English book 2 teacher 2015 - 2016

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6. 2. Teaching and Learning Approach
Viewpoints is based on an eclectic but informed series of
ideas and constructs in language teaching and learning.
However, Viewpoints has been developed taking B.
Kumaravadivelu’s (2003) ideas into account. He clearly
conceptualizes teaching as being enacted through the
parameters of particularity, practicality, and possibility.
Particularity has to do with the fact that teaching has
to be responsive to particular contexts where teachers
and learners are entitled to have their own ideas about
learning. Practicality is related to the idea that teachers
need to come to terms with the dichotomy of theory and
’”ƒ…–‹…‡á‹‘”†‡”–‘‡’‘™‡”–Š‡•‡Ž˜‡•–‘¤‰—”‡‘—–
their own theories of language and teaching through
their classroom practices. Lastly, the idea of Possibility
has to do with the empowering of learners so that they
can critically appraise both the social and historical
conditions of their learning, and therefore pursue new
forms of understanding and recreating reality.
Viewpoints also derives its theoretical foundations
from task-based instruction, cooperative learning,
cross-curricular studies and the cross-cultural approach
to language teaching and learning. The main idea
behind task-based learning is the fact that learners will
be engaged in a series of real-life language tasks that will
help them improve their language skills and enhance
their world knowledge. The series approach also takes
into consideration the situation of both teachers and
students in EFL contexts. These textbooks therefore are
aided by focused instruction especially in the areas of
vocabulary and grammar as important building blocks
ˆ‘”•–—†‡–•ï’”‘‰”‡••‹–Š‡‹”Žƒ‰—ƒ‰‡’”‘¤…‹‡…›ä
Cooperative learning is the basis of many of the
activities in Viewpoints, since students need to adopt
a variety of interaction patterns: individual, pair and
group work. One of the highlights of each unit is the
work students do progressively to create, develop
and present a group project related to the topic of the
unit. This project also involves the making of some
sort of product that helps students use the language
meaningfully when creating and presenting it.
In the design of other cooperative tasks, Viewpoints
has also considered the ideas of Spencer Kagan
(1994) who suggested the acronym PIES to stand
for the basic principles of cooperative work, where P
stands for Positive Interdependence, I is for Individual
Accountability, E stands for Equal Participation, and S
for Simultaneous Interaction. Positive Interdependence
means that group members need be aware of the fact
that there is no I in group work and that the group
„‡‡¤–•ˆ”‘–Š‡…‘–”‹„—–‹‘‘ˆƒŽŽ‡„‡”•äIndividual
Accountability has to do with the responsibility that
each member has to have for the success of the entire
group’s project. Equal Participation calls for the idea
of an inclusive group where all members are entitled
to have a say regardless of the quality of their ideas
or, in the case of language learning, their accuracy
ƒ† ª—‡…›äSimultaneous Interaction has to do with
the amount of participation that each member of the
‰”‘—’Šƒ•‹†‹¡‡”‡–’”‘Œ‡…–•ä
Cross-curricular activities are among the most
important features of Viewpoints since students are
exposed to a wide variety of topics and activities
from areas such as natural science, technology, social
studies, literature, arts, etc. Consequently, students
ƒ”‡‡‰ƒ‰‡†‹ƒ…–‹˜‹–‹‡•–Šƒ–”‡ª‡…–™Šƒ––Š‡›‡‡†
to know in these subjects. For example, the use of
timelines for historic or personal events and the use
of graphs and tables to make sense of information in
social studies or science.
The cross-cultural approach also runs through the
entire series since students will be able to expand
their intercultural awareness by studying topics
in which they are able to see the contributions of
†‹¡‡”‡–…‘—–”‹‡•ƒ†’‡‘’Ž‡•–‘–Š‡™‘”Ž†’”‘‰”‡••
‹†‹¡‡”‡–¤‡Ž†•ä‘”‡‘˜‡”á–Š‡•‡”‹‡•…‘–ƒ‹•–‘’‹…•
about family, school, and workplace interactions that
appeal to a wide variety of communities since they are
not necessarily related to English speaking countries or
cultures.
1. Student Centeredness
The authors of Viewpoints have designed our learning activities taking into account the theory
of the Multiple Intelligences developed by Howard Gardner. This theory views learners as
‹†‹˜‹†—ƒŽ• ™‹–Š †‹¡‡”‡– ƒ„‹Ž‹–‹‡• ƒ† ’‘–‡–‹ƒŽá •‘ ™‡ ‹˜‹–‡ –‡ƒ…Š‡”• –‘ –ƒ’ ‹–‘ •–—†‡–•ï
†‹¡‡”‡–ƒ„‹Ž‹–‹‡•–‘Š‡Ž’–Š‡ƒ‡–Š‡‘•–‘—–‘ˆ–Š‡‹”Ž‡ƒ”‹‰’‘–‡–‹ƒŽ‹•…Š‘‘Žƒ†Ž‹ˆ‡ä
Š‡ˆ‘ŽŽ‘™‹‰…Šƒ”–•Š‘™•–Š‡†‹¡‡”‡–‹–‡ŽŽ‹‰‡…‡•á™Šƒ––Š‡›”‡ˆ‡”–‘ƒ†•‘‡‘ˆ–Š‡–›’‹…ƒŽ
activities found in the lessons that activate students’ minds and their abilities.
Intelligence ‡¤‹–‹‘ Activities
Linguistic
The ability to decode meaning
and use words orally and in
writing.
{Discussions and mini-debates
{2Reading and writing stories,
reports, reviews e-mails and
{Inferring grammar rules
Logical and Mathematical
The ability to use numbers,
analyze data, understand
abstract symbols, graphs,
•‡“—‡…‡•ƒ†…ƒ—•‡æ‡¡‡…–
relations.
{Classifying
{Sequencing
{Problem-solving activities
Bodily/ Kinesthetic
The ability to use movements
and gestures, when interacting,
to express feelings and ideas
using the body.
{Role plays
{Games and contests
Interpersonal
The ability to understand and
interact with other people,
establishing rapport and
empathy.
{Projects
{Group work
{Games and contests
Intrapersonal
Š‡ƒ„‹Ž‹–›–‘”‡ª‡…–—’‘™Š‘
we are and how to cope with
personal feelings.
{‡ª‡…–‹‘•
{Self-evaluations
{2Talking about community and
personal issues
Musical
The ability to feel music and
rhythm.
{Tapping the rhythm
{2Listening to stress, rhythm and
music
Naturalist
The ability to cope with the
world outside of the classroom.
{2Campaigns to become
environmentally sensitive
Visual and Spatial
The ability to understand and
perceive spatial relationships and
aspects such as shape, color and
size.
{2Drawing and interpreting maps
and graphs
{Doing crossword puzzles
IV
6

7. 2. Teaching and Learning Approach
Viewpoints is based on an eclectic but informed series of
ideas and constructs in language teaching and learning.
However, Viewpoints has been developed taking B.
Kumaravadivelu’s (2003) ideas into account. He clearly
conceptualizes teaching as being enacted through the
parameters of particularity, practicality, and possibility.
Particularity has to do with the fact that teaching has
to be responsive to particular contexts where teachers
and learners are entitled to have their own ideas about
learning. Practicality is related to the idea that teachers
need to come to terms with the dichotomy of theory and
’”ƒ…–‹…‡á‹‘”†‡”–‘‡’‘™‡”–Š‡•‡Ž˜‡•–‘¤‰—”‡‘—–
their own theories of language and teaching through
their classroom practices. Lastly, the idea of Possibility
has to do with the empowering of learners so that they
can critically appraise both the social and historical
conditions of their learning, and therefore pursue new
forms of understanding and recreating reality.
Viewpoints also derives its theoretical foundations
from task-based instruction, cooperative learning,
cross-curricular studies and the cross-cultural approach
to language teaching and learning. The main idea
behind task-based learning is the fact that learners will
be engaged in a series of real-life language tasks that will
help them improve their language skills and enhance
their world knowledge. The series approach also takes
into consideration the situation of both teachers and
students in EFL contexts. These textbooks therefore are
aided by focused instruction especially in the areas of
vocabulary and grammar as important building blocks
ˆ‘”•–—†‡–•ï’”‘‰”‡••‹–Š‡‹”Žƒ‰—ƒ‰‡’”‘¤…‹‡…›ä
Cooperative learning is the basis of many of the
activities in Viewpoints, since students need to adopt
a variety of interaction patterns: individual, pair and
group work. One of the highlights of each unit is the
work students do progressively to create, develop
and present a group project related to the topic of the
unit. This project also involves the making of some
sort of product that helps students use the language
meaningfully when creating and presenting it.
In the design of other cooperative tasks, Viewpoints
has also considered the ideas of Spencer Kagan
(1994) who suggested the acronym PIES to stand
for the basic principles of cooperative work, where P
stands for Positive Interdependence, I is for Individual
Accountability, E stands for Equal Participation, and S
for Simultaneous Interaction. Positive Interdependence
means that group members need be aware of the fact
that there is no I in group work and that the group
„‡‡¤–•ˆ”‘–Š‡…‘–”‹„—–‹‘‘ˆƒŽŽ‡„‡”•äIndividual
Accountability has to do with the responsibility that
each member has to have for the success of the entire
group’s project. Equal Participation calls for the idea
of an inclusive group where all members are entitled
to have a say regardless of the quality of their ideas
or, in the case of language learning, their accuracy
ƒ† ª—‡…›äSimultaneous Interaction has to do with
the amount of participation that each member of the
‰”‘—’Šƒ•‹†‹¡‡”‡–’”‘Œ‡…–•ä
Cross-curricular activities are among the most
important features of Viewpoints since students are
exposed to a wide variety of topics and activities
from areas such as natural science, technology, social
studies, literature, arts, etc. Consequently, students
ƒ”‡‡‰ƒ‰‡†‹ƒ…–‹˜‹–‹‡•–Šƒ–”‡ª‡…–™Šƒ––Š‡›‡‡†
to know in these subjects. For example, the use of
timelines for historic or personal events and the use
of graphs and tables to make sense of information in
social studies or science.
The cross-cultural approach also runs through the
entire series since students will be able to expand
their intercultural awareness by studying topics
in which they are able to see the contributions of
†‹¡‡”‡–…‘—–”‹‡•ƒ†’‡‘’Ž‡•–‘–Š‡™‘”Ž†’”‘‰”‡••
‹†‹¡‡”‡–¤‡Ž†•ä‘”‡‘˜‡”á–Š‡•‡”‹‡•…‘–ƒ‹•–‘’‹…•
about family, school, and workplace interactions that
appeal to a wide variety of communities since they are
not necessarily related to English speaking countries or
cultures.
1. Student Centeredness
The authors of Viewpoints have designed our learning activities taking into account the theory
of the Multiple Intelligences developed by Howard Gardner. This theory views learners as
‹†‹˜‹†—ƒŽ• ™‹–Š †‹¡‡”‡– ƒ„‹Ž‹–‹‡• ƒ† ’‘–‡–‹ƒŽá •‘ ™‡ ‹˜‹–‡ –‡ƒ…Š‡”• –‘ –ƒ’ ‹–‘ •–—†‡–•ï
†‹¡‡”‡–ƒ„‹Ž‹–‹‡•–‘Š‡Ž’–Š‡ƒ‡–Š‡‘•–‘—–‘ˆ–Š‡‹”Ž‡ƒ”‹‰’‘–‡–‹ƒŽ‹•…Š‘‘Žƒ†Ž‹ˆ‡ä
Š‡ˆ‘ŽŽ‘™‹‰…Šƒ”–•Š‘™•–Š‡†‹¡‡”‡–‹–‡ŽŽ‹‰‡…‡•á™Šƒ––Š‡›”‡ˆ‡”–‘ƒ†•‘‡‘ˆ–Š‡–›’‹…ƒŽ
activities found in the lessons that activate students’ minds and their abilities.
Intelligence ‡¤‹–‹‘ Activities
Linguistic
The ability to decode meaning
and use words orally and in
writing.
{Discussions and mini-debates
{2Reading and writing stories,
reports, reviews e-mails and
{Inferring grammar rules
Logical and Mathematical
The ability to use numbers,
analyze data, understand
abstract symbols, graphs,
•‡“—‡…‡•ƒ†…ƒ—•‡æ‡¡‡…–
relations.
{Classifying
{Sequencing
{Problem-solving activities
Bodily/ Kinesthetic
The ability to use movements
and gestures, when interacting,
to express feelings and ideas
using the body.
{Role plays
{Games and contests
Interpersonal
The ability to understand and
interact with other people,
establishing rapport and
empathy.
{Projects
{Group work
{Games and contests
Intrapersonal
Š‡ƒ„‹Ž‹–›–‘”‡ª‡…–—’‘™Š‘
we are and how to cope with
personal feelings.
{‡ª‡…–‹‘•
{Self-evaluations
{2Talking about community and
personal issues
Musical
The ability to feel music and
rhythm.
{Tapping the rhythm
{2Listening to stress, rhythm and
music
Naturalist
The ability to cope with the
world outside of the classroom.
{2Campaigns to become
environmentally sensitive
Visual and Spatial
The ability to understand and
perceive spatial relationships and
aspects such as shape, color and
size.
{2Drawing and interpreting maps
and graphs
{Doing crossword puzzles
IV
7

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?Tscs anmhumatgnms CaG duj Eie tn egvc
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noonsgtc gbcWs. EXGeneral Objective
You will be able to describe your family members
and yourself.
EXCommunication Goals
You will learn how to
describe people’s personality.
talk about lifestyles and free
time activities.
express likes and dislikes.
EXTopics
Personal Information
Routines
Free Time Activities
UNIT
My Family and Me
1
Discuss:
Look at the pictures.
Who are the people in them?
What are they doing?
Vocabulary
Words related to personality and free time
activities
Grammar
Simple Present tense with the verbs to be, love,
like and prefer
EXIdioms and Colloquial Expressions
A busy bee No way
A couch potato Take care
An early bird Take it easy
A night owl Work out
EX Project
Collage
You will create a collage to describe your family
members and present their routines and free time
activities.
24

25. Eb CGVPTb GaI EO
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noonsgtc gbcWs. EXGeneral Objective
You will be able to describe your family members
and yourself.
EXCommunication Goals
You will learn how to
describe people’s personality.
talk about lifestyles and free
time activities.
express likes and dislikes.
EXTopics
Personal Information
Routines
Free Time Activities
UNIT
My Family and Me
1
Discuss:
Look at the pictures.
Who are the people in them?
What are they doing?
Vocabulary
Words related to personality and free time
activities
Grammar
Simple Present tense with the verbs to be, love,
like and prefer
EXIdioms and Colloquial Expressions
A busy bee No way
A couch potato Take care
An early bird Take it easy
A night owl Work out
EX Project
Collage
You will create a collage to describe your family
members and present their routines and free time
activities.
25

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Bank. Then, answer it by selecting one option.
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using the information in exercise 3. Add extra
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ou ayvpki, c,gmk 6/ c.mmkz, ,ng, ,nk’ znv.sj z,gy, ,v svvr
lvy i.,v.,z guj vhpki,z lyvt tgmg,oukz ,v ykwykzku, ,nkoy
lgtos’1z .z.gs yv.,oukz guj lykk ,otk gi,o…o,okz/ bktouj ,nkt
,v !yo,k zku,kuikz lvssv!oum ,nk tvjks ou ayvpki, c,gmk 7/
Sougss’- yktouj ,nkt vl ,nk wyvpki, zviogso,g,ovu ou ,nk cngyk
fv.y ayvpki, zki,ovu/
B 4. Talk to a partner about your free time activities using the
information in exercise 3. Add extra information.
a. When it’s Sunday morning, do you prefer…
1. late?
2. TV?
3. a book?
b. When you meet your friends, do you like...
1. to hang out with them and go to places?
2. soccer or basketball?
3. at a karaoke club?
c. When you go on a vacation trip, do you prefer...
1. all day at the hotel?
2. –‘B‡Œ‘›BƒŽŽB–Š‡Bƒ––”ƒ…–‹‘•B–Š‡B’Žƒ…‡B‘¡‡”•ë
3. photographs of the city?
d. When you feel stressed, do you like...
1. to take a shower?
2. in a park?
3. a poem?
Make a list of your family’s free time activities.
Get cutouts from magazines to represent your
family’s typical routines and free time activities.
Get objects that have some relation to the activities.
Project Stage 2
3. Complete the survey with the verbs in the Word Bank. Then, answer it by selecting one option.
What Kind of Hobbyist Are You?
Speaking Strategy
Use How about you? to
encourage someone to talk.
1 - 4 points: You’re a quiet hobbyist. You like to take it easy!
5 - 8 points: You’re an energetic hobbyist. You love to get your body moving!
9 - 12 points: You’re an artistic hobbyist. You like to express yourself through art.
Key Expressions
Take it easy: to relax
What do you
like to do in
your free time?
I love to
play video games.
My favorite game is
Need for Speed.
How about you?
Word
Bank
relax
read
exercise
sleep
play
sing
write
watch
take
to sleep
E.g. My mom likes to read books. My dad exercises
on Sundays.
I like to hang
out with my
friends.
Quiet Energetic Artistic
Points:
Grammar and Vocabulary
13
to watch
to play
to relax
to take
to exercise
to writeto sing
to read
32

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Bank. Then, answer it by selecting one option.
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4. acrq -u c yc:-ti: cdu1- 5u1: k:ii -psi ce-p2p-pi.
using the information in exercise 3. Add extra
information.
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B 4. Talk to a partner about your free time activities using the
information in exercise 3. Add extra information.
a. When it’s Sunday morning, do you prefer…
1. late?
2. TV?
3. a book?
b. When you meet your friends, do you like...
1. to hang out with them and go to places?
2. soccer or basketball?
3. at a karaoke club?
c. When you go on a vacation trip, do you prefer...
1. all day at the hotel?
2. –‘B‡Œ‘›BƒŽŽB–Š‡Bƒ––”ƒ…–‹‘•B–Š‡B’Žƒ…‡B‘¡‡”•ë
3. photographs of the city?
d. When you feel stressed, do you like...
1. to take a shower?
2. in a park?
3. a poem?
Make a list of your family’s free time activities.
Get cutouts from magazines to represent your
family’s typical routines and free time activities.
Get objects that have some relation to the activities.
Project Stage 2
3. Complete the survey with the verbs in the Word Bank. Then, answer it by selecting one option.
What Kind of Hobbyist Are You?
Speaking Strategy
Use How about you? to
encourage someone to talk.
1 - 4 points: You’re a quiet hobbyist. You like to take it easy!
5 - 8 points: You’re an energetic hobbyist. You love to get your body moving!
9 - 12 points: You’re an artistic hobbyist. You like to express yourself through art.
Key Expressions
Take it easy: to relax
What do you
like to do in
your free time?
I love to
play video games.
My favorite game is
Need for Speed.
How about you?
Word
Bank
relax
read
exercise
sleep
play
sing
write
watch
take
to sleep
E.g. My mom likes to read books. My dad exercises
on Sundays.
I like to hang
out with my
friends.
Quiet Energetic Artistic
Points:
Grammar and Vocabulary
13
to watch
to play
to relax
to take
to exercise
to writeto sing
to read
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B Check that your magazine cutouts represent all the activities your family participates in.
Get the materials you need to make your collage. E.g. cardboard, glue, markers, scissors, etc.
Make your collage.
Project Stage 3
3. Work with a partner. Read the questions and
complete the table as fast as possible. Reading Strategy
Scan (move your eyes quickly) through
–Š‡C–‡š–C–‘C¤†C•’‡…‹¤…C‹ˆ‘”ƒ–‹‘ä
5. Write about yourself.
4. Complete the following paragraph with and or
but.
Meet the Jonas’ little brother. His real name is Frankie,
people call him Bonus Jonas. He’s 12 years
old. He’s short (a) a little chubby. He’s fun
(b) outgoing. He likes to sing, (c)
he doesn’t play in his brothers´ band. In his free time,
he loves to play basketball (d) video games.
He always does his homework, (e) he doesn’t
like to do household chores.
but


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Reading and Writing
Questions Answers Paragraphs
Š‘¤†•–Š‡ƒ•™‡”•¤”•–ë
Me Partner
a. Why are the Jonas brothers
special artists?
Because they spend time with
their family and help children.
a X
b. What is Kevin like?
c. Who is loving but strict?
d. What does Nick like to do in
his free time?
e. Who likes to work out?
f. What does Mr. Kevin Jonas do?
Total score

Writing Strategy
Use and to give additional information.
Use but to introduce an opposite idea.
I’m...
15
Answers
may
vary.
He is romantic. d
b
f
e
c
Denise Jonas
Joe Jonas
He’s the manager of
his sons’ band.
He likes to write songs and
play baseball.
and
and but
and
but
Answers
may
vary.
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B Check that your magazine cutouts represent all the activities your family participates in.
Get the materials you need to make your collage. E.g. cardboard, glue, markers, scissors, etc.
Make your collage.
Project Stage 3
3. Work with a partner. Read the questions and
complete the table as fast as possible. Reading Strategy
Scan (move your eyes quickly) through
–Š‡C–‡š–C–‘C¤†C•’‡…‹¤…C‹ˆ‘”ƒ–‹‘ä
5. Write about yourself.
4. Complete the following paragraph with and or
but.
Meet the Jonas’ little brother. His real name is Frankie,
people call him Bonus Jonas. He’s 12 years
old. He’s short (a) a little chubby. He’s fun
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Reading and Writing
Questions Answers Paragraphs
Š‘¤†•–Š‡ƒ•™‡”•¤”•–ë
Me Partner
a. Why are the Jonas brothers
special artists?
Because they spend time with
their family and help children.
a X
b. What is Kevin like?
c. Who is loving but strict?
d. What does Nick like to do in
his free time?
e. Who likes to work out?
f. What does Mr. Kevin Jonas do?
Total score

Writing Strategy
Use and to give additional information.
Use but to introduce an opposite idea.
I’m...
15
Answers
may
vary.
He is romantic. d
b
f
e
c
Denise Jonas
Joe Jonas
He’s the manager of
his sons’ band.
He likes to write songs and
play baseball.
and
and but
and
but
Answers
may
vary.
37

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vwyghqwv wr jlzh frqvwuyfwlzh ihhgedfn rq wkhlu fodvvpdwhv“
suhvhqwdwlrqv! dqg zdoyh fuhdwlzlw. dqg uhvryufhiyoqhvv!
ghprqvwudwhg wkuryjk wkh yvh ri frqjudwyodwlqj ru sudlvlqj
h:suhvvlrqv vyfk yv? AihckPmnfPmeihlt MdPmul ehUkaWeTfat
InmlmPhWehc jakbikgPhUat FPhmPlmeUt DoUaffahmt LnjakTt m3p
vr iruwk4
Deaod Lnro Aonidcp
C a. I think this project is…
interesting.
boring.
b. The stages of the project are…
clear.
confusing.
Give your Presentation
Introduce yourself and the members of your
family.
Describe their personalities, routines and free
time activities.
Use the pictures and objects you pasted to
guide your oral presentation. Don’t read!
Answer your partners’ questions about your
family. Add more details.
Useful Expressions
Hello everyone. My name is…
This is my brother. His name is…
He is a sporty...
Every day my brother wakes…
In his free time he likes to…, but he doesn’t like to...
He prefers to …
Share Your Project
A collage (a French word that means “glue”) is a style
of art. People paste together pieces of colored paper,
magazine cutouts, photographs or small objects on a piece
of paper.
Check out these steps to make your collage more attractive:
1. Choose a nice base for your collage. Use colored
cardboard or paint your base.
2. •‡G†‹¡‡”‡–Gƒ–‡”‹ƒŽ•äGƒ•–‡Gƒ‰ƒœ‹‡G…—–‘—–•áG
’Š‘–‘‰”ƒ’Š•áG…Ž‘–ŠáG–‘›•áGƒ†GG—•‡G†‹¡‡”‡–G‹†•G‘ˆG
paper.
3. Play with shapes. The cutouts don’t have to be only
squares. Cut them in fun shapes: circles, triangles or strips.
4. Let your ima‰‹ƒ–‹‘Gª›èGG HG…‘ŽŽƒ‰‡G‹•GƒGˆ”‡‡æ•–›Ž‡G–‡…Š‹“—‡ä
3. Answer.
a. What is a collage?
b. What materials do people use in a collage?
1. Discuss your experience.
Check the options that are true for you.
2. Listen and read.
Real Communication
17
Answers may vary.
40

41. ut Gelanll shnk dridkedfadt
–ƒ”––Š‹••‡••‹‘„›‹˜‹–‹‰•–—†‡–•–‘”‡ª‡…–‘™Šƒ––Š‡›
h:shulhqfhg ,kloh fuhdwlqj wkhlu froodjhv’ Pdnh vwyghqwv
uhdol…h wkdw wkh ,run wkh. kdzh doo grqh ghpdqgv vhzhudo
vnloov’ Phqwlrq! iru lqvwdqfh! wkh delolwlhv uhtyluhg wr mrw
gr,q wkhlu idplo. phpehuv shuvrqdo lqirupdwlrq’ Drqwlqyh
phqwlrqlqj wkh delolw. qhhghg wr vhohfw erwk dssursuldwh
pdjd…lqh fywrywv dqg vpdoo remhfwv uhsuhvhqwlqj wkhlu
idplo.“v yvydo urywlqhv dqg iuhh wlph dfwlzlwlhv’ Ilqlvk e.
vd.lqj wkdw wkh fuhdwlzh dqg dwwudfwlzh ,d.v lq ,klfk wkh.
Šƒ˜‡ ƒ†‡ –Š‡‹” …‘ŽŽƒ‰‡• ƒ”‡ ƒƒœ‹‰è ‡–‹‘ –Šƒ– ƒ
surmhfw ri wklv w.sh uhtyluhv shuvrqdo frpplwphqw! sdwlhqfh
dqg dwwhqwlrq’ Hpskdvl…h wkh qhhg iru odqjydjh fkrlfh dqg
fruuhfwqhvv’ Ilqdoo.! srlqw ryw wkdw wklv lqglzlgydo h:shulhqfh
vkryog do,d.v khos wkhp ehfrph ehwwhu vwyghqwv dqg
frppyqlfdwruv’
Chiruh dvnlqj vwyghqwv wr ,run rq wkh Gnvf.vv 2s.u
H1tiunirfi •‡…–‹‘á ¤”•– ”‡‹† –Š‡ –Šƒ– Ž‹•–‡‹‰ –‘ ‘—”
fodvvpdwhv dwwhqwlzho. lv d vljq ri jrrg pdqqhuv’ ahfrqg!
vd. wkdw lw lv qrw d vlpsoh vnloo! eyw udwkhu d frpsoh: rqh wr
ghzhors ehfdyvh lw ghpdqgv fduhiyo dwwhqwlrq dqg uhvshfw
iru rwkhuv“ lghdv’ Aovr! phqwlrq wkdw ,h do,d.v ohduq iurp
ryu fodvvpdwhv“ lghdv! h:shulhqfhv dqg ,run’
Tr,! kdzh vwyghqwv ,run lq jurysv dqg h:sodlq wkh fkrvhq
rswlrqv deryw wkhlu h:shulhqfh ,kloh fduu.lqj ryw wkhlu
surmhfw’ Mi vrph vwyghqwv fkhfnhg esunrl ru fsrk.vnrl iru
o m3p r! ghzrwh vrph wlph wr olvwhq wr wkhlu uhdvrqv dqg
sursrvh wlsv ,khq ghzhorslqj wkh iroor,lqj surmhfwv’
vt Ielmdf Tfb kdTbt
Uulru wr kdzlqj vwyghqwv olvwhq dqg uhdg! fkdoohqjh wkhp wr
…‘‡—’™‹–Š–Š‡‹”‘™†‡¤‹–‹‘‘ˆƒ fsoodli dqg frs. lw
rq wkh erdug’ bkhq! hqfryudjh wkhp wr uhfdoo wkh vwhsv wkh.
iroor,hg wr pdnh wkhlu froodjhv fuhdwlzh dqg dwwudfwlzh! dqg
qypehu wkhp rq wkh erdug’ Uod. wkh dyglr rqfh iru vwyghqwv
–‘Ž‡ƒ”ƒ„‘—––Š‡¤ƒŽ’”‘†—…–‘ˆ–Š‡‹”’”‘Œ‡…–•ä‘™á‹˜‹–‡
–Š‡ –‘ …‘’ƒ”‡ –Š‡‹” †‡¤‹–‹‘• ƒ† •–ƒ‰‡• –‘ –Š‡ ‘‡•
wkh. khdug lq wkh dyglr’ Uyw d fkhfn ru d kdss. idfh qh:w wr
wkrvh wkdw duh vlplodu wr wkh rqhv phqwlrqhg lq wkh dyglr’
Wh,dug wkh ,kroh fodvv e. kdzlqj d uryqg ri dssodyvh iru
wkhlu frqwuleywlrqv’
yt Eflpdkt
Lhw wkhp wr ,run lq sdluv wr dqv,hu wkh w,r tyhvwlrqv
srvhg’ Lr duryqg wkh fodvv wr vhh li wkh. qhhg dq. khos’
.t Heod shnk PkdldfmTmehft
Ddoo rq vrph zroyqwhhuv wr uhdg doryg wkh vwhsv wkh. vkryog
iroor, ,khq grlqj wkhlu suhvhqwdwlrqv! dqg vwuhvv wkh idfw
wkdw wkrvh vwhsv ,loo khos wkhp rujdql…h wkh lqirupdwlrq’
Drqwlqyh e. pdnlqj vwyghqwv uhdol…h wkdw wkhuh lv d
fruuhvsrqghqfh ehw,hhq wkh Llzh .ryu Uuhvhqwdwlrq er:
dqg wkh cvhiyo H:suhvvlrqv er:’ Hqfryudjh wkhp wr gud, d
olqh wr mrlq wkh vwhsv ,lwk wkh yvhiyo h:suhvvlrqv jlzhq’ ad.!
iru h:dpsoh wkdw wr lqwurgyfh wkhpvhozhv dqg wkhlu idplo.
phpehuv! wkh fdq vd.? Haffiq gp hPga els Mdel el gp bPmdakq
del hPga els PhW mdel el gp gimdakq dak hPga elrrr bkhq!
wkh. fdq ghvfuleh wkhlu shuvrqdolwlhv! urywlqhv dqg vr iruwk4
Whfrpphqg wkdw wkh. srlqw dw wkh slfwyuhv dqg vkr, wkh
remhfwv wkh. sdvwhg rq wkhlu froodjhv dw wkh vdph wlph dv
wkh. vshdn’ awuhvv wkh idfw wkdw wkh. vkryogq“w uhdg’ Ilqdoo.!
dgzlvh wkhp eh dwwhqwlzh ,khq dqv,hulqj wkhlu fodvvpdwhv“
tyhvwlrqv deryw wkhlu idplolhv’
Fr qrw irujhw wr fuhdwh d vshfldo vhwwlqj ,khuh wkh. fdq
suhvhqw wkh surmhfwv wr wkh fodvv’ Aovr! vyjjhvw wkdw vwyghqwv
juhhw dqg lqzlwh wkhlu fodvvpdwhv wr olvwhq wr wkhlu froodjh
’”‡•‡–ƒ–‹‘áƒ†‡…‘—”ƒ‰‡–Š‡–‘†‘‹–™‹–Š…‘¤†‡…‡
dqg hqwkyvldvp’ Aovr! uhplqg vwyghqwv wr olvwhq wr wkhlu
fodvvpdwhv ,khq wkh. duh wdonlqj! ,ulwh tyhvwlrqv deryw wkhlu
fodvvpdwhv“ idplolhv! udlvh wkhlu kdqgv wr dvn tyhvwlrqv dw
wkh hqg! dqg dzrlg yqnlqg frpphqwv’ Mq jhqhudo! hqfryudjh
vwyghqwv wr jlzh frqvwuyfwlzh ihhgedfn rq wkhlu fodvvpdwhv“
suhvhqwdwlrqv! dqg zdoyh fuhdwlzlw. dqg uhvryufhiyoqhvv!
ghprqvwudwhg wkuryjk wkh yvh ri frqjudwyodwlqj ru sudlvlqj
h:suhvvlrqv vyfk yv? AihckPmnfPmeihlt MdPmul ehUkaWeTfat
InmlmPhWehc jakbikgPhUat FPhmPlmeUt DoUaffahmt LnjakTt m3p
vr iruwk4
Deaod Lnro Aonidcp
C a. I think this project is…
interesting.
boring.
b. The stages of the project are…
clear.
confusing.
Give your Presentation
Introduce yourself and the members of your
family.
Describe their personalities, routines and free
time activities.
Use the pictures and objects you pasted to
guide your oral presentation. Don’t read!
Answer your partners’ questions about your
family. Add more details.
Useful Expressions
Hello everyone. My name is…
This is my brother. His name is…
He is a sporty...
Every day my brother wakes…
In his free time he likes to…, but he doesn’t like to...
He prefers to …
Share Your Project
A collage (a French word that means “glue”) is a style
of art. People paste together pieces of colored paper,
magazine cutouts, photographs or small objects on a piece
of paper.
Check out these steps to make your collage more attractive:
1. Choose a nice base for your collage. Use colored
cardboard or paint your base.
2. •‡G†‹¡‡”‡–Gƒ–‡”‹ƒŽ•äGƒ•–‡Gƒ‰ƒœ‹‡G…—–‘—–•áG
’Š‘–‘‰”ƒ’Š•áG…Ž‘–ŠáG–‘›•áGƒ†GG—•‡G†‹¡‡”‡–G‹†•G‘ˆG
paper.
3. Play with shapes. The cutouts don’t have to be only
squares. Cut them in fun shapes: circles, triangles or strips.
4. Let your ima‰‹ƒ–‹‘Gª›èGG HG…‘ŽŽƒ‰‡G‹•GƒGˆ”‡‡æ•–›Ž‡G–‡…Š‹“—‡ä
3. Answer.
a. What is a collage?
b. What materials do people use in a collage?
1. Discuss your experience.
Check the options that are true for you.
2. Listen and read.
Real Communication
17
Answers may vary.
41

42.




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43

44. DdNf INTM
AMNcdM fSM fMef
Wm. ,.’lmv., svw) .pq, m(ht’h.qwv pmtx, .pmu imkwum
h)hzm wn .pmqz ,.zmvo.p, hvl )mhsvm,,m,. ahsm .pmu zmhtq+m
–Š‡‹’‘”–ƒ…‡‘ˆ„‡‹‰ƒ„Ž‡–‘‹†‡–‹ˆ›Ž‡ƒ”‹‰†‹¥…—Ž–‹‡•
hvl .pm xw,,qitm tmhzvqvo ,.zh.moqm, .w w(mzkwum .pmu.
Sv(q.m .pmu .w hv,)mz .pm y’q+ qvlq(ql’htt*, hvl .pmv kpmks
.pmqz hv,)mz, qv xhqz, imnwzm ,wkqhtq+qvo .pmu )q.p .pm )pwtm
kth,,. Vmmx qv uqvl .ph. .pm qlmh q, .w pmtx ,.’lmv., tmhzv
qv h kwunwz.hitm hvl ,hnm mv(qzwvumv., hvl h(wql ph(qvo
,.’lmv., om. lq,kw’zhoml.
tyEIegg ei oda SgMifn reod oda mecdo rkmWy Kna oda
LkmW AMifyE
Mh(m ,.’lmv., zmhl .pm ,mv.mvkm, hvl ,mm qn .pm* ph(m hv*
y’m,.qwv,. Sv(q.m .pmu .w zmhl .pm )wzl, qv .pm gwzl Hhvs
nwz h kw’xtm wn ,mkwvl, qvlq(ql’htt*. Jvkw’zhom .pmu .w ,.hz.
¤ŽŽ‹‰‹–Š‡„Žƒ•™‹–Š–Š‡”‹‰Š–™‘”†ˆ”‘–Š‡‘”†ƒä
Al(q,m .pmu .w kzw,, w’. mhkp )wzl .pm* ’,m .w h(wql om..qvo
kwvn’,ml. Kqvhtt*, qv(q.m .pmu .w )wzs qv xhqz, .w zmhl .pmqz
hv,)mz, .w mhkp w.pmz. Lw hzw’vl .pm kth,,zwwu tq,.mvqvo .w
mhkp xhqz wn ,.’lmv.,, hvl pmtx .pmu )pmv vmkm,,hz*.
uyEDljnicsc sfc dliil.gke gkdlojSsglk .gsf sfc
VkmmaVo bkmh kb oda qamSn ei lMmaiodananyE
Lm. ,.’lmv., .w zmhl .pm qv,.z’k.qwv, .wom.pmz, hvl y’qkst*
zm(qm) .pm equxtm czm,mv. .mv,m )q.p .pm (mzi,- DLl aSTLl
jceTl fghIkl Ncl aciLl deLMLel gAaTl m.k., xh*qvo ,xmkqht
ƒ––‡–‹‘ –‘ –Š‡ –Š‹”† ’‡”•‘ ‹ª‡…–‹‘ä Š‡á ‡…‘—”ƒ‰‡
.pmu .w kwuxtm.m .pm xhzhozhxp qvlq(ql’htt*. Kqvhtt*, oq(m
.pmu ,wum .qum .w kwuxhzm )q.p .pmqz kth,,uh.m,.
vyELgpsck sl sfc bcpaognsglk Skb lobco sfc Sasglkp
bmkh t ok x Mn skp daMm odahyE
Mh(m ,wum (wt’v.mmz, zmhl .pm qv,.z’k.qwv, hvl .pm
qvnwzuh.qwv oq(mv qv .pm tq,.. fpmv, zmuqvl .pmu .w xh*
,xmkqht h..mv.qwv .w uhqv (mzi, .w pmtx .pmu wzlmz .pm
hk.qwv,. bw), h,s ,.’lmv., .w lw .pmqz .h,s. Kqvhtt*, ph(m
.pmu kpmks hv,)mz, )q.p .pmqz kth,,uh.m,.
wyEDgoaic sfc aloocas .lob sfSs aljnicscp sfc
naioaiVany
Mh(m ,.’lmv., zmkhtt .pm ’,m wn kwvr’vk.qwv, Sue hvl Dhg .w
oq(m hllq.qwvht qvnwzuh.qwv hvl qv.zwl’km wxxw,q.m qlmh,,
”‡•’‡…–‹˜‡Ž›ä˜‹–‡–Š‡•–—†‡–•–‘‹†‹˜‹†—ƒŽŽ›”‡ƒ†–Š‡¤˜‡
,mv.mvkm, khzmn’tt* hvl lmkqlm. A,s .pmu .w kwuxhzm .pmqz
hv,)mz, )q.p .pmqz kth,,uh.m,. Mh(m h, uhv* (wt’v.mmz,
h, xw,,qitm .w kpmks .pm hv,)mz, nwz .pm )pwtm y’q+. A,s
,.’lmv., .w ’,m h kwtwz xmvkqt .w kpmks 1p2 .pm zqop. hv,)mz,
ƒ† …‘””‡…– –Š‡ ™”‘‰ ‘‡•ä ‹ƒŽŽ›á Šƒ˜‡ –Š‡ ”‡ª‡…– ‘
.pm zmh,wv, nwz .pmqz uq,.hsm, hvl qlmv.qn* )pqkp tmhzvqvo
,.zh.moqm, khv im ’,ml .w h(wql uhsqvo .pmu hohqv.
IMaNiDhLagLfTcb
Mh(m ,.’lmv., kwuxtm.m .pm .hitm qvlq(ql’htt*. dmuqvl
.pmu .w im h, pwvm,. h, xw,,qitm )pmv hv,)mzqvo .pq, emtn/
J(ht’h.qwv. Iw vw. nwzom. .w xzhq,m .pmu (mzihtt* nwz .pmqz
‡¡‘”–ƒ†Ž‡ƒ”‹‰á–‘‡‡’–Š‡‹”‘–‹˜ƒ–‹‘—’ä
ASaccLbe
Mh(m ,.’lmv., zmhl .pm Ltw,,hz*. fmtt .pmu .w xh* h..mv.qwv
–‘ •’‡…‹¤… ‡Ž‡‡–• ‹ ‡ƒ…Š †‡¤‹–‹‘ä ‘” ‡šƒ’Ž‡á –Š‡›
vmml .w im h)hzm )pm.pmz .pm )wzl q, h vw’v, h (mzi wz
hv hlrmk.q(m. fpm* ht,w vmml .w svw) qn .pm )wzl, ph(m
•›‘›•‘”ƒ–‘›•ä…‡›‘—Šƒ˜‡…Žƒ”‹¤‡†ƒ›’‘••‹„Ž‡
lw’i., hiw’. .pm )wzl,, ,.’lmv., khv ,wt(m .pm Ltw,,hz*
Ak.q(q.qm, wv xhom 65. ctmh,m imhz qv uqvl .ph. .pq, xhom
kwzzm,xwvl, .w xhom 43 qv .pm fmhkpmz0, o’qlm.
19 Self-Evaluation
Now I can... Very Well ie A Little
 describe my family.
 express likes and dislikes.
 connect sentences with and and but.
Quiz Time
1. Fill in the blanks with the right word. Use the Word Bank.
2. Complete the following information with the correct form of the verbs in parentheses.
My sister Kate

(a. be) a secretary. She (b.aŠƒ˜‡aƒa’ƒ”–æ–‹‡aŒ‘„äa
She

(c. work) in the mornings, and

(d. study) in the afternoons.
She

(e. not work) on weekends. She (f. not be) lazy, but she
(g. like) to wake up late on weekends.
In her free time, she

(h. hang out) with her friends. She also

(i. go) to the
park with me and plays basketball, but she (j. not play) very well.
She (k. be) a great person.
A Typical Day in My Son’s Life


He has breakfast.
‡a‰‘‡•a–‘a„‡†aƒ–aYY?XXajg?
He hangs out with his friends at noon.
He does homework.
He goes to work at a music store.
aa‡a™ƒ‡•a—’a—’ a˜‡”›a‡ƒ”Ž›áaŽ‹‡aƒ”‘—†a^?XXa Ig?a
He goes to university.
aa‡aƒ””‹˜‡•aŠ‘‡aƒ–a^?XXajg?
He exercises.
4. Circle the correct word that completes the
sentences.
a. Jenny likes to sing, play the guitar and abut
dance.
b. My brother is a little short and abut he’s a good
basketball player.
c. I like to play video games and abut I don’t play
ƒŽŽa†ƒ›äa Ž›aYaŠ‘—”ä
d. Jennifer listens to music and abut reads books in
her free time.
e. My brothers love to listen to rock music
and abut I don’t like it. I prefer reggae.
Word Bank
shy sporty lazy
quiet outgoing
a. My father gets nervous in front of people.
He’s a

person.
b. My sister exercises from Monday to Sunday.
She is .
c. My brother prefers to sleep late on weekends. He doesn’t like to exercise.
He is .
d. My mother has many friends because she is sociable.
She is an person.
e. My cousin doesn’t hang out with noisy people. He doesn’t talk a lot.
He is a person.
1
3. Listen to the description and order the
actions from 1 to 9 as you hear them.
19
shy
sporty
lazy
outgoing
quiet
is
works
doesn’t work
likes
is
hangs out
doesn’t play
is not
studies
has
goes
2
9
4
3
8
6
5
7
44

45. DdNf INTM
AMNcdM fSM fMef
Wm. ,.’lmv., svw) .pq, m(ht’h.qwv pmtx, .pmu imkwum
h)hzm wn .pmqz ,.zmvo.p, hvl )mhsvm,,m,. ahsm .pmu zmhtq+m
–Š‡‹’‘”–ƒ…‡‘ˆ„‡‹‰ƒ„Ž‡–‘‹†‡–‹ˆ›Ž‡ƒ”‹‰†‹¥…—Ž–‹‡•
hvl .pm xw,,qitm tmhzvqvo ,.zh.moqm, .w w(mzkwum .pmu.
Sv(q.m .pmu .w hv,)mz .pm y’q+ qvlq(ql’htt*, hvl .pmv kpmks
.pmqz hv,)mz, qv xhqz, imnwzm ,wkqhtq+qvo .pmu )q.p .pm )pwtm
kth,,. Vmmx qv uqvl .ph. .pm qlmh q, .w pmtx ,.’lmv., tmhzv
qv h kwunwz.hitm hvl ,hnm mv(qzwvumv., hvl h(wql ph(qvo
,.’lmv., om. lq,kw’zhoml.
tyEIegg ei oda SgMifn reod oda mecdo rkmWy Kna oda
LkmW AMifyE
Mh(m ,.’lmv., zmhl .pm ,mv.mvkm, hvl ,mm qn .pm* ph(m hv*
y’m,.qwv,. Sv(q.m .pmu .w zmhl .pm )wzl, qv .pm gwzl Hhvs
nwz h kw’xtm wn ,mkwvl, qvlq(ql’htt*. Jvkw’zhom .pmu .w ,.hz.
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qvnwzuh.qwv oq(mv qv .pm tq,.. fpmv, zmuqvl .pmu .w xh*
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naioaiVany
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IMaNiDhLagLfTcb
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ASaccLbe
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kwzzm,xwvl, .w xhom 43 qv .pm fmhkpmz0, o’qlm.
19 Self-Evaluation
Now I can... Very Well ie A Little
 describe my family.
 express likes and dislikes.
 connect sentences with and and but.
Quiz Time
1. Fill in the blanks with the right word. Use the Word Bank.
2. Complete the following information with the correct form of the verbs in parentheses.
My sister Kate

(a. be) a secretary. She (b.aŠƒ˜‡aƒa’ƒ”–æ–‹‡aŒ‘„äa
She

(c. work) in the mornings, and

(d. study) in the afternoons.
She

(e. not work) on weekends. She (f. not be) lazy, but she
(g. like) to wake up late on weekends.
In her free time, she

(h. hang out) with her friends. She also

(i. go) to the
park with me and plays basketball, but she (j. not play) very well.
She (k. be) a great person.
A Typical Day in My Son’s Life


He has breakfast.
‡a‰‘‡•a–‘a„‡†aƒ–aYY?XXajg?
He hangs out with his friends at noon.
He does homework.
He goes to work at a music store.
aa‡a™ƒ‡•a—’a—’ a˜‡”›a‡ƒ”Ž›áaŽ‹‡aƒ”‘—†a^?XXa Ig?a
He goes to university.
aa‡aƒ””‹˜‡•aŠ‘‡aƒ–a^?XXajg?
He exercises.
4. Circle the correct word that completes the
sentences.
a. Jenny likes to sing, play the guitar and abut
dance.
b. My brother is a little short and abut he’s a good
basketball player.
c. I like to play video games and abut I don’t play
ƒŽŽa†ƒ›äa Ž›aYaŠ‘—”ä
d. Jennifer listens to music and abut reads books in
her free time.
e. My brothers love to listen to rock music
and abut I don’t like it. I prefer reggae.
Word Bank
shy sporty lazy
quiet outgoing
a. My father gets nervous in front of people.
He’s a

person.
b. My sister exercises from Monday to Sunday.
She is .
c. My brother prefers to sleep late on weekends. He doesn’t like to exercise.
He is .
d. My mother has many friends because she is sociable.
She is an person.
e. My cousin doesn’t hang out with noisy people. He doesn’t talk a lot.
He is a person.
1
3. Listen to the description and order the
actions from 1 to 9 as you hear them.
19
shy
sporty
lazy
outgoing
quiet
is
works
doesn’t work
likes
is
hangs out
doesn’t play
is not
studies
has
goes
2
9
4
3
8
6
5
7
45

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47

48. Cultures Around the World
nedl
2
OcbddlCEG OmPeaPjal IeabTPmijl
Ijrsdnjne I
Compqdidnrjon
Cr uru
r ru uru
r ru
ut%
 du & t ru
u%
 ht# rr$ $ t$
u$ ru tsr u t%
 W s & rsr
rt$ ru r" rt r
r ru !%
Pdacjne I
Compqdidnrjon
Cr r r
ur ru ur
r r ru
ut ! sru
r r"%
 n t ut t r !%
 du r r r !%
 Wr s & rsr
rt$ ru r" rt r
r ru !%
Oqal I
Gnsdqabsjon
Cr r ru r
rs
& rsr ru
r" rt%
  Wts & t
t%
 lr rs tsr t%
Oqal I
Etpqdrrjon
Cr r
ut &
rsr ru r"
rt%
 A ru r rs
t" & rsr rt
%
 A ru r rs t
ru tsr ru u%
Tqjssdn I
Etpqdrrjon
Cr ut r
t ru
r r%
 o r r !u
!%
 o t uts t
t%
C UNIT
Cultures Around the World
2
Discuss:
TŠ‡”‡ƒ”‡–Š‡•‡’‡‘’Ž‡ˆ”‘ë
TŠƒ–ƒ”‡–Š‡›™‡ƒ”‹‰ëT
TŠƒ–ƒ”‡–Š‡›†‘‹‰ë
TXGeneral Objective
T‘—™‹ŽŽ„‡ƒ„Ž‡–‘†‡•…”‹„‡…—•–‘•ƒ†T
…‡Ž‡„”ƒ–‹‘•ƒ”‘—†–Š‡™‘”Ž†ä
TXCommunication Goals
T‘—™‹ŽŽŽ‡ƒ”Š‘™–‘
T–ƒŽƒ„‘—–…—•–‘•‘ˆ‘–Š‡”…—Ž–—”‡•ä
T–ƒŽƒ„‘—–…‡Ž‡„”ƒ–‹‘•‹‘–Š‡”…‘—–”‹‡•ä
TXTopics
T”‡‡–‹‰•T ‘‘†
TŽ‘–Š‹‰T ‡Ž‡„”ƒ–‹‘•ƒ†‘Ž‹†ƒ›•
‘…ƒ„—Žƒ”›
T‘”†•”‡Žƒ–‡†–‘…—•–‘•ƒ†…‡Ž‡„”ƒ–‹‘•
”ƒƒ”
T‹’Ž‡”‡•‡––‡•‡™‹–Šƒ†˜‡”„•T
‘ˆˆ”‡“—‡…›
T”‡•‡–”‘‰”‡••‹˜‡–‡•‡
TXIdioms and Colloquial
Expressions
TI’m feasting my eyes on
TOut of this world
TThe place is packed
THope you’re doing well
TTake place
TX Project
TŽ‹†‡Š‘™”‡•‡–ƒ–‹‘T
T‘—™‹ŽŽ’”‡’ƒ”‡ƒ•Ž‹†‡•Š‘™T
’”‡•‡–ƒ–‹‘‘ƒ•’‡…‹¤……—Ž–—”‡ä
48

49. Cultures Around the World
nedl
2
OcbddlCEG OmPeaPjal IeabTPmijl
Ijrsdnjne I
Compqdidnrjon
Cr uru
r ru uru
r ru
ut%
 du & t ru
u%
 ht# rr$ $ t$
u$ ru tsr u t%
 W s & rsr
rt$ ru r" rt r
r ru !%
Pdacjne I
Compqdidnrjon
Cr r r
ur ru ur
r r ru
ut ! sru
r r"%
 n t ut t r !%
 du r r r !%
 Wr s & rsr
rt$ ru r" rt r
r ru !%
Oqal I
Gnsdqabsjon
Cr r ru r
rs
& rsr ru
r" rt%
  Wts & t
t%
 lr rs tsr t%
Oqal I
Etpqdrrjon
Cr r
ut &
rsr ru r"
rt%
 A ru r rs
t" & rsr rt
%
 A ru r rs t
ru tsr ru u%
Tqjssdn I
Etpqdrrjon
Cr ut r
t ru
r r%
 o r r !u
!%
 o t uts t
t%
C UNIT
Cultures Around the World
2
Discuss:
TŠ‡”‡ƒ”‡–Š‡•‡’‡‘’Ž‡ˆ”‘ë
TŠƒ–ƒ”‡–Š‡›™‡ƒ”‹‰ëT
TŠƒ–ƒ”‡–Š‡›†‘‹‰ë
TXGeneral Objective
T‘—™‹ŽŽ„‡ƒ„Ž‡–‘†‡•…”‹„‡…—•–‘•ƒ†T
…‡Ž‡„”ƒ–‹‘•ƒ”‘—†–Š‡™‘”Ž†ä
TXCommunication Goals
T‘—™‹ŽŽŽ‡ƒ”Š‘™–‘
T–ƒŽƒ„‘—–…—•–‘•‘ˆ‘–Š‡”…—Ž–—”‡•ä
T–ƒŽƒ„‘—–…‡Ž‡„”ƒ–‹‘•‹‘–Š‡”…‘—–”‹‡•ä
TXTopics
T”‡‡–‹‰•T ‘‘†
TŽ‘–Š‹‰T ‡Ž‡„”ƒ–‹‘•ƒ†‘Ž‹†ƒ›•
‘…ƒ„—Žƒ”›
T‘”†•”‡Žƒ–‡†–‘…—•–‘•ƒ†…‡Ž‡„”ƒ–‹‘•
”ƒƒ”
T‹’Ž‡”‡•‡––‡•‡™‹–Šƒ†˜‡”„•T
‘ˆˆ”‡“—‡…›
T”‡•‡–”‘‰”‡••‹˜‡–‡•‡
TXIdioms and Colloquial
Expressions
TI’m feasting my eyes on
TOut of this world
TThe place is packed
THope you’re doing well
TTake place
TX Project
TŽ‹†‡Š‘™”‡•‡–ƒ–‹‘T
T‘—™‹ŽŽ’”‡’ƒ”‡ƒ•Ž‹†‡•Š‘™T
’”‡•‡–ƒ–‹‘‘ƒ•’‡…‹¤……—Ž–—”‡ä
49

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C EXGeneral Objective
You will be able to describe and compare
people’s abilities.
EXCommunication Goals
You will learn how to
talk about abilities.
compare people’s attributes
and abilities.
express opinions.
EXTopics
Multiple Intelligences
Talented People
Vocabulary
Words related to multiple intelligences
Adjectives related to physical description
Grammar
Modal verb Can
Comparative and Superlative Adjectives
EXIdioms and Colloquial
Expressions
Get out of here
It’s a piece of cake
It’s mind-blowing
Know by heart
EX Project
Talent Show
You will organize and participate in a talent show to
demonstrate your abilities.
Amazing Abilities
UNIT
3
Discuss:
EE What do they do?
EWhat are their abilities?
76

77. CaEePbO CGPTPdPIc
cPOb

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amknWpc ncmnjc.r WYhjhshcrz
?Urcr GOIEieO sm ehuc pcWrmlr Wlb Wlrvcp sgc
otcrshml CPmn
C EXGeneral Objective
You will be able to describe and compare
people’s abilities.
EXCommunication Goals
You will learn how to
talk about abilities.
compare people’s attributes
and abilities.
express opinions.
EXTopics
Multiple Intelligences
Talented People
Vocabulary
Words related to multiple intelligences
Adjectives related to physical description
Grammar
Modal verb Can
Comparative and Superlative Adjectives
EXIdioms and Colloquial
Expressions
Get out of here
It’s a piece of cake
It’s mind-blowing
Know by heart
EX Project
Talent Show
You will organize and participate in a talent show to
demonstrate your abilities.
Amazing Abilities
UNIT
3
Discuss:
EE What do they do?
EWhat are their abilities?
77

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79

80. fgGPjSPR
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swguvkqpu cdqwv vjgkt cdknkvkgu’
frpomlt itknm y
Hv ku cnycæu cfxkucdng vq ikxg uvwfgpvu cp qxgtxkgy qh vjg
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cu ygnn cu tgurgevhwn yjgp eqorctkpi vjgkt nkuv ykvj vjgkt
encuuocvgu/ qpgu’
Pa Speaking Strategy
Give extra information to expand
your conversations.
Grammar and Vocabulary
write stories
speak in
public
play a musical
instrument
dance
salsa
paint impressive
paintings
solve math
problems
Daniel
Mary
Me
Form groups of four students.
Write down a list of your abilities.
Compare lists with your partners.
Project Stage 1
E.g. I can sing.
Pronunciation
Can Can´t
/ k’n/ /kænt/
Listen and complete with
can or can’t.
She sing.
We dance.
They play soccer.
I jump high.
3. Read about Daniel’s and Mary’s abilities. Then, complete the chart with your own information
and make sentences.
a.
b. Mary can’t .
c. Daniel and Mary .
d. I can .
e. I can’t .
4. Complete the sentences with can or can’t. Then, interview a partner.
a. I dance.
b. I solve Sudoku puzzles.
c. I make friends easily.
d. I play a musical instrument.
e. I solve math problems quickly.
f. I act in theater plays.
Reflect on Grammar
Modal Verb Can
Use can to express ability.
¥”ƒ–‹˜‡Negative Interrogative
I
You
He
She
It
We
You
They
can dance.
I
You
He
She
It
We
You
They
cannot dance.
can’t dance.
Can
I
you
he
she
it
we
you
they
dance?
Daniel can speak in public and dance, but he can’t paint or play a musical instrument.
Yes, I can.
I can dance
tango.
Can you play a
musical instrument?
Yes, I can.
I can play the violin.
Can you dance?
37
can
can’t
can
can’t
Answers may vary.
Answers
may
vary.
Answers
may
vary.
80

81. fgGPjSPR
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Pa Speaking Strategy
Give extra information to expand
your conversations.
Grammar and Vocabulary
write stories
speak in
public
play a musical
instrument
dance
salsa
paint impressive
paintings
solve math
problems
Daniel
Mary
Me
Form groups of four students.
Write down a list of your abilities.
Compare lists with your partners.
Project Stage 1
E.g. I can sing.
Pronunciation
Can Can´t
/ k’n/ /kænt/
Listen and complete with
can or can’t.
She sing.
We dance.
They play soccer.
I jump high.
3. Read about Daniel’s and Mary’s abilities. Then, complete the chart with your own information
and make sentences.
a.
b. Mary can’t .
c. Daniel and Mary .
d. I can .
e. I can’t .
4. Complete the sentences with can or can’t. Then, interview a partner.
a. I dance.
b. I solve Sudoku puzzles.
c. I make friends easily.
d. I play a musical instrument.
e. I solve math problems quickly.
f. I act in theater plays.
Reflect on Grammar
Modal Verb Can
Use can to express ability.
¥”ƒ–‹˜‡Negative Interrogative
I
You
He
She
It
We
You
They
can dance.
I
You
He
She
It
We
You
They
cannot dance.
can’t dance.
Can
I
you
he
she
it
we
you
they
dance?
Daniel can speak in public and dance, but he can’t paint or play a musical instrument.
Yes, I can.
I can dance
tango.
Can you play a
musical instrument?
Yes, I can.
I can play the violin.
Can you dance?
37
can
can’t
can
can’t
Answers may vary.
Answers
may
vary.
Answers
may
vary.
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UWpekiox
A UNIT
Healthy Food
4
Discuss:
Do you like these foods?
Are they good for your health?
CXGeneral Objective
You will be able to talk about food and
describe how to make healthy recipes.
CXCommunication Goals
You will learn how to
talk about food preferences.
express agreement.
ask and answer questions about food quantities.
CXTopics
The Food Pyramid
Healthy Recipes
Vocabulary
Words related to food, ways of cooking,
and units of measurement
Grammar
Countable and Uncountable Nouns
Some and Any
‘™C—…Š and ‘™Cƒ›
Imperatives
CXIdioms and Colloquial
Expressions
–ï•C¤‰‡”掋…‹‰C‰‘‘†ä
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–Cƒ‡•C‘‡ï•C‘—–ŠC™ƒ–‡”ä
—›è
‘Ž†C‘CƒC•‡…‘†ä
CXProject
Healthy Food Fair
You will organize a food fair to
describe and sample healthy dishes.
100

101. CGDIPHR ANNF
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4
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UWpekiox
A UNIT
Healthy Food
4
Discuss:
Do you like these foods?
Are they good for your health?
CXGeneral Objective
You will be able to talk about food and
describe how to make healthy recipes.
CXCommunication Goals
You will learn how to
talk about food preferences.
express agreement.
ask and answer questions about food quantities.
CXTopics
The Food Pyramid
Healthy Recipes
Vocabulary
Words related to food, ways of cooking,
and units of measurement
Grammar
Countable and Uncountable Nouns
Some and Any
‘™C—…Š and ‘™Cƒ›
Imperatives
CXIdioms and Colloquial
Expressions
–ï•C¤‰‡”掋…‹‰C‰‘‘†ä
–ï•C‘–C›C…—’C‘ˆC–‡ƒä
–Cƒ‡•C‘‡ï•C‘—–ŠC™ƒ–‡”ä
—›è
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CXProject
Healthy Food Fair
You will organize a food fair to
describe and sample healthy dishes.
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127

128. GaPi IPcP EeOOPddTebC
aOIT

Ocbddl CEG OmPeaPjal IeabTPmijl
Ijrsdnjne
Compqdidnrjon
FVk skaboprVka abrVfhba
fkcloiVrflk fk pelor Vka
pfimhb abpYofmrflkp.
?Iabkrfcfbp rosb Vka cVhpb prVrbibkrp VWlsr V
cVilsp mboplk’p hfcb Vka mboplkVhfrw.
?FlkpYflsphw Vmmhfbp V oshb Ww hfprbkfkd
Vrrbkrftbhw.
Pdacjne
Compqdidnrjon
FVk doVpm abrVfhba
fkcloiVrflk fk V pelor
Vka abpYofmrftb rbvr Ww
obVafkd YVobcshhw.
?PobafYrp reb Ylkrbkr lc V rbvr.
?Iabkrfcfbp YloobYr rfib bvmobppflkp.
Oqal
Gnsdqabsjon
FVk Vpg Vka Vkpubo
nsbprflkp VWlsr
mblmhb’p hftbp fk reb
mVpr.
? GbpYofWbp mblmhb’p hftbp Vka mboplkVhfrfbp.
?Cpgp clo obmbrfrflk Ww spfkd aOTTe csi dEi
PcCabGOIa Vr reb bka lc pbkrbkYbp.
Oqal
Etpqdrrjon
FVk iVgb pfimhb
abpYofmrflkp lc mblmhb’p
hftbpz mboplkVhfrfbp Vka
VYefbtbibkrp lk V
rfibhfkb.
?Cpgp Vka Vkpubop pfimhb nsbprflkp VWlsr
mblmhb’p hftbpz tVhsbpz Vka VYefbtbibkrp.
?GbpYofWbp cVilsp mblmhb’p hftbp fk reb mVpr.
Tqjssdn
Etpqdrrjon
FVk lodVkfyb btbkrp
spfkd rfib?obhVrba
bvmobppflkp.
?Uofrbp pfimhb pbkrbkYbp rl abpYofWb cVilsp V
mboplk’p hftbpz tVhsbp Vka VYefbtbibkrp.
?Tpbp rfib?obhVrba bvmobppflkp.
cD EXGeneral Objective
You will be able to talk about famous characters of
the past.
EXCommunication Goals
You will learn how to
describe people’s personalities and values.
talk about people’s lives in the past.
talk about important events in history.
EXTopics
Famous Characters of The Past
Vocabulary
Words related to personality and values
Years and dates
Grammar
Simple Past tense with the verb to be
EXIdioms and Colloquial Expressions
‰ƒ‹•–EƒŽŽE‘††•
Š‡E•›E‹•E–Š‡EŽ‹‹–
GEŽ‘•‹‰E„ƒ––Ž‡
‘‘E—’E–‘E•‘‡‘‡ EE EEEEEE
EXProject
Party of Famous Characters
You will organize a party of famous characters
of the past.
They Were Successful!
UNIT
5
Discuss:
Who were they?
What were they famous for?
128

129. GaPi IPcP EeOOPddTebC
aOIT

Ocbddl CEG OmPeaPjal IeabTPmijl
Ijrsdnjne
Compqdidnrjon
FVk skaboprVka abrVfhba
fkcloiVrflk fk pelor Vka
pfimhb abpYofmrflkp.
?Iabkrfcfbp rosb Vka cVhpb prVrbibkrp VWlsr V
cVilsp mboplk’p hfcb Vka mboplkVhfrw.
?FlkpYflsphw Vmmhfbp V oshb Ww hfprbkfkd
Vrrbkrftbhw.
Pdacjne
Compqdidnrjon
FVk doVpm abrVfhba
fkcloiVrflk fk V pelor
Vka abpYofmrftb rbvr Ww
obVafkd YVobcshhw.
?PobafYrp reb Ylkrbkr lc V rbvr.
?Iabkrfcfbp YloobYr rfib bvmobppflkp.
Oqal
Gnsdqabsjon
FVk Vpg Vka Vkpubo
nsbprflkp VWlsr
mblmhb’p hftbp fk reb
mVpr.
? GbpYofWbp mblmhb’p hftbp Vka mboplkVhfrfbp.
?Cpgp clo obmbrfrflk Ww spfkd aOTTe csi dEi
PcCabGOIa Vr reb bka lc pbkrbkYbp.
Oqal
Etpqdrrjon
FVk iVgb pfimhb
abpYofmrflkp lc mblmhb’p
hftbpz mboplkVhfrfbp Vka
VYefbtbibkrp lk V
rfibhfkb.
?Cpgp Vka Vkpubop pfimhb nsbprflkp VWlsr
mblmhb’p hftbpz tVhsbpz Vka VYefbtbibkrp.
?GbpYofWbp cVilsp mblmhb’p hftbp fk reb mVpr.
Tqjssdn
Etpqdrrjon
FVk lodVkfyb btbkrp
spfkd rfib?obhVrba
bvmobppflkp.
?Uofrbp pfimhb pbkrbkYbp rl abpYofWb cVilsp V
mboplk’p hftbpz tVhsbp Vka VYefbtbibkrp.
?Tpbp rfib?obhVrba bvmobppflkp.
cD EXGeneral Objective
You will be able to talk about famous characters of
the past.
EXCommunication Goals
You will learn how to
describe people’s personalities and values.
talk about people’s lives in the past.
talk about important events in history.
EXTopics
Famous Characters of The Past
Vocabulary
Words related to personality and values
Years and dates
Grammar
Simple Past tense with the verb to be
EXIdioms and Colloquial Expressions
‰ƒ‹•–EƒŽŽE‘††•
Š‡E•›E‹•E–Š‡EŽ‹‹–
GEŽ‘•‹‰E„ƒ––Ž‡
‘‘E—’E–‘E•‘‡‘‡ EE EEEEEE
EXProject
Party of Famous Characters
You will organize a party of famous characters
of the past.
They Were Successful!
UNIT
5
Discuss:
Who were they?
What were they famous for?
129

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152. Unforgettable Moments
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6
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I Unforgettable Moments
UNIT
Unforgettable Moments
6
Discuss:
What was your favorite vacation/
birthday/special occasion?
What do you remember about
those events?
UXGeneral Objective
You will be able to talk about moments in the past.
UXCommunication Goals
You will learn how to
Utalk about events in the past.
Uask and answer questions about the past.
Udescribe emotions.
UXTopics
UExperiences and Anecdotes
UVacations
Memories
Vocabulary
Words related to describing experiences
Grammar
UThe Simple Past tense
URegular and Irregular verbs
UXIdioms and Colloquial Expressions
It felt like a million dollars
It gave me the creeps
I was down in the dumps
UXProject
Photo Album
You will create an album with photos of some
important events in your life.
152

153. Unforgettable Moments
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6
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I Unforgettable Moments
UNIT
Unforgettable Moments
6
Discuss:
What was your favorite vacation/
birthday/special occasion?
What do you remember about
those events?
UXGeneral Objective
You will be able to talk about moments in the past.
UXCommunication Goals
You will learn how to
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URegular and Irregular verbs
UXIdioms and Colloquial Expressions
It felt like a million dollars
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I was down in the dumps
UXProject
Photo Album
You will create an album with photos of some
important events in your life.
153

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115 TRACKLIST
Track Contents
Track 01 Credits
Track 02 Page 6, Exercise 3
Track 03 Page 10, Exercise 2
Track 04 Page 11, Exercise 3
Track 05 Page 11, Exercise 4
Track 06 Page 12, Exercise 1
Track 07 Page 12, Exercise 2
Track 08 Page 14, Exercise 2
Track 09 Page 16, Exercise 1
Track 10 Page 16, Exercise 2
Track 11 Page 17, Exercise 2
Track 12 Page 18, Comic
Track 13 Page 19, Exercise 3
Track 14 Page 22, Exercise 1
Track 15 Page 22, Exercise 3
Track 16 Page 24, Exercise 1
Track 17 Page 24, Pronunciation
Track 18 Page 24, Exercise 2
Track 19 Page 25, Exercise 4
Track 20 Page 28, Exercise 1
Track 21 Page 29, Exercise 2
Track 22 Page 33, Test Training A
Track 23 Page 36, Exercise 1
Track 24 Page 36, Exercise 2
Track 25 Page 37, Pronunciation
Track 26 Page 38, Exercise 1
Track 27 Page 38, Exercise 3
Track 28 Page 39, Exercise 5
Track 29 Page 40, Exercise 2
Track 30 Page 41, Exercise 5
Track 31 Page 42, Exercise 2
Track 32 Page 43, Exercise 2
Track 33 Page 44, Comic
Track 34 Page 45, Exercise 3
115
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115 TRACKLIST
Track Contents
Track 01 Credits
Track 02 Page 6, Exercise 3
Track 03 Page 10, Exercise 2
Track 04 Page 11, Exercise 3
Track 05 Page 11, Exercise 4
Track 06 Page 12, Exercise 1
Track 07 Page 12, Exercise 2
Track 08 Page 14, Exercise 2
Track 09 Page 16, Exercise 1
Track 10 Page 16, Exercise 2
Track 11 Page 17, Exercise 2
Track 12 Page 18, Comic
Track 13 Page 19, Exercise 3
Track 14 Page 22, Exercise 1
Track 15 Page 22, Exercise 3
Track 16 Page 24, Exercise 1
Track 17 Page 24, Pronunciation
Track 18 Page 24, Exercise 2
Track 19 Page 25, Exercise 4
Track 20 Page 28, Exercise 1
Track 21 Page 29, Exercise 2
Track 22 Page 33, Test Training A
Track 23 Page 36, Exercise 1
Track 24 Page 36, Exercise 2
Track 25 Page 37, Pronunciation
Track 26 Page 38, Exercise 1
Track 27 Page 38, Exercise 3
Track 28 Page 39, Exercise 5
Track 29 Page 40, Exercise 2
Track 30 Page 41, Exercise 5
Track 31 Page 42, Exercise 2
Track 32 Page 43, Exercise 2
Track 33 Page 44, Comic
Track 34 Page 45, Exercise 3
115195

196. TRACKLIST
Track Contents
Track 35 Page 48, Exercise 1
Track 36 Page 49, Exercise 4
Track 37 Page 50, Exercise 1
Track 38 Page 51, Exercise 4
Track 39 Page 52, Exercise 2
Track 40 Page 53, Exercise 4
Track 41 Page 54, Exercise 2
Track 42 Page 55, Exercise 2
Track 43 Page 57, Exercise 4
Track 44 Page 57, Exercise 5
Track 45 Page 59, Test Training B
Track 46 Page 62, Exercise 1
Track 47 Page 63, Pronunciation
Track 48 Page 63, Exercise 4
Track 49 Page 63, Exercise 5
Track 50 Page 64, Exercise 1
Track 51 Page 65, Exercise 4
Track 52 Page 66, Exercise 2
Track 53 Page 68, Exercise 1
Track 54 Page 68, Exercise 3
Track 55 Page 69, Exercise 2
Track 56 Page 70, Comic
Track 57 Page 71, Exercise 1
Track 58 Page 71, Exercise 3
Track 59 Page 74, Exercise 2
Track 60 Page 75, Pronunciation
Track 61 Page 75, Exercise 4
Track 62 Page 76, Exercise 1
Track 63 Page 77, Exercise 5
Track 64 Page 78, Exercise 2
Track 65 Page 80, Exercise 1
Track 66 Page 80, Exercise 2
Track 67 Page 81, Exercise 2
Track 68 Page 83, Exercise 4
Track 69 Page 85, Test Training C
116
Dear Students,
Welcome to Viewpoints Workbook
, the new English series for teenagers. This Workbook will guide you to:
{‰ŒŸI]IÀ}µoŒÇIvIPŒuuŒX
{}u‰ošI?]vPIvI??]?vPIŸÀ]ŸX
{šo]ZI?oI}uuµv]Ÿ}vI]vIvPo]ZX
This Workbook contains:
{I]všŒŸvPIš}‰]IµZI?Iuµ]UIŒšUIo](šÇoUIZ]š}ŒÇUI]vUIvI}]oI
studies, among others.
{IŸ}vI?}I]u‰Œ}ÀI?}??I??]?vPIl]ooX
{IIšI}(I‰ŒŸoIPŒuuŒUIÀ}µoŒÇUI?]vPIvI??]?vPIšŒšP]I
applicable to concrete exercises that will help you become aware of your
learning process.
Do not forget that making the most of your book and being an autonomous learner
]vÀ}oÀW
{I?l]vPIvIŸÀIvIŒ‰}v]oI?}oI]vI?}??Io?v]vPI‰Œ}X
{µ]vPI
šŒšP]I?}Io?vIv
I??]vIPŒuuŒI??o?IvIÀ}µoŒÇX• using strategies to approach reading passages and dealing with
}u‰}]Ÿ}vIµ(µooÇX
• learning about our and other people’s cultures.
{I‰ŒŸ]vPI}oo}‹µ]oIƉŒ]}vI?Z?IvŸÀI‰lŒI
µI]vI]o?I}vÀŒŸ}vX
{I}u]vPI(u]o]?I?]?ZI]+?v?I????I}(IÆŒ]I
to check your own progress.
Enjoy Viewpoints!
The Editors
196

197. TRACKLIST
Track Contents
Track 35 Page 48, Exercise 1
Track 36 Page 49, Exercise 4
Track 37 Page 50, Exercise 1
Track 38 Page 51, Exercise 4
Track 39 Page 52, Exercise 2
Track 40 Page 53, Exercise 4
Track 41 Page 54, Exercise 2
Track 42 Page 55, Exercise 2
Track 43 Page 57, Exercise 4
Track 44 Page 57, Exercise 5
Track 45 Page 59, Test Training B
Track 46 Page 62, Exercise 1
Track 47 Page 63, Pronunciation
Track 48 Page 63, Exercise 4
Track 49 Page 63, Exercise 5
Track 50 Page 64, Exercise 1
Track 51 Page 65, Exercise 4
Track 52 Page 66, Exercise 2
Track 53 Page 68, Exercise 1
Track 54 Page 68, Exercise 3
Track 55 Page 69, Exercise 2
Track 56 Page 70, Comic
Track 57 Page 71, Exercise 1
Track 58 Page 71, Exercise 3
Track 59 Page 74, Exercise 2
Track 60 Page 75, Pronunciation
Track 61 Page 75, Exercise 4
Track 62 Page 76, Exercise 1
Track 63 Page 77, Exercise 5
Track 64 Page 78, Exercise 2
Track 65 Page 80, Exercise 1
Track 66 Page 80, Exercise 2
Track 67 Page 81, Exercise 2
Track 68 Page 83, Exercise 4
Track 69 Page 85, Test Training C
116
Dear Students,
Welcome to Viewpoints Workbook
, the new English series for teenagers. This Workbook will guide you to:
{‰ŒŸI]IÀ}µoŒÇIvIPŒuuŒX
{}u‰ošI?]vPIvI??]?vPIŸÀ]ŸX
{šo]ZI?oI}uuµv]Ÿ}vI]vIvPo]ZX
This Workbook contains:
{I]všŒŸvPIš}‰]IµZI?Iuµ]UIŒšUIo](šÇoUIZ]š}ŒÇUI]vUIvI}]oI
studies, among others.
{IŸ}vI?}I]u‰Œ}ÀI?}??I??]?vPIl]ooX
{IIšI}(I‰ŒŸoIPŒuuŒUIÀ}µoŒÇUI?]vPIvI??]?vPIšŒšP]I
applicable to concrete exercises that will help you become aware of your
learning process.
Do not forget that making the most of your book and being an autonomous learner
]vÀ}oÀW
{I?l]vPIvIŸÀIvIŒ‰}v]oI?}oI]vI?}??Io?v]vPI‰Œ}X
{µ]vPI
šŒšP]I?}Io?vIv
I??]vIPŒuuŒI??o?IvIÀ}µoŒÇX• using strategies to approach reading passages and dealing with
}u‰}]Ÿ}vIµ(µooÇX
• learning about our and other people’s cultures.
{I‰ŒŸ]vPI}oo}‹µ]oIƉŒ]}vI?Z?IvŸÀI‰lŒI
µI]vI]o?I}vÀŒŸ}vX
{I}u]vPI(u]o]?I?]?ZI]+?v?I????I}(IÆŒ]I
to check your own progress.
Enjoy Viewpoints!
The Editors
197

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