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Todos os recursos do New Wave Revolution 9 interligados e acessíveis a partir das páginas do e-Manual ou através de menus específicos:– Workbook com exercícios interativos– Materiais editáveis em Word®, Excel® e PowerPoint®

Conteúdos ricos e diversificados, com indexação em cada página, para uso exclusivo dos professores.

• Student’s Book

• Guia do Professor (na banda lateral do manual)

• Revolution Plus (oferta ao aluno)

• Extensive Reading (oferta ao aluno)

• Ficheiros MP3 (disponíveis em www.escolavirtual.pt)

• Workbook

• Prepare for PET for Schools (with answers) (oferta ao aluno com o Workbook)

• Teacher’s Resources agenda, planificações, testes, fichas de trabalho

• Marcadores

• 2 CD Áudio

• e-Manual PremiumExperimente em espacoprofessor.pt

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INGLÊS 9.o ANO Nível 5

E AINDA:• áudios • vídeos• soluções projetáveis

• questões editáveis• testes autocorretivos

NOVIDADE

NWR9EP_20140305_CAP.indd 1 3/7/15 12:27 PM

WorkbookEstrutura paralela à do manual, constituindo-se como um complemento indispensável, pela exercitação dos conteúdos lexicais e gramaticais de cada unidade. Atividades orientadas para promoção da competência escrita, elaboradas de acordo com as Metas Curriculares.

No final de cada duas unidades, um teste de Progress Check – teste de 4 páginas – para revisão e consolidação de conhecimentos.

4 e-Manual PremiumO e-Manual Premium é a versão digital do manual para projeção na sala de aula.Contém inúmeros recursos digitais em contexto:• os vídeos que constam do manual

e do Teacher’s Resources.• Jogos interativos (Spelling Bee,

Blockblaster) criados com base em técnicas de ludificação.

• ficheiros editáveis em Word®

PowerPoint® e Excel®.• Workbook enriquecido com

exercícios interativos em contexto e propostas de resolução.

O acesso à versão definitiva do e-Manual Premium é exclusivo do Professor adotante e estará disponível a partir de setembro de 2015.

e-Manual do AlunoO acesso ao e-Manual do Aluno é disponibilizado, gratuitamente, na compra do manual em papel, no ano letivo 2015-2016, e poderá ser adquirido autonomamente através da Internet.

9

10

Self-check

4 x 2 = 8

6 x 3 = 18

7 x 3 = 21

9 x 2 = 18

Self-check 1

44 forty-four

A Match the words with their meanings.

1. global a) when people become part of a group and are accepted by them

2. widespread b) affecting or including the whole world

3. integration c) spread all over the world

4. ethnic d) relating to a common and distinctive culture, religion, language

B Find the odd one out.

1. journey • destination • trip • schedule

2. to book • to check in • to reserve • to fly

3. hotel • hostel • school • host family

4. landscape • painting • scenery • view

5. to study • to travel • to relax • to play

6. suitcase • world • luggage • bagpack

C Put the verbs in the Present Perfect.

1. They (not / work) today and I don’t know what happened.

2. We (plan) our holidays.

3. Where (be / you)?

4. He (write) four e-mails to his friend Neil.

5. She (not / see) him for a long time.

6. (speak / John) to his boss?

7. He (not / have) the time yet.

D Put the verbs in the Past Simple.

1. Last year, Maria (spend) her holidays in Ireland.

2. My holidays (be) great.

3. They (travel) around by car with two friends and they (visit) lots of interesting places.

4. Yesterday he (go) to a pub. He (not / drink) much.

5. Where (spend / you) your last holidays?

6. She (not / go) anywhere. She (stay) at home.

7. Kate (fly) to Ireland with her family.

NWR9EP_20140305_F03_4PCImg.indd 44 2/25/15 5:28 PM

11 x 1 = 11

8 x 3 = 24

Self-check 1

… use vocabulary about globalisation Exercise A

… match words. Exercise B

… use the present perfect. Exercise C

… use the past simple. Exercise D

… use the past simple / present perfect Exercise E

… use linking words Exercise F

forty-five 45

E Present Perfect or Past Simple? Match the questions with the answers.

1. Has John ever met his uncle?

2. Did you go to Japan?

3. Has he arrived yet?

4. Where did you go to school?

5. Did Peter meet Melanie?

6. How long has Pat worked here?

7. Has she already seen that movie?

8. Did the teacher give you good marks?

9. Did they do their homework yesterday?

10. How many letters did you write?

11. When did Stephanie arrive?

a) Yes, she has.

b) No, he didn’t.

c) Yes, she did. My teacher always gave me good marks.

d) I wrote three letters.

e) For thirty years.

f) No, not yet.

g) I went to school in Madeira.

h) She arrived last night.

i) No, John has never met his uncle.

j) No, I didn’t.

k) No, they didn’t.

F Complete the gaps using in spite of / despite / although / in order to / therefore.

1. my warnings about the bad weather, he went to Africa anyway.

2. she didn’t want to see 12 Years Slave, she enjoyed it in the end.

3. She had trained for weeks to win the singing competion.

4. Marta and Pedro moved last month. they didn’t do the exam.

5. I’m going to the Algarve visit my family and friends.

6. She booked her flight in advance get a cheaper ticket.

7. not having much experience in travelling, he will take a gap year before University.

8. it’s a break from traditional education, a gap year is a great way to learn.

I can

Teacherplus e-Manual exercícios interativos

PowerPoint – Quiz

Answer KeySelf-Check 1A. 1. b 2. c 3. a 4. d

B. 1. schedule 2. to fly 3. school 4. painting 5. to study 6. world

C. 1. haven’t worked 2. have planned 3. have you been 4. has written 5. hasn’t seen 6. has Jonh spoken 7. hasn’t had

D. 1. spent 2. were 3. travelled; visited 4. went; didn’t drink 5. did you spend 6. didn’t go; stayed 7. flew

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

F. 1. Despite / In spite of 2. Although / Though 3. in order to 4. Therefore 5. in order to / to 6. in order to 7. In spite of 8. Although

More practiceTeacher’s Resources Unit 1 – Tests, pages 121-135


No final de cada unidade há sempre um teste para o aluno verificar os conhecimentos já adquiridos e os que necessita de rever e consolidar. Todos os tópicos são alvo de reforço explicativo através de atividades em PowerPoint.

Revolution Plus OFERTA AO ALUNOMini-dicionário temático Inglês-Português, organizado de acordo com as unidades do manual. Explicações dos tópicos gramaticais em português para auxiliar no estudo e execução das atividades do manual e do Workbook.

Extensive Reading OFERTA AO ALUNOUm clássico da literatura universal: The Curious Case of Benjamin Button, de F. Scott Fitzgerald, adaptado a pensar no nível linguístico, faixa etária, e gostos dos alunos.

2

3

• Fichas de Show & Tell e de preparação para o Speaking test do PET.

Easy Level Activities • Fichas muito simples, concebidas a

pensar nos alunos com dificuldades linguísticas acentuadas.

2 CD ÁudioContêm:• todos os textos do manual,

canções, diálogos e exercícios de compreensão oral.

• todas as atividades e testes de listening do Workbook.

• todos os testes de listening do Teacher’s Resources.

• todas as atividades de listening das iCan Worksheets.

Marcador OFERTA AO PROFESSOR*Conjunto de marcadores úteis, práticos e reutilizáveis. Concebidos para:• o registo de todas as situações não

planeadas (trabalho de casa extra, exercícios cuja correção ficou por concluir, etc.)

• o registo da avaliação oral em atividades de Show & Tell.

(*oferta ao professor de 4 marcadores em caso de adoção do projeto.)

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8

Culture0 Let’s start!

Culture

B Frank Gehry is a Canadian-American architect known for his postmodern designs, including the Walt Disney Concert Hall in Los Angeles and the Guggenheim Museum in Bilbao, Spain.

1. Search the Internet and find out more about Frank Gehry’s life and projects. Make a poster and present it to the class.

Walt Elias Disney was an American motion-picture and television producer and showman, famous as a pioneer of cartoon films and as the creator of Disneyland.

He was born on December 5, 1901, in Hermosa, Illinois. He and his brother Roy co-founded Walt Disney Productions, which became one of the best-known motion-picture production companies in the world. Disney was an innovative animator and created the cartoon character Mickey Mouse. He won 22 Academy Awards during his lifetime, and was the founder of theme parks Disneyland and Walt Disney World.

http://www.biography.com (shortened)

Project

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Saving Mr Banks trailer – DisneyA Watch the video and answer the questions.

1. Did you watch the film?

2. What do you think it is about?

3. Which city is known by The City of Angels?

4. What did Walt Disney promise to his daughter?

5. What is Mary Poppins’ character known for?

NWR9EPI_02

Walt Disney

seventeen 17

TeacherplusMC ID8, 12.1, 12.2, 12.3

W8 11.2 • ID9 12.1, 12.2

Saving Mr Banks trailer – Disney tinyurl.com/youtube-saving-Mr-Banks

Answer KeyCulture / projectA. 1. / 2. Students’ own answers. 3. Los Angeles.4. To make a film based on the book Mary Poppins. 5. She is known for her flying umbrella.

B. Frank Gehry is one of the greatest architects of our time.He revolutionised the use of materials in design and redefined how architects use computers as a design tool to advance form-making as we know it. – Walt Disney Concert Hall, LA, is one of the most iconic structures designed by Frank Gehry. – In 1987, Lilian Disney donated $50 million to establish this concert hall in honour of her late husband, Walt Disney.


Abordagem de aspetos culturais relevantes, em articulação com os temas do manual, permitindo o contacto com realidades culturalmente diversas.

Project

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A Search the Internet for more information about the importance of this day. Ask your teachers for help.

B Watch the video and listen to the song.

I wanna leave my footprints on the sands of timeKnow there was something that, meant something that I left behindWhen I leave this world, I’ll leave no regrets,Leave something to remember, so they won’t forget

I was hereI lived, I lovedI was hereI did, I’ve done everything that I wantedAnd it was more than I thought it would beI will leave my mark so everyone will knowI was here

Beyoncé Knowles, I Was Here (shortened)

C Based on what you read and listened, make posters to spread the volunteering spirit.

3.3 Volunteering@org

I Was Here

Project Humanitarian Day

Every year on August 19, the international community marks World Humanitarian Day in recognition of aid workers who have lost their lives in the course of their duty. It is also a day to celebrate humanity and the spirit that inspires people to help others who are in need, even in difficult and dangerous situations, often putting their own lives at risk.

HOME#THE WORLD NEEDSMORE #HUMANITARIAN HEROES

63,611 SHOW THEIR SUPPORT

STAND UP FORHUMANITARIAN HEROESTWEET YOUR SUPPORT # HUMANITARIANHEROESThis World Humanitarian Day, light up the map with support for humanitarian workers and their safety.

ABOUT COMMUNITY AID WORKERS COUNTRIES FILMS

DONATE

SEND YOUR MESSAGE Tweet your support and join the global twitter conversation

Attacks against humanitarians are on the rise. Enough is enough. #Humanitarian Heroes must be protected bit.ly TWEET

ninety-nine 99

TeacherplusMC ID9 13.2, 13.3

I Was Here tinyurl.com/youtube-I-was-here

More practiceTeacher’s Resources page 250

NWR9EP_20140305_F07_4PCImg_Imp.indd 99 2/25/15 5:29 PM

Atividades de carácter interdisciplinar, promovendo o desenvolvimento de competências e hábitos de pesquisa, bem como oportunidades adicionais de interação e produção oral e escrita.

Prepare for PET for Schools (with answers) OFERTA AO ALUNOLivro de apoio ao aluno, concebido para a sua familiarização com o exame PET – Preliminary English Test for Schools. Contém um exame de tipo PET e exercícios adicionais.

Teacher’s ResourcesAgenda do Professor • Fotocopiáveis para a gestão e

organização do trabalho escolar.

Planificações • Planificações anuais e de aula para

auxílio na preparação das aulas durante todo o ano.

Evaluation Tests• Teste diagnóstico, Testes de

avaliação (A, B e C) com Listening Test e Teste PET for Schools.

iCan Worksheets • Fichas suplementares para reforço

dos conteúdos de vocabulário e gramática.

5

6

iCan listen / speak

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iCan listen / speak

A Listen to the song and fill in the gaps.

Yeah, you never said a wordYou didn’t send me no letterDon’t think I could (1)

See, (2) is slowly dyingI’m not wasting no more timeDon’t think I could (3) you

[Repeat]

Yeah, (4) will get more wrinkledAnd my hair (5)

Don’t think I could forgive youAnd see the children are (6)

And their (7) were destroyedDon’t think they could forgive you

PrayerSong

Hey, when seas will (8)

And when (9) will be no moreDon’t think you can forgive you

Yeah, when there’ll just be (10)

And when life will (11)

Don’t think you will forgive you

Lilly Wood & the Prick, Prayer (shortened)

B The song mentions some of the problems humanity is facing. Playing for Change is a multimedia music project that seeks to

inspire, connect, and bring peace to the world through music. Search the Internet for more information, but before that discuss in pairs:

Topics

How can these projects connect people and communities?

How important is technology to empower these missions?

What kind of help can they bring to communities in need?

How can music improve students’ learning skills?

sixty-nine 69

TeacherplusMC ID9 13.2, 13.3 • L9 1.1

SI9 6.1 • SP9 9.1

Prayer (Robin Schulz Remix) tinyurl.com/youtube-prayer

CD 1 – track 28

e-Manual exercício interativo

Answer KeyiCan listen / speak A. 1. forgive you 2. our world 3. believe 4. our hands 5. will be grey 6. starving 7. houses 8. cover lands 9. men 10. silence 11. be over

B. Possible ideas: Cameras and other technology empower individuals and communities to tell their own stories. Children in different countries and schools learn about and get to know peers who live in dramatically different regions and circumstances.Be an access point for various forms of aid, including to clean water, electricity, and medical resourcesMusic education improves students’ learning in Maths and language, increases students’ self-esteem, and fosters joy.



Através do visionamento de videoclips, trailers, short films ou da audição de textos reais, promovem-se atividades de role-play, de debates em pares ou em grupo e de apresentações orais.

iCan speak / watch / write1.1

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Studying or travelling abroad is an exciting experience for everybody. Yet it can also be a very stressful experience because everything is unfamiliar from weather, landscape to food, fashion, values, and customs. That’s what we call culture shock.

A Before watching the video, label the pictures with the words in the boxes.

B Watch the video and:

1. tick (√) the correct Japanese table manners according to it.

a) Finish all parts of the meal at about the same time.

b) Put the chopsticks into the middle of a bowl of noodles.

c) Slurp while eating and drinking.

d) Sit cross-legged.

e) Hold the bowl of noodles in one hand.

f) Wait for someone to pour your drink.

g) Swallow a big quantity of food.

2. Answer the questions:

a) What is wrong with the American man’s manners?

b) Does he know the traditions of the Asian family? Justify your reasons.

iCan watch / speak

slurp – drink or eat something with a loud noisepour – serve a drinkswallow – allow food or drink to pass down the throat

Word power

Cross Cultural Etiquette – Mr. Baseball

pour the glass

bowl of noodles

sit cross-legged

chopsticks

3

2

4

1

26 twenty-six

TeacherplusMC ID 13.1 • SP9 9.1

LG9 14.11

Cross Cultural Etiquette – Mr. Baseball tinyurl.com/youtube-cross-cultural-etiquet

Answer KeyiCan watch / speakA. 1. sit cross-legged 2. bowl of noodles 3. chopsticks 4. pour the glass

B. 1. c. d. e. f.

B. 2. a. He doesn’t sit properly (cross-legged); he makes too much noise while eating; he doesn’t wait for his turn to be served, he helps himself; he puts the chopsticks in the middle of the bowl. b. No, he doesn’t. He comes from a different culture with different traditions.


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A Learn some Japanese customs and traditions by completing the sentences. Use the words in the boxes.

1. It is to eat or drink something while the street.

2. Don’t use your to point at .

3. You don’t leave a in Japanese restaurants.

4. Japanese food is served on several small plates, and it’s normal to alternate between dishes fully eating one dish after another.

5. It is in Japan to pick up your rice or soup bowl and your chin to keep the food from falling.

6. Don’t help yourself. Wait until the host .

7. In , men usually sit , while women with both legs to one side. The former style is considered exclusively male, and the other is considered exclusively .

B Mind your manners! Write on your blog about manners in your country. Use the expressions below

and add some more of your own. Use the Present Perfect tense when you can.

iCan write

1.1 Living in a global village

C Pay attention to some food idioms. They have a very different meaning in Portuguese. Match the expressions to find out.

1. be the apple of someone’s eye a. very easy

2. bread and water b. very important person

3. big cheese c. someone who is adored

4. hot potato d. the most basic meal possible

5. piece of cake e. a difficult or controversial subject

Good manner… At the table…

• Take a gift for your host/hostess.• Arrive on time.• Wash your hands.• Wait for the host to start eating.

• Don’t put your elbows on the table.

• Wait for the host to start.• Don’t blow your nose.• Use your sit up straight.• Use your knife and fork.

LANGUAGE BANK

traditional

normal

female

somebody

hold it under

tip

offers you something

walking down

casual situations

chopsticks

cross-legged

impolite

sitting style

instead of

twenty-seven 27

TeacherplusMC W9 10.2, 11.4 • LG9 14.10,

14.11

e-Manual exercícios interativos

Answer KeyiCan writeA. 1. impolite; walking down 2. chopsticks; somebody 3. tip 4. traditional; instead of 5. normal; hold it under 6. offers you something 7. casual situations; cross-legged; sitting style; femaleC. 1. c 2. d 3. b 4. e 5. a


Atividades de escrita, sempre orientadas, incidindo na produção de textos breves, de diferentes tipologias textuais. Baseadas na metodologia de interligação das competências oral e escrita, são recorrentes as atividade de iCan speak / write ou iCan watch / write.

para o desenvolvimento da competência de compreensão oral.Atividades de compreensão da leitura variadas e adequadas às competências dos alunos.

Vocabulary / Dictionary Time

Vocabulary

NW


A Unscramble the letters and write the words in order

1. RYEVLAS

2. NEDMIRIPSO

3. PIROSENR

4. GESOHAT

5. MITCIV

6. EXTIOLP

B Match the words with their meaning.

1. kidnapping a. someone forced and kept in prison, cage, etc.

2. captive b. to use someone in an unfairly way..

3. knot c. somenone in captivity.

4. exploitation d. to take someone away by force and to keep the person as a prisoner.

5. imprisoned e. a part that forms when you tie a piece of rope.

C Complete the sentences with some of the words in exercise B.

1. All over the world kids are victims of .

2. The immigrants planned their escape.

3. The police found him guilty of .

4. They tied the rope in a .

5. Many young people live and are forced to work.

Human rights

2.3

A Use your dictionary to complete the information below.

Word Part of speech Synonym

1. freedom

2. hostage

3. tie

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TeacherplusMC ID9 13.1


Answer Key VocabularyA. 1. slavery 2. imprisoned 3. prisoner 4. hostage 5. victim 6. exploit

B. 1. d 2. a 3. e 4. b 5. c

C. 1. exploitation 2. captive 3. kidnapping 4. knot 5. imprisoned

MC R9 4.1

Answer KeyDictionary TimeA. 1. noun / liberty2. noun / prisoner3. verb / bind

More practiceWorkbook pages 26-27 Teacher’s Resources pages 281-282


Exercícios variados de desenvolvimento e consolidação vocabular e de familiarização com a utilização do dicionário.

Grammar

Grammar

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2.1

50 fifty

Look at the example:If my parents didn’t work in the Middle East, I wouldn’t have the opportunity to learn about so many cultures.

Form:If + Past Simple and would + infinitive

If clause Main clause

Use:1. to describe something impossible or unlikely to happen.

If I had millions of dollars, I’d give a lot to charity.

2. to imagine a different present / reality; to express a wish that the present was different.

If I lived in Japan, I’d have sushi every day.

3. to talk about things in the future that are probably not going to be true.

If there were no hungry people, this world would be a much better place.

4. to give advice

If I were you, I’d look for a new place to live.

Note: When using the verb to be in the if clause, were is used for everyone; it is not wrong to use was, it is just more informal. Mary would travel all over the world if she were/was rich.

If the sentence starts with the if clause, you have to use a comma (,) at the end.If the sentence starts with the main clause you do not use a comma.

Conditional type 2

A Match the sentence halves.

1. If your cousins lived in a mixed neighbourhood

2. If my friend didn’t trust the people around him,

3. I would advise my sister to go abroad,

4. Many people would cope better in work

5. If there was more respect

a. they would show a greater degree of tolerance.

b. if she were younger.

c. if they had some language skills.

d. he would be worried about living there.

e. everybody would be happier.

TeacherplusMC LG9 14.5

CD 1 – track 22

Chris Brown – Without you http://tinyurl.com/l4xz2er

PowerPoint


Answer KeyGrammarA. 1. a 2. d 3. b 4. c 5. e


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fifty-one 51

2.1 Many cultures, one world

B Listen to the song and fill in the gaps with the verbs in the right form. Use conditional type 2.

C Complete the gaps using conditional type 2.

1. I (not / do) that if I were you. It’s disrespectful.

2. If they truly believed that all cultures and races and genders are equal, we (live) in a better world.

3. If you (learn) another language, it would be easier for you to travel abroad.

4. If some people (accept) other cultures, they would understand each other and discourage hatred and violence.

5. She would talk to an adult, if she (be) a victim of racial comments.

6. It would be racial harassment if you (tell) a racist joke in the workplace.

7. If they studied abroad, they (return) home with new ideas about themselves and their own culture.

If you (1) (have) a choiceThen what (2) (choose / you) to do?

I could live without moneyI could live without the fameAnd if every day (3) (be) sunnyI could live without the rainAnd if I ever went up to heavenI (4) (fall) right back downThat life (5) (not / be) livingBecause you’re the one I couldn’t live without

If I (6) (not / can) blink(7) (still / I / would) be able to see youI couldn’t imagineWithout arms could I reachNo way could I ever hold you

I need these thingsLike I need youIf you (8) (have) a choiceWhat (9) (choose / you)I could live without moneyI could live without the fameAnd if every day (10) (be) sunnyI could live without the rainAnd if I ever (11) (go) up to heavenI (12) (fall) right back downThat life wouldn’t be livingBecause you’re the one I couldn’t live without

Chris Brown, Without you (shortened)

Without youSong

TeacherplusAnswer KeyGrammar

B. 1. had 2. would you choose 3. was 4. would fall 5. wouldn’t be 6. couldn’t 7. would I still 8. had 9. would you choose 10. was 11. went 12. would fall

C. 1. wouldn’t do 2. would live 3. learned / learnt 4. accepted 5. were / was 6. told 7. would return



Explicações gramaticais simples acompanhadas de exemplos dos textos. Exercícios de tipologia diversificada com grau de dificuldade crescente. Todos os tópicos são alvo de reforço explicativo através de atividades em PowerPoint.

Student’s BookItens programáticos criteriosamente abordados de acordo com as competências reais dos alunos e as Metas Curriculares.Temáticas apelativas, do gosto dos alunos e adequadas à sua faixa etária.Unidades divididas em subtópicos identificados pelos títulos.

Introdução de cada unidade

Atividades lúdicas e apelativas – imagens e exercícios diversificados com recurso a áudio e vídeo.

iCan read / listen2.1

iCan read / listen

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A Watch the video and answer the questions.

1. What’s the message of this song?

2. Does music bring people together? Why?

3. What is the Playing for Change Foundation?

B Read / Listen to the text.

Many cultures, one world

John Lennon – Imagine / Playing for Change

Hi, I’m Sara. I live in Dubai in the United Arab Emirates. I love my school! There are twenty of us in my class — and we come from fifteen different countries! That’s a lot of different cultures in one place! Can you imagine? I feel lucky because if my parents didn’t work in the Middle East, I wouldn’t have the opportunity to learn about so many cultures. We learn all about the good and bad of living in a multicultural environment — because it’s our normal every day life!

Dubai is one of the most artificial places in the world. It is built in the desert and it’s very hot and humid. But yet the city is impressively booming, and looks like a giant building site.

Most tourism is based on the artificial things of the city: the artificial sky trail in the middle of desert, the world’s largest shopping mall, and the man-made islands such as the ‘Palm’ or the ‘World Dubai’ are essential places for any visitors. However, even if I visited Dubai as a tourist these things wouldn’t be my main memories of this incredible city.

My biggest memory is that Dubai is an experience of social harmony, and a harmony I believe you can’t find elsewhere in the world! Dubai is an Islamic emirate but chose to be as liberal as possible to attract western investments; this made Dubai a cosmopolitan place, where everyone can live together wonderfully. Muslim women covered from head to toe can walk on the same pavement as western tourists wearing shorts, a tank top and flip-flops without any judgemental looks from either side! Tolerance is important and I find it an amazing feeling to realise that multicultural harmony is possible.

I just love the experience of having friends from India, Australia, the Netherlands, Britain, the USA and so many other places. Life would be very boring for me now if we moved back home to Canada and I didn’t have so much variety of cultures around me.

xmedia.ex.ac.uk (adapted)

Multicultural society

15

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C Choose the right meaning to these words from the text.

1. artificial

a) what something looks like in real life

b) something new and exciting

c) something which isn’t real or authentic

2. judgemental

a) thinking or talking about other people in a positive way

b) thinking or talking about other people in a negative way

c) what happens when a person is convicted of a crime

3. tolerance

a) when you respect and accept other people’s life and lifestyle

b) when you disagree with the way other people live

c) when you have a bad reaction or allergy to something

D These statements are all false. Correct them using ideas from the text.

1. Sara was born in Dubai.

2. Sara’s class has one culture and nationality.

3. Dubai has a nice cool climate.

4. Dubai is a Buddhist country.

5. Tourists have to wear clothes that cover their whole bodies.

E Answer the questions about the text.

1. Where do Sara’s classmates come from?

2. What artificial things can you find in Dubai?

3. What does Sara like most about Dubai?

4. Why doesn’t Sara want to move back to Canada?

5. What are some of the nationalities of Sara’s friends?

Speak OutDiscuss these questions.

1. How do you think you would feel if there were fifteen different nationalities in your classroom?

2. What advantages and disadvantages could you imagine there would be?


NWR9EPI_04

forty-nine 49

TeacherplusMC ID9 13.1, 13.2 • R9 3.2, 3.4

L9 1.1 • SP9 9.1

John Lennon – Imagine / Playing for Change tinyurl.com/youtube-imagine

CD 1 – track 21


Answer KeyiCan read / listenA. 1. / 2. Students’ own answers.

3. In 2007, the Playing for Change Foundation was established as a non-profit organisation created to inspire, connect, and bring peace to the world through music. Their mission is to create positive change through music and arts education.Como alternativa a esta atividade, o professor poderá mostrar aos alunos o conteúdo do site:http://playingforchange.org

C. 1. c 2. b 3. a

D. (Be flexible with students’ answers. The goal is to show they understand the text).1. Sara was born in Canada. 2. Sara’s class has lots of different cultures. 3. Dubai has a hot and humid climate. 4. Dubai is a Muslim (Islamic) country. 5. Tourists can wear shorts, tank tops and flip-flops (or whatever they want).

E. 1. Sara’s classmates come from 15 different countries. 2. An artificial ski trail and man-made islands like the “Palm” or the “World Dubai”. 3. The fact that it has many cultures and social harmony. 4. She would miss living in a multicultural place. 5. British, Dutch, Indian, Australian and American.


Textos diversificados, de acordo com a realidade dos alunos e os pressupostos das Metas Curriculares, em suporte áudio,

1

Teacher’s Resources6Extensive Reading 3 2 CD Áudio7 Marcador8Revolution Plus (agrafado na badana da contracapa)

2Student’s Book1 e-Manual Premium (exclusivo para o Professor)9

0Culture

A Unjumble the letters to write the name of the countries correctly.

1. ADANAC 5. WNE LANZDEA

2. NEUDIT TESATS 6. ALIUSATRA

3. IREDLAN 7. UEDNIT DOKMING

4. LTAMA 8. THOUS ACAFRI

B Who am I? Where am I from?

English Speaking Countries

I’m a very important person. I’m the president of a great nation. I’m married and have got two lovely daughters. I live in the White House – Washington D.C.

Who am I?

I’m a very famous young actor. I play a role of a young man who is a vampire in the movie Twilight. I was born in London in 1986.

Who am I?

I’m a singer-songwriter. My debut work included the song “Royals”, which became an international crossover hit and won two Grammy Awards. I was born in Takapuna.

Who am I?

I was born in Sydney. I played Wolverine in the American film X-Men. Other early films of mine include Swordfish, Kate and Leopold and Van Helsing.

Who am I?

NW


1a

b

c d

3

2

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10 ten


0 Let’s start!

C Put the words below into the correct column. British (BrE) or American (AmE) words?

D These sports are popular worldwide. But in some countries they can be even more popular. Identify the countries.

Find out other countries where cricket is popular.Find out the rules of the game and make a poster to show how it’s played.

Challenge

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BrE AmE centre

elevator

film

truck

lift

fries

golf

basketball

cricket

rugby

colourmovie

autumn

timetable

color lorry

center

schedule

fall

chips

1

3

2

4

eleven 11



Answer KeyCultureA. 1. Canada 2. United States3. Ireland 4. Malta 5. New Zealand 6. Australia 7. United Kingdom 8. South Africa

B. a. 3. President Obama, USAb. 2. Robert Pattinson, U.Kc. 4. Lorde, New Zealand d. 1. Hugh Jackman, Australia

C. BrE: centre, timetable, colour, lift, lorry, film, autumn, chipsAmE: center, schedule, color, elevator, truck, movie, fall, fries

D. 1. cricket – Australia / UK / India / Pakistan 2. golf – Scotland (UK) 3. rugby – New Zealand / UK / France / South Africa 4. basketball – USA


e-Manual do Aluno10


10

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Porto Editora

Prepare for PETPaper 1 Reading · Part 4

Questions 21-25

Read the text and questions below.

For each question, mark the correct letter A, B, C or D on your answer sheet.

The Original British Fast Food: Fish and Chips Long before the Big Mac was invented, Britain had its own national form of fast food.

"When I was a young man, it was the sort of thing you’d have once or twice a week," remembers 82-year old Arthur Mowbrey. "You’d get a full size portion of cod and chips for sixpence. It was cheap, and good."

Fish ’n’ chips was nourishing too. It was a proper meal, that you could eat in the street on your way home from work, or during the lunch-break. Wrapped in newspaper, it would keep warm to the last chip, even on the coldest days of the year.

In the last quarter of a century, things have changed.

"It’s not so popular with young people these days," says Lizzie, a teenager. "Most of the time, if young people want to eat out, they’ll go to a Burger King or something like that. Fish ’n’ chips is a bit old-fashioned really, I suppose. But there are still cheap chip shops around. I had fish ’n’ chips about three weeks ago. We sometimes have it at home, and we go and get it from the chip shop. It saves cooking!"

Thousands of chip shops, however, have closed in the last twenty-five years. They have survived best in seaside towns, where the fish is really fresh, and people visit them more as a tradition than for any other reason.

Fish ’n’ chips wrapped in newspaper is already just a memory of the past. British and European hygiene rules no longer allow food to be wrapped in old papers, so today’s carry-out chip shops use new paper or styrofoam cartons. Of course, you can still eat fish and chips with your fingers if you want, but there are now plastic throw-away forks for those who don’t want to get greasy fingers!

http://linguapress.com

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Porto Editora

Prepare for PETPaper 2 Listening · Part 1

Questions 1-7

There are seven questions in this part.

For each question there are three pictures.

Choose the correct picture (A, B or C).

Example: Where are they going?

A

A

A

B

B

B

C

C

C

1. To what city are they heading?

2. What happened during the drive?


21

NW

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B ©

Por

to E

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ra


Questions 8-13

You will hear a dialogue between Tó and Maxim, two friends talking about learning foreign languages.

For each question choose the correct answer A, B or C.

8. Do they think learning languages is difficult?

A. Yes, both of them think it’s very hard.

B. No, they think it’s not hard at all.

C. One of them says it’s easy, the other one thinks it’s hard.

9. How many languages does Maxim speak?

A. Two: French and English.

B. Three: French, English and Spanish.

C. Four: French, English, Spanish and German.

10. How did Tó learn English?

A. He used to listen to music in English and from the movies.

B. He took English classes at school.

C. He taught himself.

11. What does Maxim use to memorise vocabulary?

A. Maxim prefers to use flashcards.

B. He studies vocabulary by repeating sentences.

C. He writes the same words many times.

12. Why does Maxim say that knowing languages can be helpful?

A. It’s easier to talk to people when you travel a lot.

B. You can find a better job.

C. You can get higher marks at school.

13. Do they reckon learning to write the language is also important?

A. No, speaking is enough to understand other cultures.

B. No, it’s too much work and it’s not worth it.

C. Yes, speaking, writing, reading and understanding are important.



Workbook 4

NOVIDADE

Prepare for PET for Schools (with answers)

5

NWR9EP_20140305_CAP.indd 2 3/7/15 12:27 PM











9

10

Self-check

4 x 2 = 8

6 x 3 = 18

7 x 3 = 21

9 x 2 = 18

Self-check 1

44 forty-four






























11 x 1 = 11

8 x 3 = 24

Self-check 1







forty-five 45













a) Yes, she has.

b) No, he didn’t.




f) No, not yet.




j) No, I didn’t.











I can


PowerPoint – Quiz





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







2

3













7

8


Culture






Project

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© P

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Walt Disney

seventeen 17


W8 11.2 • ID9 12.1, 12.2






Project

NW

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© P

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Edi

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I Was Here







DONATE



ninety-nine 99















5

6

iCan listen / speak

NW

R9EP

© P

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Edi

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iCan listen / speak




[Repeat]




PrayerSong









Topics





sixty-nine 69


SI9 6.1 • SP9 9.1


CD 1 – track 28








NW
















iCan watch / speak


Word power


pour the glass

bowl of noodles

sit cross-legged

chopsticks

3

2

4

1

26 twenty-six


LG9 14.11



B. 1. c. d. e. f.



NW

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© P

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Edi

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iCan write












LANGUAGE BANK

traditional

normal

female

somebody

hold it under

tip


walking down

casual situations

chopsticks

cross-legged

impolite

sitting style

instead of

twenty-seven 27


14.11







Vocabulary

NW



1. RYEVLAS

2. NEDMIRIPSO

3. PIROSENR

4. GESOHAT

5. MITCIV

6. EXTIOLP













Human rights

2.3



1. freedom

2. hostage

3. tie

68 sixty-eight




B. 1. d 2. a 3. e 4. b 5. c


MC R9 4.1





Grammar

Grammar

NW


2.1

50 fifty










4. to give advice




Conditional type 2













CD 1 – track 22


PowerPoint




NW

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© P

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fifty-one 51
















Without youSong











iCan read / listen

NW
















15

20

25

5

10

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© P

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1. artificial




2. judgemental




3. tolerance




















NWR9EPI_04

forty-nine 49


L9 1.1 • SP9 9.1


CD 1 – track 21




C. 1. c 2. b 3. a





1



0Culture









Who am I?


Who am I?


Who am I?


Who am I?

NW


1a

b

c d

3

2

4

10 ten


0 Let’s start!




Challenge

NW

R9EP

© P

orto

Edi

tora

BrE AmE centre

elevator

film

truck

lift

fries

golf

basketball

cricket

rugby

colourmovie

autumn

timetable

color lorry

center

schedule

fall

chips

1

3

2

4

eleven 11








e-Manual do Aluno10


10

NW

R9WB ©

Porto Editora


Questions 21-25












18

NW

R9WB ©

Porto Editora


Questions 1-7





A

A

A

B

B

B

C

C

C




21

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B ©

Por

to E

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Questions 8-13





























Workbook 4

NOVIDADE


5

NWR9EP_20140305_CAP.indd 2 3/7/15 12:27 PM











9

10

Self-check

4 x 2 = 8

6 x 3 = 18

7 x 3 = 21

9 x 2 = 18

Self-check 1

44 forty-four






























11 x 1 = 11

8 x 3 = 24

Self-check 1







forty-five 45













a) Yes, she has.

b) No, he didn’t.




f) No, not yet.




j) No, I didn’t.











I can


PowerPoint – Quiz





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







2

3













7

8


Culture






Project

NW

R9EP

© P

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Edi

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NWR9EPI_02

Walt Disney

seventeen 17


W8 11.2 • ID9 12.1, 12.2






Project

NW

R9EP

© P

orto

Edi

tora








I Was Here







DONATE



ninety-nine 99















5

6

iCan listen / speak

NW

R9EP

© P

orto

Edi

tora


iCan listen / speak




[Repeat]




PrayerSong









Topics





sixty-nine 69


SI9 6.1 • SP9 9.1


CD 1 – track 28








NW
















iCan watch / speak


Word power


pour the glass

bowl of noodles

sit cross-legged

chopsticks

3

2

4

1

26 twenty-six


LG9 14.11



B. 1. c. d. e. f.



NW

R9EP

© P

orto

Edi

tora











iCan write












LANGUAGE BANK

traditional

normal

female

somebody

hold it under

tip


walking down

casual situations

chopsticks

cross-legged

impolite

sitting style

instead of

twenty-seven 27


14.11







Vocabulary

NW



1. RYEVLAS

2. NEDMIRIPSO

3. PIROSENR

4. GESOHAT

5. MITCIV

6. EXTIOLP













Human rights

2.3



1. freedom

2. hostage

3. tie

68 sixty-eight




B. 1. d 2. a 3. e 4. b 5. c


MC R9 4.1





Grammar

Grammar

NW


2.1

50 fifty










4. to give advice




Conditional type 2













CD 1 – track 22


PowerPoint




NW

R9EP

© P

orto

Edi

tora

fifty-one 51
















Without youSong











iCan read / listen

NW
















15

20

25

5

10

48 forty-eight


NW

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© P

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Edi

tora


1. artificial




2. judgemental




3. tolerance




















NWR9EPI_04

forty-nine 49


L9 1.1 • SP9 9.1


CD 1 – track 21




C. 1. c 2. b 3. a





1



0Culture









Who am I?


Who am I?


Who am I?


Who am I?

NW


1a

b

c d

3

2

4

10 ten


0 Let’s start!




Challenge

NW

R9EP

© P

orto

Edi

tora

BrE AmE centre

elevator

film

truck

lift

fries

golf

basketball

cricket

rugby

colourmovie

autumn

timetable

color lorry

center

schedule

fall

chips

1

3

2

4

eleven 11








e-Manual do Aluno10


10

NW

R9WB ©

Porto Editora


Questions 21-25












18

NW

R9WB ©

Porto Editora


Questions 1-7





A

A

A

B

B

B

C

C

C




21

NW

R9W

B ©

Por

to E

dito

ra


Questions 8-13





























Workbook 4

NOVIDADE


5

NWR9EP_20140305_CAP.indd 2 3/7/15 12:27 PM

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