Vocabulário e Gramática

Prévia do material em texto

ANSWER KEY
2
UNIT 01 - PART A
GET READY!
Let’s get ready for Class 1A!
2. Use the verb in parentheses in the correct form (base form, bare infinitive, 
 gerund, participle). Example: 
3. Look for the definition of the following words and write them down. 
a) Daring
 (Suggested answer: adventurous or audaciously bold).
b) Dreamlike
 (Suggested answer: having the qualities of a dream; unreal).
c) Grotesque
 (Suggested answer: comically or repulsively ugly or distorted). 
d) Intriguing
 (Suggested answer: arousing one’s curiosity or interest; fascinating).
e) Mesmerizing
 (Suggested answer: hold the attention of (someone) to the exclusion of all else or so as to transfix 
 them).
f) Outlandish
 (Suggested answer: looking or sounding bizarre or unfamiliar).
g) Quirky
 (Suggested answer: characterized by peculiar or unexpected traits). 
h) Whimsical
 (Suggested answer: playfully quaint or fanciful, especially in an appealing and amusing way).
i) Thought-provoking
 (Suggested answer: stimulating careful consideration or attention).
j) Iconic
 (Suggested answer: relating to or of the nature of an icon; that which has become an icon).
k) Stereotypical
 (Suggested answer: relating to a widely held but fixed and oversimplified image or idea of a particu-
lar type of person or thing). 
l) Underrated
 (Suggested answer: that which has been underestimated, undervalued). 
a) He had heard (to hear) me talk (to talk) about it.
b) I would never be able to put up with (to put up with) lying (to lie) to him. 
c) Don’t you dare (to dare) object (to object) to this! 
d) I haven’t seen (to see) them call (to call) you back from the audition. 
e) He always let (to let) people treat (to treat) him like that.
f) Why try (to try) to help (to help) him quit (to quit) drugs? 
g) She always gets away with (to get away with) cheating (to cheat). 
h) I’ve seen (to see) many people give up (to give up) on this.
i) You should avoid (to avoid) striking (to strike) people as such a snob.
j) Comedy doesn’t make (to make - neg) me laugh (to laugh) at all. 
3
 
UNIT 01 - PART B
2. Match the columns. 
3. Turn the quoted speech into reported speech. Example:
QUOTED SPEECH REPORTED SPEECH
A) GET READY!
Let’s get ready for Class 1B!
a) “I don’t blame you for this”, he said. 
b) “I will try to deny this”, she said.
c) “I didn’t focus on my studies enough”, 
 she told me.
d) He told the jury, “I’ve never even 
 thought about doing this”.
e) “I’m going to make it out of here 
 somehow.”
f) “Do you like that kind of approach?”
g) “Did you watch that movie yesterday?”
h) “What movie did you watch yesterday?”
i) “What have you done?”
j) “Help me now!”
k) “Don’t do it again.”
( h ) She asked me what movie I had watched the 
 other day.
( e ) He said he was going to make it out of there 
 somehow.
( c ) She told me she hadn’t focused on her studies 
 enough.
( i ) She asked me what I had done. 
( d ) He told the jury he hadn’t even thought about 
 doing that.
( g ) She asked me if/whether I had watched that 
 movie the day before.
( a ) He told me he didn’t blame me for that.
( k ) She me not to do it again.
( f ) She asked me if/whether I liked that kind of 
 approach.
( b ) She said she would try to deny that.
( j ) He told me to help her then.
a) “We have read something very, very similar to this”, they said. 
 They said they had read something very, very similar. 
b) “Write it again from scratch”, they told us. 
 They told us to write it again from scratch. 
c) “It still feels like a rip-off”, they insisted.
 They insisted it still felt like a rip-off.
d) “I’ve never even heard of this”, he alleged.
 He alleged he’d never even heard of that.
e) “Wait for a spin-off”, the screenwriters told the viewers. 
 The screenwriters told the viewers to wait for a spin-off.
f) “We will focus on new characters”, they said. 
 They said they would focus on new characters. 
4
B) REVIEW
Let’s recap Class 1A
1. Match the columns.
2. Write a sentence with both verbs. Sometimes you will have to use a bare 
 infinitive or the gerund. 
a) Jaw-dropping 
b) Low-budget 
c) Mind-blowing 
d) Nightmarish 
e) Psychedelic
f) Quintessential 
g) Stereotypical 
h) Surreal
i) Tedious 
j) Underrated 
k) Daring 
l) Dreamlike 
m) Grotesque 
n) Intriguing 
o) Mesmerizing 
p) Outlandish 
q) Quirky 
r) Whimsical 
( E ) relating to or denoting drugs that produce hallucinations.
( B ) done with not a lot of money.
( G ) relating to a widely held but fixed and oversimplified image or 
 idea of a particular type of person or thing.
( F ) representing the most perfect or typical example of a quality or 
 class.
( R ) playfully quaint or fanciful, especially in an appealing and 
 amusing way.
( L ) having the qualities of a dream; unreal.
( I ) boring.
(M) comically or repulsively ugly or distorted.
( J ) undervalued.
( A ) amazing; that which makes the jaw drop.
( O ) hold the attention of (someone) to the exclusion of all else or so 
 as to transfix them.
( C ) overwhelmingly impressive; that which blows one’s mind. 
( P ) looking or sounding bizarre or unfamiliar.
( D ) of the nature of a nightmare; very frightening or unpleasant.
( Q ) characterized by peculiar or unexpected traits.
( H ) marked by the intense irrational reality of a dream.
( N ) arousing one’s curiosity or interest; fascinating.
( K ) adventurous or audaciously bold.
a) TO DARE - TO COME BACK
 (Grammar tip: After the verb “to dare”, the bare infinite will be used).
b) TO GET AWAY WITH - TO BLACKMAIL 
 (Grammar tip: After the verb “to get away with”, the gerund will be used).
c) TO SEE - TO BREAK 
 (Grammar tip: After the verb “to see”, the bare infinite will be used).
d) TO LET - TO SEEK
 (Grammar tip: After the verb “to let”, the bare infinite will be used).
e) TO AVOID - TO COME ACROSS 
 (Grammar tip: After the verb “to avoid”, the gerund will be used).
f) TO MAKE - TO STOP 
 (Grammar tip: After the verb “to make”, the bare infinite will be used).
g) TO PUT UP WITH - TO DECEIVE 
 (Grammar tip: After the verb “to put up with”, the gerund will be used).
5
UNIT 01 - PART C
A) GET READY 
Let’s get ready for Class 1C!
1. Do some research and find out what each of these professionals does on a movie set. 
 After that, match the columns.
a) Producer
b) Executive producer
c) Script supervisor/
 Continuity 
d) Casting director 
e) Director of 
 photography 
 (D.P./D.O.P.)
f) Camera operator 
g) Gaffer 
h) Grip/Key grip 
i) Production 
 designer 
j) Costume designer 
k) Stunt coordinator 
l) Composer 
m) Foley artist 
n) Caterer
(c) They work as part of the camera department to make sure that the production has continuous 
 verbal and visual integrity. They must ensure that when different takes and scenes are finally edited 
 the production does not contain distracting continuity errors. 
(f) They work with digital, electronic and film cameras in multi and single-camera operational conditions, 
 producing pictures for directors by combining the use of complex technology with creative visual skills. 
(m) That is the person who actually creates the sounds in front of a projected picture.
(a) Either employed by a production company or working independently, producers plan and coordinate 
 various aspects of film production, such as selecting the script; coordinating writing, directing, and 
 editing; and arranging financing.
(j) They start working on films at the beginning of pre-production. They are in charge of designing, 
 creating, acquiring and hiring all costumes for actors and extras
(b) Their role is to oversee the work of the producer on behalf of the studio, the financiers or the 
 distributors. They will ensure the film iscompleted on time, within budget, and to agreed artistic and 
 technical standards.
(g) They are the head of the electrical department, responsible for the execution (and sometimes the 
 design) of the lighting plan for a production. The term was also used to describe men who adjusted 
 lighting in English theater and men who tended street lamps, after the “gaff” they used, a pole with a 
 hook on its end. 
(h) Their responsibility is to build and maintain all the equipment that supports cameras. This equipment, 
 which includes tripods, dollies, tracks, jibs, cranes, and static rigs, is constructed of delicate yet heavy 
 duty parts requiring a high level of experience to operate and move. 
(k) That is the person who arranges and plans stunts.
(i) They are major heads of department on film crews, and are responsible for the entire art department. 
 They play a crucial role in helping directors to achieve the film’s visual requirements, and in providing 
 producers with carefully calculated schedules which offer viable ways of making films within agreed 
 budgets and specified periods of time.
(n) On sets or locations, the standard daily meals are breakfast, lunch and dinner, plus coffee or snacks if 
 the crew are required to work late into the evening. These professionals provide this specialized service, 
 with catering trucks packed with food and a range of equipment including ovens, extraction fans, 
 fridges, gas and water, to each unit base.
(d) They organize and facilitate the casting of actors for all the roles in a film. This involves working closely 
 with the director and producer to understand their requirements, and suggesting ideal artists for each 
 role, as well as arranging and conducting interviews and auditions. 
(o) They assist wherever they are needed on productions and their duties vary depending on where they 
 are assigned. They may be involved in anything from office administration or crowd control to public 
 relations and cleaning up locations. They are usually employed on a freelance basis, are not very well 
 paid, and their hours are long and irregular.
(l) They write music to suit the mood and action in a TV, film drama or documentary. They compose, 
 perform, arrange, and then work with producers to arrange, and rearrange as they change and finalize 
 the film.
 
6
B) REVIEW
Let’s recap Class 1B!
1. Complete the chart. 
QUOTED SPEECH REPORTED SPEECH
AFFIRMATIVE/NEGATIVE
INTERROGATIVE
IMPERATIVE
He told me he expected me to do that.“I expect you to do this”, he said. 
 “I’ll leave now”, he said. 
“I’m going to stay here”
“I must do it”
“Do you study every day?” 
“Have you ever even tried?”
“How have you been?”
“Don’t you even think about it”
She/He told me eat that up.
She/He asked me what I had been up to.
She/He asked me why I always had to do that like that.
She/He asked me if/whether I had forgotten about 
her/him.
She said she might have to kidnap me.
He said he could never let her know.
She said she hadn’t done that herself.
He told the prosecutor he had never threatened 
anyone.
She told me she had thought about me the day 
before.
She said she was working on that.
She/He asked me if/whether I had already even tried.
She/He asked me if/whether I studied every day.
She/he told me not to even think about that.
He said he would leave then.
She/He asked me how I had been. 
He said he was going to stay there.
He said he had to do that.
“I’m working on that”, she said.
“Did you forget about me?”
“Eat it up”
“I thought about you yesterday”, she told me.
He told the prosecutor, “I’ve never threatened anyone”.
“Why do you always have to do it like this?”
“I hadn’t done it myself”, she said.
“What were you up to? 
“I can never let her know.”
“I may have to kidnap you.”
7
UNIT 01 - PART D
A) GET READY! 
Let’s get ready for Class 1D!
1. Complete with the correct form, whether it be the bare infinitive or gerund. 
2. Turn the sentence into the reported speech. 
a) Don’t dare come back (come back). 
b) How did they get away with convicting (to convict) an innocent man?
c) Let me be (to be) me. 
d) I should avoid coming across (to come across) so rude on first dates.
e) Don’t make me have (to have) to do this. 
f) Help me quit (to quit).
a) “I know what the professor asked us to do”. 
 He/she said he/she knew what the professor had asked them to do.
b) “What do you guys think?” 
 He/she asked them what they thought.
c) “Do you recall what happened?” 
 He/she asked him/her if/whether he/she recalled what had happened.
d) Jess asked, “What have you got on it, Tessa?”
 She asked her what she had got on that.
e) “Larry, don’t even try”, Barbara said. 
 She told him not to even try to wait a minute.
f) “Do you remember what I said?” 
 He/she asked me if I remembered what he/she had said.
g) “Do you know why, Tessa?” 
 She/he asked her if she knew why.
h) “I will not forget about it.”
 He/she said he/she wouldn’t forget about that.
8
2. Answer these questions as completely as possible:
a) What function in film requires the most talent?
 Opinion: it’s the kind of work that little details are perceived by the public, so, every function 
 becomes crucial.
b) Is it possible to be an actor without being young and pretty?
 Opinion: Not at all! Exquisite talent is, though. When someone is very good looking might help in 
 some way, though.
c) What is the most useless function in a movie set? 
 Personal Answer.
d) What do you think about being a film critic as a profession? 
 Are they “bitter” about not having literary talent? 
 Opinion: critics in general are very tough guys.
e) Do you think women have the same amount of opportunity as men in the film industry? 
 Opinion: it seems that way.
B) REVIEW
Let’s recap Class 1C!
3. Unscramble the adjectives.
1. NWPPJIRO-GAD
 Jaw-dropping 
2. SYTAIEPRECOLT
 Stereotypical 
3. ASELRUR
 Surreal
4. ETUSOID
 Tedious 
5. NRDGAI
 Daring 
6. ETUGSEOQR
 Grotesque
9
2. Choose the correct relative pronoun. 
1. Read the text below:
Now, match the concepts in the left column to the statements in the right column, 
according to what these concepts refer to. 
3. Unite the sentences using a relative pronoun. 
A) GET READY!
Let’s get ready for Class 2A!
A) GET READY!
Let’s get ready for Class 2B!
UNIT 02 - PART A
UNIT 02 - PART B
a) The witness got involved in the crime. The witness claims they had no involvement. (The witness who/that got 
 involved in the crime claims they had no involvement).
b) The thief had planned this out. She was certainly unassisted. (The thief who/that had planned this out was 
 certainly unassisted).
c) An issue in the plumbing system has been recently detected. An issue had been foreseen by the engineer. (An 
 issue which/that had been foreseen by the engineer has been recently detected).
d) The boy’s toys left him. The boy is now devastated. (The boy whose parents left him is now devastated). 
e) They sold a house. The house had been previously mine. (They sold the house which/that had been previously 
 mine).
f) He delivered the assignment. The assignment was deemed inadequate. (The assignment which/that he 
 delivered was deemed inadequate).
g) The views were conveyed at the press conference. The views differed in many aspects. (The views which/that 
 were conveyed at the press conference differed in many aspects).
h) The public hadn’t overtly objected to the plan at first. The public later came to disagree with it. (The public 
 which/that hadn’t overtly objected to the plan at first later came to disagree with it). 
i) They had briefly talked about the disagreement. The disagreement will soon become detrimental in nature. 
 (The disagreement which they had briefly talkedabout will soon become detrimental in nature/The disagre 
 ement about which they had briefly talked will soon become detrimental in nature) 
a) The man who/that had helped me the other day called early this morning. 
b) As a politician whose career has been the target of heavy criticism, she should have been more cautious.
c) His crimes which/that were committed in another country are now judged in court.
d) The child whom/who/that the principal had warned us about has been troublesome as of late. 
e) The woman against whom I had been biased has proven me wrong.
f) That is a movie whose psychedelic visual prefaced later cinematographic techniques in film. 
10
B) REVIEW
Let’s recap Class 2A
1. Use the words from the box below in the following sentences. Remember to 
 conjugate the verb when necessary, as well as using the negative or interrogative 
 form. Remember to use the plural form of nouns if necessary. 
1. Weather 
2. Climate
3. Global warming
4. Climate change
5. Greenhouse effect
 
(2) Rainfall patterns over the summer and the winter.
(1) It does not refer to long-term conditions. 
(2) Example: the global average of temperature in 1670.
(1) Example: a rainy afternoon in July. 
(4) Example: roses blooming in a season which is different from the usual. 
(1) Floods or thunderstorms. 
(4) Though it includes an increase in global average temperature, it 
 is not limited to that.
(3) A trend in temperature which began in the 20th century.
(4) Example: a flood which is out of proportion. 
(1) Example: the difference between two very close cities, in regards to rain.
(3/4) Arguably caused by an increase in fossil fuel emissions.
(2) Example: a change in humidity conditions between the years 1110 and 1200. 
(4) Change in the sea leveland ice mass. 
(5) It is directly related to the transparency of the atmosphere. 
 
1.
A: One-sided bigots who overtly encourage hostile behavior.
B: There is a thin line between fanatics and mere critics, right?
2.
A: A student of mine has grown skeptical of global warming
B: That student whose paper was deemed inadequate? 
A: Yes. She called me gullible for believing a “hoax”, in her words. 
3.
A: They’re not honestly critical. They are nothing but bigoted critics!
B: People with whom I disagree should also be able to convey their opinion.
4.
A: We all are biased somehow, wouldn’t you agree?
B: You shouldn’t try to exempt yourself from your covert biases. 
5.
A: Just what are you hinting at? That I’m a fanatic?
B: I am not hinting. I’m actually pointing it out to you. 
6.
A: People are entitled to choosing their eating habits. 
B: And I’m entitled to disagreeing with their choices, aren’t I?
11
2. Match the columns. 
3. Unscramble the words to form a sentence using the correct pronoun from the 
 box. 
UNIT 02 - PART C
2. Invert the order of the following sentences. 
A) GET READY 
Let’s get ready for Class 2C!
a) hostile 
b) biased 
c) bigoted 
d) covert 
e) gullible 
f) gutsy 
g) inadequate 
h) like-minded 
i) mere 
j) overt 
k) self-proclaimed 
l) skeptical
m) troublesome 
( h) having similar tastes or opinions
(m) causing difficulty or annoyance
( e) easily persuaded to believe something; credulous
( b) unfairly prejudiced for or against someone or something
( a) unfriendly; antagonistic
( c ) having or revealing an obstinate belief in the superiority of one’s 
 own opinions and a prejudiced intolerance of the opinions of others
( l ) not easily convinced; having doubts or reservations
( j ) done or shown openly; plainly or readily apparent, not secret or hidden
(d ) not openly acknowledged or displayed
( g ) lacking the quality or quantity required; insufficient for a purpose
( f ) showing courage, determination, and spirit
( k) described as or proclaimed to be such by oneself, without 
 endorsement by others
( i ) that is solely or no more or better than what is specified
a. ________ book The my I was dad’s. stole
 The book which I stole was my dad’s.
b. script ________ on worked The is man incredibly this creative.
 The man who worked on this script is incredibly creative.
c. ________ at aspects. The the conveyed many press differed in were conference views
 The views which were conveyed at the press conference differed in many aspects. 
d. ________ talking aggressive. started private wasn’t The
 The private who started talking wasn’t aggressive.
e. used demolished. house be to has mine recently A ________ been
 A house which used to be mine has been recently demolished.
a) If they threaten you in any way, you must take action immediately. 
 Should they threaten you in any way, you must take action immediately.
b) If they stopped doing that, they would maybe achieve success. 
 Were they to stop doing that, they would maybe achieve success.
c) We weren’t able to see it until the damage had been permanently done. 
 Not until the damage had been permanently done were we able to see it. 
d) They had hardly sat down when the concert started. 
 Hardly had they sat down when the concert started.
e) I want to be without you nowhere. 
 Nowhere do I want to be without you. 
which (x3) who (x2) 
12
3. Fill the blanks according to what is asked in the parentheses. 
1. The following are titles that have been taken from the arguments in the 
 listening activity. Read each title and decide which argument best fits with it. 
 Write the number of the argument beside the title. 
2. Fill the blanks with the words from the box below. 
B) REVIEW
Let’s recap Class 2B!
a) Had I been (to be - past perfect - third conditional) any more lenient towards her, she would have kept 
 deceiving me. 
b) Were he to be (to be - simple past - second conditional) any less 
 condescending, I believe he would strike them as being a little more agreeable.
c) Not until they grew skeptical of her motives did she care (to case - simple past - not until) to present a 
 coherent version of what had happened. 
d) In no way would such an immature employee be (would - to be - in no way) able to last here enough time. 
e) Not only do they confront me (to confront - simple present - they), but they also constantly threaten me. 
f) Rarely are parents severe (to be - severe - simple present - parents) these days.
g) Only by a firm commitment to her ideas was she able (to be - able - simple past - she) to go through this. 
h) Not until he became less immature did he apologize (to apologize - simple past - he) for his behavior.
1. Earth’s climate has always warmed and cooled, and the 20th century rise in global temperature is within the 
 bounds of natural temperature fluctuations over the past 3,000 years. ( 2 )
2. Human-produced CO2 is re-absorbed by oceans, forests, and other “carbon sinks,” negating any climate 
 changes. ( 3 ) 
3. Glaciers are melting at unprecedented rates due to global warming, causing additional climate changes. ( 6 )
4. Rising levels of human-produced gases released into the atmosphere create a greenhouse effect that traps heat 
 and causes global warming. ( 1 )
5. The specific type of CO2 that is increasing in earth’s atmosphere can be directly connected to human activity. ( 5 )
6. Glaciers have been growing and receding for thousands of years due to natural causes, not human activity. ( 4 )
ecologist - evidence - levels - have - ancient - record 
climate - through - direct - rise - preceded - samples - needed 
unprecedented - estimated - over - contradicts - increases - 
followed - increasing - intense - millennia - correlation - cause 
extreme - measurements - additional - cycles - climate 
proceedings - atmospheric (x2) 
Rising levels of atmosphericCO2 do not necessarily cause global warming, which contradicts the core thesis of 
human-caused climate change.
Earth’s climate record shows that warming has preceded, not followed, a rise in CO2. According to a 2003 study 
published in Science, measurements of ice core samples show that over the last four climactic cycles (past 240,000 
years), periods of natural global warming preceded global increases in CO2. In 2010 the Proceedings of the National 
Academy of Sciences published a study of the earth’s climate 460-445 million years ago which found that an intense 
period of glaciation, not warming, occurred when CO2 levels were 5 times higher than they are today. According to 
ecologist and former Director of Greenpeace International Patrick Moore, PhD, “there is some correlation, but little 
evidence, to support a direct causal relationship between CO2 and global temperature through the millennia.” 
13
UNIT 02 - PART D
1. Connect the two parts of the sentence with the correct relative pronoun. 
 If the pronoun can be dropped, signal it somehow.
2. Complete the chart with the corresponding forms. 
A) GET READY!
Let’s get ready for Class 2D!
The rise in atmospheric CO2 over the last century was clearly caused by human activity, as it occurred at a 
rate much faster than natural climate changes could produce. 
Over the past 650,000 years, atmospheric CO2 levels did not rise above 300 ppm until the mid-20th century. Atmospheric 
levels of CO2 have risen from about 317 ppm in 1958 to 400 ppm in 2013. CO2 levels are estimated to reach 450 ppm 
by the year 2040. According to the Scripps Institution of Oceanology, the “extreme speed at which carbon dioxide 
concentrations are increasing is unprecedented. An increase of 10 parts per million might have needed 1,000 years or 
more to come to pass during ancient climate change events.” Some climate models predict that by the end of the 21st 
century an additional 5°F-10°F of warming will occur.
a. The movie had just begun. The movie already looked tedious .
 The movie which had just begun already looked tedious.
b. The girl’s audition was mind-blowing. She got the part. 
 The girl whose audition was mind-blowing got the part.
c. Adam’s trial is due tomorrow. He is in distress. 
 Adam whose trial is due tomorrow is in distress.
d. He denied the accusation. The accusation was confirmed. 
 The accusation which he denied was confirmed. 
e. She has differed from her parents quite often. She now consents to their decisions. 
 She who has differed from her parents quite often now consents to their decisions.
DIRECT ORDER
If he manages to arrive today, he might have 
to change his plans.
Should he manage to arrive today, he might 
have to change his plans.
Were she to object to the views of this institution 
one more time, she would be expelled.
Were I wiser, I wouldn’t be doing this.
Had we been more cautious, that could have 
been avoided.
Never had I imagined we would come down to 
this.
Hardly had they arrived when burglar broke in.
If she objected to the views of this institution 
one more time, she would be expelled.
They had hardly arrived when the burglar 
broke in. 
If we had been more cautious, that could have 
been avoided.
If I were wiser, I wouldn’t be doing this. 
I had never imagined we would come down to 
this
INVERTED ORDER
14
B) REVIEW
Let’s recap Class 2C!
1. Unscramble the words to form sentences. Inversion is used in all of the sentences. 
UNIT 03 - PART A
A) GET READY!
Let’s get ready for Class 3A!
1. by only been commitment effort able have to continuous we achieve and this
 Only by continuous effort and commitment have we been able to achieve this.
2. across you should intervene. we will come any inconvenience,
 Should you come across any inconvenience, we will intervene.
3. has rarely story correctly on passed the been
 Rarely has the story been passed on correctly.
4. have happy felt never so I
 Never have I felt so happy.
5. study little did she 
 Little did she study.
6. of danger there we aware was more no become not until the time did left
 Not until there was no more time left did we become aware of the danger.
7. help wouldn’t I Alex able have to had not been asked,
 Had Alex not asked, I wouldn’t have been able to help.
8. responsibilities. my born, I did you fully of were until not become aware
 Not until you were born, did I become fully aware of my responsibilities. 
9. coming benefit he were again, all attempt off to drugs we’d
 Were he to attempt coming off drugs again, we’d all benefit.
10. were careful, this happen more they wouldn’t
 Were they more careful, this wouldn’t happen.
11. been happened wouldn’t have had they this careful, more
 Had they been more careful, this wouldn’t have happened. 
12. like towards had been lenient kept any her, that would more have she behaving I
 Had I been any more lenient towards her, she would have kept behaving like that. 
13. criminal have never that of kind should been a acquitted
 Never should that kind of a criminal have been acquitted.
14. more need call office please main any you should information, our
 Should you need any more information, please call our main office.
15. be enough time here to no immature last employee way able such in would an
 In no way would such an immature employee be able to last here enough time. 
15
3. Match the definition in column A to the expression in column B. 
4. Complete the sentences with words from the box (the verbs might have to be 
 conjugated). 
5. Do some research on the following topics in order to be better prepared for 
 class: take notes if you like.
a) The judge demands that the jury present their final vote. (to present)
 Neg: The judge demands that the jury not present their final vote. (to present)
b) If Meredith were rational, she wouldn’t agree with you. (to be) 
 Neg: If Meredith weren’t rational, she wouldn’t agree with you. (to be) 
c) It is vital that she be contacted. (to be) 
 Neg: It is vital that she not be contacted. (to be) 
d) You sounded as though she were somehow supposed to obey you. (to be)
 Neg: You sounded as though she weren’t somehow supposed to obey you. (to be)
e) I wish this were a little lighter. (to be)
 Neg: I wish this weren’t a little lighter. (to be)
A
(E) Suffice it to say, I was acting stupid; we had an argument and then she left. 
(C) Far be it from me to judge you, but I think your anxiety is not doing good to you. 
(B) Regardless of our struggles, we will stick together, come what may. 
(D) My recovery hasn’t always been a bed of flowers, as it were. 
(A) Don’t accuse me as though I were the cause of the incident.
B
(A) as though
(B) come what may
(C) far be it from me to
(D) as it were
(E) suffice it to say
verbs
to be (x4)
to demand
to change
nouns
bouts
therapy
recovery
adjectives
sporadic
beneficial
other
in and of itself
as though
as it were
lest
a) You would also have sporadic bouts of panic and stress.
b) In that regard, therapy has been beneficial towards my recovery.
c) Something must be done, lest we be negligent once more.
d) You should demand that he “change classrooms”.
e) If I were her pupil, I’d be bored to death. 
f) Fear is in and of itself irrational, be it of clowns or spiders. 
g) He swings, as it were, from pure glee to sheer melancholia.
h) You sounded as though she were a freak somehow.
a) Phobias
b) Anorexia
c) Bulimia
d) Autism
e) Bipolar disorder
f) ADHD
g) Anxiety disorder
h) Panic attack
i) O.C.D.
j) Schizophrenia
2. Conjugate the verb in the correct tense, using subjunctive. After that, turn the 
 sentence into negative. 
16
UNIT 03 - PART B
1. Listen to the audio and match column A to columns B and C. 
1. Match the columns.
A) GET READY!
Let’s get ready forClass 3B!
B) REVIEW
Let’s recap Class 3A.
B B
D
B
B
G
E
C
D
B
F
A
F
E
D
C
G
COLUMN A
Psychologist
COLUMN B
Field(s)
COLUMN C
Details
(A ) JUNG
(B ) FREUD
(C ) SKINNER
(D) LACAN
(E ) VYGOTSKY
(F ) PAVLOV
(G) PIAGET
Radical interpretation of Freud 
Oedipus complex 
Inaugural figure of psychoanalysis 
Hailed by Einstein as a genius
Died at the age of 38 
Highly demanding writing
Collective unconscious 
Psychoanalytic 
psychologist 
Influenced by 
Freudian concepts 
 
Animal 
experimentation
Influential outside of 
psychology
The interpretation of dreams; 
the unconscious 
Emerging from and 
inaugurating different traditions 
a) bulimia nervosa
b) anorexia nervosa
c) panic attack
d) anxiety disorder
e) ADHD
f) bipolar disorder
g) autism 
h) phobia
( h ) a persistent and irrational fear of a specific situation, object, or activity. 
( e ) a behavioral syndrome characterized by the persistent presence of 
 inattention or impulsivity.
( b ) an eating disorder that involves persistent refusal of food, excessive fear 
 of weight gain, and disturbed perception of body image. 
( a ) an eating disorder involving recurrent episodes of binge eating followed 
 by inappropriate compensatory behaviors.
( c ) a sudden onset of intense apprehension and fearfulness in the absence of 
 actual danger.
( d ) any of a group of disorders that have as their central organizing theme 
 the emotional state of fear, worry, or excessive apprehension. 
( g ) a neurodevelopmental disorder characterized by markedly impaired social 
 interactions and verbal and nonverbal communication; narrow interests; and 
 repetitive behavior. 
( f ) any of a group of mood disorders in which symptoms of mania and 
 depression alternate.
17
2. Unscramble the words to form a sentence. 
UNIT 03 - PART C
UNIT 03 - PART D
1. Read the text and answer the questions. 
2. Write the verb in the correct tense in the subjunctive: 
B) REVIEW
Let’s recap Class 3B!
A) GET READY!
Let’s get ready for Class 3D!
a) be me good you. your Far to I judge is anxiety from doing you, it but to not think
 Far be it from me to judge you, but I think your anxiety is not doing good to you.
b) his been negligent him refusing regarding to by condition have offer therapy. They
 They have been negligent regarding his condition by refusing to offer him therapy. 
c) Suffice left. argument say, acting had we she an to it stupid; and I then was
 Suffice it to say, I was acting stupid; we had an argument and then she left. 
d) were. as always flowers, of hasn’t recovery My been it a bed
 My recovery hasn’t always been a bed of flowers, as it were. 
e) though I incident. Don’t of cause were the as me accuse the
 Don’t accuse me as though I were the cause of the incident.
f) demand over silly this yours of that now. I be quarrel
 I demand that this silly quarrel of yours be over now.
g) will we come what stick our struggles, Regardless together, of may. 
 Regardless of our struggles, we will stick together, come what may. 
h) violence. to be bouts his been he that fired, suggested It’s of due
 It’s been suggested that he be fired, due to his bouts of violence. 
1. Why has the author mentioned “movie spectacles” dealing with the emotional lives of artists?
 Suggested answer: The author mentions that in order to provide evidence for their claim that the 
 image of the tortured genius is now part of pop culture.
2. What factors are mentioned as likely causing more artists to kill themselves?
 Suggested answer: Disruption of personal relationships; the exposure to drugs; working in antisocial 
 hours.
3. What does research show about suicide in males?
 Suggested answer: Research shows that both in the artistic area and in other areas, men are more 
 likely to commit suicide.
4. What could be negligent to one’s “most precious gift” mean? 
 Suggested answer: Being negligent in that regard means not preserving one’s own life by not seeking 
 help when in need.
a) I demand that it be done now! (to be - aff.)
b) We suggest that he wait in line (to wait - aff.)
c) If I were you, I wouldn’t do this. (to be - aff.)
d) I recommend that she not go on. (to go - neg)
e) I wish she didn’t go on. (to go - neg)
18
1. Read the text and put T for true statements and F for false ones according to 
 the text. 
B) REVIEW
Let’s recap Class 3C!
UNIT 04 - PART A
2. Order the adjectives in parentheses in the right order. Example:
4. Read the song and answer the quiz about it. 
A) GET READY!
Let’s get ready for Class 4A!
f) “If only you weren’t so critical”, she cried. (to be - neg)
g) As if that were an occasional incident, I was called by the school. (to be - aff.)
h) Were I to go to therapy, I would maybe be able to deal with my anxiety. (to be - aff.)
i) I wish you found the letter I sent. (to find - aff.)
j) If only it were a little cheaper! (to be - aff.)
k) She looked at me as though I were some sort of criminal. (to be - aff.)
l) She insists that I not be so critical (to be - neg)
a) Daniel M’Naghten killed the man he meant to kill ( F ) 
 (He meant to shoot Sir Robert Peel, but killed his private secretary, Edward Drummond)
b) The verdict in Daniel M’Naghten’s case was met with criticism ( T ) 
c) Szasz argues against the insanity defense ( F ) 
 (He content that the rules regarding the insanity defense were not accurate enough).
d) The M’Naghten Rules did not take into consideration how the consumption of substance can harm one’s 
 mental health ( T ) 
e) According to Hannah Arendt, Adolf Eichmann is exempt from moral responsibilities ( F ) (She believes he 
 is guilty).
f) Breivik was initially diagnosed with a mental illness ( T )
g) The public accepted the psychiatrist report, but Breivik didn’t ( T ) (Both the people and Breivik 
 disagreed with his being institutionalized).
a) This rough, square, Asian gem is quite valuable. (Asian, rough, square)
b) I have long waited to purchase a big, bright, metal sword. (bright, metal, big)
c) A soft, plastic, industrial chair would actually be a nice product to work on. (industrial, plastic, soft) 
d) His book proved to be an unusual cooking manual (cooking, unusual)
e) They have a lovely old wood post-box. (wood, lovely, old)
f) It was a beautiful yet brightly cold Winter day. (brightly cold, Winter, beautiful)
g) Those rough metal winding stairs look quite dangerous. (dangerous, metal, rough, winding)
1) This song could be said to illustrate the _______________ of modern love.
 A) violence
 B) value
 C) ephemeralness
 D) politics
19
2) The parents seem to be _______________ the narrator’s love choices
 A) impressed by
 B) skeptical of 
 C) thrilled by
 D) indifferent to
3) This line, “I need to grow and find myself before I let somebody love me because at the moment I don’t 
 know me”, indicates that the narrator _______________ become more mature before having a relationship. 
 A) couldn’t have
 B) must have 
 C) may have
 D) should have 
UNIT 04 - PART B
1. Are these sentences correct? If not, rewrite them correctly. 
B) REVIEW
Let’s recap Class 4A!
a) It’s a short narrow wood plate. (CORRECT)
b) That is a medicinal, surprisingly good, Chinese herb. (WRONG)
 That is a surprisingly good, Chinese, medicinal herb. 
c) The strong evening air made him think of his homework. (CORRECT) 
d) She has seen an exquisite round rough pearl. (WRONG)
 She has seen an exquisite rough round pearl. 
 
e) Some glossy-blue, lovely picture-postcards. (WRONG)
 Some lovely, glossy-blue picture-postcards.
f) I am still the stupid, skinny, old fool! (CORRECT)
g) We shouldn’t bring any sharp big metalobjects. (WRONG)
 We shouldn’t bring any big sharp metal objects. 
h) How could I not become fond of her big, surreal, vividly green eyes? (WRONG)
 How could I not become fond of her surreal, big, vividly green eyes?
i) He was a young, good-looking, strong man. (WRONG)
 He was a good-looking, strong, young man. 
2. Read the following song lyrics and answer the questions. 
1. What is the difference between lust and love? 
 Suggested answer: Lust refers to a very strong sexual desire while love refers to an intense feeling of 
 deep affection.
2. What does this line mean, “You will never hear me say, come hold me, console me, when really I’m 
 lonely”? 
 Suggested answer: This line means that the narrator will not establish a relationship where there is 
 emotional dependency, since this dependency is only another loneliness.
20
3. What does this line mean, “I don’t wanna need no one”? 
 Suggested answer: This line means that the narrator is not happy about depending emotionally on 
 someone.
4. What does this line mean, “There’s beggin’, heartbreakers”, in the context of love relationships? 
 Suggested answer: “Begging”, in relation to relationships, might refer to one part of the 
 relationship having to beg for. It might also mean that some people are begging to have a 
 relationship. “Heartbreakers” refers to those who maybe have said yes to those who beg, but them 
 break the promises that have been made.
5. How do the last two lines relate to the dialogue in the box number 3? 
 Suggested answer: These last two lines illustrate quite well the fear of heartbreak that is expressed in 
 the box; a fear which manifests itself in the form of fear of intimacy.
UNIT 04 - PART C
A) GET READY 
Let’s get ready for Class 4C!
2. Do some research on these topics in order to be better prepared for class. 
A) P.D.A
 Suggested answer: It means public display of affection. Public displays of affection (PDA) are acts 
 of physical intimacy in the view of others. What is an acceptable display of affection varies with 
 respect to culture and context.
B) Literary Device 
 Suggested answer: Commonly, the term Literary Devices refers to the typical structures used by 
 writers in their works to convey his or her message(s) in a simple manner to his or her readers. 
 When employed properly, the different literary devices help readers to appreciate, interpret and 
 analyze a literary work.
C) Figure of Speech
 A word or phrase used in a non-literal sense for rhetorical or vivid effect.
D) Nihilism
 The rejection of all religious and moral principles, often in the belief that life is meaningless.
E) Empathy
 Empathy is the capacity to understand or feel what another person is experiencing from within 
 their frame of reference, that is, the capacity to place oneself in another’s position.
21
B) REVIEW
Let’s recap Class 4B!
Listen to the audio on your @Home content and fill in the title of each box in the chart with the 
names of the corresponding characters.
22
A) GET READY 
Let’s get ready for Class 4D!
1. Put the adjectives in the parentheses in the right order. 
A) This rough, square, Asian gem is quite valuable. (Asian, rough, square)
B) I have long waited to purchase a big, bright, metal sword. (bright, metal, big)
C) It’s a long, narrow, metal corridor. (long, metal, narrow) 
D) Margot was a beautiful, tall, American lady (tall, beautiful, American)
E) What an amusing little Irish chap! (Irish, amusing, little)
F) She was a good-looking, strong, young girl. (young, strong, good-looking) 
G) His book proved to be an unusual cooking manual (cooking, unusual)
H) It’s a tiny round porcelain plate. (round, porcelain, tiny) 
I) That is a horrible-tasting, Chilean, medicinal herb. (Chilean, medicinal, horrible-tasting) 
J) She has seen an exquisite polished round pearl. (polished, round, exquisite) 
K) Some lovely, glossy-blue, Mediterranean picture-postcards. (glossy-blue, Mediterranean, lovely) 
B) REVIEW 
Let’s recap Class 4C!
1. Read the following poem and answer the questions. 
a) In this poem, Sylvia Plath uses the personification of what object?
 Suggested answer: She uses the personification of a mirror.
b) What does Plath mean by saying, “I have no preconceptions”?
 Suggested answer: As a personification of the mirror, since a mirror only reflects what is in front of 
 it, it doesn’t have any preconceptions. It accepts everyone as they are.
c) Plath describes a woman who “searches” the mirror’s “reaches” “for what she really is.” What is the 
 link between looking into the mirror and finding out what one is?
 Suggested answer: This woman might be looking at the mirror and her reflection on it in order to 
 find her identity. The link between looking into a mirror and finding out what/who one is related to 
 our perception of body.
d) What does it possibly mean, “She rewards me with tears and an agitation of hands”?
 Suggested answer: This woman who sees her reflection sometimes cries in front of the mirror, or 
 moves her hands, in a form of agitation and anxiety.
e) What does this line describe, “In me she has drowned a young girl, and in me an old woman rises 
 toward her day after day”?
 Suggested answer: Every day the woman looks into the mirror; she is a little bit older.
UNIT 04 - PART D
23
UNIT 05 - PART A
A) GET READY!
Let’s get ready for Class 5A!
2. Write two sentences for each set of events. Both events will happen in the 
 future, but in each sentence you will have to choose which event happens 
 first. Use the future perfect tense. Follow the example:
a) The government will authorize that military measure. A move will be made by the military. 
 a. The government will have authorized the military measure before a move is made by the military. 
 b. A move will have been made by the military before the government authorizes that military 
 measure. 
b) Marla will grow fond of him very quickly. They won’t even talk for very long. 
 a. Marla will have grown fond of him very quickly before/when/by the time they talk for longer than 
 10 minutes. 
 b. They won’t have talked for longer than 10 minutes long before/when/by the time Marla grows 
 fond of him very quickly.
c) He will have quite a struggle with his depression. He will give up on taking the medication.
 a. He will have had quite a struggle with his depression before/when/by the time he gives up on 
 taking the medication.
 b. He will have given up on taking the medication before/when/by the time he has quite a struggle 
 with his depression.
d) He will have several bouts of panic. He will start looking for help.
 a. He will have had several bouts of panic before/when/by the time he starts looking for help 
 b. He will have started looking for help before/when/by the time he has several bouts of panic.
e) This quarrel will be some months old. This quarrel won’t be nearly over.
 a. This quarrel will have been some months old before/when/by the time it is nearly over.
 b. This quarrel won’t have been nearly over before/when/by the time it is some months old.
f) The bread will turn stale. You will decide to eat the bread.
 a. The bread will have turned stale before/when/by the time you decide to it.
 b. You will have decided to eat the bread before/when/by the time it turns stale.
3. Rewrite the sentences using the Future Perfect Continuous. Use the 
 expressions in parentheses. Follow the example:
a) She has been a self-proclaimed environmentalist for half a century (When her next book comes out). 
 She will have been a self-proclaimed environmentalist for half a century when her next book comes out
b) His fanaticism has already been well documented by what he calls “the biased media” (When the 
 debates begin). 
 His fanaticism will have already been well documented by what he calls “the biased media”when the 
 debates begin.
24
c) Her exhilarating new masterpiece has been under production for five years (By the time of its release). 
 By the time of its release, her exhilarating new masterpiece will have been under production for five 
 years.
d) I have been trying to grasp this subject for longer than I should have (When I really understand it). 
 When I really understand it I will have been trying to grasp this subject for longer than I should have.
UNIT 05- PART B
A) GET READY!
Let’s get ready for Class 5B!
1. Put the verbs in the correct tense. Use the third conditional. 
 Follow the example.
a) If I had been diagnosed (to be diagnosed) correctly, I would have gotten better (to get better by now.
b) Had they dropped (to drop) the charges, the press would have run (to run) amok. 
c) Even if there had been (there to be) another chance, we wouldn’t have beaten (to beat - neg) them.
d) I wouldn’t have had (to have - neg)the guts to do it, if I hadn’t known (to know - neg)what was at 
 stake. 
e) There wouldn’t have been (there to be - neg) an upheaval, if the authorities hadn’t been (to be - neg) 
 so lenient in dealing with the crimes. 
f) If we had considered (to consider) all the possibilities, we wouldn’t have made (to make - neg) a 
 move. 
g) Had they neglected (to neglect) his worsening condition any longer, there would have been (there 
 to be) fatal consequences.
h) If there hadn’t been (there to be - neg) so many casualties, we would maybe have considered (to 
 consider) another attack.
i) Had she been prepared (to be prepared) for that setback, she would have managed (to manage) to 
 get by a while longer. 
j) If they hadn’t surrendered (to surrender - neg), they would have been killed (to be killed). 
a) Tom will start writing a new album. He will take some time off.
 Tom will have started writing a new album when/before/by the time he takes some time off.
 Tom won’t have started writing a new album when/before/by the time he takes some time off.
 Will Tom have started writing a new album when/before/by the time he takes some time off?
B) REVIEW
Let’s recap Class 5A!
1. In each question there will be two events (the first will happen before the 
 second event in the sentence). Join the two events by using future perfect or 
 future perfect continuous. After that, write the negative and interrogative 
 forms of the sentences. Follow the example:
25
a) Tom will start writing a new album. He will take some time off.
 Tom will have started writing a new album when/before/by the time he takes some time off.
 Tom won’t have started writing a new album when/before/by the time he takes some time off.
 Will Tom have started writing a new album when/before/by the time he takes some time off?
b) This has been going on for more than a decade. Next year.
 This will have been going on for more than a decade next year.
 This won’t have been going on for more than a decade next year.
 Will this will have been going for more than a decade next year?
c) She will study as much as I have. She will graduate. 
 She will have studied as much as I have when/before/by the time she graduates.
 She won’t have studied as much as I have when/before/by the time she graduates.
 Will she have studied as much as I have when/before/by the time she graduates?
d) They will be here for long enough. They will decide to leave.
 They will have been here for long enough when/before/by the time they decide to leave.
 They won’t have been here for long enough when/before/by the time they decide to leave.
 Will they have been here for long enough when/before/by the time they decide to leave? 
2. All these words have been taken from last class’ box. Sort them into categories 
 according to the main sense that is involved in perceiving them. Some of them 
 might be classified in more than one category. Follow the example.
vision
a blinding glare
murky waters
a translucent 
glass
reddish hue
bluish spots
flickering
a slurp 
groans 
grunts
a humming 
sound
a metallic 
thump
greasy
bittersweet
putrid
stinky
hearing taste touch
gooey
greasy
chewy
stale
damp
sticky
smell
gooey greasy chewy mouth-watering bittersweet 
a slurp groans grunts a humming sound a metallic thump 
a blinding glare murky waters translucent reddish bluish 
putrid flickering damp sticky stinky 
26
UNIT 05 - PART C
UNIT 05 - PART D
B) REVIEW
Let’s recap Class 5B!
A) GET READY!
Let’s get ready for Class 5D!
1. Correctly conjugate the verbs in the sentences (some of them are first 
 conditional, others second conditional and others, third conditional). 
2. Watch the video and select the sentences which have been said exactly as they 
 are written in the question.
a) If the company hadn’t gone bankrupt that year, it would have gone (to go) so the year later. 
b) If the cost of living here doesn’t increase considerably, we will consider (to consider) staying. 
c) They couldn’t have broken into his house, if there hadn’t been(there to be - neg) any external help.
d) If they really wanted to threaten you, you would know (to know).
e) They will try to bribe the cop, if they get (to get) the change.
f) Had she known he was a stalker, she would have behaved (to behave) differently. 
g) If I were you, I would wiretap (to wiretap) her.
h) He wouldn’t have been acquitted, had the jury been (to be) composed of slightly different people.
i) The battle will have come to a halt, if more people keep (to keep) dying.
j) Had he been hit by shrapnel, he would have been (to be) disfigured.
a) It’s never been a more tempting moment to become a conspiracy theorist. (X)
b) The real choice is between naivety on the one hand and conspiracy theory on the other. ( )
 (Correct sentence: the real choice isn’t between naivety on the one hand and conspiracy theory on the other). 
c) To claim that the earth orbits the sun would have sounded the height of delusion in 1473. (X) 
d) A hypothesis can’t be thoroughly outlandish, very unpopular – and still correct. ( ) 
 (A hypothesis can be thoroughly outlandish, very unpopular – and still correct). 
e) Intelligent sceptics know that hypotheses can be sustained indefinitely without any evidence. ( ) 
 (Intelligent sceptics know that hypotheses cannot be sustained indefinitely without evidence).
f) They accept that it is their duty to show that ghosts really do exist; and not the responsibility of everyone else to prove that they 
 don’t. (X)
g) One often feels empowered and superior to all those who still blindly trust in the status quo. (X)
h) Intelligent sceptics certainly know how nice it would be if they were proved wrong; they can’t bear the humiliation of turning out 
 not to be wrong. ( ) (Correct sentence: Intelligent sceptics certainly know how nice it would be if they were proved right; but they 
 can bear the humiliation of turning out to be miserably wrong).
i) The conspiracy theorist sees skullduggery everywhere; their default position is that everyone must be a liar and that simply 
 everything is a cover up. ( ) (The conspiracy theorist sees skullduggery everywhere; their default position is that not everyone can 
 be a liar and that simply everything is a cover up).
j) They dare to take things at face value, confident in their power to alter their views – perhaps quite quickly – in a much darker 
 direction were the facts to demand it. (X)
k) Conspiracy theory is never really a problem of intelligence. (X)
l) The choice we face is between naive credulity and conspiracy theory. ( ) (The choice we face isn’t between naive credulity and 
 conspiracy theory).
27
1. In each question there are two events (the first will happen before the secondevent in the sentence). Join the two events by writing a sentence using future 
 perfect or future perfect continuous. 
2. Write the negative form of the sentences from activity number 1.
1. Read the text and do the comprehension activity.
Comprehension: mark true or false according to the text: 
2. Rewrite the sentences into elliptical sentences. 
B) REVIEW
Let’s recap Class 5C!
UNIT 06 - PART A
A) GET READY!
Let’s get ready for Class 6A!
a) June has fought harder than Luke has fought. (June has fought harder than Luke).
b) Amber complained about his aggressive behavior and Johnny complained about her false accusations. 
 (Amber has complained about his aggressive behavior and Johnny about her false accusations).
c) I could never put up with that and Andrea could never put up with that either. (I could never put up 
 with that and neither could Andrea).
d) Will has been here twice already and Hannibal has been here only once. (Will has been here twice 
 already and Hannibal only once).
a) The government will legalize that kind of animal testing. A new campaign against it will be done. 
 (The government will have legalized that kind of animal testing before/when/by the time a new 
 campaign against is done).
b) Lizzy will meet many other guys. Ethan will get over their breakup. (Lizzy will have met many other 
 guys before/when/by the time Ethan gets over their breakup).
c) He will o.d. many times. He will look for treatment. (He will have o.d.’d many times before/when/by 
 the time he looks for treatment).
d) She has been seeing the therapist for a while. She will go off the pills. (She will have been seeing the 
 therapist for a while before/when/by the time she goes off the pills) 
a) (The government will not have legalized that kind of animal testing before/when/by the time a new 
 campaign against is done).
b) (Lizzy will not have met many other guys before/when/by the time Ethan gets over their breakup).
c) (He will not have o.d.’d many times before/when/by the time he looks for treatment).
d) (She will not have been seeing the therapist for a while before/when/by the time she goes off the pills) 
a) The exact shape of space-time is known (F) (The exact shape is not known).
b) It’s impossible that universes would start repeating themselves (F) (It is indeed possible).
c) The universe could be sitting among others, bubble-like universes, in a sort of network. (T) 
d) In no theory of the multiverse is it speculated that the laws of physics might be different in other 
 universes (F) (In the theory according to which, there are many bubble universes, it is speculated 
 that the law of physics might be different in other universes). 
e) There is a link between daughter universes and quantum mechanics (T) 
f) According to one theory, within the infinite universes, there are some that are exactly the same as 
 ours and others, a little bit different. (T) 
28
3. Rewrite the sentences using “so”. 
a) She’s long been rather adamant and I guess she will remain rather adamant for quite some time. 
 (She’s long been rather adamant and I guess she will remain so for quite some time). 
b) Have they been able to turn the papers in? 
 I presume they have been able to turn the papers in. (I presume so). 
c) Though she constantly complains about her mom’s calling her lazy, she appears to be very much 
 lazy.
 (Though she constantly complains about her mom’s calling her lazy, she appears to be very much so). 
d) Regardless of how many times she has told me she hadn’t meant to do that, I don’t believe she 
 hadn’t meant to do that. 
 (Regardless of how many times she has told me she hadn’t meant to do that, I don’t believe so).
1. Read the text and do the reading comprehension activity.
Comprehension: are these statements true or false?
1. Rewrite all the sentences below. Remember to use correct structure of an 
 elliptical sentence.
A) GET READY!
Let’s get ready for Class 6B!
B) REVIEW
Let’s recap Class 6A.
UNIT 06 - PART B
a) There are more bad teachers than there are good ones (FALSE) (Bad teachers are minority).
b) Students taught by a bad teacher can be lacking in content when they pass from one grade to the 
 other (TRUE) (This is the gap that is mentioned in the text).
c) An unmotivated student may not be able to get back on track after losing some content (TRUE) 
d) Those who fail to attend class wouldn’t be able to pass even if they didn’t miss class anyway (FALSE) 
 (They would be able to pass if they didn’t miss class).
e) Having been born in poverty has little to do with how well one does in school (FALSE) (There is a link 
 between economic class and academic development).
f) Education can challenge poverty (TRUE)
a) Lilly used to be a troublemaker as a child and Peter used to be a troublemaker as a child too. 
 (Lilly used to be a troublemaker as a child and so did Peter).
b) You would get bored of all that as often as anyone would get bored of all that. 
 (You would get bored of all that as often as anyone) 
c) My mom taught me how to be kind and my dad taught me how to be strong 
 (My mom taught me how to be kind and my dad how to be strong).
d) A) Has she really done that again? 
 B) I hope she hasn’t really done that again, for her own good. 
 (I hope not, for her own good)
e) A) If you do that, I will do that too, I promise.
 (If you do that I will too, I promise). 
 B) You had already promised that if I did that, you would too.
 (You had already promised so). 
29
2. Read the following text and do the reading comprehension activity.
Comprehension: are these statements true or false according to the text?
a) There isn’t a definite set of rules that can make sure a child will be a happy and successful adult. (TRUE)
b) Between two equally defiant kids, the one who is more likely to be successful is the one with a higher 
 IQ. (TRUE)
c) Early social competence has little to do with later achievements in adult life. (FALSE) (Early social 
 competence has a lot to do with later achievements and life, for the former might ensure the latter).
d) Having experienced the lack of responsibility in a parent might cause one to be just the opposite, over- 
 responsible. (TRUE)
e) Only kids are affected by the lack of communication skills caused by watching TV as a baby. (FALSE) 
 (Parents were also seen to be unable to understand what their kids said). 
3. Look up the meaning of the following words in order to be better prepared for 
 class.
1. Arrange the paragraphs in the correct order.
A) GET READY 
Let’s get ready for Class 6C!
B) REVIEW
Let’s recap Class 6B!
UNIT 06 - PART C
• Neural network (A neural network is a network or circuit of neurons)
• Cerebral cortex (The cerebral cortex is the outer layer of tissue of the brain)
• Lobotomy (A lobotomy is a surgical procedure that interrupts the nerves in the brain)
• Neuron (A specialized cell transmitting nerve impulses; a nerve cell)
• Neuroimaging, brain imaging or brain scan (The use of various techniques to either directly or indirectly 
image the structure, function, or pharmacology of the nervous system).
The future of schools
(1) Schools have, generally, looked the same for the last 60 years or more. There might be more technology in the classrooms 
now but the premise is the same – rows of desks, teacher standing at the front. But what should the school of the future 
look like to improve the learning environment for our children?
(6) But that was nearly 15 years ago. With how technology has changed, what will schools look like in the future? Townsend 
predicts a school where students aren’t always on site. Based on the success of The School of the Air in Alice Springs, 
Australia, where students live too remotely to be able to access a school building and instead receive their lesson material 
either via post, radio or internetwhere a connection is available, he thinks that students could achieve better results by only 
attending a school building part time.
(3) “One of my students developed an immune deficiency problem and couldn’t come to school for six months,” he says, 
explaining how it sparked an idea of how he could ensure they still got an education despite the illness. “Using a piece of 
software that a colleague had found for free, I would log on and get him to log in at home. We’d have registration time all 
together because he couldn’t even see his friends – they couldn’t go to his house in case he got ill. This was the first step in 
developing the virtual classroom. “An IT teacher might have said, ‘No, you won’t be able to do that.’ But I said, ‘Can we do 
this? Why not? There must be a way.’”
(5) Townsend’s virtual classroom not only meant the end of sick days for his students, but also the end of snow days. “We’d 
do the lessons from the comfort of our own homes, with 15 or so students logged in.”
(4) And so Townsend found one. He set up a camera in his classroom so that anyone logging into the virtual room would be 
able to see the other students in the class and the whiteboard where he was teaching and could hear the lesson. Students 
were then able to participate from home, either with a webcam themselves or just by typing in responses. And it worked, 
30
he says. “There was one day that one of my students was due to give a presentation to the class, but she wasn’t in school. I 
put the virtual classroom on just in case and there she was. She delivered the presentation from home and we could hear 
her and see her slides. It was a sign of what school could be in the future.”
(8) “Would it work with 13-year-olds? Probably not. But why not try it with the gifted and talented learners? Students work 
well in their own environments, on their own or in groups.” The schools that many children attend today, even ones that 
have been rebuilt, look the same as they did when Baby Boomers were in school, Townsend notes. “We should be taking 
the opportunity to do something different,” he says. “I don’t know exactly what the best solution is but something’s got to 
change.”
(2) Dave Townsend, a former business and law teacher, developed a virtual classroom while he was teaching. Students could 
log in and view his classroom, meaning that illness and other problems wouldn’t prevent them from learning.
(7) “Build schools half the size that they are now, for the same number of pupils but half the size,” he suggests. “Build it to 
a high standard – think something like a Google Campus. Have students come into the school three days a week and then 
the other two they can work from home. They’ll be registered online and seen to be doing the work set. They’ll be able to 
access a teacher when they need one but you won’t need such a big building because you’ll be dealing with fewer students 
on site at one time.
Adaptation based on an article from https://www.virgin.com
1. Rewrite the sentences into shorter sentences. 
1. According to the information in the text Creativity, link each of the 
 following activities to the neural network they probably refer to. Some of 
 them might be linked to more than two networks.
A) GET READY! 
Let’s get ready for Class 6D!
B) REVIEW
Let’s recap Class 6C!
UNIT 06 - PART D
A) Are you working on Saturday?
B) I’m afraid I’m working. I wish I wasn’t! (I’m afraid so. I wish I wasn’t)
A) Is Madison back for good?
B) I hope Madison is not back for good. (I hope not)
A) How long will the bus service be unavailable for?
B) It will remain unavailable for two or three weeks. 
 (It will remain so for two or three weeks).
Jesse is a showoff, Pete is an outcast, and Sean is a daredevil. 
(Jesse is a showoff, Pete an outcast, and Sean a daredevil).
She would have killed me if she had found out and my boyfriend would have killed me too. 
(She would have killed me if she found out and so would my boyfriend).
31
2. Fill in the blanks with the correct prefix or suffix from the box below.
3. Rewrite the words below with prefixes or suffixes. All of the prefixes and 
 suffixes below have to be used. Follow the tips:
A) GET READY!
Let’s get ready for Class 7A!
UNIT 07 - PART A
a) We want to ensure market competitiveness and “dethrone” an infamous oil oligarchy.
b) The fire was rekindled
c) Her endorsement of anti-corruption policies is laughable if anything. 
d) She wanted to demoralize him in public. 
e) Their having such unscrupulous ties with one another is indicative of an illegality, given their record.
f) She hasn’t got any scruples and neither have her idolizers. 
g) As indisputable as the evidence may seem, persuading the jury will be our core goal now. 
h) I have always believed that fighting against impunity is an endeavor worth our effort.
i) He has openly talked to the press, in a hopeless attempt to clear his reputation.
j) That is not attainable
k) He had underestimated her somehow.
a) Possible (2 words - one of them is with -ly): impossible; possibly. 
b) Scandal (2 words - one of them is with -ous): scandalous; scandalize.
c) To entitle (1 word): entitlement. 
d) Emphasis (1 word): emphasize. 
e) Nutrition (1 word): nutritious.
f) Nerve (2 words - one of them is with -ly): nervous; nervously.
g) Desire (2 words - one of them is with -ous): desirable; desirous.
h) Short (3 words - one of them is with -ly): shorten; shortness; shortly.
A. The default network 
Paying attention to an 
explanation on a very 
demanding topic (B)
Being able to tell the 
difference between a noise 
from far and 
your neighbor’s loud speaker 
(C) 
Having multiple ideas 
necessary for a project (A)
 
B. The executive control 
network 
While walking to work in 
the morning, letting your 
imagination run wild (A) 
Being able to stop thinking 
about something in order to 
focus on something more 
important (C) 
Keeping track of where the 
main direction of a meeting is 
going, while other people are 
brainstorming for a project 
(B/C)
 
C. The salience network
Being able to follow and 
understand a conversation 
with a friend, while at a very 
loud party (B/C) 
Coming up with as many 
different names as possible 
for an upcoming product (A)
After seeing a familiar face, 
starting to think of how a 
possible hypothetical talk with 
that person would be (A)
32
1. Write what kind of conditional the following sentences are: zero, first, second, 
 third or mixed.
2. Complete the sentences correctly.
1. Change the words by using the prefixes and suffixes from the box. In each word, 
 use as many prefixes and suffixes as possible. Look at the example: 
A) GET READY!
Let’s get ready for class 7B!
B) REVIEW
Let’s recap class 7A!
UNIT 07 - PART B
a) Even if these phenomena had been explained, you’d still call them paranormal. (Mixed conditional)
b) If I knew this would happen, I wouldn’t have come here. (Mixed conditional)
c) If you tried a little harder, you maybe could understand it (Second conditional)
d) There wouldn’t have been a second chance for you, if your father hadn’t bailed you out. (Third 
 conditional)
e) Tarot cards could have enlightened you, if you lent me an ear. (Mixed conditional)
f) Were it so, I should have been told earlier. (Mixed conditional)
g) When it rains, it pours. (Zero conditional)
h) If I have to stress it out to you once more, I will lose it! (First conditional)
a) There would be (to be) a lot more to do, if you actually put (to put) some thought into finding a 
 solution. [Second conditional] 
b) If I had known (to know) her better, I wouldn’t have said (to say - negative) those things. [Third 
 conditional] 
c) If I had listened to my father, I would be (to be) an engineer nowadays. [Mixed conditional]
d) If she had the courage to, she wouldhave tried (to try) it. [Mixed conditional]
Capital: capitalize; decapitalize.
To detect: detectable.
Weight: weightless; weightlessness; underweight.
Emphasis: emphasize; underemphasize. 
To refine: refinement; refinable.
To install: uninstall; installment.
To imagine: unimaginable; unimaginably; imaginably.
To code: decode; encode.
Weak: weakness; weakly; weaken.
Mad: madness; madden; madly.
Sweet: sweeten; sweetness; sweetly.
Dead: deaden; deadly.
Wide: widen; widely.
Fury: furious; furiously.
-ize de- -able -less -ness under- -ment 
un- -ly en- -en -ous 
33
2. Use the gerund when necessary. When it is not necessary, change the verb 
 correctly. 
2. Choose the correct prefix or suffix for the word in each sentence. 
1. Read the text and do the activity:
A) GET READY!
Let’s get ready for Class 7C!
A) GET READY!
Let’s get ready for Class 7D!
B) REVIEW
Let’s recap Class 7B!
UNIT 07 - PART C
UNIT 07 - PART D
a) Strengthening (to strengthen) our alliance is the reason for our getting together tonight.
b) His constant mocking (to mock) of political fiascos has ironically lead him to a fiasco of his own.
c) As indisputable as the evidence may seem, persuading (to persuade) the jury will be our core goal now. 
d) We must stick (to stick) to our core values. 
e) She still endorses (to endorse) the same things.
f) We want to ensure (to ensure) market competitiveness.
g) At least we can have some fun mocking (to mock) their stupidity. 
h) I appreciate your trying (to try), but I think this should be altogether replaced.
i) Their having (to have) such unscrupulous ties with one another is indicative of an illegality, given (to give) 
 their record.
j) Despite the gang’s having had (to have had) multiple feuds with other local gangs, they have remained (to 
 remain) undefeated.
k) Sticking (to stick) to our values hasn’t really gotten you elected, has it? 
l) I have always believed that fighting (to fight) against impunity is an endeavor worth our effort.
m) Their feud has been strengthened (to strengthen) by the late leak regarding a bunch of the industry’s tycoons.
n) Their age-old feud has been rekindled (to rekindle) by her accusations in the media.
o) Her endorsing (to endorse) of anti-corruption policies is laughable if anything. 
p) Well, this whole celebrity-turned-politician rivalry is (to be) so stupid. 
 
Find in the text:
4 affixes: inexplicable, luckily, puzzling, unbelievable.
01 mixed conditional sentence: if we’d seen it before, we’d solve this mystery now.
01 third conditional sentence: If it had been going slower, I would’ve had a chance to look at the driver.
01 zero conditional: if a truck moves, then it has a driver.
1. His imprisonment has been heavily criticized (imprison)
2. She shouldn’t have been so forgetful (forget)
3. She told me to sharpen the knives (sharp)
4. Why does everybody misspell my name? (spell)
5. His role was to standardize the procedures (standard)
6. They couldn’t help but disagree (agree)
7. That could have been foreseen (see)
8. Why is Adrian so demotivated? (motivated)
34
1. Rewrite the sentences, using the gerund.
B) REVIEW
Let’s recap Class 7C!
a) The fact that they constantly criticize her let me down. 
 (Their constant criticizing her let me down)
b) That book made jaws drop. 
 (That was a jaw-dropping book)
c) The fact that they didn’t mention my name bummed me out.
 (Their not mentioning my name bummed me out)
d) It is necessary to respect others.
 (Respecting others is necessary)
e) That movie broke records.
 (That was a record-breaking movie)
f) It should be forbidden to perform such an atrocious act.
 (Performing such an atrocious act should be forbidden)
g) It made her bewildered that he guessed her full name correctly.
 (His guessing her full name correctly bewildered her)
h) It is forbidden to do that.
 (Doing that is forbidden)
i) It made me uncomfortable that he stared at me.
 (His staring at me made me uncomfortable)
j) The fact that they doubt me brings me down.
 (Their doubting me brings me down)
k) He has seen one of those saucers that fly.
 (He has seen one of those flying saucers)
3. Answer these questions about the WHAT ABOUT… section.
A) GET READY!
Let’s get ready for Class 8A!
UNIT 08 - PART A
a) In question 5, which conditional structure is being used?
 (Second conditional)
b) In question 19, which conditional structure is being used?
 (Mixed conditional)
c) Rewrite question 19 using the third conditional structure and inversion.
 (Had English been your favorite language, how different would your life had been?)
d) In question 25, why is the present perfect tense used?
 (It is used because it is referring to events that have happened within a certain period of which, in 
 temporally indefinite points within that very period)
e) In question 3, why is the word “which” used?
 (“Which” is used instead of “what” because the possible options are limited and stated in the context)
f) What word can be omitted from this sentence: Have you ever given up on something that you 
 shouldn’t have?
 (Have you ever given up on something you shouldn’t have?) 
35
2. Guess in which century each of those four events happened. After that, check 
 on your online answer key the actual dates and century of each event. Based 
 on the correct dates, you can write in the parentheses below the images the 
 corresponding number, from 1 to 4, being event number 1 the first to happen 
 and number 4 the last.
A) GET READY!
Let’s get ready for class 8B!
UNIT 08 - PART B
The 1st microscope
The invention of the 
telephone
The death of 
Joan of Arc
The 1st submarine
( ) 
Date/Century:
Your guess: ___________________________
Actual date/century: it’s believed 
that the first microscope was invented 
and used in the end of the 17th century, 
by Antony Van Leeuwenhoek (1632-
1723), a Dutch draper and scientist.
( ) 
Date/Century:
Your guess: ___________________________
Actual date/century: Alexander 
Graham Bell made the first call on 
March 10, 1876, to his assistant, 
Thomas Watson: “Mr. Watson--come 
here--I want to see you.”
( ) 
Date/Century:
Your guess: ___________________________
Actual date/century: the world’s 
first working prototype was built in 
the 17th century by Cornelius Drebbel, 
a Dutch polymath and inventor in the 
employ of the British King James I.
( ) 
Date/Century:
Your guess: ___________________________
Actual date/century: Saint Joan of 
Arc died May 30, 1431.
36
1. Link the following loanwords in English to their language of origin.
B) REVIEW
Let’s recap class 8A!
1. French
2. German
3. Italian
4. Russian
5. Greek
ballet 
knapsack 
chic 
balcony 
acrobat
bagel 
cache 
artichoke 
mammoth
bureau
cul-de-sac
hamster 
solo 
dinosaur 
bouquet 
waltz
marathon 
brunnette
(1)
(2)
(1)
(3)
(5)
(2)
(1)
(3)
(4)
(1)
(1)
(2)
(3)
(5)
(1)
(2)
(5)
(1)
1. Find the mistakes and correct the sentences:
A) GET READY!
Let’s get ready for Class 8C!
UNIT 08 - PART C
a) Don’t you dare to come back here!
 Don’t you dare coming back here!
b) They won’t get away with to lie to us like that.
 They won’t get away with lying to us like that.
c) I insisted that our children not to be mentioned in the article.
 I insisted that our children not be mentioned in the article.
d) Even if it had another game, we never could beat them.
 Even if there were another game, could never beat them
37
2. Connect the grammar topics to their correct example sentences:
Mixed Conditional
Subjunctive
Future Perfect
Inversion for emphasis
Relative Pronoun
The book, when