
28
What is this?
twenty-eight
Oral activity
This ➜ singular
These ➜ plural
This is 
(a / an)
These 
are
Introduce to students “when” and “how” 
to use the DemonstrativePronouns 
show the position of an element in 
relation to the people of the speech-
singular: THIS and the plural: THESE) 
and indefi nite articles (determines the 
noun so imprecise, indicating that, 
this is simple representative of a given 
species. When the word begins with 
a vowel sound use, e.g. an apple; and 
when the word begins with a consonant 
sound use, e.g. the ball). Make sentences 
to illustrate the use of grammar to 
students.
UNIT
3
29
What is this?
twenty-nine
What is this?
Questions and answers.
1. Game.
Put some objects in a dark bag and give it to a classmate. He/She has to guess 
what the objects inside the bag are.
JENNIFER: What’s this?
SUE: This is a notebook.
JENNIFER: Is it your notebook?
SUE: Yes, and this is my bag.
JENNIFER: And is this your 
ruler?
SUE: No, it’s Janet’s.
JENNIFER: Is this Janet’s pen?
SUE: No, her pen is different.
JENNIFER: Oh, it ś Fred’s. His 
name is here. 
SUE: Jennifer, what is our 
classroom number?
JENNIFER: It is 301 A.
SUE: Fred and Janet are in a 
different classes. Their 
class room number is 301 B.
JENNIFER: They are in Mr. 
Platt’s class and we are in Mrs. 
Nicholson’s class.
SUE: Our classroom is near the 
patio and their class room is near 
the cafeteria.
To listen the track fi le for the fi rst time, 
students must have their books closed. Play 
the track and ask questions to students 
based on track, for example:
What are the women talking about?
Whose ruler is it?
What is their classroom number?
Play the track once again for students to 
follow along with the books open. Suggests 
that practice the dialogue.
UNIT
3
30
What is this?
thirty
Important Point 1
Possessive Adjectives
 I My This is my bag.
 You Your Is this your ruler?
 He His His name is here.
 She Her Her pen is different.
 It Its Its name is “First World”
 We Our What is our classroom number?
 They Their Their classroom number is 301B.
Important Point 2
Genitive Case: ’S
It is Janet’s ruler.
It’s Fred’s pen.
They are in Mr. Platt’s class.
We are in Mrs. Nicholson’s class.
Two-months holiday.
Today newspaper. 
My brother-in-law’s new car. 
Play the track fi le and ask students to 
repeat. Explain to them the use of possessive 
adjectives. Th at for each pronoun. We have 
a possessive. Read the examples for them. To 
display the possessive, you can start using the 
objects and emphasizing to whom they belong, 
e.g. Th is is is her book, this is his pencil.
Play the track fi le and ask 
students to repeat. Explain to 
them the use of the genitive 
case through the use of an 
apostrophe (‘) followed or not 
S is used primarily to show 
that something belongs or is 
associated with someone or 
something.
It’s comes aft er the name of 
the owner, that will precede it 
owned. Read the examples for 
them and do more examples 
using the students in the room.
Ex: Th is is is Mary’s book.
UNIT
3
31
What is this?
thirty-one
Exercises
1. Answer the following questions.
a. Whose dictionaries are these? (their)
 
b. Whose pencil is this? (your)
 
c. Whose chairs are these? (my)
 
d. Whose car is this? (her)
 
e. Whose briefcases are these? (my)
 
f. Whose cat is this? (Robert)
 
g. Whose bags are these? (Mr. Green)
 
h. Whose sandwich is this? (Mrs. Green)
 
i. Whose notebooks are these? (your classmate)
 
 
2. Use the right possessive: HER - HIS - THEIR - OUR - MY. 
a. This is Cindy’s pen. It’s pen.
b. This is Billy’s desk. It’s desk.
c. This is Richard’s notebook. It’s notebook.
d. This is David’s briefcase. This is briefcase.
These are their dictionaries.
This is your pencil.
These are my chairs.
This is her car.
These are my briefcases.
This is Robert´s cat / This is his cat.
These are Mr. Green´s bags / These are his bags.
This is Mrs. Green´s sandwich / This is her sandwich.
These are your classmate´s notebooks / These are his notebooks.
her
his
his
his
Students can transcribe the contents of the track to 
fi ll in the gaps or do the exercise and then use the 
track for checking. Ask them to read the exercises for 
them to practice.
Students can transcribe the contents of the track to fi ll 
in the gaps or do the exercise and then use the track 
for checking. Ask them to read the exercises for them 
to practice.
UNIT
3
32
What is this?
thirty-two
e. This is Carol’s cat. It’s cat.
f. This is Rita and Sebastian’s classroom. 
 It’s class room. 
g. We like school.
h. This is Sheila and Ben’s car. car is green.
i. I am Ann and this is friend. name is Chris tian.
j. This is Jim’s bike. It’s bike.
k. This is Paul’s CD. It’s CD.
l. This is my mother and my father’s house. It’s house. 
m. We have a nice house. Look! This is house. 
n. I drive a nice car. It’s car. 
o. Mary washes car on weekends. 
p. They love country. 
q. Jim’s bike is blue. bike is cool.
3. Circle the correct word.
MIKE : Is this (Carol’s / he) pencil case? 
PAUL : No. It isn’t. (Her / hers) pencil case is that pink one. 
MIKE : Oh, I see. So, the blue one is (Jim’s / your). 
MEG : Is this (Steve / Steve’s) backpack? 
JUSTIN : Yes, it is (him / his) backpack. 
MEG : I have a backpack. (My / mine) backpack is red. 
JUSTIN : Great! I want one. (You / Your) backpack is nice.
4. Game.
Secretly give an object to your teacher. Try to guess to whom the object belongs.
Example:
Whose eraser is this?
I think it is Priscilla’s.
her
their
our
their
my Her
his
his
their
our
my
her
their
his
(Carol’s / he)
(Her / hers)
(Jim’s / your)
(Steve / Steve’s)
(him / his) backpack. 
(My / mine)
(You / Your)
Students should circle the best answer to complete 
sentences. Ask them to read the answers and discuss 
the answers.
UNIT
3
33What is this?
thirty-three
5. Answer the questions using ’S.
a. Who is that man over there? (Robert – father)
 
b. Whose is the best project? (Steve) 
 
c. Whose toys are these? (the children) 
 
d. Is this your uncle? (My cousin – friend)
 
e. Whose dictionaries are these? (The students) 
 
6. Change into your native language. 
a. My friend’s backpack. 
 
b. The boy’s friend. 
 
c. Two month vacation. 
 
d. Yesterday’s paper. 
 
e. Paul and Tom are in the same classroom.
 
f. Good morning, how are you today?
 
g. Can I borrow your eraser?
 
That man is Robert’s father.
The best project is Steve’s.
These toy’s are the children’s.
This is my cousin’s friend.
These are the student’s dictionaries.
My friend’s backpack.
The boy’s friend.
Two month vacation.
Yesterday’s newspaper.
Paul and Tom are in the same classroom.
Good morning! How are you today?
May / can I borrow your eraser?
For this exercise students can work in pairs 
or answer the questions individually. Ask 
them to report their answers to corrections.
For this exercise students can work in pairs 
or translate sentences individually. If they 
want to, they can use the dictionary. Ask 
them to report their answers to corrections.
UNIT
3
34
What is this?
thirty-four
Word list
Notes
To answer
To drive
To guess
To think
To try
To want
Verb forms 
Bag
Beautiful 
Briefcase 
Case 
Classroom
Desk 
Different 
Eraser 
Friend 
Here 
Pen 
Pencil 
Pencil case 
Ruler
Schoolbag 
Vacation 
Whose
 
Play the track for this content and ask students 
to repeat with their closed books. Aft er listening 
and repeating, distribute the words and verbs 
to each one so that they do the modeling once 
again if necessary. Th ey should elaborate 
sentences making use of vocabulary and verbs.
UNIT
4
35
Asking 
and giving 
information
thirty-fi ve
Asking and giving 
informationinformation Start the class by checking the lesson preparation. Students must introduce brief English explanations of the 
words and verbs contained in Word 
List and Verb Forms. 
Start the unit with a warm-up: take 
to the classroom fi gures of fl ags and 
famous people from all over the 
country.
Introduce the personalities to 
the students and tell them where 
the famous are. Talk about your 
nationalities, and if possible,
Tell your students about other 
people’s curiosity countries or tourist 
attractions.
Ask your students questions like:
- What are the countries of the fl ags 
in the picture?
- Where are you from?
Use the start image of the unit to try 
to make links with the grammatical 
content that will be learned.
UNIT
4
36
Asking 
and giving 
information
thirty-six
Countries and Nationalities
Oral activity
WHERE 
IS
WHERE 
ARE
FROM?
FROM?
Santos Dumont and Gisele Bündchen
You and your classmate
 
Michael Phelps and Nicholas Sparks
Prince William
Shakira
Beyoncé
Introduce new vocabulary to 
students. Use the fi gures
that you used in the Warm-up at 
the beginning of the class to
complement the explanation.
Ask students to add words to 
vocabulary and help with the 
translations.
UNIT
4
37
Asking 
and giving 
information
thirty-seven
Asking and giving information
STEVE: Are you Brazilian, Janet?
JANET: No, I’m not. I am Colombian.
STEVE: And where is Jessica from? Is she Brazilian?
JANET: No, she isn’t. She is from Argentina. What 
about you? What is your nationality?
STEVE: I am Australian, and my parents are 
Italian.
JANET: Are they in Italy now?
STEVE: No, they aren’t. They are on vacation in 
Bahia.
JANET: This excursion is really interesting. 
There are people from 
everywhere!
STEVE: And suitcases from 
everywhere, too. Whose 
suitcase is this? The only 
iden ti fi cation on it is the green 
and yellow tag 
 and the initials J.S.
JANET: Oh, it is Jane Silva’s. She is 
Brazilian.
Important Point 1
Countries and Nationalities
 The U.S.A. - American Spain - Spanish
 England - English Australia - Australian
 Switzerland - Swiss South Africa - South African
 Greece - Greek Brazil - Brazilian
 Turkey - Turkish China - Chinese
 Portugal - Portuguese Germany - German 
 And where is Jessica from? Is she Brazilian?
 No, she isn’t. She is from Argentina. What 
about you? What is your nationality?
 I am Australian, and my parents are 
 No, they aren’t. They are on vacation in 
 This excursion is really interesting. 
iden ti fi cation on it is the green 
 Oh, it is Jane Silva’s. She is 
Asking and giving informationAsking and giving informationAsking and giving information
To listen to the track fi le for 
the fi rst time, students must 
have their books closed. Play 
the track and ask them:
What is Janet’s nationality?
Where is Jessica from?
What is Steve’s nationality?
Where are Steve’s parents 
from?
Play the track one more 
time so that students follow 
up with the books open. 
Suggest that they practice the 
dialogue.
Play the track fi le and ask 
students to repeat. Explain 
to them the countries and 
their nationalities.
Read to the students slowly 
and repeat twice or three 
times.
If you want, you can bring 
to the other classroom 
examples of countries and 
nationality.
UNIT
4
38
Asking 
and giving 
information
thirty-eight
 Important Point 2
Verb to be
 AFFIRMATIVE INTERROGATIVE NEGATIVE
 I am Am I...? I am not
 You are Are you...? You are not
 He is Is he...? He is not
 She is Is she...? She is not
 It is Is it...? It is not
 We are Are we...? We are not
 They are Are they...? They are not
Observe: What is = What’s
 Where is = Where’s
 Whose...is?
 Exercises
1. Complete with the correct form of verb TO BE: 
Affirmative, Interrogative or Negative forms.
a. Frances and Jeremy in my class. They are in Kelly’s class.
b. Jason here?
c. Mandy at school. She at the club.
d. you Phillip? No, I Phillip. I Paul.
e. It a beautifulday! 
f. Where Tony and Rita?
g. We in class. We in the cafeteria. 
h. she the English teacher? 
i. They in the library. They in the gym. 
j. I at school now, doing my homework and studying English. 
aren´t
Is
is isn´t
Are am not
is
are
aren´t
Is
are aren´t
am
am
are
Play the track fi le and ask students to repeat. Explain to 
them the use of the verb to be in their form Interrogative and 
Negative. Read the examples for them.
Students can transcribe the contents of the track to fi ll 
in the gaps or do the exercise and then use the track 
for checking. Ask them to read the exercises for them 
to practice.
UNIT
4
39
Asking 
and giving 
information
thirty-nine
k. Mary Helen at work. She is at her grandparents’.
l. he your boyfriend? No, he .
m. They in the same unit.
n. Junior at the bank? No, he at the store.
o. Peter and John scientists. They doctors.
p. this man from the USA? No, he from Germany.
q. this a good Chinese restaurant?
2. Change into questions.
a. They are my friends. 
 
b. Ian is a basketball player.
 
c. We are in front of the shopping center. 
 
d. She is our Biology teacher. 
 
e. I am the English teacher. 
 
f. He is in the cafeteria. 
 
g. They are in the library preparing a speech. 
 
h. That is my friend Harry. 
 
i. My teacher is in the classroom.
 
isn´t
Is isn´t
are
Is
aren´t
Is
Is
is
are
is
Are they my friends?
Is Ian a basketball player?
Are we in front of the shopping center?
Is she our Biology teacher?
Am I the English teacher?
Is he in the cafeteria?
Are they in the library preparing a speech?
Is that my friend Harry?
Is my teacher in the classroom?
Students can transcribe the contents of the track to fi ll 
in the gaps or do the exercise and then use the track 
for checking. Ask them to read the exercises for them 
to practice.
UNIT
4
40
Asking 
and giving 
information
forty
j. These are my classmate’s pens.
 
k. Peter and John are scientists.
 
l. Mary and Helen’s house is near the bakery.
 
 
3. Change into negative.
a. This is my city. 
 
b. I am happy.
 
c. Hector is an engineering student. 
 
d. That is your notebook. 
 
e. She is our Arts teacher. 
 
f. Harry is our classmate. 
 
g. We are reading lesson 3. 
 
h. They are sad. 
 
i. Paul Johnson is in Peter’s class.
 
Are these my classmate´s pens?
Are Peter and John scientists?
Is Mary and Helen´s house near the bakery?
This is not my city.
I am not happy.
Hector is not an engineering student.
That is not your notebook.
She is not our Arts teacher.
Harry is not our classmate.
We are not reading lesson 3.
They are not sad.
Paul Johnson is not in Peter´s class.
Students can transcribe the contents of the track to 
fi ll in the gaps or do the exercise and then use the 
track for checking. Ask them to read the exercises 
for them to practice.
UNIT
4
41
Asking 
and giving 
information
forty-one
4. Circle the correct form.
a. This excursion (is / are) very nice.
b. (Is / Are) your friends Brazilian?
c. Hillary and I (is / are) not from Bolivia.
d. (Is / Are) you 17 years old?
e. Bart and Greg (is / are) not brothers.
f. Mary (is / isn’t) Japanese. She is Chinese. 
g. My friends (are / aren’t) in town. They are on vacation. 
h. How old (are / is) you? 
i. Mr. and Mrs. Green (are / are not) married. They have two children. 
j. She (is / is not) my sister. She’s just a friend.
5. Give real information.
Example: My name is David.
 My name is not David. My name is Ann.
a. Today is very hot.
 
b. My teacher is Jessica.
 
c. My school is in Riode Janeiro. 
 
d. My classmates are in the classroom. 
 
e. I am in my bedroom.
 
f. I am good at languages.
 
 
 
 (is / are) 
(Is / Are) your friends Brazilian?
 (is / are) 
(Is / Are) 
(is / are) not brothers.
 (is / isn’t) Japanese. She is Chinese. 
 (are / aren’t) 
(are / is) 
 (are / are not) 
 (is / is not) 
Today isn´t very hot. Today is warm.
My teacher isn´t Jessica. My teacher is...
My school isn´t in Rio de Janeiro. 
My school is...
My classmates aren´t in my house. My classmates are at school.
I am not in my bedroom. I am at school.
I am not good at languages. I am good at...
Students should circle the best
answer to them to complete the 
sentences.
Ask them to read the answers
and discuss them.
For this exercise students can work in pairs or answer 
the questions individually.
Ask them to report their answers to corrections.
UNIT
4
42
Asking 
and giving 
information
forty-two
g. My mother is a teacher.
 
h. My favorite color is black.
 
i. My friends are at the club now.
 
j. I’m the teacher. 
 
k. We are at school in the morning.
 
l. My favorite food is fish. 
 
m. My friends are not nice partners.
 
n. English is a difficult language.
 
o. We are in lesson 10.
 
6. Interview your classmates. Find a person who:
 is 20 years old.
 is not from Rio Grande do Sul.
 is an only child.
 is at University.
 is good at Math.
 is good at Biology.
 is good at sports.
 is studying English. 
 is good at swimming. 
 is a good student. 
 is an American. 
My mother isn´t a teacher. My mother is a...
My favorite color isn´t black. My favorite color is...
My friends aren´t at the restaurant now. My friends are...
I am not the teacher. I am...
We aren´t at school in the morning. We are at school in the...
My favorite food isn´t fish. My favorite food is...
My friends are nice partners.
English isn´t a difficult language.
We aren´t in lesson 10. We are in lesson...
(Personal) Before you begin the interview, tell the students that they can 
lie when they’re answering the 
questions,
but that they must use the same 
lie for everyone.
Ask students to start 
interviewing their colleagues in 
the room and write down their 
answers.
A student of his read his results 
and say who he think you lied in 
the answer, for ex: Th e student 
read: George is at the University.
Th en he says: I think George is 
not at the University, he is at 
school.
UNIT
4
43
Asking 
and giving 
information
forty-three
Verb forms 
Word list
Child 
Everywhere
Excursion 
Identification
Initials 
Library 
Nationality 
Math 
Parents
Research 
Sad 
Suitcase
Swimming 
Tag 
 
Notes
To ask
To change
To circle 
To complete
To do
To interview
Play the track for this content and ask students. 
Repeat with their closed books. Aft er listening and
repeat, distribute the words and verbs to each one. 
So that they do the modeling once again if necessary. Th ey 
should elaborate sentences making use of the vocabulary 
and the verbs.
UNIT
4
44
Asking 
and giving 
information
forty-four
Notes
UNIT
5
45
John’s 
bedroom 
is a mess
forty-fi ve
John’s bedroom 
is a mess
Start the class by checking the 
lesson preparation.
Students should submit brief 
explanations in English of the 
words and verbs contained in 
Word List and Verb Forms.
Start the unit by analyzing 
the fi gure at the beginning of 
the unit and making as many 
connections as possible with 
the vocabulary
and the grammar that will be 
learned in the lesson. 
Read aloud, “John’s bedroom is 
a mess!”. Point the objects and 
where they are. Tell her the 
room is “a mess.” 
Ask students “Is your bedroom 
a mess?” / “Is your bedroom 
organized?”.
UNIT
5
46
John’s 
bedroom 
is a mess
forty-six
Where do you keep these things?
Oral and written activities
broom 
TV Set 
stove 
toaster
rug
sink
armchair
 feather duster 
curtains
sponge
washing machine
iron
lampshade
detergent
microwave
oven
mirror
bed
garden hose
 grass
toothbrush
 shovel
 toilet paper
 pillow 
soap 
alarm clock
 swimming pool 
 towel
blanket
 lawnmower
 night table
Bathroom
Kitchen
Backyard
Living-room
Bedroom
Laundry
rug, mirror
toothbrush
toilet paper
towel
TV, rug
armchair
curtains
mirror, pillow
toaster, sink
stove, sponge
detergente
microwave, oven
TV, armchair
curtains, mirror
bed, pillow
alarm clock, blanket
garden
hose, grass
shovel, swimming pool
lawnmower
broom
feather duster
iron
soap
night table
Introduce new vocabulary 
to students. Ask them to add 
words to the vocabulary and 
help in the translations.
Students must write in which 
room the objects should be.
UNIT
5
47
John’s 
bedroom 
is a mess
forty-seven
John´s bedroom is a mess
BILL: Please, clean your bedroom, John!
JOHN: Ok... Just a moment.
BILL: Here you are – scissors, books, 
notebooks, pencils, and papers.
JOHN: Thanks. And where are your things?
BILL: My things aren’t here. They are in the 
living room. 
JOHN: Is that your jacket?
BILL: Yes, it is. And that’s my Eminem CD.
JOHN: Very good. Whose dictionary is that? Is it 
yours?
BILL: No, it’s not mine.
JOHN: Maybe it is Jennifer’s.Oh, yes. Her name is 
here. It is hers.
To listen to the track fi le for 
the fi rst time, students must 
have their closed books. Play 
the listen and ask them:
- How is John’s bedroom?
- Where are Bill’s things?
- Whose dictionary is that?
Play the track one more 
time so that students follow 
up with the books open. 
Suggest that they practice the 
dialogue.
UNIT
5
48
John’s 
bedroom 
is a mess
forty-eight
Important Point 1
Possessive Pronouns
 
 I Mine
 You Yours
 He His
 She Hers
 It Its
 We Ours
 You Yours
 They Theirs
Exercises
1. Use the right possessive.
a. That’s car. (our / ours) 
b. That dog is . (my / mine) 
c. That’s dictionary. (your / yours) 
d. That’s cat. (their / theirs) 
e. That pen is . (her / hers) 
f. That briefcase is . (your / yours) 
g. That’s classroom. (our / ours) 
h. That’s paper. (my / mine) 
i. That’s notebook. (her / hers) 
j. That blackboard is . (their / theirs) 
Examples:
A: Is that your book?
B: Yes, it’s mine.
A: Whose pencil is this? Is it yours?
B: No, it is not mine.
A: Whose notebook is this?
B: It is ours. 
A: Whose dictionary is this? Is it Jack’s?
B: Yes, it is his.
A: Is this Amanda’s pen?
B: Yes, it is. It is hers.
A: This radio is Ryan and Tom’s.
B: Yes, it is theirs.
our
mine
your
their
hers
yours
our
my
her
theirs
Play the track fi le and ask students 
to repeat. Explain to them the use of 
possessive pronouns.
Possessive pronouns should be used 
with the help of replace the noun in 
the sentence. 
Remember to write the pronouns on 
the blackboard before you start the 
activity.
You can use your objects and the 
students’ objects for explanation of 
the matter. Read the examples for 
them.
Students can transcribe the contents of the track to 
fi ll in the gaps or do the exercise and then use the 
track for checking. Ask them to read the exercises for 
them to practice.
UNIT
5
49
John’s 
bedroom 
is a mess
forty-nine
2. Put the things in the right place.
 clothes objetcs personal use
 
 
 
 
 
 
3. Group Activity.
Write a sentence on a piece of paper and give it to your teacher. Don’t write your 
name. One student has to guess whose handwriting it is. If he/she makes a mistake, 
the indicated student has to stand up and repeat the ac tivity. 
Handwriting:
 
Example: 
DAVID: I think this is hers. (pointing to Maria).
MARIA: No, it is not mine. I think it is his. (pointing to Robert)
ROBERT: Yes. It is mine. 
 Now, Robert gets another piece of paper and goes on.
toothbrush • watch • dress • computer • socks • jacket • 
CD • tie • skirt • makeup • brush • shoes • mobile phone 
• toothpaste • briefcase • dictionary • pants • blouse • 
lipstick • glasses • cap • clock • coat • pajamas
Write a sentence.
dress
socks, tie
jacket
shirt, pants
blouse, cap
coat, pajamas
watch
computer
CD, mobile
phone, brief
case, dictionary
clock
toothbrush
makeup
brush, shoes
toothpaste
lipstick
glasses
Th is is an exercise for fi xing and practice of vocabulary. For this exercise students can work in pairs or answer the 
questions individually. Ask them to report their answers to corrections. Another possibility is to have students dictate 
the words to the teacher who will write the answers given on the blackboard.
UNIT
5
50
John’s 
bedroom 
is a mess
fi fty
Conversation
First day of class
MRS. BROWN: Good morning, Martha. 
 How are you?
MARTHA: Fine, thanks. And you?
MRS. BROWN: Very well, thank you. 
MARTHA: Is this my classroom?
MRS. BROWN: Yes, it is.
MARTHA: Is that my desk?
MRS. BROWN: Yes, it is. And are those your books?
MARTHA: No, they aren’t. Those books aren’t mine.
MRS. BROWN: Where are yours?
MARTHA: My books are over there. 
MRS. BROWN: Are these your pens?
MARTHA: Yes, they are. Thank you, teacher. 
 Is it time to begin the class?
MRS. BROWN: Yes, it is. Let’s begin lesson one.
Important Point 2
Demonstrative Pronouns
 THIS: Is this my classroom? THAT: Is that my desk?
 THESE: Are these your pens? THOSE: Are those your books? 
 
Exercises
1. Complete the sentences with THIS IS or THESE ARE.
a. her pencils.
b. his notebook.
These are
This is
To listen to the track fi le for the 
fi rst time, they must have their 
books closed.
Play the track and ask 
students questions based on 
the text to check the students’ 
comprehension.
Play the track one more time for 
students to follow with the books 
open. Suggest that they practice 
the dialogue.
Play the track fi le and ask 
students to repeat. Explain to 
them the use of demonstrative 
pronouns.
Introduce the demonstrative 
pronouns, it is important to
have many points of references 
in the classroom, so students 
draw their own conclusions 
about this/these (near) or that/
those (far) also the diff erence 
between this/that (singular) 
and these/those (plural). Read 
the examples for them. Ask 
them to deduct the rule.
Students can transcribe the contents of the track to that 
fi ll in the gaps or do the exercise and then use track for 
checking. Ask them to read the exercises for them to 
practice.
UNIT
5
51
John’s 
bedroom 
is a mess
fi fty-one
c. my briefcase. 
d. her dictionaries.
e. your desk.
f. my computer.
g. the new lesson.
h. our teachers.
i. my friends.
j. their socks.
k. her lipsticks.
l. their watches.
m. your caps.
2. Organize these sentences.
a. And - Thomas - are - those - Susan.
 
b. My - this - diary - is.c. Teacher - that - is - my.
 
d. Papers - mine - these - are.
 
e. Hospital - is - a - my - there - house - near.
 
f. The - on - floor - the - mine - are - books.
 
g. Phone - her - this - mobile - is.
 
h. Bathroom - toothbrush - the - in - her - is. 
 
This is
These are
This is
This is
This is
These are
These are
These are
These are
These are
These are
Those are Thomas and Susan’s.
This is my diary.
That is my teacher.
These papers are mine.
There is a hospital near my house.
The books on the floor are mine.
This is her mobile phone.
Her toothbrush is in the bathroom.
For this exercise students can work in pairs or 
unscramble the questions individually. 
Ask them to report their answers to corrections.
UNIT
5
52
John’s 
bedroom 
is a mess
fi fty-two 
To clean 
To cut
To decorate
To draw
To go on
To organize
To point
To prepare
To write
3. Group Activity.
Prepare posters to decorate your classroom. 
Draw pictures of objects or cut them from magazines. 
Write under each one: “This is.... / These are....’’ 
Word list
Blanket 
Blouse 
Brush 
Cap 
CD
Clock 
Clothes 
Coat 
Computer 
Desk
Diary 
Dress 
Glasses 
Jacket
Lessons 
Lipstick 
Mess
Mobile phone 
Page 
Pants
Papers 
Pencils 
Pens 
Pillow 
Scissors 
Shoes
Skirt
Socks 
Teacher 
Things 
Tie 
Toothbrush 
Toothpaste
Watch
What
Where
Verb forms 
Play the track for this content and ask students 
to repeat with their closed books. Aft er listening 
and repeating, distribute the words and verbs 
to each one so that they do the modeling once 
again if necessary. Create sentences making use of 
vocabulary and verbs.
UNIT
5
53
John’s 
bedroom 
is a mess
fi fty-three
Notes
UNIT
5
54
John’s 
bedroom 
is a mess
fi fty-four
Notes
UNIT
6
55
What do 
you do?
fi fty-fi ve
What do
you do?
Start the class by checking 
the lesson preparation. 
Students should submit brief 
explanations in English of the 
words and verbs contained in 
Word List and Verb Forms.
Start the unit with a few 
questions based on the fi gure at 
the beginning of unit 6 and the 
grammar that will be displayed 
in the unit. Questions like:
- What is your profession?
- Where do you work?
- What are these men 
profession?
- Where do they work?
UNIT
6
56
What do 
you do?
fi fty-six
What do you know about the people 
below? What do they do?
Oral and written activities
How about you? What’s your occupation?
I’m (a/an)
 
 
 
 
 
 
 
 
 
 
 
 
 
doctor
baker
fireman 
accountant 
bus driver
electrician
gardener
nurse
seamstress 
farmer
computer 
programmer 
secretary 
hairdresser 
architect
computer
programmer
seamstress
fireman
doctor
gardener
nurse
accountant
architect
farmer
bus driver
hairdresser
electrician
secretary
baker
Introduce new vocabulary to 
students: professions. 
Ask students to add words to the 
vocabulary and help with the 
translations. 
You can also make use of the 
“body language” or mimes, 
introducing professions cited 
in this activity. Aft er you have 
sorted the images, ask them to 
answer the question at the end 
of the page.
UNIT
6
57
What do 
you do?
fi fty-seven
What do you do?
HARRY: Hello. I’m Harry Long. 
JACK: Hello, Harry. I’m Jack Smith. 
HARRY: Are you a student, Jack? 
JACK: No, I’m not. I’m the Math teacher. 
HARRY: Really? 
JACK: Yes, I am. What about you? 
HARRY: I’m a teacher too. And who is that lady over there? Is she a 
teacher or a student?
JACK: She is the English teacher. 
HARRY: Is that man a student? 
JACK: No, he’s not. He’s a doctor. That’s Dr. Rice.
HARRY: This is my first day here. I am the new Geography 
teacher. 
JACK: Welcome, Harry. Let me introduce you to the other teachers.
HARRY: Thanks a lot.
At school
What is your occupation?
Listen to the track fi le for the fi rst time, 
students must have their closed books. 
Play the track and make students 
questions based on the text to check the 
students’ comprehension. Play the track 
one more time so that students follow 
up with the books open. Suggest that 
they practice the dialogue.
UNIT
6
58
What do 
you do?
fi fty-eight
Exercises
1. Match people and occupations.
a. David Beckham  singer 
b. Oscar Niemeyer  model 
c. J. K. Rowling  soccer player 
d. Gisele Bündchen  actress 
e. Sandra Bullock  architect 
f. Jimmy Fallon  writer 
g. Michael Jackson  TV anchor 
h. Oprah Winfrey  TV presenter 
2. In your school, who is the...
Secretary? 
Teacher? 
Principal? 
 
3. In your house, what is your...
Father’s occupation? 
Mother’s occupation? 
Your occupation? 
4. What is your...
Cousin’s occupation? 
Uncle’s occupation? 
Aunt’s occupation? 
a. David Beckham David Beckham David Beckham David Beckham David Beckham G
(Personal)
D
A
E
B
C
H
F
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
Students must relate to the famous with 
their respective professions.
 
 
For this exercise students can work 
in pairs or answer the questions in pairs or answer the questions 
individually. It could be a dynamic. If 
students do not know the school staff , students do not know the school staff , students do not know the school staff , students do not know the school staff , students do not know the school staff , 
ask them to address them, introduce 
themselves and ask each other’s 
names.
Off er a few minutes for they can 
answer the questions and make the answer the questions and make the answer the questions and make the 
correction with them orally.
Provide time for the students to 
answer the questions and the answer the questions and the 
correction with them orally.
UNIT
6
59
What do 
you do?
fi fty-nine
5. In your classroom, what is/are your classmate’s (s’)
 occupation (s)?6. What are other occupations you know?
 
 
 
 
 
 
 
 
7. What are other occupations your classmates know?
 
 
 
 
 
 
8. People and occupations don’t match. 
Correct the exercises.
Example: 
Machado de Assis is an architect. (INCORRECT) 
Machado de Assis isn’t an architect. He is a writer.
 
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
For this exercise students can work in 
pairs or answer the questions individually. 
Ask them to report their answers to 
corrections.
Ask students to stand up, the 
colleague’s name and question the 
profession of each one.
 
For this unit, students can use 
a dictionary to search for other a dictionary to search for other a dictionary to search for other a dictionary to search for other a dictionary to search for other a dictionary to search for other 
professions.
 
 
Ask students to stand up and other 
colleagues professions mentioned by colleagues professions mentioned by colleagues professions mentioned by colleagues professions mentioned by 
 
colleagues professions mentioned by 
 
colleagues professions mentioned by 
 
them.
UNIT
6
60
What do 
you do?
sixty
a. Elvis Presley is an actor. (singer)
 
b. Oprah Winfrey and Ellen DeGeneres are singers. (TV presenters)
 
c. Oscar Niemeyer is a tennis player. (architect)d. Fernando Henrique Cardoso is an engineer. (sociologist)
 
e. Jennifer Aniston is a veterinarian. (actress)
 
f. Will Smith is an architect. (actor)
 
g. Stephenie Meyer is a singer. (writer)
 
h. Cristiano Ronaldo is an actor. (soccer player)
 
9. Who works...
 
a. in an office? 
b. in a hospital? 
c. in a school? 
d. in a television network? 
e. in a restaurant?
Elvis Presley isn´t an actor. Elvis Presley is a singer.
Oprah Winfrey and Ellen DeGeneres aren´t singers. They are TV presenters.
Oscar Niemeyer isn´t a tennis player. He is an architect.
Fernando Henrique Cardoso isn´t an engineer. He is a sociologist.
Jennifer Aniston isn´t a veterinarian. Jennifer Aniston is an actress.
Will Smith isn´t an architect. He is an actor.
Stephenie Meyer isn´t a singer. Stephenie Meyer is a writer.
Cristiano Ronaldo isn´t an actor. He is a soccer player. 
office boy
secretary
doctor
nurse
teacher
principal
reporterTV presenter,
waiter
cook
businessman
secretary
actor, actress
waitress
Orally students can work in pairs 
or answer questions individually. 
Suggest more than one profession 
per location.
UNIT
6
61
What do 
you do?
sixty-one
10. Group Work. 
Mime an occupation. Your classmates have to guess what professional you are 
miming.
Important Point 1 
Indefinite Article
 A AN 
 soccer player engineer 
 teacher architect 
 journalist actor 
Exercises
1. Complete with A , AN or NOTHING (x).
a. Joanna Prado is dancer.
b. Zeca Camargo is TV presenter.
c. Leonardo di Caprio is actor. 
d. William Bonner is journalist.
e. Luana Piovanni is actress.
f. Socrates and Zico are soccer players.
g. Alanis Morissete is singer.
h. Patrícia and Luana are friends. 
i. Eric is old friend. 
j. John is English student. 
no article
with plurals
(actors, 
teachers...)
a
a
an
a
an
x
a
x
an
an
Exercise for fixing vocabulary. 
A student should choose a profession and describe 
it using MIME while others students should guess 
what the profession is.
Play the track file and 
ask students to repeat. 
Explain to them the use of 
the indefinite articles. To 
exemplify, use sentences 
such as: 
This is a dictionary, this is 
an English dictionary; I am 
a teacher, I am an English 
teacher. Emphasize
the difference between A 
and AN. After examples 
and explanations are 
given, ask students to 
make sentences using the 
grammar learned.
Students can transcribe the 
contents of the track to that 
fill in the gaps or do the 
exercise and
then use the track to check.
Ask them to read the 
exercises for them to practice.
UNIT
6
62
What do 
you do?
sixty-two
2. Use the right word.
are • an • who • teacher • a • where • 
twenty • desks • old • your
a. Jack Smith is doctor.
b. Is that lady your ?
c. I’m engineer.
d. are those people? 
e. We students.
f. are you from?
g. How are you?
h. I´m years old.
i. Is this cap?
j. Look! These are dirty.
3. Circle the correct word.
a. am a professor. my / I / he
b. are doctors. we / our / Bob
c. is that lady? what / her / who
d. Is our dictionary? these / that / those
e. is my cat. It / we / Its
f. Is is an engineer? am / these / Mary
g. name is Gilbert. he / his / these
h. They musicians. are / a / an
i. That is Spitfire. Mr. / her / his.
j. What’s occupation? I / who / your
k. Is car parked in the parking lot? him / his / its 
a
teacher
an
Who
are
Where
old
twenty
your
desks
I
We
Who
that
It
Mary
His
are
Mr.
your
his
Students can transcribe the contents of the 
track to fi ll in the gaps or do the exercise 
and then use the track for checking. Ask 
them to read the exercises for them to 
practice.
Students should choose the best answer to them 
to complete the sentences. Ask them to read the 
answers and discuss them.
UNIT
6
63
What do 
you do?
sixty-three
Word list
Verb forms 
Actor
Actress
Architect
Dancer
Doctor 
(Dr.)
Engineer
Journalist
Lady
Model
Over there
People
Person
Player
President
Professor
Really
Reporter
Student
TV anchor
Who
Writer
To correct
To look
To mime
Play the track for this content and ask 
students that repeat with your closed 
books. Aft er listening and repeating, 
distribute the words and verbs to 
each one so that they do the modeling 
once again if necessary. Th ey should 
elaborate sentences making use of 
vocabulary and verbs.
UNIT
6
64
What do 
you do?
sixty-four
Notes
UNIT
7
65
Tell me about 
your life
sixty-fi ve
Tell me about 
your life
Start the class by checking the lesson preparation.
Students must introduce brief English explanations 
of the words and verbs contained in Word List and 
Verb Forms. Use the start image of the unit to try 
to make connections with the Grammar content 
that will be learned. Do a warm-up with the initial 
image. Ask students what languages do you speak?
UNIT
7
66
Tell me about 
your life
sixty-six
I alwaysName other daily activities! 
✎ take a shower ✎ clean the house ✎ study ✎ work
in the morning in the afternoon in the evening at night
 
ALWAYS FREQUENTLY GENERALLY USUALLY OFTEN SOMETIMES OCCASIONALLY RARELY NEVER
Oral and written activities
What do you do every day?
What’s your daily routine?
 100% 50% 0%
(Personal)
Start the lesson by telling your 
students some activities daily you 
do, like the time you wake up, 
drink coff ee in the morning, go to 
work, the period you work.
When you talk about their 
daily activities, don’t mention 
time periods of the day, use also 
adverbs of frequency. Th e students 
have to do the same thing. Ask 
them what they usually normally 
sometimes they do. Introduce 
to them: In the morning, in the 
aft ernoon, in the evening and at 
night.
UNIT
7
67
Tell me about 
your life
sixty-seven
Tell me about your life
 My name is Martha, I have many friends. I like to go to school in the morning, I 
walk to school because I don’t drive and I don’t have a car. I don’t work.
 And you?
 
 
 
 
Martha and Helen
HELEN: Martha, do you have a book?
MARTHA: Yes, but I don’t know where my book is 
now.
HELEN: Here’s a book. Is it yours?
MARTHA: I don’t know. Is it an Italian book?
HELEN: No, it isn’t. It is an English book.
MARTHA: That’s not my book.
HELEN: Do you speak Italian?
MARTHA: Yes, I speak Italian 
and Spanish.
HELEN: Do you like 
languages?
MARTHA: I love languages.
Important Point 1
The Simple Present Tense 
Affirmative, Negative and Interrogative.
 AFFIRMATIVE NEGATIVE INTERROGATIVE
 I speak Italian. I don’t speak Italian. Do you speak a foreign language?
 I love languages. I don’t drive. Do you speak Italian?
 I walk to school. I don’t have a car. Do you like languages?
Aft er students talk about their daily activities on the previous page, ask them 
to write a little bit about what they talked about.
To listen to the track fi le for To listen to the track fi le for 
the fi rst time, students must 
have their closed books. Play have their closed books. Play 
the track and ask students 
questions based on the questions based on the 
text to check the students’ 
comprehension.comprehension.
Play the track one more time 
so that students follow up with 
the books open. Suggest that the books open. Suggest that 
they practice the dialogue.
Before play the track for the Before play the track for the 
second time, ask students: 
- “Do you speak any other - “Do you speak any other 
language?”, 
- “Do you speak English?”.- “Do you speak English?”.
Play the track fi le and ask students to repeat. Explain to them the use 
of simple present and its auxiliary to the development of sentences in 
the negative and interrogative. 
Give more examples to students:
I like..., I don’t like..., Do you like...?
I have..., I don’t have..., Do you have...?, I play..., I don’t play...,
Do you play...? Read the examples for them.
UNIT
7
68
Tell me about 
your life
sixty-eight
Exercises
1. Circle the correct verb.
a. I one sister. have / like
b. We English. work / speak
c. Debby and Richard this school. like / speak
d. I don’t for this company. have / work
e. Hellen and Martha to the same school. eat / go
f. Steve and John home at 6:30 p.m. watch / leave
g. We early in the morning. sleep / get up
h. I don’t TV in the afternoon. watch / eat
i. My parents don’t meat every day. eat / leave
j. I don’t for this school. work / finish
2. Complete the conversations with the verbs below.
speak • have • like
A: Do you a CD player?
B: Yes , and I many CDs.
A: Do you samba?
B: No, I samba.
 I pop music.
A: Do you Por tu guese?
B: No, I Portuguese. 
 but I Spanish.
have
speak
like
work
go
leave
get up
watch
eat
work
have
have
like
don´t like
like
speak
don´t speak
speak
Students can transcribe the contents 
of the track to fi ll in the gaps or do 
the exercise and then use the track for 
checking. 
Ask them to read the exercises for them 
to practice.
For this exercise students can work in pairs or answer the questions individually. 
Ask them to report their answers to corrections.
UNIT
7
69
Tell me about 
your life
sixty-nine
Conversation
John’s Routine 
BILL: What time do you get up every day, John?
JOHN: I usually get up early. I get up at 6 o’clock.
BILL: Do you get up at 6:00 every day?
JOHN: No. Sometimes I get up at 8 o’clock.
BILL: What do you do after you get up?
JOHN: After I get up, I take a shower and get dressed.
BILL: What do you do after you get dressed?
JOHN: After I get dressed, I always have breakfast.
BILL: And then what? 
 What do you do after you have break fast?
JOHN: After breakfast, I go to work.
BILL: What time do you leave home for work?
JOHN: I usually leave home at about 8:45 a.m.
BILL: Do you drive to work?
JOHN: No, I never drive to work. I take the bus.
“WH” Questions 
Who • Where • Why • When 
What • Which • Whose
3. Write down 5 things you like and 5 things you don’t like.
 
 
 
 
 
 
 
 
 
 
 What time do you leave home for work?
 I usually leave home at about 8:45 a.m.
 No, I never drive to work. I take the bus.
(Personal) (Personal)
 
 
 
 
Th is exercise can be given as 
homework because students will 
have more time to think about 
the things they like and what they 
don’t like. For correction, ask 
students to read their replies aloud 
and that the others also repeat 
aloud for a better comprehension 
of what was written.
To listen to the track fi le for the fi rst time, students 
must have their closed books. Play the track and 
ask students questions based on the text to check 
the students’ comprehension. Play the track again 
so that students follow with the books open. 
Suggest that they practice the dialogue and change 
roles. Aft er reading the students of the dialogue, 
instigate them to talk about their daily routines.
Tell the students not to worry about the hours and 
try to use periods of the day and the adverbsof 
frequency.
Introduce new vocabulary to students: Interrogative Pronouns and help 
students with translations if they need.
UNIT
7
70
Tell me about 
your life
seventy
Questions
a. What time do you get up every day?
 
b. What do you do after you get up?
 
c. What time do you have breakfast?
 
d. How often do you leave home in the morning? 
 
e. How often do you take the bus at 8:00 a.m.?
 
f. How often do you arrive late at work / at school?
 
g. Do you usually go to work or to school in the morning?
 
h. When do you have English classes?
 
i. How often do you have lunch at 12:00 p.m.?
 
j. What time do you go back home?
 
k. What time do you do your English homework?
 
l. What time do you have dinner?
 
m. How often do you watch TV?
 
I get up at...
After I get up, I...
I have breakfast at...
I ........................ leave home in the morning.
I ........................ take the bus at 8:00 a.m
I ........................ arrive late at work/at school.
Yes, I usually go to work or school in the morning or I usually 
don’t go to work or to school in the morning.
I have English classes on...
I ........................ have lunch at 12:00 p.m
I go back home ........................ .
I do my English homework at...
I have dinner at...
I ........................ watch TV.
For this exercise students can work in pairs or answer the 
questions individually. Ask them to report your answers to the 
corrections. 
As in some questions appears the expression What time, 
explain to the students the quick way to talk hours, just so they 
answer the questions more quickly. (eg: 7:10 a.m. reads if seven 
ten a.m.. if you want, this exercise can be done individually as 
homework.
UNIT
7
71
Tell me about 
your life
seventy-one
Important Point 2
Adverbs 
 I ALWAYS have breakfast. I have breakfast EVERY DAY.
 I USUALLY get up at 7 o’clock.
 I SOMETIMES get up at 8 o’clock. SOMETIMES I get up at 8 o’clock.
 I NEVER drive to work.
Every
day
week
month
year
Once a week
Twice a month
Three times a year
Four times a year
Exercises
1. Listen and unscramble.
a. Up - sometimes - get - I - early.
 
b. Never - breakfast - we - have.
 
c. Work - usually - time - do - what - go - you - to? 
 
d. Go - don’t - school - I - every day - to.
 
e. 9 o’clock - at - always - bus - take - I - the.
 
I sometimes get up early.
We never have breakfast.
What time do you usually go to work?
I don´t go to school every day.
I always take the bus at 9 o’ clock.
Play the track fi le and ask students to repeat. Explain to them the use of the adverb of frequency in the simple present. Th at are usually used 
when we want to say how oft en we make a certain action. Th ey are usually placed between the subject and the verb of the sentence. Read 
the examples for the students, ask them to repeat and make sentences to check the comprehension.
As an extra activity, 
you can ask students 
to do a daily routine 
questions and choosing 
a classmate to 
interview.
 
Students can 
transcribe the 
contents of the track 
to unscramble the 
sentences or do the 
exercise and then use 
the track for checking. 
Ask them to read the 
exercises for them to 
practice.
UNIT
7
72
Tell me about 
your life
seventy-two
2. What are the questions?
a. ?
After I get dressed, I go to work. 
b. ?
I get up at 6 o’clock.
c. ?
No. I never take the bus to school. I drive.
3. What’s your daily routine? Write a little story.Word list
Verb forms 
About
Bed
Big
Breakfast
Early
Late
Light
Morning
Music
Night
Radio
TV
To eat
To finish
To get dressed
To get up
To go
To have
To leave
To listen (to)
To wake up
To watch
To work
(Personal)
What do you do after you get dressed
What time do you get up
Do you take the bus to go to school
For this exercise students can work in pairs or answer the questions individually. Ask them to 
report their answers to corrections.
Ask students to write down everything they do during the day as if they were writing a text. 
It can be done as homework.
Play the track for this content and ask students to repeat with their closed books. Aft er listening and repeat, distribute the 
words and verbs to each one so that they do the modeling once again if necessary. Th ey should elaborate sentences making 
use of vocabulary and verbs.
UNIT
7
73
Tell me about 
your life
seventy-three
Notes
UNIT
7
74
Tell me about 
your life
seventy-four
Notes
UNIT
8
75
Where does 
Helen work?
seventy-fi ve
Where does 
Helen work?
Start the class by checking the lesson preparation. Students 
should submit brief explanations in English of the words 
and verbs contained in Word List and Verb Forms.
Use the start image of the unit to try to make links with the 
grammatical content that will be learned.
- This is Helen. Who is she?
- She works in an office. Where does Helen work?
- She works on the computer.
- What does Helen use to work?
- She answers the phone. What does she do?
UNIT
8
76
Where does 
Helen work?
seventy-six
Oral activity
 ■ What time does your friend get up?
 ■ How often does your friend have breakfast at 7:00 a.m.?
 ■ What time does your friend go to school or go to work?
 ■ How often does your friend arrive at school or at work at 8:00 a.m.?
 ■ When does your friend have English classes?
 ■ How often does your friend have lunch at 12:00 o’clock?
 ■ What time does your friend go back home?
 ■ What time does your friend do his / her homework?
 ■ How often does your friend have dinner at 7:00 p.m.?
 ■ How often does your friend watch TV?
 ■ How often does your friend go to bed at 11:00 p.m.?
 ■ When does your friend visit his / her relatives?
My friend (he - she)...
Using the information above, write a few lines about 
your friend.
(Personal)
Introduce the rules and use of the third-person 
singular auxiliary in the simple present. To 
illustrate, use a photo of a famous person to talk 
about their routine, emphasize the changes in the 
verbs in the affirmative. So do the same with your 
students and mention their activities. Finally, 
ask students to use the questions to interview a 
classmate.
Using the information that the
interviewed gave, ask students 
write a few lines about the 
colleague’s daily routine.
UNIT
8
77
Where does 
Helen work?
seventy-seven
Where does Helen work?
 Helen is a secretary, she works in a big company. She speaks Chi nese and Japanese, 
and she has English classes, too. She likes to dance.
 Talk about your best friend. Take all the ideas given and write down a small 
composition about him or her.Conversation
Harry is an excellent teacher
GEENA: Harry likes to work here.
NATALIE: Yes, and he works in another school too.
GEENA: He has many students because he is a good teacher. 
 He likes to play games and he loves to speak with 
 different people.
NATALIE: He really is a good person.
composition about him or her.Talk about your best friend. Take all the ideas given and write down a small 
(Personal)
Write as much information as possible and make a little text about your best friend. Ask students to 
be careful about the use of verbs in the third singular person and make the necessary and appropriate 
changes.
To listen to the track file for 
the first time, the students 
must have their closed books. 
Play the track and
ask students questions based 
on the text to check the 
students’ comprehension, such 
as:
- Where does Harry work?
- What is his profession?
- What does he like to do?
Play the track one more time 
so that students follow up with 
the books open. Suggest that 
they practice the dialogue.
UNIT
8
78
Where does 
Helen work?
seventy-eight
Important Point 1
3rd PERSON He - She - It
Compare:
 
 I – YOU – WE – THEY HE – SHE – IT
 like likes
 work works
 love loves
 speak speaks
 have has
 teach teaches
 watch watches
 study studies
 cry cries
Exercises
1. Complete the blanks with the correct form of the verb 
in pa ren the ses.
a. John (like) Geography.
b. I (work) in the Zoo.
c. Jenny (speak) many languages.
d. My friends and I (have) dogs.
e. I (love) you.
f. Bill (use) the computer.
g. The teacher (teach) English.
h. My friends (study) in the morning.
i. Junior (have) a green bicycle.
j. I (have) two pets.
k. The baby (cry) in the morning.
likes
work
speaks
have
love
uses
teaches
study
has
have
cries 
Play the track file and ask students to repeat. Explain to them the use of the 
third singular person in the Simple Present. Read the examples for them and 
emphasize the change in verbs.
For better fixing of the matter, the 
teacher can cut out of magazines 
or print images of people and 
paste into some papers. Around 
the photos, images of several 
things that will be used by 
students to make sentences 
related to people, for example: 
A picture of a boy, and around 
images of CDs, an apple, books, 
a soccer ball, and students will 
write sentences like:
He has many CDs, he likes to eat 
apples, he reads very much and 
he plays soccer.
 
Students can transcribe the 
contents of the track to fill in 
the gaps or do the exercise and 
then use the track for checking. 
Ask them to read the exercises 
for them to practice.
UNIT
8
79
Where does 
Helen work?
seventy-nine
Reading Practice
Herbert!
 My name is Ernest. I have a brother. His name is Herbert. Herbert 
doesn’t like to get up in the morning. My mother has to call him: “It’s 
7 o’clock, Herbert. Get up!”
 Herbert answers: “Just a moment” and goes back to sleep.
 I’m different from my brother. I don’t like to get up early, but I 
have to go to school. I usually wake up before my mother calls me. 
I jump out of bed and go to the bathroom to take my shower. I get 
dressed, brush my teeth, comb my hair, and get ready to go downstairs 
for breakfast as soon as my mother calls. My brother Herbert doesn’t 
have breakfast, doesn’t comb his hair or take a shower in the morning. 
He does this at night. 
Complete the chart
AFFIRMATIVE NEGATIVE INTERROGATIVE
(he / she / it)
Herbert sleeps a lot. Ernest doesn’t sleep a lot. Does he sleep a lot?
 
Ernest has breakfast. Herbert Does he have breakfast?
 
Ernest combs his hair. Herbert Does he comb his hair?doesn´t have
doesn´t comb
Play the track and ask students to follow with their books open. 
After reading suggest reading by students. Explore the new vocabulary with 
them or ask for homework.
Some questions can be asked before the initial reading:
What do you like to do?
What does your friend like to do?
What don’t you like to do?
What doesn’t your friend like to do?
Complete the sentences 
according to the rules 
studied.
UNIT
8
80
Where does 
Helen work?
eighty
Exercises
1. Circle the correct form.
a. do / does your sister work?
b. No, she don’t / doesn’t work but she studies.
c. do / does you like to dance?
d. Yes, I do / does.
e. Francis has / have a nice car.
f. She don’t / doesn’t sleep a lot.
g. Where do / does you live?
h. I live / lives in Campinas.
2. Use the right verb to complete the sentences. Make 
changes when necessary.
a. I my teeth. brush / comb
b. Kim her hair. comb / put on
c. We breakfast at 8 o’clock. have / sleep
d. Paul TV at night. watch / have
e. I usually in the shower. lis ten / shave
f. Carol to bed early. go / take
g. I on my pajamas. put / forget
h. Jenny until late in the morning. wake / sleep
i. Paul and Mary Helen English classes in the evening. have / has
3. Interview a classmate. Ask him or her:
 ➜ What time do you get up?
 ➜ Do you work?
 ➜ What do you do in your free time?
Does
doesn´t
Do
do
has
doesn´t
do
live
brush
combs
have
watches
shave
goes
put
sleeps
have
Students can transcribe the contents of the track to 
fill in the gaps or do the exercise and then use the 
track for checking. Ask them to read the exercises 
for them to practice.
Students should choose 
the best answer to them to 
complete the sentences. Ask 
them to read the answers 
and discuss them.
In pairs, interview a classmate, reporting their answers 
in third person. Correct them orally by reproducing 
the answers correctly so that they perceive the errors if 
necessary.
UNIT
8
81
Where does 
Helen work?
eighty-one
 ➜ What kind of music do you like?
 ➜ Where do you live? 
 ➜ Where do you study?
 ➜ Do you have a boyfriend / girlfriend?
4. Now, write a little composition about your friend.Conversation
It´s bedtime
MOTHER: Children! It’s bedtime. Go upstairs and go to bed.
MARY: Oh, Mother! Do we have to sleep now? It’s still early.
BEN: Yes, and it’s Friday. We don’t have to go to school tomorrow.
MOTHER: OK. Just 5 minutes.
BEN: Do I have to take a shower, Mom?
MOTHER: Of course! And don’t forget to wash your ears.
MARY: Do I have to put on pajamas, Mom?
MOTHER: Yes. They’re in your closet. And brush your teeth, Mary.
MARY: Ben has to brush his teeth too. He doesn’t like to do it!
BEN: Good night, everybody. See you tomorrow.
MOTHER: Good night. Don’t forget to close the 
windows.
BEN: Tomorrow is Saturday. We can play 
all day in the park.
MARY: Yeah! And on Sunday we can 
swim in the lake!
Personal. 
 
 
 
Teach students how to write a text using 
third person, if the time is short, ask to third person, if the time is short, ask to third person, if the time is short, ask to third person, if the time is short, ask to 
 
third person, if the time is short, ask to 
 
third person, if the time is short, ask to 
 
do the text as homework. Suggest that it do the text as homework. Suggest that it do the text as homework. Suggest that it do the text as homework. Suggest that it do the text as homework. Suggest that it do the text as homework. Suggest that it 
be done on a separate sheet so that the 
teacher can correct and return to the teacher can correct and return to the teacher can correct and return to the teacher can correct and return to the teacher can correct and return to the teacher can correct and return to the 
students.students.
To listen to the track file for the 
first time, students must have 
their closed books. Play the track 
and ask students questions based 
on the text to check the students’ 
comprehension. 
Play the track one more time so 
that they follow up with the books 
open. Suggest that they prepare 
a small role-play based on the 
dialogue they have listen.
UNIT
8
82
Where does 
Helen work?
eighty-two
Important Point 2
Days of the week
Sunday • Monday • Tuesday • Wednesday • 
Thursday • Friday • Saturday 
Word list
Verb forms 
Bathroom
Before 
Breakfast
Closet 
Company
Downstairs 
Ears
Free 
Hair
Lake 
Lunch
Minute 
Pajamas
Ready 
Shower
Teeth 
Time
Tomorrow 
Upstairs
Windows
To brush
To call
To close
To comb
To come
To dance 
To forget
To jump
To like
To love
To shave
To sleep
To speak
To swim
To take
To use
To wash
Play the track file and ask students to repeat the 
days of the week. Read the examples for them and 
ask students to make sentences to fix the learned 
vocabulary.
Play the track for 
this content and ask 
students to repeat with 
your closed books. 
After listening and 
repeating, distribute 
the words and verbs to 
each one so that they 
do the modeling once 
again if necessary. 
They should elaborate 
sentences making use of 
vocabulary and verbs.
UNIT
9
83
Where do
you live?
eighty-three
Where do
you live? Start the class by checking the lesson preparation.
Students must introduce brief English 
explanations of the words and verbs 
contained in Word List and Verb Forms.
Start the unit with a warm-up: 
Use the start image of the unit to try to 
make connections with the grammatical 
content that will be learned.
– “Where do you live?”
– “Do you live in a house or in an 
apartment?”
– “Is your house/apartment big or small?”
– “How many rooms are there in your 
house/apartment?”
UNIT
9
84
Where do 
you live?
eighty-four
Oral activity
What would your house look like?
• Where would you like to live?
• Describe the house ofyour dreams.
• Describe your house.
What is the most interesting or impressive “dwelling” you have ever seen?
Would you like to live 
in a castle?
Would you like to live 
in an apartment?
Do you know that some 
people live on boats?
At
a certain point.
On
a surface / an area.
In
an area / volume.
Start the class by checking the lesson 
preparation. Students must introduce brief 
English explanations of the words and verbs 
contained in Word List and Verb Forms.
Start the unit with a warm-up.
Use the start image of the unit to try to make 
connections with the grammatical content that 
will be learned, in this case, place prepositions: 
in, on, at.
UNIT
9
85
Where do
you live?
eighty-fi ve
 
Where do you live?
 Do you have brothers and sisters? 
 What are their names?
REGGIE: Where do you live, Martha?
MARTHA: I live in Porto Alegre, on Washington Street. Do you know 
where it is?
REGGIE: Yes, I do. I live near there. What’s your address?
MARTHA: I live at 1203 Washington Street. I’m Mr. Smith’s next door 
neighbor.
REGGIE: Really? Do you live with your family?
MARTHA: Yes, I live with my mother, my brother and my sister. What 
about you?
REGGIE: I live with both of my parents. I’m an only child. Do you have 
brothers and sisters?
MARTHA: Yes, I do. I have one sister and one brother. Come to my 
house and I will introdu ce you to my sister. 
House • Apartment • Flat • Boat • Mansion
 What are their names?
Ask students:
“Do you have brothers and sisters?”“Do you have brothers and sisters?”“Do you have brothers and sisters?”
“What are their names?”“What are their names?”
To listen to the track fi le by theTo listen to the track fi le by the
fi rst time, students should have their fi rst time, students should have their fi rst time, students should have their 
closed books. Play the track and make closed books. Play the track and make closed books. Play the track and make 
students questions based on the text to students questions based on the text to students questions based on the text to 
check the students’ comprehension.
Play the track one more time so that Play the track one more time so that Play the track one more time so that 
students follow with the books open. students follow with the books open. 
Suggest that they practice the dialogue.Suggest that they practice the dialogue.Suggest that they practice the dialogue.
UNIT
9
86
Where do 
you live?
eighty-six
Important Point 1 
Prepositions On - In - At
Where do you live? 
I live in Porto Alegre.
I live on Washington Street.
What is your address? 
It’s 1203 Washington Street.
I live at 1203 Washington Street.
 
We use IN: 
We use ON: 
We use AT: 
What is your address? 
 
Examples:
I leave home at 6:30 a.m.
He goes back home at 6:30 p.m.
I live at 535, Gonzaga Machado Street.
She lives on the 5th floor.
I was born in December.
I was born on December 10th , 1964.
We are at the bank.
We are in the classroom.
I was born in October.
I was born on October 24th.
a car, a truck
I travel in my car every week.
a bus, a train, a ship, a plane
I went downtown on the bus.
places, address and time
I arrived downtown at 10:00 am.
In
On
At
cities, months, year
street, weekdays, surfaces
time, places
I live at...
Play the track fi le and ask students to 
repeat. Explain the use of prepositions of 
place (in, on and at). 
Read the examples for them and complete 
the rules with them.
UNIT
9
87
Where do
you live?
eighty-seven
Exercises
1. Use the right preposition.
on • at • in 
a. I live Central Avenue.
b. Mr. Souza lives 205 Roses Boulevard.
c. My brother lives Santa Catarina.
d. My father and mother live University Drive.
e. Do you live 9601 Miller lane?
f. Do you live here this city?
g. My school is 209 Lincoln Avenue. 
h. I take the bus Lake Drive. 
i. There is a drugstore the corner of Second Street. 
j. We live a nice town. 
 
2. Complete this conversation.
FRED: Where do you , Paul? you live 
near here? 
PAUL: No, I don’t. I live on the other side of the city . 
FRED: Do you live Mr. Sullivan?
PAUL: Yes, I do. I’m Mr. Sullivan’s next door . 
FRED: What’s your ?
PAUL: 8666 University Drive.
FRED: you always him?
PAUL: No is a mysterious man.
FRED: ?
PAUL: Because house is very .
on
at
in
on
at
in
at
on
on
in
live do
alone, near the park
near
neighbor
address
I live at / it is
Do
Mr. Sullivan
Why don´t you see him
his
see
dark and weird
Ask students individually to complete the 
sentence using the correct preposition. 
Suggest reading the answers so they can 
sediment reading and pronounce.
For this exercise students can work in pairs 
or answer to the questions individually.
Ask them to report their answers
for corrections.
UNIT
9
88
Where do 
you live?
eighty-eight
3. Oral activity among classmates – Teacher ask students. 
a. When is your vacation? 
b. When do you go to the beach? 
c. When is Christmas? 
d. When do you receive presents? 
e. When do you meet your friends? 
f. What time do you go to school? 
g. What time do you go back home? 
h. What time do you take a shower or a bath? 
i. When do you go out with your friends? 
j. What time do you watch TV? 
k. What time do you go to bed? 
l. When is your birthday? 
m. When is the Independence Day? (in your country) 
n. When is the USA Independence Day? 
o. When do you go to the mall? 
4. Now, close your books and practice the first dialogue 
with a part ner. Take notes.
What’s your classmate’s address?
 
 
Does your classmate live with his / her parents?
 
 
Where does your teacher work? (Give the complete address). 
 
 
Where does your teacher live? 
 
 
I have vacation in...
I... go to the beach. / I go to the beach in... on...
Christmas is in December.
I receive presents...
I meet my friends...
I go to school...
I go back home...
I take a shower...
I go out with my friends...
I watch TV... / I ...watch TV.
I go to bed...
My birthday is...
It is on September 7th.
It’s on July 4th.
I go to the mall...
(Personal)
(Personal)
(Personal)
(Personal)
For this exercise students can work in pairs or answer the questions individually. 
Ask them to report them to corrections.
 
 
For this exercise students 
can work in pairs or 
answer the questions 
individually. Ask them 
to report their them to 
corrections.
Do the exercise with the 
closed book and practice 
the fi rst dialogue with the 
colleague and take notes if 
necessary.
UNIT
9
89
Where do
you live?
eighty-nine 
Important Point 2
This is Emily’s family.
Paul is Emily’s brother.
Sebastian and Eric are Emily’s grandfathers.
Emily’s mother is Christine.
Philip is Emily’sDiane and Shirley are Emily’s 
Philip is Christine’s 
Peter is Emily’s 
Tina is Emily’s 
Jason is Emily’s 
grandfather
Sebastian
aunt
Tina
cousin
Peter
grandmother
Diane
father
Philip
son
Paul
grandfather
Eric
mother
Christine
daughter
Emily
grandmother
Shirley
uncle
Jason
brother
sister
father.
grandmothers.
husband.
cousin.
aunt.
uncle.
Play the track fi le and ask students 
to repeat. Explain to them the use 
of the vocabulary of “Family Tree.” 
Read the examples for them.
UNIT
9
90
Where do 
you live?
ninety
Exercises
1. Unscramble the letters and find family members.
ons 
hetrmo 
restis 
nuta 
osiucn 
Fiwe 
Rehgadut 
Nceul 
Rtrbeoh 
 
2. Find a classmate who:
  is an only child. 
  has more than 3 brothers or sisters. 
  doesn’t live with his / her grandparents. 
  lives near you. 
  is married. 
  has a girlfriend / boyfriend. 
  has a child or children. 
  has a niece. 
  has a nephew. 
  is not married. 
son
mother
sister
aunt
cousin
wife
daughter
uncle
brother
(Personal)
For this exercise students can work in pairs or answer the questions 
individually. Ask them to report their answers to corrections. Unscramble the 
letters and fi nd the family members.
Teacher you will ask the questions generally in 
order to fi nd a student who has some of these 
characteristics suggested in the topics. Ask 
students to stand up and walk around the room 
questioning the colleague: 
“Are you an only child?”,
“Do you have more than 3 brothers or sisters?”.
In order for the exercise to be corrected, ask 
students indirectly and use this time to apply the 
necessary corrections.
UNIT
9
91
Where do
you live?
ninety-one
3. Draw your family tree here.
Tell your friends about your family.
1. is my father.
2. is my mother.
3. 
4. 
5. 
 
 
 
 
 
 
 
 
 
 
grandfather
aunt
cousin
grandmother
father
son
grandfather
mother
daughter
grandmother
uncle
brother
sister
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
For this exercise students can work in pairs or 
answer the questions individually. Ask them to 
report their answers to corrections. Th e student 
will draw your family tree on the page.
UNIT
9
92
Where do 
you live?
ninety-two
Notes
Word list
Verb forms 
Address
Aunt 
Avenue 
Both
Brother 
Child 
Cousin
Daughter 
Family 
Father
Granddaughter 
Grandfather 
Grandmother 
Grandparents
Grandson 
Husband 
Lane 
Mother
Near 
Neighbor
Nephew 
Niece 
Parents 
Son 
Uncle 
Wife
To know
To receive
To take a shower
To watch
Play the track for this 
content and ask students 
to repeat with their closed 
books. Aft er listening and 
repeating, distribute the 
words and verbs to each 
one to do the modeling once 
again if necessary. Th ey 
should elaborate sentences 
making use of vocabulary 
and verbs.
UNIT
10
93
What are 
you doing?
ninety-three
What are 
you doing?
Hi John, 
this is Bill. 
What are you 
doing?
Start the class by checking the lesson 
preparation. Students must introduce 
brief English explanations of the words 
and verbs contained in Word List and 
Verb Forms.
Start the unit with a warm-up: 
Use the image from the start of the unit 
to try to make connections with the 
grammatical content that will be learned. 
Ask students questions, such as: 
- “What are you doing?”,
- “What is your friend doing?”,
- “What is the teacher doing?”.
UNIT
10
94
What are 
you doing?
ninety-four
Oral activity
At present
At this moment
Now
I am
You are
He / She is
We are
They are
studying.
writing.
playing.
watching TV.
flying.
Introduce new vocabulary to students: Ask 
students to add words to vocabulary and 
help them with the translations.
UNIT
10
95
What are 
you doing?
ninety-fi ve
What are you doing? 
 
BILL: Hello! Can I speak with John, please?
JOHN: This is John speaking.
BILL: Hi John, this is Bill. What are you doing? 
JOHN: I’m busy right now. I’m writing a letter. 
BILL: Who are you writing to? 
JOHN: I’m writing to a friend of mine in the 
U.S.A. And you?
BILL: I’m not doing anything. But I 
would like to go to the movies later on.
JOHN: What film would you like to 
see?
BILL: What about The Maze Runner?
JOHN: What time does the film 
start?
BILL: At 8:15 p.m.
JOHN: OK. Let’s invite Martha, she is 
playing tennis now but I’m sure she 
wants to join us.
BILL: Right. See you then. Bye.
 
Important Point 1
Present Continuous
 I am reading a good book.
 ’m opening my bag.
 You are working now.
 ’re studying at this moment.
 He is jogging in the park.
 It ’s running around the house.
 We ’re using the computer.
 You are lying to me.
 They ’re admitting. 
I’m busy right now. I’m writing a letter. 
I’m writing to a friend of mine in the 
 I’m not doing anything. But I 
would like to go to the movies later on.
What film would you like to 
OK. Let’s invite Martha, she is 
playing tennis now but I’m sure she 
What 
about Maze 
Runner?
To listen to the track 
fi le for the fi rst time, 
students must have their 
closed books. Play the 
track and ask students 
questions based on 
the text to check the 
students’ comprehension. 
Play the track one more 
time so that students 
follow up with the books 
open. Suggest that they 
practice the dialogue.
Play the track fi le and ask 
students to repeat. Explain to 
them the use of the Present 
Continuous. Read the examples 
for them.
UNIT
10
96
What are 
you doing?
ninety-six
General rule
Am / Are / Is + Verb + ing 
lie – lying 
admit – admitting 
jog – jogging
write – writing 
Exercises
1. Complete these dialogues.
IAN: What you ? (do)
ANGELA: I (watch) TV. And you?
IAN: I (read) a magazine about ex otic places.
ANGELA: you (plan) to travel?
IAN: Yes, I (go) to India with my par ents.
STEVE: Brett (study) now?
GAVIN: No. He (play) the guitar.
STEVE: And you, what you (do)?
GAVIN: I (negative-do) any thing.
STEVE: Let’s go fishing, then.
GAVIN: Yeah! Good idea.
2. Complete these sentences with appropriate verbs.
going • wearing • speaking • cleaning • working
a. I’m blue jeans and a white T-shirt.
b. Fatima is at a shoe store at the moment.
c. Travor is with a nice girl.
d. I’m to the grocery store.
e. We are the house because itis a big mess! 
are doing
am watching
am reading
are
am going
is
is playing
are
am not doing
doing
studying
planning
wearing
working
speaking
going
cleaning
For this exercise students can work in pairs 
or answer the questions individually. Ask 
them to report their answers to corrections.
For this exercise students can 
work in pairs or answer the 
questions individually. Ask 
that report their answers to 
corrections. Th e student will 
complete the sentences with 
an appropriate verb.
UNIT
10
97
What are 
you doing?
ninety-seven
3. Orally, change the sentences on the end of page 96 
into interrogative and negative forms.
 
4. Look around you. Write sentences about your 
classroom or classmates.
Example: The teacher is writing on the board.
a. 
b. 
c. 
d. 
Important Point 2
Numbers 10 - 1000
10 – ten
11 – eleven
12 – twelve
13 – thirteen
14 – fourteen
15 – fifteen
16 – sixteen
17 – seventeen
18 – eighteen
19 – nineteen
20 – twenty
21 – twenty-one
22 – twenty-two
30 – thirty
40 – forty
50 – fifty
60 – sixty
70 – seventy
80 – eighty
90 – ninety
100 – a (one)hundred
200 – two-hundred
1000 – one thousand
(Personal)
(Personal)
(Personal)
(Personal)
Orally, students will change the sentences at the end of page 
96 for the Negative and Interrogative forms.
For this exercise students can work 
in pairs or answer the questions 
individually. Ask them to report 
their answers to corrections. 
Students will look around and write 
sentences about their classmates 
and their classroom using the 
structure of the Present Continuous.
Play the track fi le and ask students to repeat. 
Explain to them the use of the numbers from 10 to 
1000. Read the examples for them.
UNIT
10
98
What are 
you doing?
ninety-eight
5. What are they doing? 
a. They are (Get dressed) 
b. He’s (Watch TV) 
c. She is (Read the newspaper)
d. I am (Write a letter)
e. He’s (Work)
f. We are (Listen to the radio)
g. We are (Play the piano)
6. Give the “ing” form to the verbs below.
 a. to drive 
b. to study 
c. to run 
d. to cut 
e. to wash 
f. to begin 
g. to open 
h. to read 
i. to die 
j. to dance 
k. to play 
l. to find 
©
iS
to
ck
ph
ot
o.
co
m
/A
nd
re
i_
F,
©
iS
to
ck
ph
ot
o.
co
m
/v
ad
im
gu
zh
va
getting dressed.
watching TV.
reading the newspaper.
writing a letter.
working.
listening to the radio.
playing the piano.
driving
studying
running
cutting
washing
beginning
opening
reading
dying
dancing
playing
finding
Individually students will complete 
the sentences by reporting what they 
are seeing in the images, what people 
are doing.
For this exercise students can work in pairs or answer the questions 
individually. Ask them to report their answers to corrections, ask 
students to spell the words in English to check the spelling of each verb.
UNIT
10
99
What are 
you doing?
ninety-nine
Exercises
1. What is the result?
a. Ten + twelve: 
b. One hundred – thirty-four: 
c. Seventy-eight + twenty-six: 
d. One thousand – three hundred: 
e. Two hundred – ten: 
f. Thirty- five + thirty – six: 
g. A thousand – two-hundred: 
h. One hundred – forty – one: 
i. Eighty + seventy: 
j. Twenty-three – fourteen: 
 
2. What time is it?
a. 8:15 It’s eight fifteen 
b. 7:20 
c. 9:45 
d. 11:30 
e. 2: 50 
f. 12:00 
g. 12:30 
h. 1:45 
i. 2:40 
j. 3:55 
1/4
Ten twelve: 
a quarter
1/2 half
midday
noon
midnight
after
past
to
twenty-two
sixty-six
one hundred and four
seven hundred
one hundred and ninety
fifty-nine
eight hundred
fifty-nine
one hundred and fifty
nine
It’s twenty past seven.
It’s a quarter to ten.
It’s half past eleven.
It’s ten to three.
It’s noon/midday/midnight.
It’s half past twelve.
It’s a quarter to two.
It’s twenty to three.
It’s five to four.
For this exercise students can work in pairs or 
answer the questions individually. Ask them to 
report their answers to the corrections.
For this exercise students can work in pairs or answer the 
questions individually. Ask them to report their answers to 
corrections.
UNIT
10
100
What are 
you doing?
one hundred
Observe:
12:00 = twelve o’clock / noon / midday
1:00 p.m. = one o’clock / one p.m.
2:15 p.m. = two fifteen / a quarter after two
5:20 p.m. = five twenty / twenty after five
07:45 = seven forty-five / a quarter to eight
09:50 = nine fifty / ten to ten
00:00 = midnight 
 
a.m. • p.m. • o’ clock 
3. PAIR WORK: Draw some clock faces. Ask your partner 
to tell you the time.
Example: 
 What time is it?
 It’s five after four.
 
 
 
 
4. Match the columns.
a. It’s 6:30 a.m. He’s having a rest. 
b. It’s 9:30 a.m. He’s going back home. 
c. It’s 12:30 p.m. They’re having lunch.
d. it’s 4:30 p.m. We’re having breakfast. 
e. It’s 6:30 p.m. She’s studying. 
1/4
It’s twenty five to seven.
It’s twenty five past.
It’s twenty five past six.
It’s a quarter to ten.
D
E
C
A
B
In pairs or small groups, students will draw 
clocks and ask for to the colleague who says 
what time it is.
Play the track so that 
students can develop 
the exercise. Aft er 
doing the exercise, 
repeat aloud the
words from the 
letter A up E and so 
they can relate the 
schedule with the 
routine. Try repeating 
the exercise so they 
do the same with the 
closed books.
Th e teacher will make the note of this 
content by explaining hours to the students.
UNIT
10
What are 
you doing?
101
one hundred 
and one
Exercises
1. Answer the questions below using the suggested 
adverbs of frequency.
a. What time do you always get up every day? (always)
 
b. What do you frequently do after you get up? (frequently)
 
c. What time do you usually have breakfast? (usually)d. What time do you generally leave your hous e? (generally)
 
e. What time do you usually arrive at work? (usually)
 
f. What time do you always take the bus? (always) 
 
g. What time do you usually arrive at school? (usually) 
 
h. What time do you generally have English classes? (generally)
 
i. What time do you usually have lunch? (usually) 
 
j. What time do you generally go back home? (generally)
 
k. What time do you frequently do your homework? (frequently) 
 
I always get up at... every day.
I frequently take a shower, brush my teeth and comb (brush) 
my hair. Then I have breakfast.
I usually have breakfast at 6:30 a.m.
I generally leave my house at 6:45 a.m.
I usually arrive at work at seven o´clock.
I always take the bus at... I never take the bus.
I drive.
I usually arrive at school at...
I generally have English classes at 7:00 a.m. on Monday.
I usually have lunch at noon.
I generally go back home at 6:00 o´clock.
I frequently do my homework in the evenning.
For this exercise students can work in pairs or answer the 
questions individually. Ask them to report their answers to 
the corrections. Students will answer the questions using 
the suggested adverbs of frequency.
UNIT
10
102
What are 
you doing?
one hundred 
and two
Notes
Word list
Verb forms 
Busy 
Exotic 
Film
Fish
Letter 
Magazine
Market 
Mess
Movies
Newspaper 
T-shirt
To admit
To begin
To clean
To die
To drive
To find
To fish
To jog
To lie
To look
To open
To prefer
To run
To speak
To wear
To write
Play the track for this content 
and ask students to repeat and ask students to repeat 
after with their closed books. 
After they listen and repeat, After they listen and repeat, 
distribute the words and 
verbs for each to do modeling, verbs for each to do modeling, 
once again if necessary. They 
should elaborate sentences 
making use of vocabulary.making use of vocabulary.
UNIT
11
103
Where were 
you yesterday?
one hundred 
and three
Where were 
you yesterday?
Start the class by checking the 
preparation class.
Students must submit brief ex-
planations in English of words 
and verbs contained in the 
Word List and Verb Forms.
Start the unit with a warm-up: 
Use the image of the
beginning of the unit to try 
to make connections with the 
content
grammatical will be learned.
Teacher, ask students:
- What did Rita ask Selma?
- Where was Selma?
UNIT
11
104
Where were 
you yesterday?
one hundred 
and four
Was / Were
Oral activity
How about your friend?
How about your classmates?
I was
We were
He - She was
They were
Last night
 week 
 month 
 year
Introduce new vocabulary to students: Ask 
students to add words to the vocabulary and 
helps with the translations.
UNIT
11
105
Where were 
you yesterday?
one hundred 
and fi ve
Where were you yesterday? 
RITA: Where were you last night? 
SELMA: I was in my mother’s 
house. It was her birthday 
party.
RITA: When was she 
born?
SELMA: She was born on 
August 1st.
RITA: Was she born in 
Rio Grande do Sul?
SELMA: No, she wasn’t. 
She was born in Italy.
RITA: And how was the 
party?
SELMA: It was excellent. 
The music was good, 
everybody was happy 
and the food was great. 
And where were you 
yes ter day?
RITA: I was in my house 
and Robert was there 
with me. It was very cold 
and we were by the fireplace.
SELMA: 
house. It was her birthday 
party.
RITA: 
born?
SELMA: 
August 1
RITA: 
Rio Grande do Sul?
SELMA: 
SELMA: 
The music was good, 
everybody was happy 
And where were you 
yes ter day?
with me. It was very cold 
and we were by the fireplace.
at school. 
at the club. 
at the movie theater.
at home.
in my bedroom.
in my office.
 at a party. 
Where were you last night?
I was...
To listen the track fi le for the fi rst time, students must have their closed books. Play the 
track and make students questions based on the text to check students’ comprehension. 
Play the track once again for students to follow along with the books open. Suggests that 
practice the dialogue.
UNIT
11
106
Where were 
you yesterday?
one hundred 
and six
Important Point 1
Verb To Be - Past tense
 AFFIRMATIVE NEGATIVE INTERROGATIVE
 I was I wasn’t Was I...?
 You were you weren’t Were you...? 
 He - she - it was he - she - it wasn’t Was he - she - it...?
 We were we weren’t Were we...? 
 They were they weren’t Were they? 
 
Underline all examples of VERB TO BE in the text.
Exercises
1. Circle the correct verb.
a. Helen (was / were) born in September.
b. (was / were) you at the office yesterday?
c. No, Debby and I (wasn’t / weren’t) at home last night.
d. My friends (was / were) at the beach last week end.
e. I (wasn’t / were) with Keith. I (was / 
were) with Diana.
f. Where (was / were) the children yesterday? 
g. I (were / was) at home. I was studying. 
h. My parents and I (were / was) in the kitchen, preparing dinner. 
i. My pets (was / were) taken to a Vet last Saturday. 
j. I (weren’t / wasn’t) home Saturday night.
k. My family (were / was) with me.
l. Paul Johnson (wasn’t / weren’t) at the party.
was
were
weren´t
were
wasn´t
were
was
were
were
wasn´t
was
wasn´t
was
Play the track fi le and ask 
students to repeat. Explain to 
them the use of the Verb to Be 
in the Simple Past. Read the 
examples for them.
Students can move the best answer for that 
complete sentences or play the track for students 
to transcribe what they listened. Ask them to 
read the exercises for practice.
UNIT
11
107
Where were 
you yesterday?
one hundred 
and seven
2. Complete these dialogues with the past of the verb to be.
JOHN: you in New York in De cem ber?
BILL: No, I . I in Wash ing ton.
JOHN: you there for several days?
BILL: Yes, I . I there on va cation.JOHN: your girlfriend with you?
BILL: Yes, she .
SAM: What day yesterday?
MIKE: It Monday.
SAM: it the 3rd of May? 
MIKE: No, it . It the 2nd . Today is the 3rd.
3. Give real answers.
a. Were you at school yesterday? 
b. Was it raining? 
c. Were you at school last night? 
d. Were you on vacation last month? 
e. Was your best friend with you yesterday? 
f. Were you born in April? 
g. Were you at home Saturday night? 
h. Were you and your parents watching TV? 
i. Was your cousin in your house last weekend? 
j. Were you at your grandparents’ last Sunday? 
k. Was your mother’s birthday last week? 
l. Were you at work yesterday? 
m. Was your teacher at the club last weekend? 
were
wasn´t was
were
was was
was
was
was
was
was
wasn´t was
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
For this exercise the students can work in pairs or answer questions individually. 
Ask them to report their answers to the appropriate corrections.
For this exercise the students can work in pairs or 
answer questions individually. Ask them to report their 
answers to the appropriate corrections.
UNIT
11
108
Where were 
you yesterday?
one hundred 
and eight
4. Interview your classmates and find someone who:
➟ was born in the same month as you. 
➟ was born in the same day as you.
➟ was born in the same place as you. 
➟ was born in the same year as you.
Important Point 2
Months of the year
January • February • March • April •
May • June • July • August • 
September • October • November • De cem ber
 
Seasons
Summer Autumn / Fall Winter Spring
Southern 
Hemisphere
Brazil
December
January
February
March
April
May
June
July
August
September
October
November
Northern 
Hemisphere
The United 
States
England
June
July
August
September
October
November
December
January
February
March
April
May
Pay attention
Students will interview colleagues and find 
someone who has these characteristics of the 
topics mentioned.
The answers must be passed to the teacher 
so students can be helped in the necessary 
corrections.
Play the track fi le and ask 
students to repeat. Explain to 
them the use of Months of the 
Year, and Seasons of the Year. 
Read the examples for them.
UNIT
11
109
Where were 
you yesterday?
one hundred 
and nine
1. What months have 28 days? 
 
2. What months have 30 days?
 
3. What months have 31 days? 
 
Exercises
1. Write important dates or celebrations for the 
months below. 
a. February
 
d. July
 
g. October
 
b. April
 
e. August
 
h. November
 
c. May
 
f. September
 
i. December
 
(Personal)
(Personal)
(Personal)
Carnival
American 
indepencence day
Halloween
Easter
Father´s day
Thanksgiving
Mother´s day
Brazilian 
independence day
Christmas
For this exercise the students can work in pairs or answer questions individually. Ask them to report 
their answers to the appropriate corrections.
For this exercise the students can work in pairs or answer questions 
individually. Ask for report your answers to the appropriate 
corrections. Students will write important dates or celebrations for 
the months below.
 
UNIT
11
110
Where were 
you yesterday?
one hundred 
and ten
Some celebrations happen differently in countries 
around the world.
Observe: 
I was born IN October/I was born ON October 24th.
The seasons on the North Hemisphere run opposite the seasons on the South Hemisphere.
December, January and February are the cold winter months. Then we have the spring in 
March, April and May. June, July and August are the hot summer months and September, 
October and November are the fall months. 
The seasons in Brazil
The variation in the Brazilian climate is related to the size and physical structure 
of its territory. Brazil covers half of South America. In June you can find snow in southern 
Brazil and still sweat in the Amazon rainforest. In January, every place can be hot and 
humid, in short: the essence of tropical.
The Brazilian climate changes from arid scrubland in the interior to the impassable 
tropical rainforests of the northerly Amazon jungle and the tropical eastern coastal 
beaches. The south of Brazil is more temperate. Rainy seasons occur from January to 
April in the north, April to July in the northeast and November to March in the Rio/São 
Paulo area.
Required clothing: Lightweight water proof cottons and linens for the rainy season 
(November-March). Warm clothing is needed in the south during winter (June-July). 
Special clothing is needed for the Amazon region. Warm clothing is advised if visiting 
the southern regions during winter time. The sunlight is extremely bright and sunglasses 
are recommended. 
The variation in the Brazilian climate is related to the size and physical structure The variation in the Brazilian climate is related to the size and physical structure The variation in the Brazilian climate is related to the size and physical structure 
Paulo area.
Required clothing: Lightweight water proof cottons and linens for the rainy season 
(November-March). Warm clothing is needed in the south during winter (June-July). 
Special clothing is needed for the Amazon region. Warm clothing is advised if visiting 
the southern regions during winter time. The sunlight is extremely bright and sunglasses 
are recommended. 
Equator
Th e teacher will take the note of this 
content for students complement the 
issue of dates.
To listen to the track 
fi le for the fi rst time, 
students must have their 
closed books. Play the 
track and ask students 
questions based on the 
text to check the students’ 
comprehension. 
Play the track again so that 
students follow with the 
books open.
UNIT
11
111
Where were 
you yesterday?
one hundred 
and eleven
2. What do you know about the seasons around the 
world? Look at the picture below and describe them. 
 Alaska Brazil Europe Africa
 
 
 
 
 
 
 
 
3. Write the dates.
Example: 9/7 = September, seventh 
a. 12/25 = 
b. 4/16 = 
c. 11/4 = 
d. 10/31 = 
e. 05/02= 
f. 12/03 = 
 
4. Pair work: Now, write 4 dates which are important for 
you and ask your partner to tell you the dates.
Example: 10/24 – October 24th: It is important because it is my birthday.
 
 
 
Cold-freezing
snowy
summer
spring-hot
most of
the time
tropical
climate
cool-windy
freezing
snowy (most
of the time)
dry
drought
little rain
hot
extremely hot
December twenty fifth
April sixteenth
November fourth
October thirty first
May second
December third
(Personal)
For this exercise the students can work in pairs or answer questions individually. Ask them to 
report their answers to the appropriate corrections.
For this exercise the students can work in pairs or answer 
questions individually. Ask them to report their answers to 
the appropriate corrections.
In pairs or small groups, students will write 4 dates on which are 
important to them and ask students to tell colleagues to speak on 
these dates chosen.
UNIT
11
112
Where were 
you yesterday?
one hundred 
and twelve
Notes
Word list
Verb forms 
Carnival
Christmas 
Cold 
Easter 
Fall 
Fire 
Hot 
Humid 
Independence
Last 
To be born
To cover
To occur
To run
To take
To vary
was
were 
Party 
Seasons
Spring 
Summer 
Temperate 
Vacation
Valentine’s day 
Winter
Play the track for this content and ask students to repeat with their 
closed books. Aft er they listened and repeated, distribute the words 
and verbs for each to do modeling, once again if necessary. Th ey 
should elaborate sentences using the vocabulary and verbs.
UNIT
12
113
What did you do 
last summer?
one hundred 
and thirteen
What did you do 
last summer?
Start the class by checking the preparation class.
Students must submit brief explanations in English 
words and verbs contained in the Word List and Verb 
Forms. Start the unit with a warm-up:
Use the image of the beginning of the unit to try to 
make connections with the grammar content that will 
be learned. Teacher, ask students:
- What did you do last summer?
- Did you travel?
- Did you do anything diff erent?
Look at the picture. Th is is is a sand.
- Where was she last summer?
- What places did she visit?
UNIT
12
114
What did you do 
last summer?
one hundred 
and fourteen
(Teacher)
 ● last night?
 ● last weekend?
 ● last vacation?
I
 
 
 
 
(Student)
 ● last night?
 ● last weekend?
 ● last vacation?
He / She 
 
 
 
Oral activity
What 
did
you 
do
What 
did your 
friend 
do
Introduce new vocabulary to students: Ask students 
to add words to the vocabulary and helps with the 
translations.
UNIT
12
115
What did you do 
last summer?
one hundred 
and fi fteen
What did you do last 
summer? 
TONY: When was your last vacation? 
SANDY: I had vacation last summer, in July.
TONY: Where did you go?
SANDY: I went to Greece. It was great. I 
visited Ath ens and Crete.
TONY: Did you see the Acropolis?
SANDY: Yes, I did. The weather 
was excellent too. Every day was 
hot and sunny.
TONY: Did you swim on the 
beach?
SANDY: Sure. I swam, I 
sunbathed, I ate typical 
food, I danced, I met lots of 
nice people but I didn’t go to 
many mu se ums. What about 
you? What did you do last 
summer?
TONY: Well, I didn’t travel. I 
stayed home, watched TV and 
played basketball.
SANDY: Did you enjoy your 
vacation?
TONY: Yes, I did. I relaxed a lot!
SANDY: I went to Greece. It was great. I 
visited Ath ens and Crete.
TONY: Did you see the Acropolis?
SANDY: 
was excellent too. Every day was 
hot and sunny.
TONY: 
beach?
SANDY: 
sunbathed, I ate typical 
you? What did you do last 
summer?
TONY: 
stayed home, watched TV and 
played basketball
SANDY: 
vacation?
TONY: 
And you? Where did you go last summer?
 
 
 
Personal
To listen the track file for the 
first time, students must have 
their closed books. Play the track 
and make students questions 
based on the text to check 
students comprehension. Play 
the track once again for students 
to follow along with the books 
open. Suggests that practice the 
dialogue. Ask students:
- When was Sandy’s last 
vacation?
- Where did she go?
- What did she see?
- What did she do for have fun?
- Did she enjoy her vacation?
UNIT
12
116
What did you do 
last summer?
one hundred 
and sixteen
Important Point 1
Regular and Irregular Verbs - Past Tense
Regular Present Past Present Past
 dance danced enjoy enjoyed
 play played relax relaxed
 stay stayed sunbath sunbathed
 travel traveled visit visited 
 watch watched like liked
Examples: 
 Did you enjoy your vacation?
 I stayed home, watched TV and played basketball.
 I didn’t travel.
Irregular Present Past Present Past
 do did eat ate
 go went have had
 meet met see saw
 swim swam get got
Examples: 
 Where did you go?
 I went to Greece.
 I didn’t go to many museums.
Exercises
1. Listen and unscramble.
a. Go - summer - did - last - you - where?
 
b. Went - mountains - to - I - the.
 
Where did you go last summer?
I went to the mountains.
Play the track fi le and ask students to repeat. Explain to them the use of Regular and Irregular 
verbs in the Simple Past. Read the examples for them.
Students can transcribe the contents of track to 
listen and unscramble to the sentences or do the 
exercise and then use the track to check. Ask them 
to read the exercises for practice.
UNIT
12
117
What did you do 
last summer?
one hundred 
and seventeen
c. Films - I - many - watched.
 
d. To - had - study - I.e. I - school - in - left - the - afternoon.
 
f. My - went - to - cousins - the - last - Saturday - movies. 
 
g. Watched - until - night - we - television - late - last.
 
h. They - three - ago - U.S.A. - in - the - were - years.
 
i. Mary - met - at - school - morning - Jane - Paul - yesterday - and.
 
j. Studied - she - English - last - morning. 
 
k. Doctor - to - in - the - Philip - talked - February.
 
l. The - and - students - teacher - museum - visited - the - a.
 
 
2. Complete these dialogues and role play them.
Shirley: you the film? (like)
Thomas: No, it not my kind of story. (be)
Jerry: Where you last night? (go)
I watched many films.
I had to study.
I left school in the afternoon.
My cousins went to the movies last Saturday.
We watched television until late last night.
They were in the U.S.A. three years ago.
Mary met Paul and Jane at school yesterday morning.
She studied English last morning.
The doctor talked to Philip in February.
The teacher and the students visited a museum. 
did
was
did go
like
For this exercise the students can work in pairs or answer questions individually. 
Ask them to report their answers to the appropriate corrections.
UNIT
12
118
What did you do 
last summer?
one hundred 
and eighteen
Fred: I to the circus. (go)
Jerry: How it? (be)
Fred: I it a lot. (like)
Richard: What film you ? (see)
Caroline: I Casablanca. (see)
3. What are the questions?
Q: ?
A: I went to a disco.
Q: ?
A: I met my friends.
Q: ?
A: I returned home at 2 o’clock.
4. Answer these questions about yourself.
a. What did you do last weekend?
 
b. Where did you go last night?
 
c. What time did you get up this morning?
 
d. What time did you have breakfast?
 
e. Who was the first person you met today?
 
went
was
liked
did see
saw
Where did you go last saturday
Who did you meet there
What time did you go back home
(Personal)
(Personal)
(Personal)
(Personal)
(Personal) 
For this exercise the 
students can work in 
pairs or answer questions 
individually. Ask for report
their answers to the 
appropriate corrections.
For this exercise the students can work in pairs or answer questions 
individually. Ask them to report their answers to the appropriate 
corrections.
UNIT
12
119
What did you do 
last summer?
one hundred 
and nineteen
Reading Practice
A Letter From Sandy 
Athens, July 12th 
 
Dear Mom and Dad. 
 So, I’m in Greece, finally. I arrived here three days ago 
and I couldn’t write before. My days were very busy. 
First, I went to the hotel. It’s not a luxurious one, but 
it is fine. Then, I rested for a while, I put my clothes in 
the closet and rushed out for a tour and some sightseeing. On the second day, 
I visited many places including the Acropolis and a wonderful beach. I swam a 
lot, sunbathed and had fun. In the evening, I went to a Greek restaurant and ate 
typical food: “Saganaki” - shrimp in white 
wine and “Svinghi” – Greek doughnuts. 
I’m learning about Greek mythology, art, 
culture, architecture and much more. 
 
 Take care, 
 Love, 
 
Sandy
 
typical food: “Saganaki” - shrimp in white 
wine and “Svinghi” – Greek doughnuts. 
I’m learning about Greek mythology, art, 
culture, architecture and much more. 
 
 Take care, 
 Love, 
 
 
Cultural Fact 
 Greece achieved its independence from the Ottoman Empire in 1829. During the 
second half of the 19th century and the first half of the 20th century, it gradually added 
neighboring islands and territories, most with Greek-speaking populations. In World 
War II, Greece was first invaded by Italy (1940) and subsequently occupied by Germany 
(1941-44); fighting endured in a protracted civil war between royalist supporters of the 
king and communist rebels. Following the latter’s defeat in 1949, Greece was able to join 
NATO in 1952. A military dictatorship, which in 1967 suspended many political liberties 
and forced the king to flee the country, lasted seven years. The 1974 democratic elections 
and a referendum created a parliamentary republic and abolished the monarchy. 
Greece joined the European Community or EC in 1981 (which became the EU in 1992); 
it became the 12th member of the Euro zone in 2001. 
Do the reading to the students and 
ask that follow with their books open. 
Aft er reading by the teacher, suggests 
now reading by students. Explore 
the new vocabulary with them or as 
homework. Some questions can be 
made to them before reading:
- Who wrote the letter?
- Where is Sandy?
- What places did she visit?
- Where did she go on the second 
day?
- What kinds of food did she eat?
Suggested questions:
– When did Greece achieve its 
independence?
– Who invaded Greece in 1940?
– Which position did Greece 
become in 2001?
– What happened in 1952? 
UNIT
12
120
What did you do 
last summer?
one hundred 
and twenty
Word list
Beach
Cake
CircusFilm
Interesting
Kind
Mountains
Museum
Nice
Picnic
Story
Sunny
Sure
Typical
Weather
Verb forms 
To buy
To enjoy
To have fun
To meet
To return 
To relax 
To stay
To sunbathe
Notes
Play the track for this content and ask students repeat with their 
closed books. Aft er they listened and repeated, distribute the 
words and verbs for each to do modeling, once again if necessary. 
Th ey should elaborate sentences using the vocabulary and verbs.
UNIT
13
121
Where is 
the bank?
UNIT
13
one hundred 
and twenty-one
Where is 
the bank?
Where is Where is 
Start the class by checking the 
preparation class. Students must 
submit brief English explanations 
of words and verbs contained in the 
Word List and Verb Forms. Start the 
unit with a warm-up:
Use the image of the beginning of the 
unit to try to make connections with 
the grammar content that will be 
learned.
- Who can you see on the picture?
- What are they doing?
- Where are they?
UNIT
13
122
Where is 
the bank?
UNIT
13
one hundred 
and twenty-two
Where is 
the bank?
13
Idah
o St
reet
Cali
forn
ia St
reet
Chic
ago
 Stre
et
Washington Street
Florida Avenue
Park Avenue
New
 Yor
k St
reet
(Teacher) What is there on ?
(Student) There is (a/an) ?
Oral activity
Introduce new vocabulary to students: Ask 
students to add words to the vocabulary and 
helps with the translations.
UNIT
13
123
Where is 
the bank?
UNIT
13
one hundred 
and twenty-three
Where is the bank?
TOURIST: Excuse me, is there a bank around here?
POLICE OFFICER: Yes, there is a city bank on the corner of Central 
and Maple Avenue. Do you know how to get there? 
TOURIST: Yes, I do, thanks. And are there hotels in this 
area?
POLICE OFFICER: Well, there isn’t any hotel around 
here but there are two ho tels next to Saint Peter’s 
theater, there is one across from the park and 
there is a Youth Hostel near the museum. You 
have to take number 7 bus to get there. The 
bus stop is in front of the Youth Hostel.
TOURIST: Just one more question. 
Is there a good Brazilian res tau rant 
near the hotels?
POLICE OFFICER: No, there aren’t 
Brazilian restaurants in town. 
There is a delicious Italian 
restaurant behind the 
Youth Hostel and a Mexican 
restaurant across from Saint 
Peter’s theater. 
TOURIST: Ok. Thanks 
anyway. Bye.
Important Point 1
There + To Be
AFFIRMATIVE There is a city bank on the corner of Cen tral and Maple Avenue.
 There are two hotels next to Saint Peter’s theater.
INTERROGATIVE Is there a bank around here?
 Are there hotels in this area?
NEGATIVE There isn’t (is not) any hotel around here.
 There aren’t (are not) any Brazilian restaurants in town.
Well, there isn’t any hotel around 
here but there are two ho tels next to Saint Peter’s 
theater, there is one across from the park and 
there is a Youth Hostel near the museum. You 
have to take number 7 bus to get there. The 
bus stop is in front of the Youth Hostel.
Just one more question. 
Is there a good Brazilian res tau rant 
 No, there aren’t 
Brazilian restaurants in town. 
To listen to the track fi le for the fi rst time, students should have their closed books. 
Play the track and ask students questions based on the text to check the students’ 
comprehension. Play the track one more time so that students follow up with the books 
open. Suggest that they practice the dialogue. 
Play the track fi le and ask students to repeat. Explain to them 
the use of Th ere to Be. Read the examples for them.
UNIT
13
124
Where is 
the bank?
UNIT
13
one hundred 
and twenty-four
Exercises
1. Complete the sentences with is, are, isn’t or aren’t.
a. Excuse me, there colleges in town?
b. There 2 schools in this neighborhood.
c. No, there Japanese restaurants here.
d. There a police station next to the post office.
e. No, there a hospital near here.
f. There an English test today.
g. there good restaurants near here?
2. Answer these questions about your city or town.
a. Are there good restaurants? 
b. Is there a University? 
c. Is there a good hospital? 
d. Are there shopping centers? 
e. Is there a nice hotel? 
f. Is there a club? 
3. Interview your partner. Check YES or NO. Who lives in 
the best area? Why?
 YES NO
a. Is there a restaurant near your house?  
b. Are there schools in your neighborhood?  
c. Is there a hospital near your house?  
d. Is there a supermarket near your house?   
e. Is there a good public transportation system?   
f. Is there a park?  
are
are
aren´t
is
isn´t
is
are
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal answers)
Students can transcribe the track content that fill the gaps or 
do the exercise and then use the track to check. Ask them to 
read the exercises for practice.
For this exercise the 
students can work in 
pairs or answer questions 
individually. Ask them to 
report their answers to the 
appropriate corrections.
 
Th e student will 
interview your 
colleague, are short 
answers (YES or NO). 
Aft er the exercise, the 
students will discuss 
who lives in best area? 
And why?
UNIT
13
125
Where is 
the bank?
UNIT
13
one hundred 
and twenty-fi ve
Important Point 2
Locations - Prepositions
on the corner of • in front of • opposite • down • right
• near • next to • beside • far •
across from • behind • up • left • between
1. The City Bank is on the corner of Central and Maple Avenue;
2. The bus stop is in front of the Youth Hostel;
3. The Youth Hostel is near the museum;
4. There are 2 hotels next to Saint Peter Theater;
5. There is a hotel across from the park;
6. There is an Italian restaurant behind the Youth Hostel;
7. Museum;
8. Mexican Restaurant;
9. Saint Peter Theater;
10. Park.
Play the track fi le and ask 
students to repeat. Explain to 
them the use of Prepositions of 
Place. Read the examples for 
them. Th ey must build sentences 
and report them to the use of 
prepositions is exercised and 
applied. Apply the necessary 
corrections.
UNIT
13
126
Where is 
the bank?
UNIT
13
one hundred 
and twenty-six
Exercises
1. Look at this map and complete the information.
a. The French restaurant is 
b. The hospital is 
c. The club is 
d. The gym is 
e. The school is 
f. The bus stop is 
g. The park is 
h. The hotel is 
i. The University is 
1 - Hotel
2 - French Restaurant
3 - Drugstore
4 - Bus Stop
on City Road, next to the hotel.
on the corner of Main Street and City Road.
behind the hospital.
beside the French restaurant.
behind the bank.
on the corner of City Road.
behind the museum on Main Street.
close to the French restaurant.
behind the school, close to the bank.
For this exercise the students can work in pairs or answer 
questions individually. Ask them to report their answers to 
the appropriate corrections.
UNIT
13
127
Where is 
the bank?
UNIT
13
one hundred 
and twenty-seven
2. Draw a map or stick pictures with information about 
your city or town. Write 10 sentences about it.(Personal)
Th is exercise can be assigned as homework. Explain the activity to the 
students and ask them to report to colleagues. Th ey can choose any 
neighborhood, the important thing is that they target the sites and make 
use of prepositions correctly.
UNIT
13
128
Where is 
the bank?
UNIT
13
one hundred 
and twenty-eight
Reading Practice
Read this information about some places 
Pleasantville: It’s a small mountain village. There aren’t shopping centers, big 
restaurants or big hotels. The small “cafés” are really attractive and the food is delicious. 
There is a beautiful mountain where people go skiing and a river where people swim in 
the summer. The average temperature is 15 degrees Celsius most of the year.
Richville: If you like shopping and nightlife, this is 
the per fect des ti nation for you. There are plenty 
of shops, museums, discos and in ter na tional 
restaurants. There is a good transportation system, 
so you don’t have to worry about going out at night. 
There are also out door per for mances in the park. 
The weather is almost always sunny and the av erage 
temperature is 22 degrees Celsius.
Riverside Resort: This is the perfect destination for all those who like to feel the breeze 
while relaxing at the river bank. Our en ter tainers will look after your kids and give them 
an excellent time. Nightlife can be exciting too. There are many bars and discos just thirty 
minutes away from our hotel. Please, remember to bring an umbrella. 
Radical Village: Do you like excitement? Bungee jumping, sky-diving, rappel and rafting 
- all in the same place. Our hotels are simple but the accommodation is comfortable. 
There is also camping if you prefer the outdoors. We have a friendly team of highly 
trained pro fessionals who can guide you through your adventure times. 
Daisy Springs: Are you feeling tired? Need to relax? So, 
don’t delay, come and stay with us. Don’t worry about 
cooking or trying to find a restaurant, our hotel provides 
you all meals. All rooms have a private sauna. There are 
4 swimming pools with naturally heated water and our 
staff of doctors, nutritionists and nurses can give you 
the information you need to have a healthy life. 
Answer the questions below.
1. Where would you like to go during your vacation? Why?
 
 
 
 
(Personal)
For this exercise the students 
can work in pairs or answer 
questions individually. Ask that 
report their answers for the 
necessary corrections.
Do the reading to the students 
and ask that follow with their 
books open. Aft er reading by the 
teacher, now suggests reading 
by the students. Explore the 
new vocabulary with them or 
as homework. Some questions 
can be made to them before 
reading or work only the issues 
of the book aft er reading the 
information about the places.
UNIT
13
129
Where is 
the bank?
UNIT
13
one hundred 
and twenty-nine
2. Where would you like to live? Why?
 
 
 
 
 
3. Is there a place in Brazil where you would like to live? Where? 
Why?
 
 
 
 
 
4. Is there a place from the text that you wouldn’t like to visit? 
Why?
 
 
 
 
 
5. Do you know any places which are similar to the ones in the 
text?
 
 
 
 
 
(Personal)
(Personal)
(Personal)
(Personal)
UNIT
13
130
Where is 
the bank?
UNIT
13
one hundred 
and thirty
Word list
Verb forms 
Across
Bank 
Behind 
Bungee jumping
College 
Corner 
Destination
Hospital 
Hostel 
Hotel 
Museum
NearNext 
Park
Rafting 
Rappel
Resort
Restaurant 
Sky-diving
Springs 
Theater 
Tired
Town
Transportation 
University 
Youth
Transportation 
To bring 
To delay 
To feel 
To find 
To guide 
To prefer 
To provide 
To relax 
To remember 
To shop 
To ski
To try 
To worry
Play the track for this 
content and ask students to 
repeat aft er with their closed 
books. Aft er they listened 
and repeated, distribute the 
words and verbs for each to 
do modeling, once again if 
necessary. Th ey must elaborate 
sentences using the vocabulary 
and verbs.
UNIT
14
131
Can you...?
one hundred 
and thirty-one
Can you...?
Start the class by checking the preparation 
class. Students must submit brief 
English explanations of words and verbs 
contained in the Word List and Verb 
Forms. Start the unit with a warm-up:
Use the image of the beginning of the 
unit to try to make connections with the 
grammar content that will be learned.
Explain to students: I can....
“I can speak English”,
“I can swim”, 
“I can play tennis”.
Now ask:
- What can you do?
- Can you play sports?
- Can you swim?
- What can the boy on the picture?
UNIT
14
132
Can you...?
one hundred 
and thirty-two
Oral activity
What can you do?
I can 
What can your friend do? 
He/She can 
Birds
can fly.
Dogs
can dig holes.
Cats
can climb trees.
A secretary
can type.
People
can play 
the guitar.
Whales
can swim far away.
A racing car
can move fast.
(Personal)
(Personal)
Introduce new vocabulary to students: Ask 
students to add words to the vocabulary 
and helps with the translations.
UNIT
14
133
Can you...?
one hundred 
thirty-three
Can you...
JASON: Hi Tania. Are you coming to my party tonight?
TANIA: Yes, but I can’t cook very well. I don’t know 
what to take.
JASON: Can you make hot dogs?
TANIA: Yes, I can. Good idea. And I can make 
a de licious apple pie.
JASON: Can your sister sing?
TANIA: No, she can’t, but she can play the 
guitar.
JASON: OK. So, we already have music and hot dogs...
TANIA: ...and you can prepare the 
drinks. Can you make milkshake?
JASON: Yes, I can. Sounds like a lot 
of fun! See you then.
TANIA: See you.
Important Point 1 
Can / To be able / Can’t 
I can make a delicious apple pie.
My sister can play the guitar.
 My sister can’t sing.
I can’t cook very well.
Can you make milkshake?
Can you make hot dogs?
Hi Tania. Are you coming to my party tonight?
Yes, but I can’t cook very well. I don’t know 
Yes, I can. Good idea. And I can make 
No, she can’t, but she can play the 
TANIA: 
drinks. Can you make milkshake?
JASON: 
of fun! See you then.
OK. So, we already have music and hot dogs...
...and you can prepare the 
drinks. Can you make milkshake?
Yes, I can. Sounds like a lot 
To listen the track fi le for 
the fi rst time, students must 
have their closed books. 
Play the track and make 
students questions based on 
the text to check students’ 
comprehension. Play the track 
once again for students follow 
with books open. Suggests that 
practice the dialogue. Ask the 
class:
- What can’t Tania?
- Where is she going?
- She can’t cook, but what can 
she make?
- Can Tania’s sister sing?
- What can Tania’s sister?
- What is Jason going to 
prepare?
Play the track fi le and ask 
students to repeat. Explain to 
them the use of CAN and To 
Be Able To.
Read the examples for them. 
Reinforce the explanation 
of “CAN”. Explain that he 
cannot be replaced by the verb 
“to be able”. Be sure to
explain that the “CAN” is a 
verb diff erent (anomalous), or
no change in the third singular 
person and does not need 
auxiliary for compose the 
Interrogative and Negative. 
Ask students to elaborate 
sentences with the modal 
“CAN”.
UNIT
14
134
Can you...?
one hundred 
and thirty-four
Oral Activity
Can you... 
• Ride a bicycle? 
• Ride a horse? 
• Play a musical instrument? 
• Skateboarding?
• Surf? 
• Use a computer? 
• Play volleyball? 
• Speak a foreign language? 
• Run fast?
• Cook?
Exercises
1. Can you do these things? Check YES or NO.
Can You... YES, I CAN NO, I CAN’T
cook?  
prepare a milk shake?   
sing?   
play an instrument?   
write a poem?   
speak a different language?   
draw?   
swim?  
help the children?   
use a computer?   
play tennis?  
do your exercises?   
smoke in class?   
write on the desks?   
park in front of a hospital?  
play soccer?  
play football?  
(Personal)
Introduce new vocabulary to students: Ask 
students to add words to the vocabulary 
and helps with the translations.
For this exercise the students 
can work in pairs or answer 
questions individually. Ask 
for report their answers to 
the appropriate corrections.
UNIT
14
135
Can you...?
one hundred 
and thirty-fi ve
2. Now, ask your partner and check his/her answers 
here. Com pare your answers and find people with 
common abilities.
Can your partner... YES NO
cook?  
prepare a milk shake?  
sing?  
play an instrument?  
write a poem?  
speak a different language?  
swim?  
draw?  
3. Write here 5 things you can do and 5 things you can’t do.
 
 
 
 
 
 
 
 
 
 
(Personal)
(Personal)
(Personal)
For this exercise 
the students can 
work in pairs or 
answer questions 
individually. Ask for 
report their answers 
to the appropriate 
corrections.
Individually, students will write 5 things that can and 
do 5 things you can’t do.
UNIT
14
136
Can you...?
one hundred 
and thirty-six
Exercises
1. What is...?
a. your favorite drink? 
b. your favorite fruit? 
c. your favorite vegetable? 
d. your favorite meat? 
e. your favorite food? 
2. What ingredients do you need to make a delicious 
sandwich?
 
3. What ingredients do you need to make your favorite 
dish?
 
4. Interview your classmates. Find a person who:
• likes the same fruit as you.• doesn’t like juice. 
• is a vegetarian. 
• can make a delicious sandwich. 
• can cook very well. 
Suggestion. 
Ask: 
• Do you...?
• What is your favorite...? 
• Can you...?
your favorite drink? your favorite drink? your favorite drink? your favorite drink? your favorite drink? 
likes the same fruit as you. likes the same fruit as you. likes the same fruit as you. 
My favorite drink is...
My favorite fruit is...
My favorite vegetable is...
My favorite meat is...
My favorite food is...
Bread, ham, hamburger, lettuce,tomato, cheese, egg...
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
For this exercise the students can work in pairs or answer 
questions individually. Ask for report their answers to the 
appropriate corrections.
For this exercise the students can work in pairs or answer questions individually. 
Ask them to report their answers to the appropriate corrections.
Students will interview colleagues and fi nd someone who has some of the 
characteristics of the topics mentioned.
For this exercise the students can work in pairs or answer questions individually. 
Ask them to report their answers to the appropriate corrections.
UNIT
14
137
Can you...?
one hundred 
and thirty-seven
Foods and drinks.
5. Put the foods below in their respective groups.
M Meat 
V Vegetable 
F Fruits 
ML Milk 
G Grain 
S Sweet
 
  apple  banana  orange  pineapple
  candy  potato  tomato  bread 
  milk  beans  soda  grapes 
  fish  beef  chicken  cheese
 
6. Write down other names you are able to remember or look 
for new words.
M Meat: 
V Vegetable: 
F Fruits: 
ML Milk: 
G Grain: 
S Sweet: 
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
(Personal)
F
S
ML
M
F
V
G
M
F
F
S
M
F
G
F
ML
For this exercise the students can work in pairs or answer 
questions individually. Ask them to report their answers 
to the appropriate corrections.
Th is exercise can be done as 
a task, since new words and 
new vocabulary can arise. If 
you prefer, develop the exercise 
with them off ering the English 
version of the new words.
UNIT
14
138
Can you...?
one hundred 
and thirty-eight
Listen and Practice
 My name is Dr. Rice and I am a nu tri tionist. 
I prepare diets for people who want to lose 
or gain weight or simply want to have a 
healthy life.
 I always tell people that a good diet includes 
food from different groups. For ex ample, you 
have to eat little sugar, meat, oil and dairy 
prod ucts (which are not very good for 
you), and eat more fruits, vegetables and 
starches. If you want to live more and with 
more quality, follow my instructions and 
practice exercises!
Exercises
1. According to the text, are the sentences true (T) or 
false (F)?
a. A lot of cheese is good for you.  
b. You can never eat chocolates.  
c. Oranges are good for your health.  
d. Exercises can help you to have a good life.  
e. Smoking is a good habit.  
f. Too much fat is not good.  
g. Walking is a bad activity.  
h. Drinking is not a healthy suggestion.  
i. It is good when you eat junk food.  
F
F
T
T
F
T
F
T
F
Students will listen to track 
with the closed books once a 
time, in the second time, they 
will follow with the book and 
in a third time they will do 
the following exercise.
Teacher, ask students:
- Who is Dr. Rice?
- What does he do?
- Why do people need a diet?
UNIT
14
139
Can you...?
one hundred 
and thirty-nine
Word list
Verb forms 
Already
Apple 
Beans 
Beef 
Bread
Cheese 
Chicken 
Delicious 
Diet
Dish 
Draw 
Drinks 
Fish
Food 
Fun 
Healthy
Hot dogs
Include 
Juice 
Lettuce 
Meat 
Milkshake 
Nutritionist 
Oil
Onion 
Poem 
Potato 
Prepare
Rice 
Sandwich 
Soda 
Starches
Sugar 
Tomato 
Vegetarian
Weight
Wine
To drink
To follow
To gain
To include
To live
To lose
To make
To need
To practice
To prepare
To swim
To tell
To walk
Play the track for this content 
and ask students to repeat after 
with your closed books. After 
they listened and repeated, 
distribute the words and verbs 
for each to do modeling, once 
again if necessary. They must 
elaborate sentences using the 
vocabulary and verbs.
UNIT
14
140
Can you...?
one hundred 
and forty 
Notes
UNIT
15
141
I am going 
to travel on 
business
one hundred 
and forty-one 
I am going 
to travel on 
business
Start the class by checking the 
preparation class. Students
must submit brief explanations 
in English of the words and verbs 
contained in the Word List and 
Verb Forms. Start the unit with a 
warm-up:
Use the image of the beginning of 
the unit to try to make links with 
the grammar content that will be 
learned.
- What is the young lady doing?
- Who is the woman standing at 
the door way?
- Where is the young lady going?
UNIT
15
142
I am going 
to travel on 
business
one hundred 
and forty-two
Oral and written activities
Hot Stove
Take a sheet of paper or it may be done on the board, too.
Write the beginning of a sentece and suggest the students to continue.
Next vacation...The office...
 
 
 
 
 
 
 
The best moment during my English classes...
 
 
 
 
 
 
(Personal)
(Personal)
(Personal)
In this oral and written activity, the student 
will take a sheet of paper or can be done on the 
board too. Write the beginning of the sentence 
and suggest that students continue...
“In the next vacation, I ...”
UNIT
15
143
I am going 
to travel on 
business
one hundred 
and forty-three
I am going to travel 
on business
MRS. PARK: What are you doing, honey?
DINA: I’m packing my suitcase. I am going to travel.
MRS. PARK: Where are you going?
DINA: I’m going to travel on business, mom. I’m going to São Paulo. All 
managers and directors of my company are going to have a training 
course.
MRS. PARK: Are you going to travel alone?
DINA: No, I’m not. I’m going to travel with some colleagues from our office 
in Rio. 
MRS. PARK: How long are you going to stay away?
DINA: Just two days. 
MRS. PARK: Then, why are you carrying four suitcases of clothes?
in Rio. 
MRS. PARK: How long are you going to stay away?
DINA: Just two days.
MRS. PARK: Then, why are you carrying four suitcases of clothes?
To listen the track fi le for 
the fi rst time, students must 
have their closed books. Play 
the track and make students 
questions based on the text to 
check students’ comprehension. 
Play the track once again for 
students follow with books 
open. Suggests that practice the 
dialogue. Ask them:
- What is Dina doing?
- Where is she going?
- Is she going alone?
- How long is she going to stay?
UNIT
15
144
I am going 
to travel on 
business
one hundred 
and forty-four
Oral Activity 
Teacher – students 
• Where are you going after class?
• Where are you going to spend your vacation/holiday?
• Where are you going to travel next holiday?
• Who are you going to take with you?
• What are you going to do there?
• What things are you taking with you?
• When are you coming back?
 Important Point 1
 I am 
 You are
 He is drink some Coke. 
 She is going to travel.
 It is study lesson 15. 
 We are 
 You are 
 They are
FUTURE WITH “GOING TO”
I am going to travel on business.
We are going to have a training course.
Are you going to travel alone?
I’m not going to travel alone.
General rule – To form the Immediate Future it 
is necessary to use: 
Am / Are / Is + Going To + Verb 
To form the immediate future it is necessary to use verb to be + going to + verb.
 You are You are
 He is drink some Coke. He is drink some Coke. 
 She is going to travel. She is going to travel.
 You are
 He is drink some Coke. 
 She is going to travel. She is going to travel. She is going to travel.
 You are
 He is drink some Coke. 
 She is going to travel. She is going to travel. She is going to travel. She is going to travel. She is going to travel. She is going to travel. She is going to travel. She is going to travel. She is going to travel. She is going to travel.
Introduce new vocabulary to students: Ask 
students to add words to the vocabulary and 
helps with the translations.
Play the track fi le and ask students to repeat. Explain to 
them the use of the near Future (Be + Going + To). Read 
the examples for them.
UNIT
15
145
I am going 
to travel on 
business
one hundred 
and forty-fi ve
Exercises
1. Complete the exercise using the IMMEDIATE FUTURE.
a. What you (do) to morrow?
b. you (work) till late?
c. Bill (be) with you?
d. you (go) by plane?
e. Where you (go)?
f. How long you and Bill (stay)?
g. When you (come) back?
h. What you and Bill (do) there?
i. Who you (take) with you? 
ANSWERS:
a. No, I (have) a day off.
b. I (work) overtime. 
c. Yes, He (stay) with me. 
d. Yes, I (travel) by plane.
e. I (go) to Rio de Janeiro.
f. We (stay) there for two weeks.
g. We (come) back in two weeks.
h. We (present) a new project. 
i. I (take) only Bill with me. 
are going to do
Are going to work
Is going to be
Are going
are going
are going to stay
are going to come
are going to do
are going to take
am not going to have
am going to work overtime
is going to stay
am going to travel 
am going...
are going to stay
are coming
are going to present
am going to take
Students can transcribe the track content for fi ll the gaps 
or do the exercise and then use the track to check.Ask 
them to read the exercises for practice.
UNIT
15
146
I am going 
to travel on 
business
one hundred 
and forty-six
 2. What are the questions?
Q: ?
A: Barbara is going to Brasilia by plane.
Q: ?
A: She is going to work there for two weeks.
Q: ?
A: She is going to stay there for a month.
3. Interview your classmates. Find a person who:
• is going to work after class. • is going to a party tonight. 
• is going to visit a friend tonight. • is going to study next weekend. 
• is going to have dinner at home. • is going to have a job interview this week. 
• is going to the dentist tomorrow.
Important Point 2
Business Vocabulary
All these words are important when you work in an office.
director • training • company 
course • pay and benefits • headquarter • branch
wage • salary • employer • employee
manager • CEO • partnership • amount • value
trainee • trade • deal • profit
BRAINSTORMING: With a partner, make a list of words 
that come to your mind when you hear the word 
“BUSINESS”. When you finish, share your ideas with the 
rest of the group.
Where is Barbara going to plane
What is she going to do there
How long is she going to stay there
(Personal)
For this exercise the students can work in pairs or answer 
questions individually. Ask them to report their answers to 
the appropriate corrections.
Students will interview colleagues and 
fi nd someone who has any of these 
characteristics mentioned in the topics.
Play the track fi le and ask students to repeat. Explain to 
them the use of business vocabulary. Create examples for 
them with the new words.
With a partner, the student will make a list of words that come to mind when they listen the 
word Business. When the student fi nishes, they will share the ideas with the rest of the group.
UNIT
15
147
I am going 
to travel on 
business
one hundred 
and forty-seven
Exercises
1. You are a secretary at a multinational company. 
Decide which sentences are formal and can be used 
with your director.
a.  What do you want?
  What can I do for you?
b.  Wait a minute. 
  Excuse me for a second.
c.  Pleased to meet you. 
  What’s up?
d.  How was your trip?
  Did you have a good flight?
Reading Practice
 You are going to travel on business to one of these places. Read some important 
information about them.
Tips
 Service is rarely included in restaurants, so leave tips of about 15 %. At a hotel and 
an airport, you tip around 1 dollar per bag the porters carry for you. You also tip a taxi 
driver 10% of the fare. 
New York - Attraction
 Liberty Island is located on 12 acres of land in New 
York Harbor. The Statue of Liberty was a gift of international 
friendship from the people of France to the people of the 
United States and is one of the most universal symbols of 
political freedom and democracy. The Statue of Liberty 
was dedicated on October 28th, 1886 and was designated 
a National Monument on October 15th, 1924. The Statue 
was extensively restored in time for her spectacular 
centennial on July 4th, 1986.
 
 Liberty Island is located on 12 acres of land in New 
York Harbor. The Statue of Liberty was a gift of international 
friendship from the people of France to the people of the 
United States and is one of the most universal symbols of 
political freedom and democracy. The Statue of Liberty 
(Personal)
X
X
X
X
For this exercise the students can work in pairs 
or answer questions individually. Ask them 
to report their answers to the appropriate 
corrections.
Do reading to the students and ask 
to follow with their books open. Aft er 
reading by teacher suggests, now the 
reading by students. Explore the new 
vocabulary with them or as homework. 
Some questions can be made them 
before reading.
UNIT
15
148
I am going 
to travel on 
business
one hundred 
and forty-eight
 To better understand this monumental work of art, visitors will be able to view 
inside the Statue through a glass ceiling, guided by a park ranger and an enhanced lighting 
and new video system. In addition, visitors can walk out on the Statue’s observation deck 
to see the panoramic view of New York City´s Harbor to witness the Statue up close from 
her promenade. The Statue’s crown is not accessible and the torch has been officially 
closed since July 1916.
Tips
 A service charge is often included in the restaurant bill but you only leave a tip if 
you think the service was good. You also tip taxi drivers 10% of the fare. You never tip in 
a pub.
London 
 London has the greatest concentration of major attractions in Britain and 
boasts four World Heritage Sites. Over two hundred attractions are free to enter, so 
there’s nowhere else in the world where you can see so much for so little! Choose from 
top attractions like the British Airways London Eye or the Tower of London, join a tour or 
perhaps relax in one of the capital’s beautiful parks and gardens.
Attraction - Buckingham Palace
 The London home of Her Majesty 
the Queen, Buckingham Palace opens 
its doors in August and September 
every year. Visitors may tour the State 
Rooms, including the Throne Room, 
Picture Gallery and State Dining 
Room which form the backdrop of 
the pageantry of court ceremonials 
and official entertaining. They are all 
opulently decorated with some of the 
finest pictures, tapestries and works 
of art from the Royal Collection. Parts 
of the gardens have also been opened as part of the tour.
Imagine the following situations:
a. Your taxi ride in New York was 8 dollars. How much do you tip?
b. Your bill came to $25 in a London restaurant. You didn’t like the service very 
much. How much do you tip?
c. A porter at your hotel in New York helped you with a very heavy suitcase. How 
much do you tip?
d. Your bill in a London Pub was $12. You liked the service very much. How much do 
you tip? 
Around $ 0,80.
If the service is good...
About $ 1,00 (one dollar).
if the service is good, i’ll give a trip for the waiter/waitress.
Students will imagine the following 
situations and answer the questions 
individually. Th en, in a second moment, 
they will share with colleagues.
UNIT
15
149
I am going 
to travel on 
business
one hundred 
and forty-nine
Word list
Verb forms 
Alone
Bill 
Business 
Charge
Colleagues
Course 
Director
Fare 
Honey
Manager 
Office
Overtime
Pack
Pub 
Service 
Suitcase 
Tip 
Training
To boast
To carry
To dedicate
To designate
To form
To illustrate
To include
To join
To match
To pack
To restore
To ride
To share
To spend
To take
To travel
To witness
Writing: 
 How is tipping in your country? Include information about tipping in different 
places. Write and illustrate about a tourist attraction in your country. Tell your 
classmates what you enjoyed the most.(Personal)
 
 
 
(Personal)
Teacher, ask students:
- Do you give tips when you go to restaurants?- Do you give tips when you go to restaurants?- Do you give tips when you go to restaurants?- Do you give tips when you go to restaurants? - Do you give tips when you go to restaurants? - Do you give tips when you go to restaurants? 
- How about tipping in hotels? When you travel, what places do you like to visit?
To be done as “homework, students will write a text giving tips about their To be done as “homework, students will write a text giving tips about their To be done as “homework, students will write a text giving tips about their To be done as “homework, students will write a text giving tips about their To be done as “homework, students will write a text giving tips about their To be done as “homework, students will write a text giving tips about their 
country, including information about diff erent places. Write and illustrate about 
a tourist attraction and aft er request to students, in the next class, students will a tourist attraction and aft er request to students, in the next class, students will a tourist attraction and aft er request to students, in the next class, students will a tourist attraction and aft er request to students, in the next class, students will a tourist attraction and aft er request to students, in the next class, students will a tourist attraction and aft er request to students, in the next class, students will 
tell colleagues their respective texts.tell colleagues their respective texts.
Play the track for this content 
and ask students repeat with 
their closed books. 
Aft er listening and repeated, 
distribute the words and verbs 
for each so that do modeling, 
once again if necessary. Th ey 
must elaborate sentences using 
the vocabulary and verbs.
UNIT
15
150
I am going 
to travel on 
business
one hundred 
and fi fty
Notes
UNIT
16
151
BDE Electronics 
can I help you?
one hundred 
and fi fty-one
BDE Electronics 
can I help you?
Start the class by checking the 
lesson preparation. Students 
must introduce a brief English 
explanations of the words and 
verbs contained in Word List 
and Verb Forms.
Start the unit with a warm-up:
Use the image of the start of the 
unit to try to make connections 
with the content grammar that 
will be learned. Ask students:
- Who is the person on the 
picture?
- What is she doing?
- Who is she talking to?
- Where is she?
UNIT
16
152
BDE lectronics 
can I help you?
one hundred 
and fi fty-two
Vocabulary
The teacher is going to say the first word and ask the students to whisper to his/her partner.
The last student must say the word correctly.
Oral and written activities
The last student must say the word correctly.The last student must say the word correctly.
 
 
 
 
 
 
 
 
 
 
 
 
 
In this oral and written activity “cordless phone”, the teacher will say the fi rst word and 
ask student to pass it on to the colleague until he arrives at the last one who says aloud 
what he understood. Everyone will write the words said by the teacher.
UNIT
16
153
BDE Electronics 
can I help you?
one hundred 
and fi fty-three
BDE Electronics, 
can I help you?
SECRETARY: BDE Electronics, good morning. Can I help you?
CLIENT: Good morning. May I speak to Jessica Smith, please?
SECRETARY: Just a moment. I’ll check if she is here. I’m sorry. Ms. 
Smithis in a meeting now. Would you like to leave a message?
CLIENT: Yes, please. Can you ask her to call me as soon as possible? If 
it is not possible, ask her to send me a fax of her birth certificate. My 
name is Tyrone Falls.
SECRETARY: Does she have your number, Mr. Falls?
CLIENT: No, she doesn’t. My number is 3210-4657 and my cellular 
phone number is 9899-5908.
SECRETARY: 3210-4657... Ok. I’ll give her your message. 
CLIENT: Thank you very much. Bye.
SECRETARY: Bye.Bye.
To listen to the track fi le for the fi rst 
time, students must have their closed 
books. Play the track and ask students 
questions based on the text to check the 
students’ comprehension.
Play the track one more time so that 
students follow up with the books open. 
Suggest that they practice the dialogue.
UNIT
16
154
BDE lectronics 
can I help you?
one hundred 
and fi fty-four
Important Point 1
Answering the phone politely
These expressions are useful when answering the phone.
 Can/May I help you?
 Just a moment, please. I’ll check it for you.
 I’m sorry.
 Would you like to leave a message?
 I’ll give her/him your message.
 Thank you.
 
Can - capacity (formal) / Can - permission (informal).
May - possibility - permission (formal).
Exercises
1. Put these sentences in order to make a complete 
dialogue.
 Bye.
 No, it has to be Geoffrey, I’m afraid. 
 This afternoon... 4:30. Ok. I’ll give him your message.
 Would you like to leave a message?
 Hello. Upgrade Computers. May I help you?
 This is René speaking. Please, ask him to call me this afternoon at 4:30. 
 Is Geoffrey there, please?
 I’m sorry. He is not here yet. Would you like to talk to someone else?
 Thank you. Bye.
Play the track fi le and 
ask students to repeat. 
Explain to them the 
use of expressions of 
how to answer on the 
phone politely. Read the 
examples for them.
For this exercise students can work in pairs or 
answer the questions individually. Ask them to 
report their answers to the corrections.
9
4
7
1
6
2
3
8
5
UNIT
16
155
BDE Electronics 
can I help you?
one hundred 
and fi fty-fi ve
2. What are the missing words?
a. Can I you?
b. I would to speak to Hector.
c. Please, her to call me tonight.
d. I’ll give her your .
e. Would you like to leave a .
f. May I to the manager?
g. Ask him to me back by the end of the afternoon.
h. My number is .
3. PAIR WORK: One student is the secretary and the other is the 
client. Create a phone dialogue and practice it.
Important Point 2
Objects you find in an office 
Match the columns. 
 
1. telephone   2. calculator
3. computer   4. printer
5. fax machine   6. files
7. pen   8. stapler 
Can I Can I Can I Can I 
For this exercise students can work in pairs or 
answer the questions individually. Ask them to 
report their answers to the corrections.
In pairs or small groups, one student will be the secretary and the 
other the client. Create a dialogue on the phone and practice.
Play the track fi le and ask 
students to repeat. Explain to 
them the use of objects you 
fi nd in the o� ce. Read the 
examples for them.
help
like
tell / ask
message
message
talk
call
phone 9631-0330
5
3
8
6 7
1
2
4
UNIT
16
156
BDE lectronics 
can I help you?
one hundred 
and fi fty-six
What are the mentioned objects you use?
 
 
 
 
 
 
 
 
 
 
Reading Practice
How to answer the phone
Here are some examples on how to answer the phone 
whether you are a phone operator, a secretary, a 
manager or a director:
a. Don’t let the phone ring many times.
b. Have a confident and pleasant voice.
c. Say the name of the company or its telephone 
number. You can also say your name. If 
you are on an extension, say where you are. 
For example: “Sales Department, Anna Trevor”. 
Never say just “Hello”.
d. Be polite. Don’t keep the caller waiting. 
Use “please” and “thank you”.
e. Write down all messages. Include any 
important information such as name of 
the caller and his/her telephone number, time 
and date of the call and the message itself.
f. Remember to put your name on the 
message.
For this exercise students can work 
in pairs or answer the question 
individually, ask students to transcribe 
the objects from the previous page 
and elaborate sentences with the 
vocabulary learned. Ask them to report 
their answers to corrections.
Do the reading for the students 
and ask them to follow with their 
books open. Aft er reading by the 
teacher suggest reading by the 
students. 
Explore the new vocabulary with 
them or ask for homework. Some 
questions can be made before the 
initial reading.
Personal
UNIT
16
157
BDE Electronics 
can I help you?
one hundred 
and fi fty-seven
Exercises
1. According to the text and the known vocabulary, what 
are the polite sentences for the following dialogue? 
 Secretary Client 
a.  Hello, Can I help you?
  Editora Viena, May I help you? – I´d like to talk to Mr. Vargas.
b.  Just a moment, please. 
  What do you want with him? – Ok, I wait.
c.  He is not here at the moment.
  I don’t know where he is. – May I leave a message?
d.  Of course. I will take note of it. 
  Why don’t you call the office later? – Ask him to call Mr. Rehder 
 at the branch, in São Paulo.
e.  If I have no way out.
  Certainly. I will give him the message. – Thank you very much for your 
 attention.
f.  Please, don’t bother me anymore.
  You are welcome. Thanks.
2. Find the words.
C A U Y J B C O B T B G M J B
E X P O R T S F U Y R O Y O A
C T I M O S G U S N A Z B R L
O R O V M I R N I I N I A L A
N A W A C C O U N T C L N N N
O D C L R E U E E M H K K M C
M E E U R L P I S E R N L O E
Y A R E O E O O S A E E X C B
F C W M A R K E T V S P E L L
A L L R I G H D E P O S I T E
Account 
Value
Deposit 
Balance
Bank
Business
Market
Branch
Economy
Group
Export
Trade
For this exercise students can work in pairs or answer the questions individually. Ask them 
to report their answers to corrections.
Th e students individually will do the crossword, 
can leave suggested as homework.
X
X
X
X
X
X
B
A
L
A
N
C
E
C
O
N
O
M
Y
T
R
A
D
E
V
L
U
E
G
R
U
P
B
U
S
I
E
S
S
B
R
A
N
C
H
B
A
N
K
X P O R TE
TUC CA O N
D E P O S I T
A R K E TM
UNIT
16
158
BDE lectronics 
can I help you?
one hundred 
and fi fty-eight
3. PAIR WORK: Writing activity.Create a telephone 
dialogue. Include the following words.
call • help • message • hello • thanks • 
morning • tomorrow • ask • give 
 
 
 
 
 
 
 
 
 
 
 
 
Word list
Answering
Ask 
Birth 
Call
Caller 
Certificate
Confident 
Electronics
Extension
Fax
I’m afraid 
Machine
Meeting
Pleasant 
Polite
Possible 
Printer
Remember 
Ring 
Send 
Soon
Wait
Writing pad
For this exercise students can work in pairs or answer the questions individually. Ask 
them to report their answers to corrections.
Play the track for this content and ask students 
to repeat with their closed books. Aft er listened 
and repeated, distribute the words and verbs to 
each one so that they do the modeling once again 
if necessary. Th ey should elaborate sentences 
making use of vocabulary and verbs.
Good morning.
Editora Viena, good morning. May I help you?
Hello, I would like to talk to the sales department.
There is nobody there now. Would like to leave...
BIBLIOGRAPHY
159 one hundred and fi fty-nine
BRAZIL TRAVEL NEWS. Brazilian Climate Info. Available in: 
<http://braziltravelnews.com/climate.html >. Access in: April 2008.
FOX TRAVEL AND TOURS. Statue of Liberty. Available in: 
<http://www.foxtravelandtours.com/statue.html>. Access in: April 2008.
FREE REPUBLIC. Boy runs away from homework. 2007. Available in: 
<http://www.freerepublic.com/focus/f-news/1784453/posts>. Access in: 
April 2008.
INSIDE COUNTRY INFO. Greece. 2007. Available in: 
<http://www.insidecountryinfo.com/gr.php>. Access in: April 2008.
NHLBI. Aim for a Healthy Weight. Available in: 
<http://www.nhlbi.nih.gov/health/public/heart/obesity/lose_wt/
patmats.htm>. Access in: April 2008.
PIMLICO ACADEMY. Living In London. Available in: 
<http://www.pimlicoacademy.org.uk/living.html >. Access in: April 2008.
book 1 1
Unit 1
1. Write down a dialogue and practice with a 
 classmate. 
A: ! 
B: .
A: you this ?
B: I fine! How about you? 
A: I What`s your first name? 
B: My name is . 
A: Nice to you again 
See you next class. 
B: Thanks, See you next class too. 
2. Complete the exercises below using:
am • are • is
a. Helen at home now. She is not at school. 
b. Bill and Sarah my friends. 
c. I a new student in this classroom. 
d. Sarah Mrs. Green`s student. 
e. We classmates. 
f. My sister at school 
and I in my English classes now. 
3. Write sentences looking at the pictures and 
 situations. 
We 
 
 
Mr(s) 
 
 
 
 
 
 
 
 
 
 
 
4. Match the columns. 
a. Hello  night 
b. How are  Hi
c. This  you? 
d. Every  bye 
e. Good  evening
5. Complete the sentences using the words in 
 the box. 
tomorrow • English 
• teacher • Smith • classroom 
• thanks • students
a. I study at this school. 
b. Seeyou .
c. Mr. (s) is a teacher. 
d. My is American. 
e. My is near the Principal`s office. 
f. must do their homework every day. 
g. A: Have a nice day. 
B: 
6. Have fun finding the words below.
H R W S Z M B K C O D B P K T
M Q E H L G W L D M R L D J N
P C J H R B A Z D G X X G L E
U F T E C S F R I E N D S M D
I H K R S A T R F E Z Z E O U
T H F R R H E R Y R I E W B T
K H O J G I I T Z N T Q S S S
N O A I L N V V R I J W E I Q
M S N N V C L E D C M R P V W
L O S L K B R T H E Y C R G J
T H U B O S B R Z I F B M Y H
K F A T F G R N A U C H O S F
V V R M U V J J F L D Q F J N
Z W Q M E G N I N E V E G Y P
D X R M J N X T V S U V R H B
classroom • meet • nice 
• evening • student • teacher 
• tonight • friends • thanks
(Personal)
is
are
am
is
are
is
am
are at school.
Green is my teacher.
Hello. How are you?
We are friends.
They are my classmates.
D
A
B
E
C
English
tomorrow
Smith nice
teacher
classroom
Students
Thanks.
T
N
E
D
U
T
S
M
E
E
TN
I
C
E
F R I E N D S
G N I N E V E
C
L
A
S
S
R
O
O
M
T
H
G
I
N
O
T
T
H
A
N
K
S
R
E
H
C
A
E
T
Th e student 
will relate 
the columns 
according 
to the new 
expressions 
learned.
Th e student will write 
the dialogue and practice 
later with a colleague.
Th e student will complete the sentences 
according to the words of the chart.
Students will have fun fi nding the words in the crossword below.
Th e student 
will complete 
the sentences 
using correctly 
the Verb to be.
Students will write sentences according 
to the situations.
Th e Workbook is suggested as homework. Th e corrections must be done before starting a new unit. Start the lesson with the fi x 
the task and answer the questions. Aft er completing the fi x, start a new unit as suggested.
2 book 1
Unit 2
1. Use “Let’s” + verb to complete the exercise below. 
a. dinner. It’s 7:00p.m. already. 
b. . We have a test at school 
tomorrow. 
c. to some music. It is 
good and relaxing. 
d. cards. We have fun 
when we play together. 
e. to the club. It is sunny today. 
2. Match the verbs to the pictures. 
a. Stand up 
b. Come in 
c. Listen to 
d. Open 
e. Read
3. You are the teacher. 
Give commands to your students. Write down a dialogue and 
read aloud. 
A: , my students. 
B: teacher. 
A: are you ? 
B: fine. 
A: correct the homework. 
B: It is on page .
A: exercise one. 
B: , Mrs. Brown. 
4. Write down the numbers in full.
a. 3 .
b. 5 .
c. 7 .
d. 9 .
e. 8 .
f. 4 .
 
5. Calculus. 
a. 3 – 2 = three minus two = one 
b. 2 + 5 + 3 = .
c. 1 + 5 – 2 = .
d. 8 x 1 = . 
e. 2 : 1 = .
f. 10 : 2 – 2 = .
6. Give names to these school objects. 
 
 
 
 
 
 
 
 
7. Unscramble the words and find out sentences. 
My / this / English / is / teacher. 
 
Let’s / lesson / start / number / now / two. 
 
Come/ please/ in/ good (evening – afternoon – morning). 
 
Let’s have
Let’s study
Let’s listen
Let’s play
Let’s go
D
B
A
E C
Good morning
Good morning
How
Let’s
Read
25
today
We are
Yes
three
five
seven
nine
eight
four
two plus five plus three = ten
one plus five minus two = four
eight times one = eight
two divided by one = two
ten divided by two minus two = three
ruler
notebook
book
dictionary
This is my English teacher.
Let’s start lesson number two now.
Good morning. Please. Come in.
The student will write down the numbers in full.
The student will use the command “let’s “ plus a verb to complete 
the proposed exercise.
The student will put the count in full and do not 
forget to put the answer also in full too.
The student will give name to these school objects.
The student will relate the verbs to the corresponding figures.
Give your students commands. 
The student will write below and 
read aloud.
The student will unscramble the words and find out the sentences.
book 1 3
Unit 3
1. Questions and answers. What is this? 
 X what are these? 
a. What is this? 
 
b. What is this? 
 
c. What are these? 
 
d. What is this? 
 
 
e. What are these? 
 
2. Write sentences about the objects on the desk. 
a. 
b. 
c. 
d. 
e. 
3. Complete the questions using this or these.
1. A: How do you say in English? 
B: You say dictionary. 
2. A: what’s ? 
B: 
3. A: What are ? 
B: 
4. A: What are ? 
B: 
5. A: What’s ? 
B: 
4. Use the correct possessive adjective.
a. This is Mrs. Brown’s pen. This is pen. 
b. These are Paul’s and John’s books. 
These are books. 
c. This is classroom. (I) 
d. Is this eraser? (you)
e. These are Paul’s objects. These are objects. 
5. Answer the questions using 
 your own information and vocabulary. 
a. Are you an American student? 
 
 
b. Is your last name Swanson? 
 
c. What is your phone number? 
 
d. Who is your teacher? 
 
e. Are you in a Geography class? 
 
f. Whose English book is this? 
 
g. Whose bags are these? 
 
1 2 3
4 5
This is a CD./It is a CD.
These are rulers./They are rulers.
This is an eraser./It is an eraser.
This is a pen./It is a pen.
These are books./They are books.
This is a ruler.
This is a calendar.
These are pencils.
This is an eraser.
This is pencil holder.
dicionário
It is a school bag.
this
These are calculators.
these
These are newspapers.
these
This is a sandwich.
this
her
their
my
your
his
(Suggested answers)
Yes, I am.
No, I’m not.
Yes, it is.
No, it isn’t.
My phone number is...
My teacher is...
Yes, I am.
No, I’m not.
It’s...
These are/They are...
Th e student will answer the questions 
according to the observed image.
Th e student will 
answer the questions 
using their own 
questions using their 
own information and 
vocabulary.Th e student will 
write about the 
objects he/she 
will see in the 
image. 
Ex: Th is is a 
calendar.
Th e student will complete the issues using Th is or Th ese. Th e 
student will answer the questions according to the observed 
image.
Th e student 
will use the 
correct possessive 
adjective to 
answer the 
following 
sentences.
4 book 1
Unit 4
1. Where are you from? 
a. I’m from Mexico. I’m . 
b. I’m from the USA. I’m .
c. I’m from England. I’m . 
d. I’m from China. I’m . 
2. Give name to the countries below. 
 
3. Do you know any nationalities? 
Where is she from? She is from Switzerland. 
She is . 
Where from? from Japan. 
She is ................................................ .
Where ? 
They’re South Africa. 
They are . 
Where ? 
She’s . 
She is .
 ? 
 . 
They .
4. Use the correct form of the verb To Be.
a. Dan an American. He lives in Chicago. 
b. I from Brazil. I from 
Argentina. 
c. you from Peru? 
d. Where Angelina Jolie from? 
e. My parents from Italy. 
They French.
5. Write questions for the following answers. 
a. ? 
 No. I’m not. I’m a teacher. 
b. ?
 My brother is at home. 
c. ?
 He is in the cafeteria. 
d. ? 
 No. I’m not. I am at school now. 
e. ?
 They aren’t at the club. They are at school. 
6. Circle the correct word. 
a. I am not / is a student. 
b. My mother are / is not at home now. 
c. They is / are my classmates. 
d. Suzan aren’t / is my best school friend. 
e. He is / am my favorite singer. 
7. Write real sentences. 
a. Today is a holiday. 
 
b. We are at the club.c. I’m from Tokyo. I’m Japanese. 
 
d. I’m not a good student. 
 
e. My classmates are not my friends. 
 
f. My teacher is at school.
Mexican
American
English
Chinese
Swiss
is she She is
Japanese
are they from
from
South African
is she from
Spain
Spanish
Where are they from
They are from Germany
are German
is
am not am
Are
is
aren’t
are
Are you a doctor
Where is your brother
Where is your teacher now
Are you at home now
Are your friends at the club
I am not / is a student. 
My mother are / is not at home now. 
They is / are my classmates. 
Suzan aren’t / is my best school friend. 
He is / am my favorite singer. 
Today is not a holiday.
We aren’t at the club. We are in the classroom.
I’m from Brazil. I am Brazilian.
I am a good student.
My classmates are my friends.
My teacher is in the classroom.
Th e student will write the questions according to the answers.
Th e student will write the nationalities according to the countries.
Th e student will circle the correctly verb to be.
Th e student will correct sentences by writing real sentences.
Th e student 
will complete 
the sentences 
according to 
the images of 
nationalities.
Th e student 
will use the 
correct form 
of the verb 
to be in the 
sentences.
book 1 5
Unit 5
1. Unscramble the letters and find words. 
a. Hoslve - 
b. Wlolpi - 
c. Kolcc - 
d. Rmiorr - 
e. Lateb - 
(TIPS: 1. Used to clean snow or move things in great amounts; 2. it is 
used when we sleep; 3. it shows the time; 4. to look at you; 5. to serve 
meals) 
2. Pack your things. 
You are going to travel and need to put your things in your 
suitcase. What are you going to take? 
 
 
 
 
3. Practice the following possessives. 
This is my new CD. 
This new CD is mine. 
a. This is her house. 
 
b. This is our car. 
 
c. That is my eraser. 
 
d. That is your bag. 
 
e. This is their dictionary.
 
4. Use: THIS is • THESE are • THAT is • THOSE are. 
a. his papers. 
b. keys ours. 
c. book mine.
d. their CDs.
e. dictionaries yours. 
5. Where do you keep things? 
Pajamas – bedroom 
 
6. Word search. 
E H S W D P N A K X R O O M G
M S D K D U U E E O C Y M O L
U U Q I P E L D D Q J U A O E
V R P T I K M O O R D E B R S
L B A C U A D J I P A C P G D
D H J H N M R V T N Q G E N G
C T A E U U S M N D W D D I P
A O M N Z M B E X B R C S V D
B O A R C D U A H E S I J I C
M T O O T H P A S T E O M L M
O I A X G Y W S F E O T C V X
C T E K N A L B R D M L W K T
T T I X T A J M R Z D E C M S
P K F C U L E W O T T K N H W
L P H V T V R O O M P Q L T A
bedroom • kitchen • livingroom • TV 
room • garden • yard • basement
clothes • toothbrush • towel • toothpaste 
• pajamas • socks • comb • makeup • 
coat cap • dress • watch • blanket
shovel
pillow
clock
mirror
table
(Personal)
This house is hers
This car is ours
That eraser is mine
That bag is yours
This dictionary is theirs
These are
These are
This is
These are
These are
(Personal)
H
S
U
R
B
H
T
O
O
E K N L B
N
E
D Q
G
S
O
C
K
S
P
A
J
A
M
A
K
I
T
C
H
E
N
P
U
E
K
A
M
M
O
O
G
N
I
V
I
L
B
M
O
C
L E W O T
T V R O O M
Y
A
D
R
S
E
H
O
L
C
B
A
E
M
E
N
T
W
T
C
H
A
C
A
T
D
R
E
S
ETT H P AOT O S
D E BM O O R
CP A
Th e student will unscramble the letters and fi nd the 
corresponding words.
Th e student will complete the
sentences with their respective
Demonstrative pronouns.
Th e student will think the following 
situation: that will travel and need 
to put things in the suitcase. What’s 
it going to take?
Th e student will write where 
he/she maintains certain 
objects, following given 
example.
Th e student will do the following
Crossword with the new vocabulary 
learned.
Th e student will practice the 
sentences with the following 
possessives, following the given 
example.
6 book 1
Unit 6
1. Talking about occupations. Write sentences 
 about these professionals. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Who works at or in:
 
 
 
 
 
 
 
 
 
 
 
 
 
3. Complete with A - AN - X.
a. My sister works in hospital. 
b. I want apple. 
c. My brother is actor. 
d. I have old book. 
e. Those are CDs. 
f. Ann is English teacher. 
g. Paul and Allan are engineers. 
4. Use the correct subject pronoun. 
a. is my friend Hellen.
b. are my brother and sister. 
c. am a good student. 
d. is an actress. 
e. are doctors. 
5. Choose the words from the box to complete 
 the sentences below. 
papers • friend • an • classes
they • actress • these • ours • soccer
 player • occupation
a. I have on Thursdays.
b. My is an English teacher. 
c. are at school.
d. What’s your ?
e. Johnny is a .
f. Anne Hathaway is an . 
g. Those books are .
h. are his .
6. Tell about your relatives’ occupations 
 or jobs. 
a. 
 
b. 
 
c. 
 
d. 
 
e. 
 
7. Match the columns.
 Those professionals need… 
a. Mechanic  to go to school and study. 
b. Singer  to take care of animals and crops.
c. Farmer  to fix cars.
d. Engineer  to sing songs.
e. Student  to build houses and buildings.
Hotel
School 
Hospital
She is a doctor.
She takes care of people.
She is a teacher.
She teaches children and people.
The hairdresser cuts and
fixes hair.
The secretary works 
in an office.
The salesman
sells goods.
Bellboy, chambermaid, manager, porter.
Teacher, principal.
Nurse, doctor, director.
a
an
an
an
x
an
x
She
They
I
She
They
classes
friend
They
occupation
soccer player
actress
ours
papersThey
(Personal)
e
c
a
b
d
The student will use the 
correct personal pronouns 
to complete the sentences.
The student will choose the words from the 
chart to complete the sentences below.
The student will write about professions 
with the observed images.
Ex: 1 figure
She is a doctor.
She takes care of people.
According to the images, the 
student will put who works at 
every location.
The student will write about the
occupations of the relatives or jobs.
The student completes 
the sentences following 
the rule of the indefinite 
article A or AN when 
necessary.
The student will relate the 
columns according to what 
every professional does.
book 1 7
Unit 7
1. What’s your daily routine? 
a. .
b. . 
c. . 
d. . 
e. . 
 
 
2. Use the adverbs of frequency and make real sentences. 
Always often generally sometimes rarely never 
a. I go to school on Mondays. 
b. My teacher is absent for classes. 
c. My mother goes to my grandparents’ 
home. 
d. I have pizza for dinner. 
e. I go to the club on weekends.
 3. Complete using the verbs: 
 like • have • speak
a. I my new classmates. 
b. We to learn a new language. 
c. My classmates only English. 
d. We classes every week. 
e. You to teach us. 
 4. Complete the conversation with your own 
 words. 
a. A: do you have breakfast in the 
morning? 
B: I have 
at 7:00 o’clock. 
b. A: Do get up at every day? 
B: No. I up at 5:30
 
am because I to jog. 
c. A: What do you arrive at 
 ? 
B: I arrive there at 7:50 am. 
d. A: Do you to work? 
B: I usually take the to go to work. 
5. Complete using WH questions.
a. is your birthday? 
b. time do you get up?
c. do you study English? 
d. is your English teacher? 
e. do you live? 
6. Answer the following questions. 
a. When do you have English classes
b. What time do you have lunch? 
 
c. Where do you work? 
 
d. What do you have for breakfast? 
 
e. Why do you study English? 
 
7. What are the questions? 
a. ?
I get up at 6:30 am.
b. ?
I live at 435 Gonzaga Machado St. 
c. ? 
I never drive to work.
d.?
I go to school twice a week. 
e. ?
I always do my homework. 
8. Prepare questions and ask them to your 
 classmates. 
speak • live • clean the house • work 
teacher • language • Spanish • study 
I watch TV every day
I read every day
I listen to music
I play the violin
I go out
always
never
often
sometimes
generally
like
like
have
like
speak
(Personal)
When
What
Why
Who
Where
(Personal)
What time do you get up
Where do you live
How often do you go to school
Do you drive to work
Do you sometimes do your homework
(Oral)
The student will 
complete the sentences 
according to their daily 
routine.
The student will complete the 
sentences using appropriate 
WH questions.
The student will answer 
the following questions. 
Ask students who offer full 
answers.
The student 
will 
complete the 
sentences 
using the 
adverb of 
frequency 
making 
the real 
sentences.
The student completes 
the sentences using 
one of the verbs below.
The student will make questions 
according to the given answers.
The student will complete the conversation in a coherent manner. 
Ask them to read it carefully first.
The student will prepare questions and do to the 
colleague according to the words of the chart. Oral 
exercise. These questions can be used as a warm-up 
or as a closing down classroom.
8 book 1
Unit 8
1. Use the auxiliaries DO or DOES. 
a. When you go to the club?
b. Where your parents travel to? 
c. What your mom have for breakfast? 
d. What you do after classes? 
e. Why Helen study English? 
2. Answer the questions below. 
a. What time do you go to work in the morning? 
....................................................................................................................... 
b. What time does your friend have classes? 
....................................................................................................................... 
c. When do your parents travel? 
....................................................................................................................... 
d. Where do you work? 
....................................................................................................................... 
e. Where does your friend work?
....................................................................................................................... 
3. Complete the verbs below according to the 3rd 
 person: he...she...it...
Teach Come Drink 
Stay Wash Carry 
Get Call 
Open Buy 
4. Change the sentences below into the 
 Interrogative form. 
a. My son gets up early every day. 
....................................................................................................................... 
b. I leave home at 7:00 a.m.
.......................................................................................................................
c. My brother studies in the afternoon. 
.......................................................................................................................
d. Mrs. Helen is my teacher. 
.......................................................................................................................
e. He always watches TV in the evening. 
.......................................................................................................................
5. Change the sentences below into the 
 negative form. 
a. She wakes up at 6:30 a.m.
....................................................................................................................... 
b. Paul studies with his friend in the morning. 
.......................................................................................................................
c. My sisters go to the club every week. 
.......................................................................................................................
d. They are at school right now. 
.......................................................................................................................
e. We come to work by car. 
.......................................................................................................................
6. Complete the sentences referring to some daily 
 activities. Use the verbs in the box. 
listen • wash • watch • come • have • do • sleep • wake up • take • go
a. I the school bus to go to school every day. 
b. My friend late and always misses the 
school bus. 
c. At school we to the CD and prepare the exercises. 
d. My father before he takes a shower and has dinner.
e. I my face and brush my teeth before having breakfast. 
f. My friends to work by train. 
g. We sometimes extra exercises in class. 
h. My mom home very late. She always has a busy day. 
i. I TV after dinner. 
j. We breakfast and go to school. 
7. Read the text below and answer. 
Suzanne Gonzales wakes up at six o’clock every morning. She gets 
up, takes a shower, gets dressed, and eats something for breakfast. 
After breakfast she reads the newspaper until 7:15, then she leaves 
for work. She gets on the bus at the bus stop, rides it to University 
Avenue, gets off, and walks to the office. She works until five o’clock. 
She usually goes to the club and plays basketball with her friends 
after work. Then she goes home. Suzanne has a busy day. 
a. What time does Suzanne wake up?
b. What does she do after she gets up? 
 
c. What does she do after having breakfast? 
d. What time does she leave for work? 
e. What does Suzanne do during the day?
 
f. What time does she go back home? 
do
do
does
do
does
(Personal)
teaches drinks
washes
gets
opens
comes
stays carries
calls
buys
Does my son get up early every day?
Do I leave home at 7:00 a.m.?
Does my brother study in the afternoon?
Is Mrs. Helen my teacher?
Does he always watch TV in the evening?
She doesn’t wake at 6:30 a.m.?
Paul doesn’t study with his friend in the morning.
My sisters don’t go to the club every week.
They aren’t at school right now.
We don’t come to work by car.
I go to work/study at ................ in the morning.
My friend has classes at...
My parents travel in...
I work at...
My friend works/studies at...
take
wakes up
listen
sleeps
wash
go
do
comes
watch
have
She wakes up at six o’clock.
She takes a shower, gets dressed and eats something
After breakfast, she reads the newspaper.
She leaves for work at 7:15.
She works.
She goes home after going to the club.
The student must 
complete the 
sentences using 
the DO or DOES 
auxiliaries.
The student 
must answer 
the questions 
below in 
order to
complete.
The student 
must 
complete 
the verbs 
according 
to the third 
singular 
person using 
the rules 
learned.
Students 
will change 
sentences
below to the 
interrogative 
form.
The student 
will change 
the sentences 
below to the 
Negative 
form.
The student must complete the sentences by referring to some 
daily activity using the verbs of the chart.
The student after reading the text, should make the 
comprehension by answering the questions below.
book 1 9
Unit 9
1. Look at the pictures below and write down 
 your routine as a narrative. 
 
 
 
 
 
 
2. Where do you live? 
It is learned that people around the world live in shelters 
which are houses or dwellings that are not the same. Houses 
are not  the same around the world, because of differences 
in the following items:  sizes, shapes, and colors; hot and cold 
regions; areas with little or more water; availability or choices 
of building materials; and populations and activities of people 
in farms and cities.
How about you? Where do you live? What does your house 
look like? 
 
 
 
 
 
3. Complete using the prepositions 
 IN – ON – AT. 
a. Will you wait for me the bus stop? 
b. Jane is her bedroom. 
c. Daria’s books are lying the floor. 
d. The girls didn’t want tospend a long time 
Carnival. 
e. I let the cat sit my lap. 
f. Do you live the city or the 
country?
g. Trent arrived the school building just in time. 
h. The rancher built a fence to keep his cows 
the pasture. 
i. Kevin and Mack are out practicing the 
football field. 
j. The car stalled and got stuck the street.
k. Audrey lives Third Street. 
4. Family Members. 
Tell your classmates and teacher about your family. Add 
information to their names and relation. 
1. Look at the pictures below and write 
down your routine as a narrative. 
 
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
………………………………………… 
2. Where do you live? 
 house in the city 
 
 hut houseboat 
apartments wood house 
It is learned that people around the world live in 
shelters which are houses or dwellings that are 
not the same. Houses are not the same around 
the world, because of differences in the following 
items: Sizes, shapes, and colors; hot and cold 
regions; areas with little or more water; 
availability or choices of building materials; and 
populations and activities of people in farms and 
cities. 
How about you? Where do you live? What 
does your house look like? 
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
……………………………. 
3. Complete using the prepositions IN – ON 
– AT. 
1. Will you wait for 
me........................the bus stop? 
2. Jane is.................................her 
bedroom. 
3. Daria's books are 
lying........................thefloor. 
4. The girls didn't want to spend a long 
time.....................................e carnival. 
5. I let the cat sit………………......my 
lap. 
 Do you live........................the city or 
…………………………….. the country? 
6. Trent arrived………………………..the 
school building just in time. 
7. The rancher built a fence to keep his 
cows..........................the pasture. 
8. Kevin and Mack are out practicing 
…………………………………….the 
football field. 
9. The car stalled and got stuck 
…………………….the street. 
10. Audrey lives........................Third 
Street. 
 
 UNIT 9 
house in the city huthouseboat apartments wood housewood house
(Personal)
(Personal)
at
in
on
in
on
on
on
in
in on
at
on
(Personal)
Students must 
observe the 
images and 
the sequence. 
Ask them to 
write a small 
paragraph, 
according to 
the routine 
presented.
Th e student will complete 
the sentences using the IN, 
ON, and AT prepositions.
Th e student will tell colleagues and the 
teacher about their family by adding 
information such as names and degree of 
kinship.
Th e student will write a brief text about where he/she 
lives, how his/her house is in order to make a descriptive 
text.
10 book 1
Unit 10
1. What are these people doing? 
 
 
 
 
 
 
 
2. Change the sentences below into the Present 
 Continuous Tense. 
a. I clean my bedroom every day. (now) 
 
b. Mrs Helen teaches English at Viena School. (this moment) 
 
c. The teenager studies for an important test. (right now) 
d. I write down the teacher’s notes. (at the present moment) 
e. My parents work in the morning. (this morning) 
3. Unscramble, complete and find out new 
 sentences. 
a. Watch – favorite – TV – I – program – this moment.
b. They – take – new course – right now. 
 
c. The students – the book – open – this moment. 
 
d. My son – to play – with his – at – the – present moment.
 
e. We – dance – listen to – music – this moment. 
 
4. What time is it? 
 
 
 
 
5. Write the time in full. 
a. 3:15 
b. 4:25 
c. 12:00 
d. 5:55 
e. 2:45 
f. 3:55 
6. What do you usually do at this time? Answer. 
a. It’s 6:30 a.m. 
b. It’s 6:45 p.m. 
c. It’s 10:00 o’clock. (p.m.) 
d. It’s 12: 35 p.m. 
e. It’s 4:30 p.m. 
7. What is your classmate doing? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
The family is having fun.
The woman is reading.
The secretary is writing.
The girl is brushing her teeth.
The man is traveling.
The woman is talking on the phone.
I am cleaning my bedroom now. 
Mrs. Helen is teaching English at Viena
School this moment.
The teenager is studying for an important
test right now.
I am writing down the
teacher’s notes at the present moment.
My parents are working this morning.
I am watching my favorite program this moment. 
They are taking a new course right now.
The students are opening the books 
this moment.
My son is playing with his friends at the 
present moment.
We are dancing and listening to music 
this moment.
It’s twenty
past ten.
It’s quarter
to two.
It’s five
thirty-five.
A quarter past three.
Twenty-five past four.
It’s noon. It’s midnight.
It’s five to six.
It’s a quarter to three.
It’s five to four.
(Personal)
My friend is taking the plane.
My friend is jogging.
My friend is studying.
Th e student 
according to 
the observed 
images will 
report what 
is happening 
in the 
fi gures using 
Present 
Continuous.
What time is it?
Th e student will have to write in full 
according to the hours observed.
Th e student will write the hours in full.
Th e student should 
individually write about 
what he/she usually does 
in the proposed hours.
Ex: It’s 6:30 a. m - I 
usually wake up.
Th e student should change the sentences below for the Present 
Continuous.
Th e student must write 
according to the images 
what the colleague is 
doing, not forgetting 
to use the structure of 
Present Continuous.
Th e student will unscramble the words by 
elaborating the sentences.
book 1 11
Unit 11
1. Where were you yesterday.
a. mall 
 
 
b. school 
 
 
c. at the store 
 
 
d. at home 
 
 
e. at the amusement park 
 
 
2. Change the sentences according to the 
 example. 
I was at home yesterday. (school) 
I wasn’t at home. 
I was at school yesterday. 
a. He was a terrible student last semester. (great)
 
b. My friends were at the mall last night. (at the Art gallery) 
 
c. I was at the dentist’s yesterday. (doctor) 
 
d. He was born in Italy. (Germany)
 
e. We were at the party yesterday. (meeting) 
 
3. When you were a child what things did you 
 use to play with? 
 (give names or look for in the dictionary)
 
 
 
 
4. Relate the months and celebrations you know. 
a. January 
b. February 
c. March 
d. April 
e. May 
f. June 
5. What are the months? 
a. Father’s day 
 
 
 
b. Independence Day 
 
 
 
c. Valentine’s Day 
 
 
 
d. Easter 
 
 
 
e. Thanksgiving 
 
 
I was at the mall.
I was at school.
I was at the store.
I was at home.
I was at the
amusement park.
He wasn’t a terrible student last semester.
He was a great student last semester.
My friends weren’t at the mall last night.
My friends were at the Art gallery last night.
I wasn’t at the dentist’s yesterday.
I was at the doctor yesterday.
He wasn’t born in Italy.
He was born in Germany.
We weren’t at the party yesterday.
We were in the meeting yesterday.
(Personal)
New Year’s Eve.
Valentine’s day in Brazil.
Mother’s day.
Tiradentes (in Brazil).
Easter.
Valentine’s day in the USA.
August in Brazil.
July.
February in the USA and
March.
November.
 June in Brazil
Th e student 
must write 
according to 
the images 
where were 
yesterday, 
not 
forgetting 
to use the 
Simple 
structure 
Past of the 
Verb to Be.
Students should describe things
that they did as children and not
they make more. (Remember to use 
the structure: I used to...).
Students 
must 
relate a 
celebration 
with the 
month 
given.
Students should write the months
that the holidays are celebrated.
Students must change 
the sentences for the 
Negative and Interrogative, 
according to the example.
12 book 1
Unit12
1. Use the auxiliary DID, and change the verbs 
 into the negative form. 
Worked – didn’t work.
a. Watched 
b. Played 
c. Stayed 
d. Traveled 
e. Ate 
2. Make questions for the following answers: 
a. 
I went to Europe last summer. 
b. 
My friends met their teacher at the dance club. 
c. 
I studied English last morning.
d. 
My mom watched a film yesterday.
e. 
My parents invited my grandma for dinner. 
3. Answer the questions about yourself. 
a. Where were you last night? 
 
b. What did you buy last weekend? 
 
c. Why did you go to the store? 
 
d. When did your parents travel to the U.S.A.? 
 
e. Who did you invite for dinner? 
4. List the things: 
I did last weekend I didn’t do last weekend 
 
 
 
 
5. Read the text below and answer the questions. 
Boy ran away from homework. 
Xu Zhiqiang, 10, from Cili town, Hunan province, 
ended up thousands of miles away from home. 
He said he could not cope with the amount of 
homework he was expected to complete during the one month winter 
holiday. Xu said: “Each of us has to finish two thick books of homework. 
Take the Mathematics homework as an example, it has 100 pages with all 
kinds of questions.” To make matters worse, Xu’s mom found a mistake 
on one question and punished him by getting him to correct the mistake 
and copy the right answer 100 times. After copying it 50 times, an 
exhhausted Xu ran out of his home and hopped onto a train. “I stayed 
under the seat a day and a night during which I transferred trains as all 
people did and finally I didn’t know where I had come to,” he said. Xu 
had reached Guangzhou station, thousands of miles from home, where 
a station policeman found him the next day. He could not remember 
his telephone number - or even his full address - but eventually the 
policeman managed to contact his worried parents. The boy’s father, 
Xu Yueping, said: “We were going desperate. The whole town was out 
looking for him. Now we finally can breathe normally.” 
a. What was the boy’s surprising attitude? 
b. Where did he end up? 
c. Why did he run away? 
 
d. What did Xu and his classmates had to do as homework? 
 
e. Why was Xu punished by his mother? 
 
f. What was his punishment? 
 
g. Where did go after running out of his home? 
 
h. Where did Xu stay? 
i. Why didn’t Xu go back home? 
j. List the verbs: Simple Past tense. 
didn’t watch
didn’t play
didn’t stay
didn’t travel
didn’t eat
Where did you travel to last summer?
Who did your friends meet?
When did you study English?
What did your mom do yesterday?
Who did your parents invite for dinner?
I was at... last night.
(Suggested answers)
I bought... last weekend.
I didn’t buy anything last weekend.
Because...
My parents traveled to the U.S.A. in.../
My parents never traveled to the U.S.A.
I invited my... for dinner.
I invited nobody for dinner.
(Personal)
The boy ran away from home.
He ended up thousands of miles away from home.
Because he couldn’t cope with the amount
of homework.
They had to finish two thick books of homework.
Because she found a mistake in one question.
He had to copy the right answer one hundred times.
He went to the train station.
He stayed under the seat.
He couldn’t remember his telephone number.
(Student)
Based on the text given, students must answer the questions in a complete way. Take 
advantage of the text and exemplifies the students some reading techniques to provide 
the comprehension of the text.
Change the verbs to 
negative form using 
the DID + not.
Using the 
interrogative 
pronouns, 
students 
should ask 
questions 
based on the 
given answers.
Students must 
answer the 
questions, 
remind them 
to use the 
verbs in the 
Past.
The student 
should list 
the things
they did 
and they 
didn’t in 
the last 
weekend.
book 1 13
Unit 13
1. Where is ... 
 
Central Park North
Central Park
Central Park South
Jewish Museum
Harlem Meer
The Pool
Jacqueline Kennedy
Onassis Reservoir
Belvedere Lake
The Lake
Conservatory
Pond
1
3
5
4
26
The Pond
C
en
tr
al
 P
ar
k 
W
es
t
Columbus 
Circle
Columbus 
Circle
W. 62nd St
W. 90th St
86th St Tranverse Rd
97th St Tranverse Rd
79th St Tranverse Rd
65th St Transverse Rd
Ea
st 
Dr
5t
h 
Av
e
M
ad
iso
n 
Av
e
Pa
rk
 A
ve
Hayden Planetarium
American Museum of 
Natural history
ZooWollman
Rink
a. … the American Museum of Natural history? 
b. … Central Park?
c. … Jacqueline Kennedy Onassis Reservoir?
d. … Jewish Museum? 
e. … the zoo?
f. … the Wollman Rink? 
g. … Hayden Planetarium? 
 
 
 
 
 
 
 
 
 2. What is there…? 
a. What is there on East Dr.? 
 
b. What is there on Madison Avenue? 
 
c. What is there on Park Avenue? 
 
d. What is there on 79th St Transverse Rd.? 
e. What is there on 86th St Transverse Rd.? 
3. What is there…? 
a. What is there in the north of Central Park? 
 
b. What is there in the south of Central Park? 
 
c. What is there between W. 62nd St and W 90th St.? 
 
d. What is there near the Belvedere Lake? 
 
e. What is there near the Central Park? 
4. What is there on these streets? 
 
 
 
 
 
 
 
 
1
4
2
5
3
6
There is the Conservatory Pond.
There is nothing on Madison Avenue.
There isn’t anything on Park Avenue.
There is the Belvedere Lake.
There is Jaqueline Kennedy Onassis Reservoir.
The pool, Harlem Meer ...
Museum, Onassiss Reservoir ...
There is an American Museum of Natural History.
There is the Conservatory Pond.
There is...
There is a supermarket...
There are buildings...
There is a drugstore...
There is a zoo...
There is a gas station...
a. The American Museum of Natural History is at 
79th St Transverse Rd.
b. The Central Park is at 97th St Transverse Rd.
c. The Jacqueline Kennedy Onassis Reservoir 
is at 86th St Tranverse Rd.
d. The Jewish Museum is on 5th Avenue.
e. The zoo is at 65th St Tranverse Rd.
f. The Wollman Rink is at 65th St Tranverse Rd.
g. The Hayden Planetarium is at 79th 
St Tranverse Rd.
There is a store...
Using the “There to be”, 
students should watch the map 
again and answer the following 
questions.
Based on the given map, students
should use the prepositions of place and 
describe where the sights are.
Ditto 2.
Using There + to be, students should write sentences 
based on the data drawings.
14 book 1
Unit 14
1. What can you do? What can’t you do? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. The professionals below can do different 
 things. What can they do? 
 
 
secretary – baby sitter – doctor – hairdresser – chef – lawyer 
 
 
 
 
 
 
 
 
 
3. Write down 3 things you can do very well.
a. 
b. 
c. 
4. Write down 3 things you can’t do. 
a. 
b. 
c. 
5. Are you able to list the healthy and the 
 unhealthy foods? 
 
 
6. Write the names of the foods inside the 
 pyramid. 
 
7. What do you like to eat? Do you usually eat 
 healthy food? 
 
 
 
 
Reading Practice
In 1999, almost 108 million adult Americans were overweight 
or obese. If you are overweight or obese, carrying this extra weight 
puts you at risk for developing many diseases, especially heart 
disease, stroke, diabetes, and cancer. Losing this weight helps to 
prevent and control these diseases. The NHLBI guidelines provide 
you with a new approach for the measurement of overweight 
and obesity and a set of steps for safe and effective weight loss.
oil, fats, sweet
meat milk
vegetables fruit
cereal
I can sing./I can’t sing.
I can drive./I can’t drive.
I can play tennis./
I can ski./I can’t ski.
I can ride a horse./
I can’t play tennis.
I can’t ride a horse.
The secretary can type.
The baby sitter can take care of babies.
A doctor can take care of people.
A hairdresser can fix hair.
The cook can prepare food.
A business man can make deals and sells things.
(Personal)
(Personal)
(H) (U) (H) (U) (U)(U)(H)(U)(H)
chocolate
olive oil
pork
fish
chicken
yogurt
cheese
tomatoes
cabbage
chicken
apple
peaches
grapes
oat,
bread,
pasta,
cookies,
crackers
(Personal)
The student must write 3 things that 
he/she can do. (Personal) Based on the figures, students must write what 
they can or cannot do.
Divide the figures of food between 
healthy (H) and unhealthy (U).
Students must write the 
names of food in the 
spaces on right of the 
pyramid. 
The names of food can 
be from the images of 
exercise 5.
The student must write what each
professional can do according to their 
professions.
The student must answer to the 
questions (personal).
The student must write 3 things he/she can 
do very well. (Personal)
Text for reading practice.
book 1 15
Unit 15
1. Change the sentences into the negative 
 form. 
a. They are going to watch TV after school. 
 
b. I am going to play cards. 
 
 
c. He is going to study in a few minutes. 
 
d. We are going to take a test this evening. 
 
 
e. John is going to swim.
 
 
2. Change the sentences into the interrogative 
 form. 
a. I am going to play cards. 
 
b. Ann is going to travel on business. 
 
 
c. You are going to read a book. 
 
d. My parents are going to take an English course. 
 
e. I am going to do my homework. 
 
3. Answer these questions. 
a. What are you going to do after class? 
 
 
b. What is your friend going to do after class? 
 
 
c. What is your teacher going to do after class? 
 
 
d. What are you going to do after work? 
 
 
e. Where are you going to travel this vacation? 
 
 
f. Who are you going to invite to your birthday party? 
 
 
4. What are these people going to do? 
Mom 
 
 
 
Dad 
 
 
 
Friends 
 
 
 
The maid 
 
 
 
I 
 
 
 
My brother 
 
 
 
5. When you are in the office who can you meet 
 there? 
 
 
 
 
 
 
 
 
 
 
 
 
They aren’t going to watch TV after school.
I am not going to play cards.
He isn’t going to study in a few minutes.
We aren’t going to take a test this evening.
John isn’t going to swim.
Am I going to play cards?
Is Ann going to travel on business?
Are you going to read a book?
Are my parents going to take an English course?
Am I going to do my homework?
(Personal)
Mom is going to clean the house.
Dad is going to do the dishes.
My friends are going to travel.
The maid is going to buy goods
at the store.
I am going to prepare a salad.
My brother is going to sleep.
I can meet the boss or the manager.
I can meet the maid.
I can meet businessmen.
I can meet the secretary.
The student must write 3 things that 
he/she can do. (Personal) Students should change sentences into negative. 
Remind them of Immediate Future.
Students should change sentences for the 
Interrogative. Remind them of immediate future.
Using Immediate Future, students must answer 
the questions in a complete way. Based on the figures, students must 
write sentences.
Based on the figures and using Immediate Future, 
students must write what each person will do.
16 book 1
1) Who says... on the phone or in the office?
1. Can I help you?
a. The caller
b. The cleaner
c. The person who is receiving the call
2. Can I speak to Ms. Dupont, please?
a. The caller
b. The operator
c. The person who is receiving the call
3. Who’s calling, please?
a. The caller
b. The operator
c. The person who is receiving the call
4. This is Jane Coolimoor from Apex Industries. 
a. The caller
b. The operator
c. The person who is receiving the call
5. One moment, please.
a. The caller
b. The operator
c. The person who is receiving the call
6. Just a moment, please.
a. The caller
b. The operator
c. The person who is receiving the call
7. Putting you through.
a. The caller
b. The operator
c. The person who is receiving the call
8. I’m afraid she’s out of the office today. 
 I’m replacing her. Can I help you?
a. The caller
b. The operator
c. The person who is receiving the call
9. Can I take a message?
a. The caller
b. The operator
c. The person who is receiving the call
10. Tricia Mellor speaking.
a. The caller
b. The operator
c. The person who is receiving the call
2) Choose the correct answer
1. Where goods are produced.
a. Head Office
b. the Accounts department
c. the cafeteria
d. the factory
2. Where finished goods are kept.
a. Head Office
b. the warehouse
c. the cafeteria
d. the factory
3. Where the workers have lunch.
a. the cafeteria
b. Head Office
c. the Accounts department
d. the factory
4. Where the directors meet.
a. the Accounts department
b. the warehouse
c. the cafeteria
d. the boardroom
5. Where the accountants work.
a. the Accounts department
b. the warehouse
c. the boardroom
d. the factory
6. Where the computer people work.
a. Data Processing
b. the warehouse
c. the boardroom
d. the factory
7. Where the sales people ‘work’.
a. any expensive restaurant
b. the warehouse
c. the boardroom
d. the factory
8. Where ‘they’ know nothing.
a. the warehouse
b. head office
c. the cafeteria
d. the factory
Unit 16
a. 
b. 
2. Can I speak to Ms. Dupont, please?
a. 
b. 
a. 
b. 
4. This is Jane Coolimoor from Apex Industries.
a. 
b. 
b. 
a. 
b. 
a. 
b. 
c. 
c. 
10. Tricia Mellor speaking.
a. 
b. 
d. 
a. 
b. 
3. Where the workers have lunch.
a. 
b. 
d. 
5. Where the accountants work.a. 
b. 
6. Where the computer people work.
a. 
b. 
d. 
c. 
d. 
Students should choose the best alternative 
to the given questions.
Ask them to choose the answer
correct for each proposed item.