UPPER

INTERMEDIATE 1

APRESENTAÇÃO DAS SESSÕES DO GUIA ♦ Número da aula: O seu

estágio é composto por 32 aulas, incluindo avaliações e momentos

formais de feedback durante o curso. ♦ Communication Objective:

Aqui você encontra o foco do que será estudado em cada aula. Cada

uma das aulas gira em torno de uma situação específica relacionada à

vida real. O livro é apenas um dos muitos recursos usados para que

esse objetivo comunicativo seja atingido, porque o conteúdo de cada

aula é exclusivo da Cultura Inglesa. ♦ Resources: Aqui estão

resumidamente listados os principais recursos utilizados em sala de

aula. ♦ E-Campus Activities: Nessa sessão estão listadas as atividades

sugeridas no e-Campus/Culture World que vão auxiliá-lo na

consolidação dos itens trabalhados em cada aula. ♦ Homework: Aqui

você encontra as sugestões de exercícios que completam os tópicos

trabalhados em aula, proporcionando mais prática e o ajudando a

consolidar seus estudos.

Lesson 04

Lesson 03

Lesson 02

Lesson 01

Lesson 08

Lesson 07

Lesson 06

Lesson 05

Lesson 12

Lesson 11

Lesson 10

Lesson 09

TEST 1

Lesson 15

Lesson 14

Lesson 13

Lesson 20

Lesson 19

Lesson 18

Lesson 17

Lesson 24

Lesson 23

Lesson 22

Lesson 21

Lesson 28

Lesson 27

Lesson 26

Lesson 25

Lesson 31

Lesson 30

Lesson 29

TEST 2

Communicative Writing

Workbook Audio Scripts

Welcome to UPPER INTERMEDIATE 1!

Nosso curso foi desenhado tendo como principal foco você, que precisa estar preparado para se comunicar em inglês

hoje, tanto na sua vida profissional quanto na pessoal. Sabemos o quanto o seu tempo é precioso e, por isso, o objetivo geral do curso é aumentar sua exposição à língua inglesa em contextos de uso real por meio de situações relevantes desde o primeiro dia de aula, dando a você oportunidades de melhorar sua fluência e se comunicar de forma mais

eficiente. Portanto o UPPER INTERMEDIATE você poderá melhorar suas habilidades comunicativas por meio de uma

gama de atividades, das mais simples como receber um visitante estrangeiro, até situações mais complexas como participar de uma reunião de negócios ou argumentar a respeito de um tema atual.

O UPPER INTERMEDIATE é um curso inovador justamente por isso: você participará ativamente das aulas, tendo muitas

oportunidades de entender, aprender e utilizar expressões e estruturas da língua necessárias para a discussão de diferentes tópicos. Além disso, você também trabalhará com textos de maior autenticidade (tanto com foco em reading como em listening), que auxiliarão na aprendizagem e expansão de vocabulário, preparando você para o bloco de níveis avançados, bem como auxiliando aqueles alunos que querem obter um certificado internacional como o Cambridge

First Certificate (FCE). O UPPER INTERMEDIATE utiliza recursos complementares como trechos de vídeos (filmes,

documentários, reportagens), artigos, sites e os materiais multimídia exclusivos da Cultura Inglesa, como atividades no quadro interativo, o e-Campus e o Culture World. Para acompanhar o curso com mais autonomia e tirar melhor proveito das aulas, preparamos este guia que apresenta a estrutura do curso aula a aula e reúne indicações de atividades, dicas de estudo e materiais de referência exclusivos. Este guia tem como objetivo:

1. auxiliar na orientação de seu estudo; 2. sugerir recursos para consolidação do que foi visto nas aulas; 3. oferecer suporte no desenvolvimento das Communicative Writing tasks; 4. identificar o que deve ser priorizado na hora da revisão; e 5. servir de apoio e referência caso você precise faltar às aulas.

Cohesive devices Reference

Workbook Answer Key

STUDENT’s

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 2

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COMMUNICATION OBJECTIVE Course introduction + sharing opinions on different types of art.

LANGUAGE ITEMS ♦ Giving opinions, agreeing and disagreeing ♦ Lexis related to ‘art’ ♦ Prepositions (dependent prepositions, phrasal verbs, verb patterns)

RESOURCES Course book pages 14–15, exs. 2 to 4 www.banksy.co.uk http://www.youtube.com/watch?v=a0b90YppquE http://www.youtube.com/watch?v=CkX8ZqmvmcQ

E-CAMPUS ACTIVITIES MLA006530 – A biography of Andy Warhol MVA006700 – A love of painting

HOMEWORK Course book page 15 ex. 8 http://www.newyorker.com/reporting/2007/05/14/070514fa_fact_collins http://banksy.co.uk

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COMMUNICATION OBJECTIVE Voicing opinions on music piracy.

LANGUAGE ITEMS ♦ Numbers – percentage, fractions, statistics (90% of the / a quarter of / twice the percentage of / one in ten / the biggest group of / the second group are...) ♦ Language to talk about music, music piracy (illegal copying / widespread problem / give music away for free / illegal downloading / music sales / download songs for free) ♦ Pronunciation work: linking sounds

RESOURCES Coursebook page 15 exs. 6, 7 and 8 Coursebook page 6 + page 7 ex. 7

E-CAMPUS ACTIVITIES MLA001487 – The Beatles News Item – Nigeria sings a new tune on Fela Kuti MVA004408 - Music

HOMEWORK Workbook page 8 (Reading)

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COMMUNICATION OBJECTIVE Describing how long things have happened for; interacting in a debate.

LANGUAGE ITEMS ♦ Present Perfect Simple and Continuous forms (I’ve downloaded four songs from the Internet this month. / I’ve been following Ellie Goulding’s musical career since she became famous.) ♦ Expressing opinions, agreement and disagreement (In my opinion / In my view / From my point of view / Really? / No way! / I don’t think so / Not really / Absolutely! / True!) ♦ Expressions to politely interrupt people (Sorry to interrupt you, but... / I agree / but don’t you think...? / If I could just finish my point... / Actually)

RESOURCES Coursebook page 7 exs. 9, 10 and 11 e-Campus: GRU00026A – Present Perfect Simple v Continuous MLG000466 – Present Perfect Simple and Continuous

E-CAMPUS ACTIVITIES GRU00026A – Present Perfect Simple v Continuous MLG000466 – Present Perfect Simple and Continuous

HOMEWORK (Current affairs) Read a piece of art-related news at home and bring the information from the text for discussion in the following lesson.

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COMMUNICATION OBJECTIVE Commenting on and discussing current affairs; phoning a box office.

LANGUAGE ITEMS ♦ Giving opinions, agreeing and disagreeing ♦ Telephone language (How may I help you? / I’d like to book some tickets for... / Certainly, sir. / Would you like matinee or evening tickets? / Is there a student discount? / Thank you for booking with us.) ♦ Booking tickets (sold out, circle, matinee, student discount, group rate)

RESOURCES Coursebook page 16 Coursebook pages 141 and 143 http://www.guardian.co.uk/film/2012/may/10/james-bond-cannes

E-CAMPUS ACTIVITIES MLA006739 – At the tourist information office

HOMEWORK Workbook page 10 ex. 3

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 3

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COMMUNICATION OBJECTIVE Talking about annoying habits.

LANGUAGE ITEMS ♦Present Perfect Simple and Continuous ♦Present Simple, Continuous and will for habits (I always go to musicals in my holidays. / People are always talking on the phone during the movie session. / Every time I go to the cinema I’ll arrive at least 15 minutes early.)

RESOURCES Workbook page 7 ex. 2, 3 Coursebook page 9 exs. 9 and 10 http://www.youtube.com/watch?v=YFhsz5Ce680 http://www.youtube.com/watch?v=dIekEs3XmmA

E-CAMPUS ACTIVITIES MLG001386 – Present simple v Present continuous MLG001887 – Present continuous MPR005136 – Talking about actors

HOMEWORK Coursebook page 8 exs. 1, 2, 3

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COMMUNICATION OBJECTIVE Grammar Workout – revisiting and practicing again grammar points seen so far in the course

LANGUAGE ITEMS ♦ Present Perfect Simple and Continuous ♦ Present Simple, Continuous and will for habits

RESOURCES Coursebook page 145, 136 and 29 Workbook page 6 exs. 1, 2 + page 7 exs. 1, 2 Aspire UI DVD

E-CAMPUS ACTIVITIES GRU00026A – Present Perfect simple v Continuous, MLG000466 – Present Perfect simple and Continuous, GRU000215 – Present simple with future meaning: fixed events, MLG001386 – Present simple v Present continuous, MLG001887 – Present continuous

HOMEWORK Teacher’s choice

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COMMUNICATION OBJECTIVE Expressing taste in music.

LANGUAGE ITEMS ♦ Expressing likes and dislikes (classical isn’t really my thing / I’m a big fan of rock / I do quite like some classical music / I find classical music very moving) ♦ Adj + Noun collocations (underprivileged background, classical music, enormous feeling, limited prospects, motivated performers, popular culture) ♦ Fixed expressions to talk about music

RESOURCES Coursebook page 12 exs. 1 to 5 http://www.venezuelareport.com/a-new-life-for-at-risk-kids-in-venezuela-and-music-too/ http://www.meninosdomorumbi.org.br/ingles/frames/principal.html

E-CAMPUS ACTIVITIES MVA004279 – Scissor Sisters – Pop Music MVA004012 – Dido - now a world-famous singer

HOMEWORK Workbook page 10 ex. 1

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COMMUNICATION OBJECTIVE Communicative Writing 1 – Writing a letter to the editor (of a newspaper/ magazine).

LANGUAGE ITEMS ♦ Linkers & Letter writing language used to signal opening, developing paragraphs and closing (Firstly, Secondly, Lastly, To start with, What is more, Furthermore, Apart from this, Clearly, Obviously, Needless to say, All in all, In conclusion, To sum up)

RESOURCES (In this lesson you will use Reusable Sets which will be provided you by your teacher in class.)

E-CAMPUS ACTIVITIES MWP006202 – The Guardian online MLG002195 – Punctuation GRU00089A – Punctuation 1 GRU00089B – Punctuation 2

HOMEWORK Communicative Writing 1 – Writing a letter to the editor of a magazine.

For a sample of the Communicative

Writing 1 and reference material,

click here.

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 4

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COMMUNICATION OBJECTIVE Discussing photographic art.

LANGUAGE ITEMS ♦ Definite and indefinite articles (a, an, the) ♦ Lexis to describe pictures (It shows that... / It depicts... / It seems to be... / It looks like... / It makes me feel... / It makes me think of... / fabulous shots, strong message, aerial photography) ♦ Metaphors

RESOURCES Coursebook pages 10–11 exs. 3 to 7 Workbook page 7 ex. 5

E-CAMPUS ACTIVITIES MLG001919 – Definite, indefinite and zero articles MLG000111 – The Kiss - definite and indefinite articles

HOMEWORK Workbook page 6 exs. 3, 4

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COMMUNICATION OBJECTIVE Grammar workout – revisiting and practising again (1) definite and indefinite articles and (2) linkers.

LANGUAGE ITEMS ♦ Definite and indefinite articles (a, an, the) ♦ Linkers (because, due to, however, although/even though, so, therefore, besides)

RESOURCES (Digital content on the Interactive Whiteboard or Reusable Sets)

E-CAMPUS ACTIVITIES MLG000799 – Linkers MLG005562 – What do you think of computer games? News Item – Planet faces “lost species disaster”

HOMEWORK Teacher’s choice Research on the sentence “Hath not a Jew Eyes”

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COMMUNICATION OBJECTIVE Sharing travelling experiences.

LANGUAGE ITEMS ♦ Linkers (Actually / Well / Anyway / you know / Luckily / Unfortunately)

RESOURCES Coursebook page 24 exs. 1, 3, 4 and 5 http://www.travelpod.com/traveler-iq

E-CAMPUS ACTIVITIES GRU00118C – Compound: adjectives and verbs MLA006520 – Ecotourism MLA003344 – Gibraltar

HOMEWORK Workbook page 18 ex. 2 http://www.youtube.com/watch?v=Tb15vFdJL9I (a video on the OZ Experience)

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COMMUNICATION OBJECTIVE Expressing opinions about living abroad.

LANGUAGE ITEMS ♦ Immigration-related lexis (flock to / be regulated by / establish control over / move operations to / numbers ballooned / climb stairs / be directed to / line up / pass inspection / be singled out for a look / curb the flow / traces of graffiti / scrawls initials)

RESOURCES Coursebook page 22 exs. 1, 2, 3 and 6 http://edition.cnn.com/2012/01/28/world/americas/brazil-immigration/index.html http://www.nytimes.com/2012/02/08/world/americas/brazil-limits-haitian-immigration.html

E-CAMPUS ACTIVITIES MWP006198 – American Icons

HOMEWORK Reader “The Merchant of Venice” - Reading: Introduction p. V; The Characters in the Play p. X; Act 1: The Agreement p. 1; Reading Exercises pages 65-66 exs. 2, 3, 4 and 5

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 5

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COMMUNICATION OBJECTIVE Discussing immigration policies now and then.

LANGUAGE ITEMS ♦ Expressing opinions, agreeing and disagreeing (In my opinion / As far as I’m concerned / As I see it / I agree with you / I go along with you / I couldn’t agree more / I don’t agree / I disagree with you [entirely] / I’m sorry I disagree [with you]) ♦ Used to and Would for past habits and states (During World War II, Ellis Island used to be a detention centre. / In the registry room immigrants would line up for legal inspection.)

RESOURCES Coursebook page 22 exs. 7 and 9 http://www.youtube.com/watch?v=3s7mxc58b-4 http://money.usnews.com/careers/best-jobs/rankings/the-25-best-jobs http://www.ehow.com/list_6629547_list-extracurricular-activities-school.html

E-CAMPUS ACTIVITIES GRU00037A – Would vs. used to: past habits vs. past states MLG001928 – Used to and Would MLG003976 – My neighbour: Would and used to

HOMEWORK Workbook page 14 ex. 4 Workbook page 15 ex. 3

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COMMUNICATION OBJECTIVE Talking about volunteer work & Communicative Writing 2: Writing an e-mail to a website requesting more information

LANGUAGE ITEMS ♦ Determiners (all, some, both [of the], no, none of the, each, every, either, neither) ♦ Adjectives to describe personality (possible lexical items: patient / sensitive / sensible / hard-working / realistic / energetic / friendly / serious / supportive / self-conscious / rude / straightforward)

RESOURCES Coursebook pages 18–19 exs. 2, 8, 9, 10 and 11 http://pbskids.org/itsmylife/emotions/volunteering/article10.html

E-CAMPUS ACTIVITIES GRU00097E – Determiners - quantifiers: no, none/none of, neither of MLG001936 – Determiners MLGB005343 – Women Entrepreneurs - quantifiers

HOMEWORK Communicative Writing 2 – Write an e-mail to a website requesting more information Workbook page 14 ex. 1 Workbook page 15 ex. 1

For a sample of the Communicative

Writing 2 and reference material,

click here.

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COMMUNICATION OBJECTIVE Talking about the importance of international NGOs & Sharing information about the book ‘The Merchant of Venice’

LANGUAGE ITEMS ♦ Textual genres (advertisement / internal reports / mission statement / press release / encyclopaedia entry) ♦ Lexis related to NGOs (discrimination / refugees / victims / natural disasters / crisis / survival / vulnerable individuals / humanitarian aid)

RESOURCES Coursebook page 18 exs. 2, 3, 4, 18 Coursebook page 19 exs. 6, 7 http://www.youtube.com/watch?v=TXbS6jghZk8 Reader “The Merchant of Venice”

E-CAMPUS ACTIVITIES MLG006510 – Caring for the elderly

HOMEWORK Workbook page 12 exs. 1 to 3 (Vocabulary) Workbook pages 16–17 exs. 2 to 5 (Reading)

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COMMUNICATION OBJECTIVE Grammar workout – revisiting grammar points seen so far in the course & CA 1 (Midterm Test)

It is important that you take notes on the date of the Midterm Test and get better prepared for it. Take advantage of the first 40 minutes of the lesson, which are going to be devoted to revisitation and consolidation of the main grammar and vocabulary points studied up to this point of the course. The Midterm Test focuses on communicative and functional aspects and the exercises are based on the objectives of the lessons 1 to 15. The estimated time of the test is 60 minutes and it is divided in three parts: ♦ Listening = 10 marks ♦ Reading = 10 marks ♦ Language in use (grammar and vocabulary) = 10 marks / Total = 30 marks*

*In the Progress Report (Relatório de Aproveitamento) the total of 30 marks is converted to 20 marks.

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 6

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COMMUNICATION OBJECTIVE Understanding global action events and talking about their importance in our lives.

LANGUAGE ITEMS ♦ Lexis related to global initiatives (energy saving bulbs / low energy / leave on standby / participants in a campaign / consumption of resources / carbon emissions / global problem / set up an initiative / remarkable initiatives / with the backing of major organisations / protect endangered species / threaten habitats / join in a campaign / cut down on carbon emissions / Earth Hour is a yearly reminder / a relatively small action soon turned into a major annual global event) ♦ Past Perfect Simple (By 2009, that number had grown to 4,000 towns and cities.) ♦ Past Perfect Continuous (After 60 minutes people went back to consuming the same amount of electricity as they had been using before.)

RESOURCES Coursebook page 20 ex. 2 Coursebook page 21 ex. 7 and 9 http://www.youtube.com/watch?v=oNtX3m9UajQ http://www.youtube.com/watch?v=5PqiSMtbxhY http://www.youtube.com/watch?v=_kocZ-j-o3I http://www.youtube.com/watch?v=vJOPPo73QZQ

E-CAMPUS ACTIVITIES MLG001895 – Past Perfect Simple v. Past Perfect Continuous MLG000507 – Tsunami - Past Perfect Simple and Continuous MPR003482 – World linking (Pronunciation)

HOMEWORK e-Campus activities

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COMMUNICATION OBJECTIVE Describing events using appropriate narrative forms.

LANGUAGE ITEMS Narrative forms: ♦ Past Simple (I joined the organisation in 2006.) ♦ Past Continuous (At that time the organisation was running a big campaign to save the Siberian Tiger.) ♦ Past Perfect Simple/Continuous (It was a wonderful moment when we realised that we had achieved our target. / This was the result of an action that the WWF had been planning for some time.)

RESOURCES Coursebook page 20 exs. 3 and 5 Workbook page 15 ex. 2 http://voices.yahoo.com/environmental-sustainability-3m-5058022.html http://www.fdf.org.uk/environment/casestudies_Nestle1.aspx

E-CAMPUS ACTIVITIES MLG006508 – Earth Hour: Predicting content

HOMEWORK Coursebook page 21 ex.6 Workbook page 14 ex.2

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COMMUNICATION OBJECTIVE Talking about celebrities and their connection with environmental issues.

LANGUAGE ITEMS ♦ Collocations (strongly believe in / draw attention to / raise X awareness) ♦ Compound words (locally-grown / low-income / environmentally-friendly)

RESOURCES Coursebook page 28 exs. 1, 2 and 3 http://www.youtube.com/watch?v=y8H1UIOlKfE http://www.youtube.com/watch?v=uSM2riAEX4U

E-CAMPUS ACTIVITIES MVA004351 – Common collocations MVA006211 – Going global MVA004303 – Environmental advice

HOMEWORK Coursebook page 30 exs. 1 to 5

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 7

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COMMUNICATION OBJECTIVE Giving opinions about work and leisure in the future.

LANGUAGE ITEMS ♦ Lexical chunks with fixed prepositions (a glimpse of / the golden age of / there’ll be no need for / the promise of) ♦ Lexical chunks used metaphorically (just around the corner / work hand in hand / electric brain) ♦ Ways of expressing likelihood in the future (I’m convinced it will happen / It will definitely happen / There’s a good chance that it will happen / It could well happen / It may happen / It might happen / It’s unlikely that it will happen / I can’t see that happening / There’s no way that will happen / It definitely won’t happen) ♦ Expressions to give opinions (The way I see it / Personally I find / In my opinion / From my point of view / As far as I’m concerned)

RESOURCES Coursebook page 38 exs. 1, 2, 3 http://www.youtube.com/watch?v=_LnyYNG5ZzA http://www.youtube.com/watch?v=VE0lPTfsBoI

E-CAMPUS ACTIVITIES MLG005562 – What do you think of computer games? MPR005118 – Forthcoming elections

HOMEWORK Workbook page 26 exs. 1 and 2 Reader “The Merchant of Venice” – Act 2 + corresponding reading activities

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COMMUNICATION OBJECTIVE Giving opinions on renewable sources of energy & Communicative Writing 3: Writing an opinion essay

LANGUAGE ITEMS ♦ Language for giving opinions (Personally I find.../ The way I see it... / From my point of view... / As far as I’m concerned... / In my opinion.../ One argument against...is that... / I firmly believe that... / I am convinced that...) ♦ Language for giving reasons (Due to... / Because of... / Considering... / Statistics show that... / History shows that...) ♦ Linking words for Addition, Contrast and Conclusion (in addition / furthermore / moreover / what is more / even though / although / in spite of / whereas / in spite of / however / in order to / therefore / so / in conclusion) ♦ Lexis related to sources of energy (to safeguard our environment / a clean source of energy / run out of oil / to harvest wind power / wind turbines take up little space / wind turbines stand still / to convert excess wind power to fuel of some kind) ♦ Linkers (In contrast to / To sum up / With [sufficient investment])

RESOURCES Coursebook page 39 exs. 5, 6 and 7 http://www.youtube.com/watch?v=lmy23TdhA9E http://www.youtube.com/watch?v=Z59snGZaRvU

E-CAMPUS ACTIVITIES MEP004652 – IELTS Academic Writing Task 2

HOMEWORK Communicative Writing 3 – Write an opinion essay in favour/against the use of nuclear energy as the main source of energy in the future. Workbook page 27 exs. 1, 2, 3 and 4

For a sample of the Communicative

Writing 3 and reference material, click here.

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COMMUNICATION OBJECTIVE Discussing the likelihood of nanotechnology.

LANGUAGE ITEMS ♦ Prefixes (multi-, re-, mis-, trans-, over-, under-, pre-, inter-, hyper-, micro-, semi-, ultra-, nano-)

RESOURCES Workbook page 21 exs. 1, 2 + Listening tip Workbook page 20 ex. 5 + Learning tip Coursebook page 36 exs. 8 and 9 http://www.youtube.com/watch?v=MrDuqlk4ZDA http://www.youtube.com/watch?v=MUn6X9lpOZE

E-CAMPUS ACTIVITIES MLG006208 – The age of technology

HOMEWORK Coursebook pages 36–37 exs. 2, 3, 4 and 10.

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 8

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COMMUNICATION OBJECTIVE Language workout: future forms (future perfect; future continuous; future perfect continuous).

LANGUAGE ITEMS ♦ Future Perfect Simple (By next month, I will have saved enough money for my trip.) ♦ Future Continuous (I think I’ll be working as a doctor in 5 years.) ♦ Future Perfect Continuous (Well, soon we will have been living in this house for 10 years.)

RESOURCES Coursebook page 35 exs. 6, 8 and 11 Coursebook page 55 ex. 3 Workbook page 23 ex. 3

E-CAMPUS ACTIVITIES GRU00043A – Future perfect simple x continuous MLG000461 – Life in the year 2100 MLG000479 – Lynne's plans MLG000721 – Virtual reality

HOMEWORK Workbook page 22 exs. 2 and 3 Workbook page 23 ex. 5

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COMMUNICATION OBJECTIVE Talking about your hometown.

LANGUAGE ITEMS ♦ Lexis related to city development (to pull itself out of poverty / to spoil its landscape / ¾ of the country is forested / 25% is designated as national parks / rates of… / rates… have fallen / economy has improved dramatically / tourism is growing / there are strict limits on… / a daily tax of… / the lives of citizens were transformed / …reformed the political system / …is now completely different from… / …economy is booming / …granted its citizens access to television / …changed for the better/the worse) ♦ Revisitation: Linkers

RESOURCES Coursebook page 32 ex. 1, 2, 3 and 4 Workbook page 20 ex. 1 http://www.washingtonpost.com/business/economy/the-worlds-15-happiest-countries/2012/03/29/gIQA6ZIFkS_gallery.html#photo=1

E-CAMPUS ACTIVITIES MLA005253 – Our future environment

HOMEWORK Workbook page 20 ex. 1

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COMMUNICATION OBJECTIVE Discussing cultural influence.

LANGUAGE ITEMS ♦ Future forms: will, going to, present continuous, present simple (I will probably visit Dubai next month. / Experience from other countries suggests that there is going to be a difficult transitional period. / My parents and I are visiting Dubai next month. / The President visits Dubai next week at 10am.)

RESOURCES Coursebook page 33 ex. 6, 7, 9, 10 and 11 Workbook page 22 ex. 1 Workbook page 23 ex. 1 Reader “The Merchant of Venice”

E-CAMPUS ACTIVITIES GRU00038A – Future tenses: will/won't v going to v present continuous MLG000477 – Present simple for the future MLGB005330 – What's happening about the future

HOMEWORK Workbook p.22 ex. 1 Workbook p.23 exs. 1 and 2 Reader “The Merchant of Venice” – Act 3 Bad News, Act 4 The Judgement and Act 5 The Rings + reading exercises

16, 17, 21, 22, 26 and 27.

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COMMUNICATION OBJECTIVE Talking about the food culture of your hometown.

LANGUAGE ITEMS ♦ Lexis related to food and eating habits (grab a sandwich / to eat out / I’m a bit of a foodie / to eat on the go / to savour food / to skip lunch / snack between meals / to chew / to make time for / to eat on the way [back] to / cooked with / consists of / topped with / slow-cooked / be best known for) ♦ Revisitation: Simple Present, Will for habits, Adverbs of frequency, Likes and dislikes

RESOURCES Coursebook page 40 exs. 1, 2 and 3 http://en.wikipedia.org/wiki/Brazilian_cuisine

E-CAMPUS ACTIVITIES MLA006531 – Eating green MLA003742 – Foods of the world MLA002821 – Food around the world

HOMEWORK e-Campus activities

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 9

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COMMUNICATION OBJECTIVE Discussing eating habits in different cultures.

LANGUAGE ITEMS ♦ Collocations with food and meal (fast food / convenience food / low-calorie food / takeaway food / home-cooked meal / takeaway meal / sit-down meal / three-course meal / ready meal / low-calorie meal / meal cooked from scratch) ♦ Revisitation: Linkers, Past Simple, Modifiers, Future forms

RESOURCES Coursebook page 40 exs. 5, 6 and 9 Workbook page 20 ex. 4 http://www.youtube.com/watch?v=f8CF15HJJ-0

E-CAMPUS ACTIVITIES MLA001409 – Healthy food in our supermarkets MPR002796 – Same sound, different spelling CWO4060 – Finding out about typical recipes

HOMEWORK e-Campus activities

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COMMUNICATION OBJECTIVE Discussing types of communication & Communicative Writing 4: making arrangements.

LANGUAGE ITEMS ♦ Revisitation: Simple Present, Present Continuous, Future forms ♦ Formal and Informal requests and arrangements (I would be grateful if… / Could we say…? / Would… be convenient? / I’m afraid I’m not available then / That would be fine / Would… suit you? / What about…? / How about…? / OK, see you then / Nothing special)

RESOURCES Coursebook page 42 exs. 1, 2, 3 and 4 Workbook page 26 exs. 3 and 4 http://www.youtube.com/watch?v=_BFRZvbtsUY http://www.beatlesebooks.com/please-mister-postman

E-CAMPUS ACTIVITIES MLGB004092 – Changing arrangements

HOMEWORK Teacher’s choice

For a sample of the Communicative

Writing 4 and reference material, click here.

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COMMUNICATION OBJECTIVE Listening/Reading development + Language consolidation

LANGUAGE ITEMS ♦ Revisitation/Consolidation: Present Simple, Present Continuous, Present Perfect Simple and Continuous, Narrative forms, Future forms

RESOURCES (Digital content on the Interactive Whiteboard or Reusable Sets)

E-CAMPUS ACTIVITIES GRU00031A – Narrative tenses contrasted GRU00010A – Present Simple v Continuous GRU00023A – Present Simple v present continuous v present perfect GRU00026A – Present Perfect Simple v Continuous GRU00040A – Future Perfect: affirmative GRU00039C – Future Continuous: Interrogative MLGB005329 – Talking about the future

HOMEWORK Teacher’s choice

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30 COMMUNICATION OBJECTIVE

Language workout: (1) Present Perfect Simple and Continuous; (2) Present Simple, Present Continuous and Will; (3) Used to and Would + Narrative tenses and (4) Future Forms.

LANGUAGE ITEMS ♦ Present Perfect Simple and Continuous (This show has been really popular. / We have been turning people away all week); ♦ Present Simple, Present Continuous and Will (People often go to modern art galleries. / When they are seeing a simple abstract painting, they will always say it’s not art.);

RESOURCES Coursebook page 29 exs. 3, 4 and 6 Coursebook page 30 exs. 4 and 5 Coursebook page 55 ex. 2

E-CAMPUS ACTIVITIES GRU00025D – Present Perfect Continuous: use GRU00019D – Present Perfect: use GRU00042D – Future Perfect

HOMEWORK Teacher’s choice

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♦ Used to and Would + Narrative tenses (I used to travel to the beach when I was a child. / My family would always go to the departure gate at the last minute. / One day we missed the plane. / I had been waiting for them in a bookshop when I realised that they had forgotten the time.); ♦ Future Forms (By 2100, the figure for extreme drought will have increased from 3% to 30%. / Agricultural production in those areas will have become.)

Continuous: use GRU00035D – Future with will/won’t: use GRU00032D – Would: repeated actions in the past GRU00037A – Would v used to: past habits v past states MLG002453 – Present Perfect Simple v Continuous MLG001893 – Present Perfect Continuous MLG000458 – Present Perfect Continuous MLG001190 – Dear Mum and Dad MLG001777 – Promises and threats MLG001154 – What are your plans? MLG001201 – Will, won’t, going to MLG000475 – Will v going to MLG005511 – Email about future plans

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COMMUNICATION OBJECTIVE Talking about the book “The Merchant of Venice” & Communicative Activity

LANGUAGE ITEMS ♦ Expressing opinions; ♦ Linkers; ♦ Present perfect; Past simple, Past continuous and Past Perfect; ♦ Future with will and going to ♦ Future simple and continuous; Future perfect ♦ Expressions used to express the ‘likelihood’ of things in the future; ♦ Lexis related to arts, music and environment

RESOURCES Digital content on the Interactive Whiteboard + Reader “The Merchant of Venice”

E-CAMPUS ACTIVITIES Teacher’s choice

HOMEWORK Teacher’s choice

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COMMUNICATION OBJECTIVE Final Assessment (Final test)

The format of this assessment is similar to the CA1 (Midterm Test), which you took in the middle of the course. However, in this Final Test there is one more part which focuses on written production, so you will be required to write a text in appropriate style with no reference to dictionaries or other materials. The choices for the written production are based on the topics and language structure practised during the course through the Communicative Writing tasks. The estimated time for this Final Test is 100 minutes and it is divided in four parts: ♦ Listening = 10 marks ♦ Reading = 10 marks ♦ Language in use (grammar and vocabulary) = 10 marks ♦ Communicative writing = 10 marks / Total = 40 marks*

*In the Progress Report (Relatório de Aproveitamento) the total of 40 marks is converted to 30 marks.

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Cohesive Devices – Language items for writing a great text

A) Addition again equally in fact also furthermore moreover and in addition (to...) too and then indeed what is more besides

Examples: The house faces north, so it never gets the sun. Also, it is rather damp. The children do not like one another. Moreover, they often quarrel and start to fight. She hardly ever goes to the theatre. In fact, she has not been for months.

B) Comparison

compared with in the same way similarly in comparison with likewise

Examples: I used to work fifteen hours a day. In comparison with that, my present job is more like holiday! The doctor advised him to give up smoking. Similarly, he recommended him to eat much less and take plenty of exercise.

C) Contrast and concession*

besides naturally still but nevertheless whereas however of course while in contrast on the contrary yet instead on the other hand

Examples: He did not show anyone the papers. Instead, as soon as he got a chance, he burnt them. She is not as pretty as she used to be. Nevertheless, she is still a very attractive girl. His first novel took him only a few weeks to write, while his next one took over a year.

*Some of these can both be used for contrast and concession (for example: however), while others such as on the contrary, on the other hand, are more clearly connected with contrastive relationships between sentences.

D) Enumeration first(ly) second(ly) last on top of (that) finally next to (begin with) then in the (first) place more important

Examples: His job involves a number of things. First, he is responsible for general administration in the office. Secondly, he has to look after the financial side of the business... Finally, he has been asked to build up outside contacts. There were several good reasons for changing the plan. To begin with, it involved a lot of money. On top of that, it needed too many people.

E) Exemplification

as (evidence of...) such as for example thus for instance to show what (I mean) let us (take the case of...)

Examples: Most countries do not grow enough food for their needs. Let us take the case of the United Kingdom. Most people are superstitious in some way. Thus, a lot of people believe that the number 13 is unlucky... F) Inference

If not,... otherwise then In (that) case that implies

Examples: He left the country the same day. In that case, he must have had his passport with him. You must get some more petrol. Otherwise, we will not have enough to get us to the next town.

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Cohesive Devices – Language items for writing a great text

G) Summary in all in short on the whole in brief in conclusion to sum up

Examples: She spends a lot of money on clothes. She is also fond of buying expensive jewellery. In short, she is extremely extravagant. The car is not new but it is in good condition. The price too is very reasonable. On the whole, I think it is quite a good bargain. The film has a very unusual plot, with plenty of action. Both the acting and photography. To sum up, this is a film you should not miss. H) Time* after (a while) before (that time) since (then) afterwards finally so far at first in the end then at last meanwhile (up to) then at (the same time) next

Examples: He tried to open one of the small windows. At first it remained firmly closed but, in the end, after a great deal of effort, he managed to open it a few inches. ... and the fire has finally been brought under control. Several men are still missing. Meanwhile the causes of the explosion are still being investigated.

*That is, indicating temporal relationships. This is a very open-ended group of devices, as the number of bracketed item shows. For example, instead of at the same time, we may have: at that time/at that moment.

I) Result accordingly for that reason then as a result hence therefore consequently the (consequence) of that is... thus

Examples: Most people were opposes to the scheme on the grounds that it was too expensive. Accordingly, it is now being re-examined to see if costs can be reduced. Seven inches of snow fell during the night, blocking most main roads. As a result, traffic conditions have been chaotic.

J) Reformulation in other words that is (to say) rather to put it more (simply)

Examples: Towards the end of the party he got up and danced on the table. In other words, he made a complete fool of himself. Most people felt that the project was not worthwhile in proportion to the amount of time it would take to complete it and equally the financial expenditure involved. To put it more simply, it was a waste of time and money.

K) Replacement Again (better) still the alternative is... Alternatively on the other hand

Examples: It is very likely that we shall go by car, even though it is a long drive, because we shall need some means of transport while we are there. Alternatively, we might fly out and hire a car when we arrive. If things get any worse, we might have to arrange apublic meeting to discuss the matter. Better still, we could even organise a demonstration.

L) Transition As far as... is concerned now As for... to turn to... Incidentally with (reference) to...

Examples: We can leave most of the details of the proposal until the next meeting. Now, as far as money is concerned, this needs careful consideration. In the end, he decided to sell his car. This, incidentally, proved to be a mistake.

In order to make your text more cohesive and better to read, you also use of synonyms to avoid repetition. Examples: These cars were first made in 1972. When they were first produced, they were not very popular. If you have any thoughts on the subject, please let me know. I will be interested to hear your ideas.

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Communicative Writing Reference

Communicative Writing 1 – Writing a letter to the editor (of a newspaper/magazine) Communicative Writing 2 – Write an e-mail to a website requesting information about a volunteer post with an NGO.

Dear Sir or Madam,

I am writing with reference to the article on graffiti artists published in one of your latest issues. I would like to express my opinion about this topic and share my views with other readers.

To my mind, graffiti art should be more respected and encouraged especially in big cities for a number of reasons.

Firstly, big cities are usually very crowded and full of buildings made of concrete, metal and glass and it makes them very gray and cold. Graffiti art can give cities a more colourful appearance and make our journeys more interesting because we can enjoy a different view.

Secondly, it is important to say that graffiti artists do not usually have enough support from the government to produce their pieces of art and have to face a lot of bureaucracy to obtain a simple permission to use a wall or area in a public place. Furthermore, they also have to fight the resistance of people local residents, even after having the permission granted by the government.

Lastly, I believe we also need more places for street artists such as art galleries because they need appropriate areas to show their art. Obviously, if we had more places for street artists, we would not have them using several public places for their art.

All in all, I feel very strongly that graffiti artists should receive more support from the government and have appropriate places to expose their art. Apart from this, these artists should have special permissions to use some public places in the city to draw their graffiti because they make the city more beautiful.

Yours faithfully,

John Smith

Dear Sir or Madam,

I am writing to you interested in the post of a volunteer with your NGO advertised in your website.

[general information about you] I am twenty-one years old and I come from Saudi Arabia. I have been to England once, where I stayed for seven months. I have been studying English since 2002. [information about your studies and abilities] I study business and finance at a local college of further education in the evenings and I am graduating in December this year. I can speak four languages fluently which are Spanish, French, Arabic and English. [work experience or other relevant activities] I worked in a nursery school for one year in France after I had worked in Spain as a teacher. In 2010 I lived with an Australian family for about a year. I used to help them with their children and cooking. I would like to know if in this job I should help children and how long the programme lasts. Moreover, you have mentioned the applicant should speak some languages but we do not know what languages are requested. I would also like to ask about the experience required and the accommodation for the programme.

I look forward to receiving your e-mail.

Yours faithfully,

Ahmed Salim Balsharaf

The samples of language to be used in your Writing Task are highlighted in the text.

Reference material: Course book: Unit 1E Art for the public – pp. 14-15

The samples of language to be used in your Writing Task are highlighted in the text. The parts in red are just indicators. You should NOT include them in your composition.

Reference material:

e-Campus: Summer school (MVA005543)

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Communicative Writing Reference

Communicative Writing 3 – An opinion essay in favour/against the use of nuclear energy as the main source of energy in the future.

Communicative Writing 4 – Making arrangements.

Is there a practical, powerful and clean source of energy for the world? Some say nuclear energy would be the best answer to this. From my point of view, nuclear energy cannot be a good alternative because it has more negative points than positive ones.

First of all, nobody can deny that nuclear energy is cleaner than oil, coal and gas because it produces no smoke and toxic gases which are usually released when we burn fossil fuels. Smoke from fossil fuels lead to air pollution and some diseases such as lung cancer, bronchitis, asthmas, etc. That is why it is obviously healthier to use nuclear energy.

On the other hand, nuclear energy has some disadvantages. Firstly, using nuclear energy is very dangerous because reactors produce nuclear waste products emitting dangerous radiation, which is extremely harmful for the body and can cause death. It can also cause unexpected horrible accidents with extensive damages to both the environment and people, like the nuclear accident in Chernobyl.

Secondly, nuclear energy encourages the use of nuclear weapons, which is a threat to the peace in the world. In addition, nuclear energy is so expensive that not every country can use it.

Lastly, there are lots of other sources of energy that can replace nuclear energy such as wind energy, solar energy and water energy, which are widely available and also environmentally-friendly and unlimited.

To sum up, despite the advantages of nuclear energy, using it is still too dangerous. We should limit its use if we want to use it and we have to be very careful. We could possibly use other sources of energy which are clean and powerful instead nuclear energy.

Formal

Dear Mr Johnson,

Thank you for attending the workshop Business leadership in the 21st century on 22nd October. We hope the event has contributed to your professional experience and expertise.

We would like to invite you to an international conference with well-known business leaders on 9th November in Rio de Janeiro, Brazil. Would 9th November be convenient?

We would be grateful if you could join us in this conference. Please send us your confirmation as soon as possible.

Yours sincerely,

John Smith

Reference material:

Course book: Unit 3 Everyday English – p. 42 ex. 2 Workbook: Unit 3 – p. 26 ex. 5

Informal

Hi Jessy,

Thanks a lot for telling me about the party at Steve’s house but I guess I won’t go there. So, what are you doing on Friday night? There’s a great film on and I’m sure you’ll love it because it’s one of those action films you love.

How about watching it with me? We can watch the 7.15 screening. Is it OK for you?

Do you want to meet at the tube station? That’s fine for me.

Let me know whatever you decide.

Take care,

John

The samples of language to be used in your Writing Task are highlighted in the text. Reference material:

Course book: Unit 3D Predicting the future – p. 39

Workbook: Unit 3 – p. 27

The samples of language to be used in your Writing Task are highlighted in the text. Reference material:

Course book: Unit 3 Everyday English – p. 42 ex. 2

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Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip

Unit 1 Page 4 Vocabulary Exercise 1 1 a painter 2 a musician 3 a film director 4 a playwright 5 a photographer 6 a poet 7 an actor 8 a novelist

Exercise 2 1 lyrics 2 stage 3 cast 4 portrait 5 encore 6 auditions 7 sketch 8 gigs

Exercise 3 1 creativity 2 play 3 appearance 4 sold 5 collectors 6 disappointing 7 performance 8 illegally

Exercise 4 – 1 B 2 C 3 D 4 A 5 E

Exercise 5 – 1 sets 2 opening 3 sketches 4 model 5 piece

Page 5 Listening Exercise 1 one hour

Exercise 2 – 1 F 2 E 3 C 4 A 5 B

Exercise 3 1 moving 2 not … the point 3 witty, very long 4 obvious, Still 5 Quite imaginative

Exercise 4 – A 5 B 3 C 1 D 2 E 4

Pronunciation Exercise 1

2, 3, 5, 6, 7 and 10 contain the /ʌ/ sound.

Page 6 Grammar Exercise 1 1 are always saying 2 not possible 3 will arrive 4 will rehearse 5 will have 6 not possible 7 will generally do 8 not possible 9 will always go 10 will get 11 will go 12 are always trying

13 will often have 14 not possible

Exercise 2 1 have you been doing 2 have been recording 3 haven’t finished 4 have you got 5 have written 6 have been trying 7 have been touring 8 have been working 9 have admired 10 have actually played

Exercise 3 1 the 2 a 3 the 4 Ø 5 the 6 Ø 7 a 8 the

Exercise 4 1 Ø 2 the 3 a 4 Ø 5 the 6 Ø 7 a

Page 7 Grammar Plus Exercise 1 1 have opened, R 2 have been browsing, D 3 has gained, R 4 has been 5 have bought, R 6 has been going, D 7 have seen 8 has reached, R

Exercise 2 2 don’t use 3 tell 4 play 5 share 6 have 7 involves 8 enters 9 appears 10 fights 11 defeats 12 is undergoing 13 are losing 14 seems 15 are now developing

Exercise 3 circled verbs: 2 will not use 3 will tell 5 will sometimes share 6 will have 7 will usually involve 8 will enter 9 will appear 10 will fight 11 will defeat

Exercise 4 1 am always stuffing them into my bag 2 is always forgetting his wallet 3 is always telling ridiculous jokes 4 are forever treading on my feet

Exercise 5 1 an 2 an 3 – 4 – 5 – 6 the 7 – 8 – 9 the 10 – 11 a 12 a 13 – 14 a 15 –

Pages 8–9 Reading Exercise 1 – 1 B 2 C 3 A

Exercise 2 Yes, they probably do.

Exercise 3 – 1 C 2 A 3 D 4 C 5 B

Exercise 4 – 1 claim 2 overtake 3 damaging 4 suffering 5 willing 6 decent 7 return 8 principally

Exercise 5 1 damage 2 suffer 3 decent 4 overtook 5 claim 6 willing 7 principally 8 return

Exercise 6 1 to 2 for 3 from 4 on 5 in 6 on

Page 10 Everyday English

Exercise 1 1 find 2 appeal 3 like 4 mood 5 keen 6 mind 7 fan 8 stand 9 on 10 thing 11 of 12 of

Exercise 2 1 majority of 2 quarter of 3 One in 4 most popular 5 as many … as 6 Over

Exercise 3 (suggested answers) 1 Are there any in the stalls? 2 And how much are they? 3 Would there be a discount for 15 people? 4 OK. Could I book 15 tickets, then? 5 Sorry, I’m not with you. 6 OK. I’ll take those, I guess. 7 What time does the show start? 8 And how can I collect the tickets?

Page 11 Writing Exercise 1 1 early years; for the last ten years 2 venue; it took place 3 amazing; disappointing; for the most part, it was 4 piece; they opened with; for the most part, it was

5 applause; fans; impatient 6 it is well worth seeing

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Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip

Exercise 2 Missing elements are: 1 (Introduction), the where of 2 (The occasion of the concert) 4 (The details) and 5 (The audience’s reaction).

Exercise 3 (suggested answers) [B] In the last five years, Kings of Leon have gone from being a cult group with a small dedicated following to one of the world’s biggest rock bands. Last week I took a friend to see one of their concerts, which the newspaper had asked me to review. [D] It took place at the Wembley Arena in London, which is an enormous venue. It was the opening concert in their world tour which will take in six countries and over 30 venues. I am not a huge fan of their music and so my expectations were not very high. In fact, it was an excellent show and I came away still humming some of their tunes. [C] They opened with Use Somebody, their catchy new single, but in fact then continued to play mostly older material. Kings of Leon do not really put on a show as such. There are no big video screens at the back, no impressive laser lights. All there is to watch are four musicians playing their instruments. But the lack of visual stimulation doesn’t actually matter, because the music is so good and they play with such passion. For two hours I was spellbound. [A] The audience, a mixture of die-hard fans and people who had been attracted more recently by their more commercial songs, loved it. At £70 per ticket it’s not a cheap concert, but if you appreciate good musicianship and great song-writing, I would thoroughly recommend seeing them. Exercise 4 1 cult 2 humming 3 catchy 4 spellbound 5 thoroughly

Unit 2 Page 12 Vocabulary Exercise 1 1 border 2 abroad 3 volunteer 4 touch 5 emigrate

Exercise 2 1 poor 2 human 3 medical 4 global 5 environmental 6 economic

Exercise 3 1 charitable 2 practical 3 established 4 extensive 5 religious 6 profitable

Exercise 4 1 a three-hour journey 2 a 120-metre high building 3 a world-famous park 4 a high-profile photographer 5 a long-running dispute 6 some last-minute changes 7 reddish-brown hair

Exercise 5 1 to 2 to 3 in 4 – 5 from … to 6 over / – 7 in … with 8 –

Exercise 6 1 timetable, time zone 2 healthcare, health check 3 market place, market research 4 newsletter, news story 5 sunburn, sunlight 6 road sign, road works

Page 13 Listening Exercise 1 A good deal, Greek island, mates B police, speeding, 60% C career, Royal Festival Hall, series of concerts

Exercise 3 – 1 T 2 F 3 F 4 F 5 T 6 T

Exercise 4 1 heading 2 come by 3 queuing up 4 growing 5 getting back 6 attaches 7 associate 8 rubbed off

Exercise 5 1 rubbed off 2 come by 3 associate 4 getting back 5 heading (for)

Pronunciation Exercise 1

1 striking /aɪ/ 2 highly /aɪ/ 3 picking /ɪ/

4 driving /aɪ/ 5 difficult /ɪ/ 6 incentive /ɪ/

7 Britain /ɪ/ 8 skilled /ɪ/

Exercise 2

1, 2, 3, 5 and 6 follow the rule for /ɪ/. 7, 8, 10, 11 and 12

follow the rule for /aɪ/.

Page 14 Grammar Exercise 1 1 We both like tennis. 2 Neither of us eats fish. 3 None of the participants was under 16 years old. 4 Each country has different immigration rules. 5 Either you can go or I can. 6 Some want to study abroad and others don’t. / Some don’t want to study abroad but others do. 7 No volunteer had previous experience of this kind of work. 8 Every contract lasts three months.

Exercise 2 1 arrived 2 was raining 3 had decided 4 took 5 had made / made 6 climbed 7 ran 8 unrolled 9 sat down 10 had gone 11 was coming up / came up 12 realised 13 was blocking

Exercise 3 1 had ever won 2 had met 3 had been crying 4 had been looking forward to 5 had prepared 6 hadn’t been waiting 7 had sold 8 had lost 9 had been working 10 had been getting

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Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip

Exercise 4 1 set up / used to set up / would set up 2 took / used to take / would take 3 belonged / used to belong / would belong 4 recruited / used to recruit / would recruit 5 had / used to have / would have 6 worked / used to work / would work 7 was / used to be / would be 8 telephoned / used to telephone / would telephone 9 gave / used to give / would give 10 thought / used to think / would think

Page 15 Grammar Plus Exercise 1 1 Neither … nor 2 both 3 None 4 either … or 5 Each 6 both … and 7 all 8 Some 9 Every

Exercise 2 – 1 B 2 C 3 A 4 C 5 A

Exercise 3 2 (often would go) In the past people would often go/often went for walks in the countryside. 3 (would use to travel) In the Middle Ages people would travel / used to travel /travelled on horseback or on foot. 4 (used to like) I didn't use to like / didn't like salty food, but now I do. 5 (would be) My dad says he used to be / was really good at maths when he was at school.

Pages 16–17 Reading Exercise 1 Because the judge ruled that the child was already well cared for in her native country.

Exercise 2 – 1 B 2 A 3 B 4 C

Exercise 3 – 1 B 2 D 3 C 4 D 5 C 6 A 7 B

Exercise 4 1 In the 1850s 2 War orphans from Europe and Asia 3 20,000 4 The Joint Council on International Children’s Services 5 UNICEF

Exercise 5 – 1 T 2 F 3 F 4 T 5 F

Page 18 Everyday English Exercise 1 1 absolutely 2 a bit 3 pretty 4 totally 5 a bit 6 absolutely

Exercise 2 1 Unfortunately 2 Actually 3 Luckily 4 Well 5 anyway

Exercise 3 1 visited 2 rose 3 fell / dropped 4 went

Page 19 Writing Exercise 1 1 world-famous destination 2 three-hour 3 lived 4 used to inhabit 5 Most 6 45-minute 7 either 8 awe-inspiring façade 9 will avoid 10 have ever visited

Exercise 2 1 I would like to give travellers some practical advice about the best way to visit it. 2 Petra is situated in the south of Jordan, a three-hour journey by car from the capital, Amman. 3 It is a unique place, a city carved out of the rock … /Walk down the Siq, a long narrow passage with high rocks on either side and at the end you will catch a glimpse of the Treasury with its awe-inspiring façade. This massive building is the tomb of a Nabataean king and is carved out of the pink rock that surrounds it. 4 The Bedouins in the area used to inhabit the same caves until quite recently, but they were moved out by the government in the 1980s. Now the site is purely for visitors. 5 Petra is without doubt one of the most beautiful places I have ever visited …

Unit 3 Page 20 Vocabulary Exercise 1 1 different 2 worse 3 spoiled 4 have transformed 5 in decline

Exercise 2 1 population 2 birth 3 older 4 expectancy 5 group

Exercise 3 1 hyper 2 semi 3 micro 4 semi 5 semi 6 hyper 7 ultra 8 hyper

Exercise 4 1 chewed 2 snack 3 takeaway 4 out 5 course 6 go, sit

Exercise 5 1 pre 2 under 3 multi 4 trans 5 over 6 mis 7 re 8 inter

Page 21 Listening Exercise 1 – She mentions 2, 4 and 5.

Exercise 2 – 1 C 2 D 3 B 4 C 5 A 6 D

Pronunciation Exercise 1 1 magical S 2 change S 3 gum H 4 longer H 5 technology S 6 guess H

Exercise 2 1 guarantee H 2 generous S 3 finger H 4 danger S 5 gunpowder H 6 biology S 7 logical S 8 generate S

Page 22 Grammar Exercise 1 1 are you doing 2 am not going to spend 3 is staying 4 ’ll ask 5 ’ll mind 6 ’s only taking 7 finishes 8 ’ll give 9 Are you doing 10 ’re having / are going to have 11 ’s coming

12 ’s going to introduce 13 ’ll bring

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Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip

14 are you doing / are you going to do 15 am going 16 ’re vaccinating / are going to vaccinate 17 are you going to get 18 ’re taking / going to take 19 ’ll walk / are going to walk 20 ’re getting up / going to get up / will get up 21 leaves

Exercise 2 1 The population will have reached nine billion. 2 The temperature will have increased by 2–3 degrees. 3 People will be living to over 100 years. 4 Medical scientists will have eliminated inherited diseases. 5 Computers will be thinking like humans. 6 Everyone will be eating genetically modified food. 7 People will be using multilanguage translators. 8 Scientists will have discovered new ways to store electricity.

Exercise 3 1 will have built 2 will have stopped 3 will have been using, will have forgotten 4 will have been thinking 5 will have eliminated

Page 23 Grammar Plus Exercise 1 – 2 E 3 F 4 A 5 D 6 C

Exercise 2 – 1 A 2 C 3 A 4 B 5 B

Exercise 3 1 a will have planted b will have been planting 2 a will have negotiated b will have been negotiating 3 a will have left b will have been staying

Exercise 4 1 will have finished, will love 2 will have changed 3 will be flying 4 will have been, will be celebrating / will celebrate 5 will have graduated, will have to 6 will be sitting

Exercise 5 1 will be lying 2 will have made 3 will have finished 4 will be preparing 5 will have been working

Pages 24–25 Reading Exercise 1 1 How people, young and old, use technology. 2 that the iPad is very useful for old people.

Exercise 2 – 1 A 2 B 3 A 4 B

Exercise 3 – 1 C 2 A 3 F 4 D

Exercise 4 – 1 B 2 C 3 A 4 A

Exercise 5 1 incompetent 2 technophobic 3 inadequate 4 infirm 5 varying 6 isolated

Page 26 Everyday English Exercise 1 1 convinced / certain 2 might / may 3 see 4 unlikely 5 well 6 chance 7 definitely 8 way

Exercise 2 1 Personally, I find it amazing that 2 considering how much food 3 The way I see it 4 as far as I am concerned 5 Statistics show us that if 6 due to the fact that

Exercise 3 (suggested answers) 1 I’m afraid I’m not free tonight. 2 Yes, that would suit me better. 3 Great. See you then.

Exercise 4 (suggested answers) 1 Hello, I would like to make an appointment with the bank manager. 2 Would some time this week be possible? 3 I’m afraid I’m not available on Thursday. 4 Yes, that would be fine. Thank you.

Exercise 5 1 attend 2 invite 3 convenient 4 sincerely

Page 27 Writing Exercise 1 A Exercise 2 He is in favour of it. (In my opinion, there is no doubt that the benefits of genetic engineering outweigh its disadvantages; and the contents of paragraphs 2 and 3.)

Exercise 3 1 however 2 therefore 3 in contrast to 4 in addition 5 despite 6 all things considered

Exercise 4 1 outweigh 2 provoke 3 examine 4 treat 5 diagnose 6 suffer 7 spend 8 question

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Workbook Audio Scripts | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip

Unit 1, Listening, Exercises 2 and 3 [Track 02] 1 I saw a young girl who stood on the plinth and threw paper roses into the crowd. I didn’t catch one but someone near me did. There was a message on it. It said that the girl’s friend had died of a disease called Cystic Fibrosis and it gave the name of a website where you could go and donate money to find a cure for it. It was quite moving. 2 The guy I saw was displaying his own paintings. He had four portraits, but you couldn’t really make out who they were of. I think one was of the Dalai Lama. I think he was hoping that someone in the art world would see them and buy one. It seemed a bit commercial to me and not really the point. 3 When I was there, a mime artist – the kind you see quite often in public places in big cities – stood without moving on the plinth for one hour. He was dressed to look like the stone figure of Lord Nelson that stands on the top of the column in the middle of Trafalgar Square. Quite intelligent and witty really, but not something you could watch for very long – at least not for an hour. 4 This woman – she must have been about 45 or so – was lifted up and she got out a mop and a bucket and spent the next 55 minutes cleaning the top of the plinth. I don’t know what point she was trying to make really: that she’d spent a lot of her life doing boring cleaning work? That we need to look after our public buildings? It wasn’t really obvious. Still, she got a big cheer from the crowd at the end. 5 We went on the last day hoping to see something special, and I think it probably was a bit more original than some of the other things that had come before it. A woman was making a model of a man out of bread rolls. She began with the legs, putting bread rolls over two upright sticks. He looked a bit like the Michelin man. Somebody told me that it was supposed to be in the style of the artist who set up the whole project, Antony Gormley. Quite imaginative, I thought.

Unit 1, Pronunciation, Exercise 1 [Track 03] /a/ cat, stack, hat, bag, sang

/ɒ/ top, stock, hot, blog, song

/ʌ/ but, stuck, hut, cut, sung

Unit 1, Pronunciation, Exercise 1 [Track 04] 1 young 2 column 3 public 4 project 5 something 6 one 7 other 8 commercial 9 model 10 bucket

Unit 1, Everyday English, Exercise 4 [Track 05] N = Nick, T = Ticket agent N Have you got any tickets left for this Saturday? T Yes, we’ve still got a few. N Are there any in the stalls? T Sorry, no, we’ve none left in the stalls, but there are a few in the circle. N And how much are they? T £32. N Would there be a discount for 15 people? T Yes, there’s a 20% discount on groups of 12 or more. N OK. Could I book 15 tickets then? T OK, but I’m afraid they’re not all in the same place. N Sorry, I’m not with you. T Well, six are in row D and the other nine are in row E. N OK. I’ll take those, I guess. T OK. I’ll book those for you now. N What time does the show start? T The doors open at 7 pm and the show starts at 8 pm. N And how can I collect the tickets? T We can post them to you or, if you prefer, you can collect them at the door.

Unit 2, Listening, Exercises 3 and 4 [Track 06] I = Interviewer, C = Commentator I In the studio today is Philip Turner, an expert in migration at the Institute of Economic Studies, who I hope is going to shed some light on recent trends in UK migration. Welcome, Philip. C Thanks. Good to be here. I So, Philip, it’s pretty apparent that the majority of the Polish migrant workers who came here in the last four or five years are heading home now. Why is that? Is there no longer any work for them? C Well, some Polish workers held highly-qualified jobs – doctors and nurses and so on–but most of them didn’t. They did rather unglamorous work such as potato picking or cleaning, driving buses, working on building sites, that kind of thing. And yes, that work is more difficult to come by. We’ll actually miss them, particularly in agriculture, because even though a few people here complained about immigrants taking British jobs, these weren’t actually the jobs that British people were queuing up to take. I But that isn’t the whole story, is it? That doesn’t explain why we are also losing skilled workers … C Probably the main reason why they’re leaving is that the exchange rate, which was once seven zloty to the pound, now gives only around four. At the same time the Polish economy is growing at a faster rate than ours, and key workers like nurses and plumbers are more and more in demand back home. On top of that, there’s the incentive of getting back to the relatives or families they left behind. I And you say we’ll miss them … C Well, yes I think Britain will be a poorer place for not having them. Not just because it’s a reminder that our own economy isn’t doing so well, which of course it isn’t, but because Polish culture was good for us.

STUDENT’S GUIDE UPPER INTERMEDIATE 1

Associação Cultura Inglesa São Paulo – 2013 20

Workbook Audio Scripts | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip

I Can you expand on that? C Yes, for a start it’s a much less cynical culture than ours – it attaches great importance to traditional values like hard work and community and looking after your family. These are values that we associate more with our parents’ generation. In fact, in a way it has been a bit like going back to another era. I I know what you mean. A striking example of that is the way that Polish people working in bars or restaurants treat you as a customer – I find them incredibly polite and friendly compared to your average English waiter. C Exactly. It’s pretty simple and obvious, you’d think, but I’m afraid we British are in danger of losing that kind of basic social manners. But perhaps some of this culture has rubbed off on us and even though the Poles are returning, perhaps a little bit of Polish attitude will remain. I think that’s one of the important things about migration … When cultures mix, often they influence each other in a positive way.

Unit 2, Pronunciation, Exercise 1 [Track 07] 1 striking 2 highly 3 picking 4 driving 5 difficult 6 incentive 7 Britain 8 skilled

Unit 2, Pronunciation, Exercise 2 [Track 08] 1 immigrant 2 simple 3 quickly 4 migrant 5 little 6 relative 7 behind 8 excited 9 promise 10 reminder 11 hostile 12 like

Unit 3, Listening, Exercises 1 and 2 [Track 09] Perhaps you remember a scene from the film, or book, Willy Wonka and the Chocolate Factory, where he produces a magical piece of chewing gum that is a three-course meal all in one: tomato soup followed by roast beef and finishing with blueberries and ice cream. Fantasy, you think? Maybe not.

The idea of nano-foods is not to miniaturise food. Instead, nano-researchers in universities and food companies are talking about methods that will be able to design foods at a molecular level and bring any flavour, texture or taste to our mouths in whatever form we wish – through chewing gum, drinks, or anything else for that matter. Realistically, such technology may be for the more distant future, but nano-science is already changing methods of food production today. It is clear that nano-packaging will be the first commercial application. Boxes and wrappers will contain anti-bacterial agents that will make our food safer and last longer. The next step is that we will then see nano-particles introduced into the foods themselves, so that you will not have to boil milk or water to remove the bacteria. Nano-science will also transform the lives of people with food allergies. If you are lactose intolerant, for example – in other words, allergic to milk – no problem. The lactose can be removed from the milk by nano-filtering and replaced with some other sugar. All this sounds scary, but perhaps it is less frightening than the amount of chemicals and preservatives we add to our food now to make it last longer. Defenders of the technology say these are natural solutions which mean we can do away with these harmful chemicals. Opponents, on the other hand, say we’re playing with fire. They argue that we don’t yet know enough about the effects of these nano-particles to test them out on large numbers of people. They are worried that changing the molecular structure of food could have much deeper consequences. ‘When I drink a glass of milk,’ says one critic, ‘I want to know that it’s going to my stomach, not that tiny particles could arrive at some part of my brain that could be changed for the worse.’

Unit 3, Pronunciation, Exercise 1 [Track 10] 1 magical 2 change 3 gum 4 longer 5 technology 6 guess

Unit 3, Pronunciation, Exercise 2 [Track 11] 1 guarantee 2 generous 3 finger 4 danger 5 gunpowder 6 biology 7 logical 8 generate

Unit 4, Listening, Exercises 1 and 2 [Track 12] J = Journalist, C = Curator J So, you run a museum here dedicated to the Icarian movement. Can you tell us a little more about it? C Sure. The movement was founded by a Frenchman, Etienne Cabet, in the 1840s. He had written a book some years earlier called The Voyage to Icaria, which was a kind of blueprint for a perfect society. J And what was his idea for a perfect society? How would it work? C Essentially, it was based on socialist principles. In fact, Karl Marx was an early fan of his. The idea was that if everyone shared the work that needed to be done and shared their property with each other, they could eliminate poverty. J I see. So, how did this Frenchman come to live in the USA? C He felt France was an undemocratic country where poor people were exploited. So, he went across Paris and other French cities looking for people who were willing to join him in establishing a new society. He gathered together a range of people with different skills – farmers, craftsmen, tailors, and so on – and in 1848 less than 100 – about 70 of them in total – set sail for America and landed in Texas. J But we’re in Iowa now.

Unit 3, Pronunciation, Exercise 1 [Track 10] 1 magical 2 change 3 gum 4 longer 5 technology 6 guess

Unit 3, Pronunciation, Exercise 2 [Track 11] 1 guarantee 2 generous 3 finger 4 danger 5 gunpowder 6 biology 7 logical 8 generate