U PPER

I NTERMEDIATE 1
STUDENT’s
Lesson Lesson Lesson Lesson Lesson Lesson
01 02 03 04 05 06

Welcome to UPPER INTERMEDIATE 1! Lesson Lesson Lesson Lesson Lesson Lesson

07 08 09 10 11 12
Nosso curso foi desenhado tendo como principal foco você, que precisa estar preparado para se comunicar em inglês
Lesson Lesson Lesson Lesson Lesson
hoje, tanto na sua vida profissional quanto na pessoal. Sabemos o quanto o seu tempo é precioso e, por isso, o objetivo TEST 1
geral do curso é aumentar sua exposição à língua inglesa em contextos de uso real por meio de situações relevantes 13 14 15 17 18
desde o primeiro dia de aula, dando a você oportunidades de melhorar sua fluência e se comunicar de forma mais Lesson Lesson Lesson Lesson Lesson Lesson
eficiente. Portanto o UPPER INTERMEDIATE você poderá melhorar suas habilidades comunicativas por meio de uma 19 20 21 22 23 24
gama de atividades, das mais simples como receber um visitante estrangeiro, até situações mais complexas como
participar de uma reunião de negócios ou argumentar a respeito de um tema atual. Lesson Lesson Lesson Lesson Lesson Lesson
25 26 27 28 29 30
O UPPER INTERMEDIATE é um curso inovador justamente por isso: você participará ativamente das aulas, tendo muitas
oportunidades de entender, aprender e utilizar expressões e estruturas da língua necessárias para a discussão de Lesson Cohesive devices Communicative
TEST 2
diferentes tópicos. Além disso, você também trabalhará com textos de maior autenticidade (tanto com foco em reading 31 Reference Writing
como em listening), que auxiliarão na aprendizagem e expansão de vocabulário, preparando você para o bloco de níveis
Workbook Workbook Audio
avançados, bem como auxiliando aqueles alunos que querem obter um certificado internacional como o Cambridge
Answer Key Scripts
First Certificate (FCE). O UPPER INTERMEDIATE utiliza recursos complementares como trechos de vídeos (filmes,
documentários, reportagens), artigos, sites e os materiais multimídia exclusivos da Cultura Inglesa, como atividades no
quadro interativo, o e-Campus e o Culture World. Para acompanhar o curso com mais autonomia e tirar melhor APRESENTAÇÃO DAS SESSÕES DO GUIA  ♦ Número da aula: O seu
proveito das aulas, preparamos este guia que apresenta a estrutura do curso aula a aula e reúne indicações de estágio é composto por 32 aulas, incluindo avaliações e momentos
atividades, dicas de estudo e materiais de referência exclusivos. Este guia tem como objetivo: formais de feedback durante o curso. ♦ Communication Objective:
Aqui você encontra o foco do que será estudado em cada aula. Cada
1. auxiliar na orientação de seu estudo;
uma das aulas gira em torno de uma situação específica relacionada à
2. sugerir recursos para consolidação do que foi visto nas aulas;
vida real. O livro é apenas um dos muitos recursos usados para que
3. oferecer suporte no desenvolvimento das Communicative Writing tasks;
esse objetivo comunicativo seja atingido, porque o conteúdo de cada
4. identificar o que deve ser priorizado na hora da revisão; e
aula é exclusivo da Cultura Inglesa. ♦ Resources: Aqui estão
5. servir de apoio e referência caso você precise faltar às aulas.
resumidamente listados os principais recursos utilizados em sala de
aula. ♦ E-Campus Activities: Nessa sessão estão listadas as atividades
sugeridas no e-Campus/Culture World que vão auxiliá-lo na
consolidação dos itens trabalhados em cada aula. ♦ Homework: Aqui
você encontra as sugestões de exercícios que completam os tópicos
trabalhados em aula, proporcionando mais prática e o ajudando a
consolidar seus estudos.
STUDENT’S GUIDE  UPPER INTERMEDIATE 1

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

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 01

♦ Giving opinions, agreeing and disagreeing Course book pages 14–15, exs. 2 to 4
♦ Lexis related to ‘art’ www.banksy.co.uk
♦ Prepositions (dependent prepositions, phrasal verbs, verb patterns) http://www.youtube.com/watch?v=a0b
90YppquE
http://www.youtube.com/watch?v=CkX
8ZqmvmcQ
MLA006530 – A biography of Andy
Warhol
MVA006700 – A love of painting
Course book page 15 ex. 8
http://www.newyorker.com/reporting/
2007/05/14/070514fa_fact_collins
http://banksy.co.uk


COMMUNICATION OBJECTIVE  Voicing opinions on music piracy.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 02

♦ Numbers – percentage, fractions, statistics (90% of the / a quarter of / Coursebook page 15 exs. 6, 7 and 8 MLA001487 – The Beatles Workbook page 8 (Reading)
twice the percentage of / one in ten / the biggest group of / the second group Coursebook page 6 + page 7 ex. 7 News Item – Nigeria sings a new tune
are...) on Fela Kuti
♦ Language to talk about music, music piracy (illegal copying / widespread MVA004408 - Music
problem / give music away for free / illegal downloading / music sales /
download songs for free) 
♦ Pronunciation work: linking sounds

COMMUNICATION OBJECTIVE  Describing how long things have happened for; interacting in a debate.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Present Perfect Simple and Continuous forms (I’ve downloaded four songs Coursebook page 7 exs. 9, 10 and 11 GRU00026A – Present Perfect Simple v (Current affairs) Read a piece of art-
from the Internet this month. / I’ve been following Ellie Goulding’s musical e-Campus: GRU00026A – Present Continuous related news at home and bring the
Lesson 03

career since she became famous.) Perfect Simple v Continuous MLG000466 – Present Perfect Simple information from the text for discussion
♦ Expressing opinions, agreement and disagreement (In my opinion / In my MLG000466 – Present Perfect Simple and Continuous in the following lesson.
view / From my point of view / Really? / No way! / I don’t think so / Not really and Continuous
/ Absolutely! / True!)
♦ Expressions to politely interrupt people (Sorry to interrupt you, but... / I
agree / but don’t you think...? / If I could just finish my point... / Actually)


COMMUNICATION OBJECTIVE  Commenting on and discussing current affairs; phoning a box office.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 04

♦ Giving opinions, agreeing and disagreeing Coursebook page 16 MLA006739 – At the tourist information Workbook page 10 ex. 3
♦ Telephone language (How may I help you? / I’d like to book some tickets Coursebook pages 141 and 143 office
for... / Certainly, sir. / Would you like matinee or evening tickets? / Is there a http://www.guardian.co.uk/film/2012/
student discount? / Thank you for booking with us.) may/10/james-bond-cannes
♦ Booking tickets (sold out, circle, matinee, student discount, group rate)


Associação Cultura Inglesa São Paulo – 2013 2

STUDENT’S GUIDE  UPPER INTERMEDIATE 1

COMMUNICATION OBJECTIVE  Talking about annoying habits.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 05

♦Present Perfect Simple and Continuous Workbook page 7 ex. 2, 3
♦Present Simple, Continuous and will for habits (I always go to musicals in my Coursebook page 9 exs. 9 and 10
holidays. / People are always talking on the phone during the movie session. / http://www.youtube.com/watch?v=YFh
Every time I go to the cinema I’ll arrive at least 15 minutes early.) sz5Ce680
http://www.youtube.com/watch?v=dIe
kEs3XmmA
MLG001386 – Present simple v Present Coursebook page 8 exs. 1, 2, 3
continuous
MLG001887 – Present continuous
MPR005136 – Talking about actors


COMMUNICATION OBJECTIVE  Grammar Workout – revisiting and practicing again grammar points seen so far in the course
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Present Perfect Simple and Continuous Coursebook page 145, 136 and 29 GRU00026A – Present Perfect simple v Teacher’s choice
Lesson 06

♦ Present Simple, Continuous and will for habits Workbook page 6 exs. 1, 2 + page 7 exs.
1, 2
Aspire UI DVD
Continuous, MLG000466 – Present
Perfect simple and Continuous,
GRU000215 – Present simple with
future meaning: fixed events,
MLG001386 – Present simple v Present
continuous, MLG001887 – Present
continuous 

COMMUNICATION OBJECTIVE  Expressing taste in music.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 07

♦ Expressing likes and dislikes (classical isn’t really my thing / I’m a big fan of Coursebook page 12 exs. 1 to 5 MVA004279 – Scissor Sisters – Pop Workbook page 10 ex. 1
rock / I do quite like some classical music / I find classical music very moving) http://www.venezuelareport.com/a- Music
♦ Adj + Noun collocations (underprivileged background, classical music, new-life-for-at-risk-kids-in-venezuela- MVA004012 – Dido - now a world-
enormous feeling, limited prospects, motivated performers, popular culture) and-music-too/ famous singer
♦ Fixed expressions to talk about music http://www.meninosdomorumbi.org.br
/ingles/frames/principal.html 

COMMUNICATION OBJECTIVE  Communicative Writing 1 – Writing a letter to the editor (of a newspaper/ magazine).
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 08

♦ Linkers & Letter writing language used to signal opening, developing (In this lesson you will use Reusable Sets MWP006202 – The Guardian online Communicative Writing 1 – Writing a
paragraphs and closing (Firstly, Secondly, Lastly, To start with, What is more, which will be provided you by your MLG002195 – Punctuation letter to the editor of a magazine.
Furthermore, Apart from this, Clearly, Obviously, Needless to say, All in all, In teacher in class.) GRU00089A – Punctuation 1
conclusion, To sum up) GRU00089B – Punctuation 2  For a sample of the Communicative
Writing 1 and reference material,
click here. 

Associação Cultura Inglesa São Paulo – 2013 3

STUDENT’S GUIDE  UPPER INTERMEDIATE 1

COMMUNICATION OBJECTIVE  Discussing photographic art.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Definite and indefinite articles (a, an, the) Coursebook pages 10–11 exs. 3 to 7 MLG001919 – Definite, indefinite and Workbook page 6 exs. 3, 4
Lesson 09

♦ Lexis to describe pictures (It shows that... / It depicts... / It seems to be... / It Workbook page 7 ex. 5 zero articles
looks like... / It makes me feel... / It makes me think of... / fabulous shots, MLG000111 – The Kiss - definite and
strong message, aerial photography) indefinite articles
♦ Metaphors

COMMUNICATION OBJECTIVE  Grammar workout – revisiting and practising again (1) definite and indefinite articles and (2) linkers.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 10

♦ Definite and indefinite articles (a, an, the) (Digital content on the Interactive MLG000799 – Linkers Teacher’s choice
♦ Linkers (because, due to, however, although/even though, so, therefore, Whiteboard or Reusable Sets) MLG005562 – What do you think of Research on the sentence “Hath not a
besides) computer games? Jew Eyes”
News Item – Planet faces “lost species
disaster” 

COMMUNICATION OBJECTIVE  Sharing travelling experiences.

Lesson 11

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK

♦ Linkers (Actually / Well / Anyway / you know / Luckily / Unfortunately) Coursebook page 24 exs. 1, 3, 4 and 5 GRU00118C – Compound: adjectives Workbook page 18 ex. 2
http://www.travelpod.com/traveler-iq and verbs http://www.youtube.com/watch?v=Tb1
MLA006520 – Ecotourism 5vFdJL9I (a video on the OZ Experience)
MLA003344 – Gibraltar

COMMUNICATION OBJECTIVE  Expressing opinions about living abroad.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Immigration-related lexis (flock to / be regulated by / establish control over Coursebook page 22 exs. 1, 2, 3 and 6 MWP006198 – American Icons Reader “The Merchant of Venice” -
Lesson 12

/ move operations to / numbers ballooned / climb stairs / be directed to / line http://edition.cnn.com/2012/01/28/wo Reading: Introduction p. V; The
up / pass inspection / be singled out for a look / curb the flow / traces of rld/americas/brazil- Characters in the Play p. X; Act 1: The
graffiti / scrawls initials) immigration/index.html Agreement p. 1; Reading Exercises
http://www.nytimes.com/2012/02/08/ pages 65-66 exs. 2, 3, 4 and 5
world/americas/brazil-limits-haitian-
immigration.html


Associação Cultura Inglesa São Paulo – 2013 4

STUDENT’S GUIDE  UPPER INTERMEDIATE 1

COMMUNICATION OBJECTIVE  Discussing immigration policies now and then.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Expressing opinions, agreeing and disagreeing (In my opinion / As far as I’m Coursebook page 22 exs. 7 and 9 GRU00037A – Would vs. used to: past Workbook page 14 ex. 4
Lesson 13

concerned / As I see it / I agree with you / I go along with you / I couldn’t http://www.youtube.com/watch?v=3s7 habits vs. past states Workbook page 15 ex. 3
agree more / I don’t agree / I disagree with you [entirely] / I’m sorry I mxc58b-4 MLG001928 – Used to and Would
disagree [with you]) http://money.usnews.com/careers/best MLG003976 – My neighbour: Would
♦ Used to and Would for past habits and states (During World War II, Ellis -jobs/rankings/the-25-best-jobs and used to
Island used to be a detention centre. / In the registry room immigrants would http://www.ehow.com/list_6629547_lis
line up for legal inspection.) t-extracurricular-activities-school.html 

COMMUNICATION OBJECTIVE  Talking about volunteer work & Communicative Writing 2: Writing an e-mail to a website requesting more information
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Determiners (all, some, both [of the], no, none of the, each, every, either, Coursebook pages 18–19 exs. 2, 8, 9, 10 GRU00097E – Determiners - quantifiers: Communicative Writing 2 – Write an e-
Lesson 14

neither) and 11 no, none/none of, neither of mail to a website requesting more
♦ Adjectives to describe personality (possible lexical items: patient / sensitive http://pbskids.org/itsmylife/emotions/v MLG001936 – Determiners information
/ sensible / hard-working / realistic / energetic / friendly / serious / supportive olunteering/article10.html MLGB005343 – Women Entrepreneurs - Workbook page 14 ex. 1
/ self-conscious / rude / straightforward) quantifiers Workbook page 15 ex. 1

 For a sample of the Communicative

Writing 2 and reference material,
click here. 
COMMUNICATION OBJECTIVE  Talking about the importance of international NGOs & Sharing information about the book ‘The Merchant of Venice’
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 15

♦ Textual genres (advertisement / internal reports / mission statement / press Coursebook page 18 exs. 2, 3, 4, 18 MLG006510 – Caring for the elderly Workbook page 12 exs. 1 to 3
release / encyclopaedia entry) Coursebook page 19 exs. 6, 7 (Vocabulary)
♦ Lexis related to NGOs (discrimination / refugees / victims / natural disasters http://www.youtube.com/watch?v=TXb Workbook pages 16–17 exs. 2 to 5
/ crisis / survival / vulnerable individuals / humanitarian aid) S6jghZk8 (Reading)
Reader “The Merchant of Venice” 

COMMUNICATION OBJECTIVE  Grammar workout – revisiting grammar points seen so far in the course & CA 1 (Midterm Test)
Lesson 16

It is important that you take notes on the date of the Midterm Test and get better prepared for it. Take advantage of the first 40 minutes of the lesson, which are going to be devoted to revisitation and
consolidation of the main grammar and vocabulary points studied up to this point of the course. The Midterm Test focuses on communicative and functional aspects and the exercises are based on the
objectives of the lessons 1 to 15. The estimated time of the test is 60 minutes and it is divided in three parts:
♦ Listening = 10 marks
♦ Reading = 10 marks
♦ Language in use (grammar and vocabulary) = 10 marks / Total = 30 marks*
*In the Progress Report (Relatório de Aproveitamento) the total of 30 marks is converted to 20 marks. 

Associação Cultura Inglesa São Paulo – 2013 5

STUDENT’S GUIDE  UPPER INTERMEDIATE 1

COMMUNICATION OBJECTIVE  Understanding global action events and talking about their importance in our lives.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Lexis related to global initiatives (energy saving bulbs / low energy / leave Coursebook page 20 ex. 2 MLG001895 – Past Perfect Simple v. e-Campus activities
on standby / participants in a campaign / consumption of resources / carbon Coursebook page 21 ex. 7 and 9 Past Perfect Continuous
emissions / global problem / set up an initiative / remarkable initiatives / with http://www.youtube.com/watch?v=oNt MLG000507 – Tsunami - Past Perfect
the backing of major organisations / protect endangered species / threaten X3m9UajQ Simple and Continuous
Lesson 17

habitats / join in a campaign / cut down on carbon emissions / Earth Hour is a http://www.youtube.com/watch?v=5Pq MPR003482 – World linking
yearly reminder / a relatively small action soon turned into a major annual iSMtbxhY (Pronunciation)
global event) http://www.youtube.com/watch?v=_ko
♦ Past Perfect Simple (By 2009, that number had grown to 4,000 towns and cZ-j-o3I
cities.) http://www.youtube.com/watch?v=vJO
♦ Past Perfect Continuous (After 60 minutes people went back to consuming PPo73QZQ
the same amount of electricity as they had been using before.)

COMMUNICATION OBJECTIVE  Describing events using appropriate narrative forms.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Narrative forms: Coursebook page 20 exs. 3 and 5 MLG006508 – Earth Hour: Predicting Coursebook page 21 ex.6
♦ Past Simple (I joined the organisation in 2006.) Workbook page 15 ex. 2 content Workbook page 14 ex.2
Lesson 18

♦ Past Continuous (At that time the organisation was running a big campaign http://voices.yahoo.com/environmental
to save the Siberian Tiger.) -sustainability-3m-5058022.html
♦ Past Perfect Simple/Continuous (It was a wonderful moment when we http://www.fdf.org.uk/environment/cas
realised that we had achieved our target. / This was the result of an action estudies_Nestle1.aspx
that the WWF had been planning for some time.)

COMMUNICATION OBJECTIVE  Talking about celebrities and their connection with environmental issues.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Collocations (strongly believe in / draw attention to / raise X awareness) Coursebook page 28 exs. 1, 2 and 3 MVA004351 – Common collocations Coursebook page 30 exs. 1 to 5
Lesson 19

♦ Compound words (locally-grown / low-income / environmentally-friendly) http://www.youtube.com/watch?v=y8H MVA006211 – Going global

1UIOlKfE MVA004303 – Environmental advice
http://www.youtube.com/watch?v=uS
M2riAEX4U

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STUDENT’S GUIDE  UPPER INTERMEDIATE 1

COMMUNICATION OBJECTIVE  Giving opinions about work and leisure in the future.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Lexical chunks with fixed prepositions (a glimpse of / the golden age of / Coursebook page 38 exs. 1, 2, 3 MLG005562 – What do you think of Workbook page 26 exs. 1 and 2
there’ll be no need for / the promise of) http://www.youtube.com/watch?v=_Ln computer games? Reader “The Merchant of Venice” – Act
♦ Lexical chunks used metaphorically (just around the corner / work hand in yYNG5ZzA MPR005118 – Forthcoming elections 2 + corresponding reading activities
Lesson 20

hand / electric brain) http://www.youtube.com/watch?v=VE0

♦ Ways of expressing likelihood in the future (I’m convinced it will happen / It lPTfsBoI
will definitely happen / There’s a good chance that it will happen / It could
well happen / It may happen / It might happen / It’s unlikely that it will
happen / I can’t see that happening / There’s no way that will happen / It
definitely won’t happen)
♦ Expressions to give opinions (The way I see it / Personally I find / In my
opinion / From my point of view / As far as I’m concerned) 

COMMUNICATION OBJECTIVE  Giving opinions on renewable sources of energy & Communicative Writing 3: Writing an opinion essay
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Language for giving opinions (Personally I find.../ The way I see it... / From Coursebook page 39 exs. 5, 6 and 7 MEP004652 – IELTS Academic Writing Communicative Writing 3 – Write an
my point of view... / As far as I’m concerned... / In my opinion.../ One http://www.youtube.com/watch?v=lmy Task 2 opinion essay in favour/against the use
argument against...is that... / I firmly believe that... / I am convinced that...) 23TdhA9E of nuclear energy as the main source of
♦ Language for giving reasons (Due to... / Because of... / Considering... / http://www.youtube.com/watch?v=Z59 energy in the future.
Lesson 21

Statistics show that... / History shows that...) snGZaRvU Workbook page 27 exs. 1, 2, 3 and 4
♦ Linking words for Addition, Contrast and Conclusion (in addition /
furthermore / moreover / what is more / even though / although / in spite of  For a sample of the Communicative
/ whereas / in spite of / however / in order to / therefore / so / in conclusion)
Writing 3 and reference material,
♦ Lexis related to sources of energy (to safeguard our environment / a clean
click here.
source of energy / run out of oil / to harvest wind power / wind turbines take
up little space / wind turbines stand still / to convert excess wind power to
fuel of some kind)
♦ Linkers (In contrast to / To sum up / With [sufficient investment])

COMMUNICATION OBJECTIVE  Discussing the likelihood of nanotechnology.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Prefixes (multi-, re-, mis-, trans-, over-, under-, pre-, inter-, hyper-, micro-, Workbook page 21 exs. 1, 2 + Listening MLG006208 – The age of technology Coursebook pages 36–37 exs. 2, 3, 4 and
Lesson 22

semi-, ultra-, nano-) tip 10.

Workbook page 20 ex. 5 + Learning tip
Coursebook page 36 exs. 8 and 9
http://www.youtube.com/watch?v=Mr
Duqlk4ZDA
http://www.youtube.com/watch?v=MU 
n6X9lpOZE
Associação Cultura Inglesa São Paulo – 2013 7
STUDENT’S GUIDE  UPPER INTERMEDIATE 1

COMMUNICATION OBJECTIVE  Language workout: future forms (future perfect; future continuous; future perfect continuous).
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 23

♦ Future Perfect Simple (By next month, I will have saved enough money for Coursebook page 35 exs. 6, 8 and 11 GRU00043A – Future perfect simple x Workbook page 22 exs. 2 and 3
my trip.) Coursebook page 55 ex. 3 continuous Workbook page 23 ex. 5
♦ Future Continuous (I think I’ll be working as a doctor in 5 years.) Workbook page 23 ex. 3 MLG000461 – Life in the year 2100
♦ Future Perfect Continuous (Well, soon we will have been living in this house MLG000479 – Lynne's plans
for 10 years.) MLG000721 – Virtual reality 

COMMUNICATION OBJECTIVE  Talking about your hometown.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Lexis related to city development (to pull itself out of poverty / to spoil its Coursebook page 32 ex. 1, 2, 3 and 4 MLA005253 – Our future environment Workbook page 20 ex. 1
Lesson 24

landscape / ¾ of the country is forested / 25% is designated as national parks Workbook page 20 ex. 1
/ rates of… / rates… have fallen / economy has improved dramatically / http://www.washingtonpost.com/busin
tourism is growing / there are strict limits on… / a daily tax of… / the lives of ess/economy/the-worlds-15-happiest-
citizens were transformed / …reformed the political system / …is now countries/2012/03/29/gIQA6ZIFkS_galle
completely different from… / …economy is booming / …granted its citizens ry.html#photo=1
access to television / …changed for the better/the worse)
♦ Revisitation: Linkers 

COMMUNICATION OBJECTIVE  Discussing cultural influence.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 25

♦ Future forms: will, going to, present continuous, present simple (I will Coursebook page 33 ex. 6, 7, 9, 10 and
probably visit Dubai next month. / Experience from other countries suggests 11
that there is going to be a difficult transitional period. / My parents and I are Workbook page 22 ex. 1
visiting Dubai next month. / The President visits Dubai next week at 10am.) Workbook page 23 ex. 1
Reader “The Merchant of Venice”
GRU00038A – Future tenses: will/won't
v going to v present continuous
MLG000477 – Present simple for the
future
MLGB005330 – What's happening about
the future
Workbook p.22 ex. 1
Workbook p.23 exs. 1 and 2
Reader “The Merchant of Venice” –
Act 3 Bad News, Act 4 The Judgement
and Act 5 The Rings + reading exercises
16, 17, 21, 22, 26 and 27. 

COMMUNICATION OBJECTIVE  Talking about the food culture of your hometown.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Lexis related to food and eating habits (grab a sandwich / to eat out / I’m a Coursebook page 40 exs. 1, 2 and 3 MLA006531 – Eating green e-Campus activities
Lesson 26

bit of a foodie / to eat on the go / to savour food / to skip lunch / snack http://en.wikipedia.org/wiki/Brazilian_c MLA003742 – Foods of the world
between meals / to chew / to make time for / to eat on the way [back] to / uisine MLA002821 – Food around the world
cooked with / consists of / topped with / slow-cooked / be best known for)
♦ Revisitation: Simple Present, Will for habits, Adverbs of frequency, Likes
and dislikes


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STUDENT’S GUIDE  UPPER INTERMEDIATE 1

COMMUNICATION OBJECTIVE  Discussing eating habits in different cultures.

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 27

♦ Collocations with food and meal (fast food / convenience food / low-calorie Coursebook page 40 exs. 5, 6 and 9 MLA001409 – Healthy food in our e-Campus activities
food / takeaway food / home-cooked meal / takeaway meal / sit-down meal Workbook page 20 ex. 4 supermarkets
/ three-course meal / ready meal / low-calorie meal / meal cooked from http://www.youtube.com/watch?v=f8C MPR002796 – Same sound, different
scratch) F15HJJ-0 spelling
♦ Revisitation: Linkers, Past Simple, Modifiers, Future forms CWO4060 – Finding out about typical
recipes 
COMMUNICATION OBJECTIVE  Discussing types of communication & Communicative Writing 4: making arrangements.
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
Lesson 28

♦ Revisitation: Simple Present, Present Continuous, Future forms Coursebook page 42 exs. 1, 2, 3 and 4 MLGB004092 – Changing arrangements Teacher’s choice
♦ Formal and Informal requests and arrangements (I would be grateful if… / Workbook page 26 exs. 3 and 4
Could we say…? / Would… be convenient? / I’m afraid I’m not available then /
That would be fine / Would… suit you? / What about…? / How about…? / OK,
http://www.youtube.com/watch?v=_BF
RZvbtsUY
 For a sample of the Communicative
Writing 4 and reference material,
see you then / Nothing special) http://www.beatlesebooks.com/please-
click here.
mister-postman

COMMUNICATION OBJECTIVE  Listening/Reading development + Language consolidation
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Revisitation/Consolidation: Present Simple, Present Continuous, Present (Digital content on the Interactive GRU00031A – Narrative tenses Teacher’s choice
Perfect Simple and Continuous, Narrative forms, Future forms Whiteboard or Reusable Sets) contrasted
GRU00010A – Present Simple v 
Lesson 29

Continuous
GRU00023A – Present Simple v present
continuous v present perfect
GRU00026A – Present Perfect Simple v
Continuous
GRU00040A – Future Perfect:
affirmative
GRU00039C – Future Continuous:
Interrogative
MLGB005329 – Talking about the future
Language workout: (1) Present Perfect Simple and Continuous; (2) Present Simple, Present Continuous and Will; (3) Used to and Would +
COMMUNICATION OBJECTIVE 
Narrative tenses and (4) Future Forms.
Lesson 30

LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK

♦ Present Perfect Simple and Continuous (This show has been really popular. Coursebook page 29 exs. 3, 4 and 6 GRU00025D – Present Perfect Teacher’s choice
/ We have been turning people away all week); ♦ Present Simple, Present Coursebook page 30 exs. 4 and 5 Continuous: use
Continuous and Will (People often go to modern art galleries. / When they Coursebook page 55 ex. 2 GRU00019D – Present Perfect: use
are seeing a simple abstract painting, they will always say it’s not art.); GRU00042D – Future Perfect
Associação Cultura Inglesa São Paulo – 2013 9
STUDENT’S GUIDE  UPPER INTERMEDIATE 1

♦ Used to and Would + Narrative tenses (I used to travel to the beach when I Continuous: use
was a child. / My family would always go to the departure gate at the last GRU00035D – Future with will/won’t:
minute. / One day we missed the plane. / I had been waiting for them in a use
bookshop when I realised that they had forgotten the time.); GRU00032D – Would: repeated actions
♦ Future Forms (By 2100, the figure for extreme drought will have increased in the past
from 3% to 30%. / Agricultural production in those areas will have become.) GRU00037A – Would v used to: past
habits v past states 
MLG002453 – Present Perfect Simple v
Continuous
MLG001893 – Present Perfect
Continuous
MLG000458 – Present Perfect
Continuous
MLG001190 – Dear Mum and Dad
MLG001777 – Promises and threats
MLG001154 – What are your plans?
MLG001201 – Will, won’t, going to
MLG000475 – Will v going to
MLG005511 – Email about future plans

COMMUNICATION OBJECTIVE  Talking about the book “The Merchant of Venice” & Communicative Activity
LANGUAGE ITEMS RESOURCES E-CAMPUS ACTIVITIES HOMEWORK
♦ Expressing opinions; Digital content on the Interactive Teacher’s choice Teacher’s choice
Lesson 31

♦ Linkers; Whiteboard +
♦ Present perfect; Past simple, Past continuous and Past Perfect; Reader “The Merchant of Venice”
♦ Future with will and going to
♦ Future simple and continuous; Future perfect
♦ Expressions used to express the ‘likelihood’ of things in the future;
♦ Lexis related to arts, music and environment


COMMUNICATION OBJECTIVE  Final Assessment (Final test)

The format of this assessment is similar to the CA1 (Midterm Test), which you took in the middle of the course. However, in this Final Test there is one more part which focuses on written production, so
you will be required to write a text in appropriate style with no reference to dictionaries or other materials. The choices for the written production are based on the topics and language structure
Lesson 32

practised during the course through the Communicative Writing tasks.

The estimated time for this Final Test is 100 minutes and it is divided in four parts:
♦ Listening = 10 marks
♦ Reading = 10 marks
♦ Language in use (grammar and vocabulary) = 10 marks
♦ Communicative writing = 10 marks / Total = 40 marks*
*In the Progress Report (Relatório de Aproveitamento) the total of 40 marks is converted to 30 marks. 

Associação Cultura Inglesa São Paulo – 2013 10

STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Cohesive Devices – Language items for writing a great text

A) Addition D) Enumeration
again equally in fact first(ly) second(ly) last on top of (that)
also furthermore moreover finally next to (begin with) then
and in addition (to...) too in the (first) place more important
and then indeed what is more
Examples:
besides
His job involves a number of things. First, he is responsible for general administration in the
Examples: office. Secondly, he has to look after the financial side of the business... Finally, he has been
The house faces north, so it never gets the sun. Also, it is rather damp. asked to build up outside contacts.
The children do not like one another. Moreover, they often quarrel and start to fight. There were several good reasons for changing the plan. To begin with, it involved a lot
She hardly ever goes to the theatre. In fact, she has not been for months. of money. On top of that, it needed too many people.

B) Comparison E) Exemplification
compared with in the same way similarly as (evidence of...) such as
in comparison with likewise for example thus
for instance to show what (I mean)
Examples:
let us (take the case of...)
I used to work fifteen hours a day. In comparison with that, my present job is more like
holiday! Examples:
The doctor advised him to give up smoking. Similarly, he recommended him to eat Most countries do not grow enough food for their needs. Let us take the case of the United
much less and take plenty of exercise. Kingdom.
Most people are superstitious in some way. Thus, a lot of people believe that the
C) Contrast and concession* number 13 is unlucky...
besides naturally still
but nevertheless whereas F) Inference
however of course while If not,... otherwise then
in contrast on the contrary yet In (that) case that implies
instead on the other hand
Examples:
Examples: He left the country the same day. In that case, he must have had his passport with him.
He did not show anyone the papers. Instead, as soon as he got a chance, he burnt them. You must get some more petrol. Otherwise, we will not have enough to get us to the
She is not as pretty as she used to be. Nevertheless, she is still a very attractive girl. next town.
His first novel took him only a few weeks to write, while his next one took over a year.

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

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STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Cohesive Devices – Language items for writing a great text

G) Summary J) Reformulation
in all in short on the whole in other words that is (to say)
in brief in conclusion to sum up rather to put it more (simply)
Examples: Examples:
She spends a lot of money on clothes. She is also fond of buying expensive jewellery. In Towards the end of the party he got up and danced on the table. In other words, he
short, she is extremely extravagant. made a complete fool of himself.
The car is not new but it is in good condition. The price too is very reasonable. On the Most people felt that the project was not worthwhile in proportion to the amount of
whole, I think it is quite a good bargain. time it would take to complete it and equally the financial expenditure involved. To put
The film has a very unusual plot, with plenty of action. Both the acting and photography. it more simply, it was a waste of time and money.
To sum up, this is a film you should not miss.
K) Replacement
Again (better) still the alternative is...
H) Time*
Alternatively on the other hand
after (a while) before (that time) since (then)
afterwards finally so far Examples:
at first in the end then It is very likely that we shall go by car, even though it is a long drive, because we shall
at last meanwhile (up to) then need some means of transport while we are there. Alternatively, we might fly out and
at (the same time) next hire a car when we arrive.
If things get any worse, we might have to arrange apublic meeting to discuss the matter.
Examples:
Better still, we could even organise a demonstration.
He tried to open one of the small windows. At first it remained firmly closed but, in the
end, after a great deal of effort, he managed to open it a few inches. L) Transition
... and the fire has finally been brought under control. Several men are still missing. As far as... is concerned now
Meanwhile the causes of the explosion are still being investigated. As for... to turn to...
Incidentally with (reference) to...
*That is, indicating temporal relationships. This is a very open-ended group of devices, as the
number of bracketed item shows. For example, instead of at the same time, we may have: at that Examples:
time/at that moment. We can leave most of the details of the proposal until the next meeting. Now, as far as
money is concerned, this needs careful consideration.
I) Result In the end, he decided to sell his car. This, incidentally, proved to be a mistake.
accordingly for that reason then
as a result hence therefore In order to make your text more cohesive and better to read, you also use of synonyms
consequently the (consequence) of that is... thus to avoid repetition.
Examples:
Examples: These cars were first made in 1972. When they were first produced, they were not very
Most people were opposes to the scheme on the grounds that it was too expensive. popular.
Accordingly, it is now being re-examined to see if costs can be reduced. If you have any thoughts on the subject, please let me know. I will be interested to hear
Seven inches of snow fell during the night, blocking most main roads. As a result, traffic your ideas.
conditions have been chaotic. 
Associação Cultura Inglesa São Paulo – 2013 12
STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Communicative Writing Reference

Communicative Writing 2 – Write an e-mail to a website requesting information about a
Communicative Writing 1 – Writing a letter to the editor (of a newspaper/magazine)
volunteer post with an NGO.
Dear Sir or Madam,
Dear Sir or Madam,
I am writing with reference to the article on graffiti artists published in one of your
latest issues. I would like to express my opinion about this topic and share my views I am writing to you interested in the post of a volunteer with your NGO advertised in
with other readers. your website.

To my mind, graffiti art should be more respected and encouraged especially in big
cities for a number of reasons.
Firstly, big cities are usually very crowded and full of buildings made of concrete, metal
and glass and it makes them very gray and cold. Graffiti art can give cities a more
colourful appearance and make our journeys more interesting because we can enjoy a
different view.
Secondly, it is important to say that graffiti artists do not usually have enough support
from the government to produce their pieces of art and have to face a lot of
bureaucracy to obtain a simple permission to use a wall or area in a public place.
Furthermore, they also have to fight the resistance of people local residents, even after
having the permission granted by the government.
Lastly, I believe we also need more places for street artists such as art galleries because
they need appropriate areas to show their art. Obviously, if we had more places for
street artists, we would not have them using several public places for their art.
All in all, I feel very strongly that graffiti artists should receive more support from the
government and have appropriate places to expose their art. Apart from this, these
artists should have special permissions to use some public places in the city to draw
their graffiti because they make the city more beautiful.
Yours faithfully,
John Smith
[general information about you]
I am twenty-one years old and I come from Saudi Arabia. I have been to England once,
where I stayed for seven months. I have been studying English since 2002.
[information about your studies and abilities]
I study business and finance at a local college of further education in the evenings and
I am graduating in December this year. I can speak four languages fluently which are
Spanish, French, Arabic and English.
[work experience or other relevant activities]
I worked in a nursery school for one year in France after I had worked in Spain as a
teacher. In 2010 I lived with an Australian family for about a year. I used to help them
with their children and cooking.
I would like to know if in this job I should help children and how long the programme
lasts. Moreover, you have mentioned the applicant should speak some languages but
we do not know what languages are requested. I would also like to ask about the
experience required and the accommodation for the programme.
I look forward to receiving your e-mail.
Yours faithfully,
Ahmed Salim Balsharaf

The samples of language to be used in your Writing Task are highlighted in the text. The samples of language to be used in your Writing Task are highlighted in the text. The parts
in red are just indicators. You should NOT include them in your composition.
Reference material:
 Course book: Unit 1E Art for the public – pp. 14-15 Reference material:
  e-Campus: Summer school (MVA005543) 
Associação Cultura Inglesa São Paulo – 2013 13
STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Communicative Writing Reference

Communicative Writing 3 – An opinion essay in favour/against the use of nuclear energy as
Communicative Writing 4 – Making arrangements.
the main source of energy in the future.
Formal

Is there a practical, powerful and clean source of energy for the world? Some say Dear Mr Johnson,
nuclear energy would be the best answer to this. From my point of view, nuclear Thank you for attending the workshop Business leadership in the 21st century on 22nd
energy cannot be a good alternative because it has more negative points than positive October. We hope the event has contributed to your professional experience and
ones. expertise.
First of all, nobody can deny that nuclear energy is cleaner than oil, coal and gas We would like to invite you to an international conference with well-known business
because it produces no smoke and toxic gases which are usually released when we leaders on 9th November in Rio de Janeiro, Brazil. Would 9th November be convenient?
burn fossil fuels. Smoke from fossil fuels lead to air pollution and some diseases such as We would be grateful if you could join us in this conference. Please send us your
lung cancer, bronchitis, asthmas, etc. That is why it is obviously healthier to use nuclear confirmation as soon as possible.
energy.
Yours sincerely,
On the other hand, nuclear energy has some disadvantages. Firstly, using nuclear John Smith
energy is very dangerous because reactors produce nuclear waste products emitting
dangerous radiation, which is extremely harmful for the body and can cause death. It Reference material:
can also cause unexpected horrible accidents with extensive damages to both the  Course book: Unit 3 Everyday English – p. 42 ex. 2
environment and people, like the nuclear accident in Chernobyl.  Workbook: Unit 3 – p. 26 ex. 5
Secondly, nuclear energy encourages the use of nuclear weapons, which is a threat to Informal
the peace in the world. In addition, nuclear energy is so expensive that not every
country can use it. Hi Jessy,

Lastly, there are lots of other sources of energy that can replace nuclear energy such as
wind energy, solar energy and water energy, which are widely available and also
environmentally-friendly and unlimited.
To sum up, despite the advantages of nuclear energy, using it is still too dangerous. We
should limit its use if we want to use it and we have to be very careful. We could
possibly use other sources of energy which are clean and powerful instead nuclear
energy.
Thanks a lot for telling me about the party at Steve’s house but I guess I won’t go there.
So, what are you doing on Friday night? There’s a great film on and I’m sure you’ll love it
because it’s one of those action films you love.
How about watching it with me? We can watch the 7.15 screening. Is it OK for you?
Do you want to meet at the tube station? That’s fine for me.
Let me know whatever you decide.
Take care,
John

The samples of language to be used in your Writing Task are highlighted in the text.
The samples of language to be used in your Writing Task are highlighted in the text.
Reference material:
Reference material:
 Course book: Unit 3D Predicting the future – p. 39
 Course book: Unit 3 Everyday English – p. 42 ex. 2 
 Workbook: Unit 3 – p. 27 
Associação Cultura Inglesa São Paulo – 2013 14
STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip
Unit 1 13 will often have 14 not possible Pages 8–9 Reading
Page 4 Vocabulary Exercise 2 Exercise 1 – 1 B 2 C 3 A
Exercise 1 1 have you been doing 2 have been recording Exercise 2 Yes, they probably do.
1 a painter 2 a musician 3 a film director 3 haven’t finished 4 have you got 5 have written
4 a playwright 5 a photographer 6 a poet 6 have been trying 7 have been touring Exercise 3 – 1 C 2 A 3 D 4 C 5 B
7 an actor 8 a novelist 8 have been working 9 have admired Exercise 4 – 1 claim 2 overtake 3 damaging 4 suffering
10 have actually played 5 willing 6 decent 7 return 8 principally
Exercise 2
1 lyrics 2 stage 3 cast 4 portrait 5 encore Exercise 3 Exercise 5
6 auditions 7 sketch 8 gigs 1 the 2 a 3 the 4 Ø 5 the 6 Ø 7 a 8 the 1 damage 2 suffer 3 decent 4 overtook
Exercise 3 Exercise 4 5 claim 6 willing 7 principally 8 return
1 creativity 2 play 3 appearance 4 sold 1 Ø 2 the 3 a 4 Ø 5 the 6 Ø 7 a Exercise 6
5 collectors 6 disappointing 7 performance 1 to 2 for 3 from 4 on 5 in 6 on
8 illegally
Page 7 Grammar Plus
Exercise 1 Page 10 Everyday English
Exercise 4 – 1 B 2 C 3 D 4 A 5 E 1 have opened, R 2 have been browsing, D
Exercise 1
Exercise 5 – 1 sets 2 opening 3 sketches 4 model 5 piece 3 has gained, R 4 has been 5 have bought, R 1 find 2 appeal 3 like 4 mood 5 keen 6 mind 7 fan
6 has been going, D 7 have seen 8 has reached, R
Page 5 Listening 8 stand 9 on 10 thing 11 of 12 of
Exercise 2
Exercise 1 one hour Exercise 2
2 don’t use 3 tell 4 play 5 share 6 have
Exercise 2 – 1 F 2 E 3 C 4 A 5 B 7 involves 8 enters 9 appears 10 fights 1 majority of 2 quarter of 3 One in 4 most popular
11 defeats 12 is undergoing 13 are losing 5 as many … as 6 Over
Exercise 3
14 seems 15 are now developing Exercise 3 (suggested answers)
1 moving 2 not … the point 3 witty, very long 4 obvious,
Still 5 Quite imaginative Exercise 3 circled verbs: 1 Are there any in the stalls? 2 And how much are they?
2 will not use 3 will tell 5 will sometimes share 3 Would there be a discount for 15 people? 4 OK. Could I
Exercise 4 – A 5 B 3 C 1 D 2 E 4 book
6 will have 7 will usually involve 8 will enter
9 will appear 10 will fight 11 will defeat 15 tickets, then? 5 Sorry, I’m not with you. 6 OK.
Pronunciation
I’ll take those, I guess. 7 What time does the show
Exercise 1 Exercise 4 start? 8 And how can I collect the tickets?
2, 3, 5, 6, 7 and 10 contain the /ʌ/ sound. 1 am always stuffing them into my bag
Page 6 Grammar 2 is always forgetting his wallet Page 11 Writing
Exercise 1 3 is always telling ridiculous jokes Exercise 1
1 are always saying 2 not possible 3 will arrive 4 are forever treading on my feet 1 early years; for the last ten years 2 venue; it took place
4 will rehearse 5 will have 6 not possible Exercise 5 3 amazing; disappointing; for the most part, it was
7 will generally do 8 not possible 9 will always go 1 an 2 an 3 – 4 – 5 – 6 the 7 – 8 – 9 the 10 – 11 a 12 a 13 – 4 piece; they opened with; for the most part, it was
10 will get 11 will go 12 are always trying 14 a 15 – 5 applause; fans; impatient 6 it is well worth seeing 
Associação Cultura Inglesa São Paulo – 2013 15
STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip
Exercise 2 Missing elements are: Unit 2 Exercise 5
1 (Introduction), the where of 1 rubbed off 2 come by 3 associate 4 getting back
Page 12 Vocabulary
2 (The occasion of the concert) 5 heading (for)
Exercise 1
4 (The details) and 5 (The audience’s reaction).
1 border 2 abroad 3 volunteer 4 touch 5 emigrate Pronunciation
Exercise 3 (suggested answers) Exercise 1
Exercise 2
[B] In the last five years, Kings of Leon have gone from being 1 striking /aɪ/ 2 highly /aɪ/ 3 picking /ɪ/
1 poor 2 human 3 medical 4 global 5 environmental
a cult group with a small dedicated following to one of the 4 driving /aɪ/ 5 difficult /ɪ/ 6 incentive /ɪ/
6 economic
world’s biggest rock bands. Last week I took a friend to see 7 Britain /ɪ/ 8 skilled /ɪ/
one of their concerts, which the newspaper had asked me to Exercise 3
review. [D] It took place at the Wembley Arena in London, 1 charitable 2 practical 3 established Exercise 2
which is an enormous venue. It was the opening concert in 4 extensive 5 religious 6 profitable 1, 2, 3, 5 and 6 follow the rule for /ɪ/. 7, 8, 10, 11 and 12
their world tour which will take in six countries and over 30 follow the rule for /aɪ/.
Exercise 4
venues. I am not a huge fan of their music and so my
1 a three-hour journey 2 a 120-metre high building Page 14 Grammar
expectations were not very high.
3 a world-famous park 4 a high-profile photographer Exercise 1
In fact, it was an excellent show and I came away still
5 a long-running dispute 6 some last-minute changes 1 We both like tennis. 2 Neither of us eats fish.
humming some of their tunes. [C] They opened with Use
7 reddish-brown hair 3 None of the participants was under 16 years old.
Somebody, their catchy new single, but in fact then
4 Each country has different immigration rules.
continued to play mostly older material. Kings of Leon do not Exercise 5
5 Either you can go or I can.
really put on a show as such. There are no big video screens 1 to 2 to 3 in 4 – 5 from … to 6 over / – 7 in … with 8 –
6 Some want to study abroad and others don’t. / Some don’t
at the back, no impressive laser lights. All there is to watch
Exercise 6 want to study abroad but others do.
are four musicians playing their instruments. But the lack of
1 timetable, time zone 2 healthcare, health check 7 No volunteer had previous experience of this kind of work.
visual stimulation doesn’t actually matter, because the music
3 market place, market research 4 newsletter, news story 8 Every contract lasts three months.
is so good and they play with such passion. For two hours I
5 sunburn, sunlight 6 road sign, road works
was spellbound. Exercise 2
[A] The audience, a mixture of die-hard fans and Page 13 Listening 1 arrived 2 was raining 3 had decided
people who had been attracted more recently by their more Exercise 1 4 took 5 had made / made 6 climbed 7 ran
commercial songs, loved it. At £70 per ticket it’s not a cheap A good deal, Greek island, mates 8 unrolled 9 sat down 10 had gone 11 was coming up /
concert, but if you appreciate good musicianship and great B police, speeding, 60% came up 12 realised 13 was blocking
song-writing, I would thoroughly recommend seeing them. C career, Royal Festival Hall, series of concerts
Exercise 3
Exercise 3 – 1 T 2 F 3 F 4 F 5 T 6 T 1 had ever won 2 had met 3 had been crying
Exercise 4
4 had been looking forward to
1 cult 2 humming 3 catchy Exercise 4
5 had prepared 6 hadn’t been waiting 7 had sold
4 spellbound 5 thoroughly 1 heading 2 come by 3 queuing up 4 growing
8 had lost 9 had been working 10 had been getting
5 getting back 6 attaches 7 associate 8 rubbed off


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STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip
Exercise 4 Page 18 Everyday English Unit 3
1 set up / used to set up / would set up 2 took / used to take Exercise 1 Page 20 Vocabulary
/ would take 3 belonged / used to belong / would belong 1 absolutely 2 a bit 3 pretty 4 totally 5 a bit 6 absolutely Exercise 1
4 recruited / used to recruit / would recruit 5 had / used to
Exercise 2 1 different 2 worse 3 spoiled 4 have transformed
have / would have 6 worked / used to work / would work
1 Unfortunately 2 Actually 3 Luckily 4 Well 5 anyway 5 in decline
7 was / used to be / would be 8 telephoned / used to
telephone / would telephone 9 gave / used to give / would Exercise 3 Exercise 2
give 10 thought / used to think / would think 1 visited 2 rose 3 fell / dropped 4 went 1 population 2 birth 3 older 4 expectancy 5 group
Page 15 Grammar Plus Page 19 Writing Exercise 3
Exercise 1 Exercise 1 1 hyper 2 semi 3 micro 4 semi 5 semi 6 hyper 7 ultra 8 hyper
1 Neither … nor 2 both 3 None 4 either … or 5 Each 1 world-famous destination 2 three-hour Exercise 4
6 both … and 7 all 8 Some 9 Every 3 lived 4 used to inhabit 5 Most 6 45-minute 1 chewed 2 snack 3 takeaway 4 out 5 course 6 go, sit
Exercise 2 – 1 B 2 C 3 A 4 C 5 A 7 either 8 awe-inspiring façade 9 will avoid
10 have ever visited Exercise 5
Exercise 3 1 pre 2 under 3 multi 4 trans 5 over 6 mis 7 re 8 inter
2 (often would go) In the past people would often go/often Exercise 2
1 I would like to give travellers some practical advice about Page 21 Listening
went for walks in the countryside.
the best way to visit it. Exercise 1 – She mentions 2, 4 and 5.
3 (would use to travel) In the Middle Ages people would
travel / used to travel /travelled on horseback or on foot. 2 Petra is situated in the south of Jordan, a three-hour Exercise 2 – 1 C 2 D 3 B 4 C 5 A 6 D
journey by car from the capital, Amman.
4 (used to like) I didn't use to like / didn't like salty food, but
now I do. 3 It is a unique place, a city carved out of the rock … /Walk Pronunciation
5 (would be) My dad says he used to be / was really good at down the Siq, a long narrow passage with high rocks on either Exercise 1
maths when he was at school. side and at the end you will catch a glimpse of the Treasury 1 magical S 2 change S 3 gum H 4 longer H
with its awe-inspiring façade. This massive building is the 5 technology S 6 guess H
Pages 16–17 Reading tomb of a Nabataean king and is carved out of the pink rock
Exercise 2
Exercise 1 Because the judge ruled that the child was already that surrounds it.
1 guarantee H 2 generous S 3 finger H
well cared for in her native country. 4 The Bedouins in the area used to inhabit the same caves
4 danger S 5 gunpowder H 6 biology S
until quite recently, but they were moved out by the
Exercise 2 – 1 B 2 A 3 B 4 C 7 logical S 8 generate S
government in the 1980s. Now the site is purely for visitors.
Exercise 3 – 1 B 2 D 3 C 4 D 5 C 6 A 7 B 5 Petra is without doubt one of the most beautiful places I Page 22 Grammar
have ever visited … Exercise 1
Exercise 4
1 In the 1850s 2 War orphans from Europe and Asia 1 are you doing 2 am not going to spend
3 20,000 4 The Joint Council on International Children’s 3 is staying 4 ’ll ask 5 ’ll mind 6 ’s only taking
Services 5 UNICEF 7 finishes 8 ’ll give 9 Are you doing
10 ’re having / are going to have 11 ’s coming
Exercise 5 – 1 T 2 F 3 F 4 T 5 F 12 ’s going to introduce 13 ’ll bring 

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STUDENT’S GUIDE  UPPER INTERMEDIATE 1

Workbook Answer Key | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip
14 are you doing / are you going to do Exercise 5 Exercise 4 (suggested answers)
15 am going 16 ’re vaccinating / are going to vaccinate 1 will be lying 2 will have made 3 will have finished 1 Hello, I would like to make an appointment with the bank
17 are you going to get 18 ’re taking / going to take 4 will be preparing 5 will have been working manager.
19 ’ll walk / are going to walk 20 ’re getting up / 2 Would some time this week be possible?
going to get up / will get up 21 leaves
Pages 24–25 Reading 3 I’m afraid I’m not available on Thursday.
Exercise 1 4 Yes, that would be fine. Thank you.
Exercise 2 1 How people, young and old, use technology.
1 The population will have reached nine billion. 2 that the iPad is very useful for old people. Exercise 5
2 The temperature will have increased by 2–3 degrees. 1 attend 2 invite 3 convenient 4 sincerely
3 People will be living to over 100 years. Exercise 2 – 1 A 2 B 3 A 4 B
4 Medical scientists will have eliminated inherited diseases.
Page 27 Writing
Exercise 3 – 1 C 2 A 3 F 4 D
5 Computers will be thinking like humans. Exercise 1 A
6 Everyone will be eating genetically modified food. Exercise 4 – 1 B 2 C 3 A 4 A Exercise 2 He is in favour of it. (In my opinion, there is no
7 People will be using multilanguage translators. doubt that the benefits of genetic engineering outweigh its
Exercise 5
8 Scientists will have discovered new ways to store electricity. disadvantages; and the contents of paragraphs 2 and 3.)
1 incompetent 2 technophobic 3 inadequate
Exercise 3 4 infirm 5 varying 6 isolated Exercise 3
1 will have built 2 will have stopped 3 will have been using, Page 26 Everyday English 1 however 2 therefore 3 in contrast to 4 in addition
will have forgotten 4 will have been thinking 5 will have 5 despite 6 all things considered
Exercise 1
eliminated 1 convinced / certain 2 might / may 3 see Exercise 4
4 unlikely 5 well 6 chance 7 definitely 8 way 1 outweigh 2 provoke 3 examine 4 treat
Page 23 Grammar Plus
5 diagnose 6 suffer 7 spend 8 question
Exercise 1 – 2 E 3 F 4 A 5 D 6 C Exercise 2
Exercise 2 – 1 A 2 C 3 A 4 B 5 B 1 Personally, I find it amazing that
2 considering how much food
Exercise 3 3 The way I see it
1 a will have planted b will have been planting 4 as far as I am concerned
2 a will have negotiated b will have been negotiating 5 Statistics show us that if
3 a will have left b will have been staying 6 due to the fact that
Exercise 4 Exercise 3 (suggested answers)
1 will have finished, will love 2 will have changed 1 I’m afraid I’m not free tonight.
3 will be flying 4 will have been, will be celebrating / will 2 Yes, that would suit me better.
celebrate 5 will have graduated, will have to 3 Great. See you then.
6 will be sitting

Associação Cultura Inglesa São Paulo – 2013 18

STUDENT’S GUIDE  UPPER INTERMEDIATE 1
Workbook Audio Scripts | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip
Unit 1, Listening, Exercises 2 and 3 [Track 02]
1 I saw a young girl who stood on the plinth and threw
paper roses into the crowd. I didn’t catch one but someone
near me did. There was a message on it. It said that the
girl’s friend had died of a disease called Cystic Fibrosis and
it gave the name of a website where you could go and
donate money to
find a cure for it. It was quite moving.
2 The guy I saw was displaying his own paintings. He had
four portraits, but you couldn’t really make out who they
were of. I think one was of the Dalai Lama. I think he was
hoping that someone in the art world would see them and
buy one. It seemed a bit commercial to me and not really
the point.
3 When I was there, a mime artist – the kind you see quite
often in public places in big cities – stood without moving
on the plinth for one hour. He was dressed to look like the
stone figure of Lord Nelson that stands on the top of the
column in the middle of Trafalgar Square. Quite intelligent
and witty really, but not something you could watch for
very long – at least not for an hour.
4 This woman – she must have been about 45 or so – was
lifted up and she got out a mop and a bucket and spent the
next 55 minutes cleaning the top of the plinth. I don’t know
what point she was trying to make really: that she’d spent a
lot of her life doing boring cleaning work? That we need to
look after our public buildings? It wasn’t really obvious.
Still, she got a big cheer from the crowd at the end.
5 We went on the last day hoping to see something special,
and I think it probably was a bit more original than some of
the other things that had come before it. A woman was
making a model of a man out of bread rolls. She began with
the legs, putting bread rolls over two upright sticks. He
looked a bit like the Michelin man. Somebody told me that
it was supposed to be in the style of the artist who set up
the whole project, Antony Gormley. Quite imaginative, I
thought.
Associação Cultura Inglesa São Paulo – 2013
Unit 1, Pronunciation, Exercise 1 [Track 03]
/a/ cat, stack, hat, bag, sang
/ɒ/ top, stock, hot, blog, song
/ʌ/ but, stuck, hut, cut, sung
Unit 1, Pronunciation, Exercise 1 [Track 04]
1 young 2 column 3 public 4 project 5 something
6 one 7 other 8 commercial 9 model 10 bucket
Unit 1, Everyday English, Exercise 4 [Track 05]
N = Nick, T = Ticket agent
N Have you got any tickets left for this Saturday?
T Yes, we’ve still got a few.
N Are there any in the stalls?
T Sorry, no, we’ve none left in the stalls, but there are a
few in the circle.
N And how much are they?
T £32.
N Would there be a discount for 15 people?
T Yes, there’s a 20% discount on groups of 12 or more.
N OK. Could I book 15 tickets then?
T OK, but I’m afraid they’re not all in the same place.
N Sorry, I’m not with you.
T Well, six are in row D and the other nine are in row E.
N OK. I’ll take those, I guess.
T OK. I’ll book those for you now.
N What time does the show start?
T The doors open at 7 pm and the show starts at 8 pm.
N And how can I collect the tickets?
T We can post them to you or, if you prefer, you can collect
them at the door.
Unit 2, Listening, Exercises 3 and 4 [Track 06]
I = Interviewer, C = Commentator
I In the studio today is Philip Turner, an expert in migration
at the Institute of Economic Studies, who I hope is going to
shed some light on recent trends in UK migration.
Welcome, Philip.
C Thanks. Good to be here.
I So, Philip, it’s pretty apparent that the majority of the
Polish migrant workers who came here in the last four or
five years are heading home now. Why is that? Is there no
longer any work for them?
C Well, some Polish workers held highly-qualified jobs –
doctors and nurses and so on–but most of them didn’t.
They did rather unglamorous work such as potato picking
or cleaning, driving buses, working on building sites, that
kind of thing. And yes, that work is more difficult to come
by. We’ll actually miss them, particularly in agriculture,
because even though a few people here complained about
immigrants taking British jobs, these weren’t actually the
jobs that British people were queuing up to take.
I But that isn’t the whole story, is it? That doesn’t explain
why we are also losing skilled workers …
C Probably the main reason why they’re leaving is that the
exchange rate, which was once seven zloty to the pound,
now gives only around four. At the same time the Polish
economy is growing at a faster rate than ours, and key
workers like nurses and plumbers are more and more in
demand back home. On top of that, there’s the incentive of
getting back to the relatives or families they left behind.
I And you say we’ll miss them …
C Well, yes I think Britain will be a poorer place for not
having them. Not just because it’s a reminder that our own
economy isn’t doing so well, which of course it isn’t, but
because Polish culture was good for us.
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19
STUDENT’S GUIDE  UPPER INTERMEDIATE 1
Workbook Audio Scripts | Audio files (in MP3 format) available for download at: http://profesores.cengage.com.br/downloads/1285159446_Audio.zip
I Can you expand on that?
C Yes, for a start it’s a much less cynical culture than ours –
it attaches great importance to traditional values like hard
work and community and looking after your family. These
are values that we associate more with our parents’
generation. In fact, in a way it has been a bit like going back
to another era.
I I know what you mean. A striking example of that is the
way that Polish people working in bars or restaurants treat
you as a customer – I find them incredibly polite and
friendly compared to your average English waiter.
C Exactly. It’s pretty simple and obvious, you’d think, but
I’m afraid we British are in danger of losing that kind of
basic social manners. But perhaps some of this culture has
rubbed off on us and even though the Poles are returning,
perhaps a little bit of Polish attitude will remain. I think
that’s one of the important things about migration … When
cultures mix, often they influence each other in a positive
way.
Unit 2, Pronunciation, Exercise 1 [Track 07]
1 striking 2 highly 3 picking 4 driving
5 difficult 6 incentive 7 Britain 8 skilled
Unit 2, Pronunciation, Exercise 2 [Track 08]
1 immigrant 2 simple 3 quickly 4 migrant
5 little 6 relative 7 behind 8 excited
9 promise 10 reminder 11 hostile 12 like
Unit 3, Listening, Exercises 1 and 2 [Track 09]
Perhaps you remember a scene from the film, or book,
Willy Wonka and the Chocolate Factory, where he produces
a magical piece of chewing gum that is a three-course meal
all in one: tomato soup followed by roast beef and finishing
with blueberries and ice cream. Fantasy, you think? Maybe
not.
Associação Cultura Inglesa São Paulo – 2013
The idea of nano-foods is not to miniaturise food. Instead,
nano-researchers in universities and food companies are
talking about methods that will be able to design foods at a
molecular level and bring any flavour, texture or taste to
our mouths in whatever form we wish – through chewing
gum, drinks, or anything else for that matter.
Realistically, such technology may be for the more distant
future, but nano-science is already changing methods of
food production today. It is clear that nano-packaging will
be the first commercial application. Boxes and wrappers
will contain anti-bacterial agents that will make our food
safer and last longer. The next step is that we will then see
nano-particles introduced into the foods themselves, so
that you will not have to boil milk or water to remove the
bacteria. Nano-science will also transform the lives of
people with food allergies. If you are lactose intolerant,
for example – in other words, allergic to milk – no problem.
The lactose can be removed from the milk by nano-filtering
and replaced with some other sugar.
All this sounds scary, but perhaps it is less frightening than
the amount of chemicals and preservatives we add to our
food now to make it last longer. Defenders of the
technology say these are natural solutions which mean we
can do away with these harmful chemicals. Opponents, on
the other hand, say we’re playing with fire. They argue that
we don’t yet know enough about the effects of these nano-
particles to test them out on large numbers of people. They
are worried that changing the molecular structure of food
could have much deeper consequences. ‘When I drink a
glass of milk,’ says one critic, ‘I want to know that it’s going
to my stomach, not that tiny particles could arrive at some
part of my brain that could be changed for the worse.’
Unit 3, Pronunciation, Exercise 1 [Track 10]
1 magical 2 change 3 gum 4 longer 5 technology
6 guess
Unit 3, Pronunciation, Exercise 2 [Track 11]
1 guarantee 2 generous 3 finger 4 danger 5 gunpowder
6 biology 7 logical 8 generate
Unit 4, Listening, Exercises 1 and 2 [Track 12]
J = Journalist, C = Curator
J So, you run a museum here dedicated to the Icarian
movement. Can you tell us a little more about it?
C Sure. The movement was founded by a Frenchman,
Etienne Cabet, in the 1840s. He had written a book some
years earlier called The Voyage to Icaria, which was a kind
of blueprint for a perfect society.
J And what was his idea for a perfect society? How would it
work?
C Essentially, it was based on socialist principles. In fact,
Karl Marx was an early fan of his. The idea was that if
everyone shared the work that needed to be done and
shared their property with each other, they could eliminate
poverty.
J I see. So, how did this Frenchman come to live in the USA?
C He felt France was an undemocratic country where poor
people were exploited. So, he went across Paris and other
French cities looking for people who were willing to join
him in establishing a new society. He gathered together a
range of people with different skills – farmers, craftsmen,
tailors, and so on – and in 1848 less than 100 – about 70 of
them in total – set sail for America and landed in Texas.
J But we’re in Iowa now.
Unit 3, Pronunciation, Exercise 1 [Track 10]
1 magical 2 change 3 gum 4 longer 5 technology
6 guess
Unit 3, Pronunciation, Exercise 2 [Track 11]
1 guarantee 2 generous 3 finger 4 danger
5 gunpowder 6 biology 7 logical 8 generate
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20