Management Negotiation 047240084301444263

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marceloanthony2012@gmail.com | 5561984362935 | Proibida a reprodução total ou parcial, sem autorização. Lei nº 9610/98.
Tempo é precioso.
Tempo é vida.
Assim como o espaço-tempo possui
coordenadas que dimensionam local e
hora de um evento, é preciso saber gerir e
dimensionar também o seu tempo. A gestão
de tempo, aliada à negociação, aumenta a
efetividade, eficiência e produtividade dos
seus objetivos. É preciso saber aproveitar
e conhecer cada segundo do seu tempo, é
sempre um ótimo negócio.
AUTOR:
Sérgio Barreto
COAUTORA:
Mylene Guedes
EDITORES:
Fátima Machado e Gustavo Telles
GERENTE DE PESQUISA E DESENVOLVIMENTO:
Márcia Frantz
EQUIPE DE PESQUISA E DESENVOLVIMENTO:
Amanda Campos, Edu Rocha, Felipe Ceschin,

Gilliatt Moreira Neto, Glaucio Santos,
Hérica Rodrigues, Maria Cristina Carmo,
Natasha Nunes, Ruth Gaynor, Sonia Alves
e Tássia Trajano
ILUSTRADORES:
Andressa Meissner, Eduardo Neves,

Leonardo Stawski e Willian Lopes
DESIGNERS GRÁFICOS:
Bruna M. Fraga, Eduardo Neves, Gabrielle

Menezes, Leonardo Stawski e Willian Lopes
DIAGRAMADORES:
Eduardo Neves e Leonardo Stawski

PROJETO GRÁFICO:
Patrícia Figuerôa Knack

ARTE-FINALISTA:
Anderson Oliveira
PRODUÇÃO GRÁFICA:
Debora Oliveira
PRODUTORA EDITORIAL:
Ana Freitas
PRESIDENTE:
Flávio Augusto da Silva
PRODUCED BY:
ISBN:
978-85-8187-046-5
Eu dedico este livro
aos meus filhos: Deyse, Carlos
Eduardo e Daniel. Eles me ensinaram tanto
sobre a vida que meu mundo mudou completamente—muda
enquanto escrevo estas palavras, esperando eles chegarem
da escola. E continuará mudando.
SÉRGIO BARRETO
AUTOR E DIRETOR DE PESQUISA E DESENVOLVIMENTO
TODOS OS DIREITOS RESERVADOS TODAS AS IMAGENS DO SHUTTERSTOCK

Nenhuma parte deste livro pode ser Chinnapong / Shutterstock.com
reproduzida ou usada sob qualquer forma Iakov Filimonov / Shutterstock.com
ou meio sem o consentimento por escrito GTS Productions / Shutterstock.com
da Wise Up. Andres Garcia Martin / Shutterstock.com
withGod / Shutterstock.com
Alessia Pierdomenico / Shutterstock.com
thatsmymop / Shutterstock.com
língua transforma vidas.
aprender uma nova
A Wise Up acredita que
Coaching e Oratória
Gerenciamento
de Tempo e
Este aprendizado abre uma crença, em uma Negociação
novas possibilidades dos inovação em suas vidas.
Trabalho em
pontos de vista pessoal Nosso material também
e profissional. Estamos garante que você esteja
Equipe e Liderança
preparados para elas? preparado para todas
Um novo horizonte as possibilidades que Planejamento
estará ao nosso alcance a fluência em inglês Estratégico e
quando nos tornarmos proporciona. As aulas Empreendedorismo
cidadãos do mundo— estão baseadas em
estamos preparados para tópicos extremamente Você vai aprender
isso? Estamos prontos relevantes para o mundo inglês e debater tópicos
para abraçar a mudança contemporâneo—tópicos que certamente vão
plenamente? A Wise Up que são essenciais para lhe ajudar a estar mais
tem como objetivo ajudar aqueles que acreditam preparado para levar sua
seus alunos a transformar que a mudança é a única vida pelo caminho que
a ideia de mudança em constante da vida. sempre sonhou.
Acreditamos
o mundo ao nosso redor quando um começa, o
que, com se transforma exatamente outro nunca para.
como a paisagem muda
A Wise Up crê que a
aprendizado, durante uma jornada.
Também acreditamos
mudança é uma força que
nos impulsiona; acredita
passamos a que o aprendizado dá
início a um processo de
que nossos alunos devem
ver o mundo com novos
olhar o mundo descoberta que transforma
o mundo, em um constante
olhos, ter novas paixões,
seguir novos caminhos
através de movimento de mudança.
Em outras palavras,
e descobrir novas
possibilidades em um
mudança e aprendizado
novas lentes: andam lado a lado—
universo de mudança.
C
MAKE TIME?
FIRST HOW
FIRST THINGS
YOU WIN?
GAIN WHEN
WHAT DO YOU
IT TAKE TO
WHAT DOES
MAKE TIME?
LESSON 4
DO THAT?
CAN WE
LESSON 3
LESSON 2
CAN YOU
LESSON 1
O
PA R T 1
PA R T 1
PA R T 1
PA R T 1
N
T
16
72
40
102
E
PA R T 2
PA R T 2
PA R T 2
PA R T 2
N
T
S
57
89
27
116
REVIEW 1–4 PA R T 1 123 PA R T 2 141
DOES SOMEBODY CAN WE MEET
ALWAYS HAVE TO LOSE? HALFWAY?
LESSON 5 PA R T 1 152 PA R T 2 171
WHAT IF
EVERYBODY
WINS?
LESSON 6 PA R T 1 182 PA R T 2 192

WHAT IS YOUR
ALTERNATIVE?
REVIEW 1–6 203

ARE YOU READY TO
MAKE THINGS BETTER?
LANGUAGE COACHING 209
IRREGULAR VERBS 214
PORTFOLIOS 227
WRITTEN ASSIGNMENTS 275

L
16
E
S
S
1 O
N
1.
3.
2.
How
that are similar to yours!

EXTRA TIME?
of how you would use them.

P A R T 1
WOULD YOU USE
B. Now walk around the class and find classmates with lists
A. Imagine you had two extra hours a day—make a top-three list
to your level.
I'd use my
EXTRA TIME TO...
Read what these people would do with two extra hours a day
and answer the questions or identify the information according
CAN YOU
17
MAKE TIME?
L E
1
S S O N
TEXT 1
Hi! I’m Emma Moore and I’m from Austin, Texas. I’m a designer and I’m
single. I live alone. Well, I work a lot and my house is usually a mess. I’m a
very organized person. I love organization...But I really need more time to
clean and organize my house the way I want to. I know it’s funny, but I’d
BASIC 1–
BASIC 3 use my two extra hours a day to clean. With two more hours, I could make
my bed in the morning, do the dishes every day, vacuum, do the laundry
twice a week...that would be awesome! And you know what? When I was a
teenager, I had all the time in the world, and the one thing I hated to do was
cleaning. I went to parties, to the gym, to the mall, camping, even if I didn’t
really feel like it. But cleaning? Never! Isn’t it ironic?
a) Greeting used:
BASIC 1
b) Her name:
c) Her origin:
d) Her marital status:
e) A personal characteristic:
18
CAN YOU
MAKE TIME?
a) What does she do?

BASIC 2
b) What is her house like? Why?
c) What doesn’t she have time to do?
d) What would she do with two more hours a day?
a) What does Emma complain about?

BASIC 3
b) What did she say about her extra hours?
c) What did she say about her teen days?
d) What kind of things did she do as a teenager?
BASIC 1– Prepare a short presentation on Emma. How do you picture her? How old is
BASIC 3 she? What does she look like? What does she do in her free time?
19
L E
1
S S O N
TEXT 2
What would I do if I had two extra hours a day? My name is Kevin
Morrison, I’m a 61-year-old professor, and I’m about to retire. No, I won’t
stop working, because I’ll go mad if I do. I’m an engineer too and I intend
to keep working on this field, but definitely not as hard as I do now. As
soon as I retire, I’m going to travel to Europe with my wife. We’ll stay there
INTERMEDIATE 1– for just as long as we want. Well, I know Susan, she won’t be away from
INTERMEDIATE 2
the kids for more than a month...kids who already have kids, you know?
We have two grandchildren and my daughter-in-law is expecting the third
one. But I don’t blame Susan…I’m crazy about those little brats too! Take
a look…Who wouldn’t? And I’m certainly going to spend a lot more time
with them from now on. So, seriously, I guess that’s my answer, if I had two
extra hours a day—besides the ones I’ll have when I retire—that’s how I’d
spend them: with my family.
a) Why does Kevin say he will have some extra hours soon?
INTERMEDIATE 1
b) Will Kevin stop working when he retires? Why?
c) How long will Kevin and Susan be in Europe?
a) What is going to happen in Kevin’s life in the next few months?

INTERMEDIATE 2
b) What are his plans after retirement?
20
CAN YOU
MAKE TIME?
INTERMEDIATE 1– Prepare a short presentation on Kevin. How do you picture him? And his family?
INTERMEDIATE 2 How old do you think his grandchildren are? How do you think he will use his extra time?
TEXT 3
Two extra hours a day? Every day? Man, that would be heaven! I run a game
company and I’ll tell you, that’s no child’s play…but it’s definitely my passion.
When I say how much time I work a day I usually get the oh-poor-you face. And
I think to myself, “No, poor you, who hasn’t found your passion yet.” So, for me,
it’s not like “I’m working hard now because I can envision all the things I will
INTERMEDIATE 3– have accomplished in five years’ time.” No! I couldn’t care less! My motivation is
ADVANCED 2 not the money I’ll make by the end of a project, my motivation is the project! No
kidding, I sit in front of a computer screen at seven a.m., and in the blink of an
eye, it’s already seven p.m., and nothing could make me happier. Nothing. Man,
I can’t even count how many relationships I’ve ended because of my lifestyle.
My last girlfriend told me, “Ben, next time you arrive at my place after ten, don’t
even bother coming. We’ll be over.” I was at her door and didn’t even step inside,
just turned around right there and left. Work is my priority and I never told her
otherwise. The only thing I was mad about is that she could have told me that on
the phone and spared me the drive.
a) What does Ben do?

INTERMEDIATE 3
b) What has he found that some people haven’t?
c) What has he given up because of work?
21
L E
1
S S O N
a) What's Ben’s life like? Is he happy with it?
ADVANCED 1
b) Why do you think he felt betrayed when his last girlfriend
complained about his working hours?
c) What is your opinion about Ben’s lifestyle?
a) Ben believes that if he invests time working hard, he will accomplish great things.
ADVANCED 2
How about you? What will you have accomplished by the end of next year?
b) Ben gives up a relationship because of his priorities. Do we always have to

“lose something” to “get something?” Defend your opinion.
Prepare a short presentation on Ben. How do you picture him? How old do
INTERMEDIATE 3–ADVANCED 2
you think he is? Is he good- or bad-tempered in your opinion? Do you think

he has always seen things this way? Do you think he will regret not having
spent more time with people he loves?
22
CAN YOU
MAKE TIME?
Portfolio
A N D P R E S E N TAT I O N
Do the portfolio activities at the end of your
book according to your level. When you finish,
join a group to prepare the following activity: a
presentation on the character you read about
and the linguistic elements you studied. Don’t
forget to hand your activity in to the teacher by
the end of your presentation.
Prepare a four-line presentation on the characters and

BASIC 1–BASIC 2
describe their personalities and physical characteristics.

Don’t forget to use the simple present, the verb to be, and
other verbs (to wake up, to work, to have, to like, etc.).
Prepare a presentation on the characters and use the following

BASIC 3–INTERMEDIATE 1
linguistic elements:
• Simple past—verb to be and regular and irregular verbs

(e.g., list activities they did on their last vacation)
• Modal verb will (e.g., make predictions about their lives)
23
L E
1
S S O N
Prepare a three- to four-line presentation on the characters
INTERMEDIATE 2–INTERMEDIATE 3
and use the following linguistic elements:
• Comparative forms (e.g., personal characteristics)

• Be going to (e.g., plans the person has)
• Present perfect (e.g., activities the person has done lately)
Prepare a four-line presentation on the characters and use the following linguistic elements:
ADVANCED 1–ADVANCED 2
• Present perfect (e.g., what she has done lately to improve professionally)
• Past perfect (e.g., what had happened before she started working as an acupuncturist)
• Future perfect (e.g., what you think will have happened by the year of…)
24
CAN YOU
MAKE TIME?
For
Watch the Language Videos and
the Personal and Professional
Development Videos (Lesson 1) again.
NEXT CLASS Complete the table in the
Spending My Time section
according to your level.
FOR
FURTHER Improve your vocabulary: list all the
activities you do during the day. Do
PRACTICE you know how to say them in English?
Research to improve your vocabulary.
There are also many expressions with
the word “time” in English. Check
Do the activities in the their meaning and improve your
Practice Area according vocabulary: Time is up. Time flies.
to your level to reinforce Time goes by. Time is money. Take
the content you studied. your time. The big time. To kill time.
There are many videos and texts about

time management on the web. If you
want to improve your listening or reading
skills, why not search for them?
NOTES
25
L
26
E
S
S
1
O
N
MY TIME
Spending
NOTES
and answer the questions.
Time strategies
P A R T 2
Watch the Personal and Professional Development Video
a) What were the strategies used to manage time mentioned on the video?
b) Which one do you consider the best strategy? Why?

CAN YOU
27
MAKE TIME?
L E
1
S S O N
How do I spend my time?

Take a look at the following activities and classify them
according to reasons 1 to 5. Then think about how many
hours a month you spend on each one.
( 1) I don't do it because I don't need to do it.

( 2) I don't do it because I don't like to do it.
( 3) I do it because I need to do it.
( 4) I do it because I like to do it.
( 5) I do it because I need and I like to do it.
( ) Business trips ( ) Clean the house

_____ hours a month _____ hours a month
( ) Commute ( ) Cook

( ) Do the dishes ( ) Do the laundry
( ) Go grocery shopping ( ) Go on dates


( ) Go to family gatherings ( ) Go to the hairdresser

( ) Leisure trips ( ) Meet friends for a drink/dinner
( ) Solve financial matters (bills, bank, etc.) ( ) Play games / video games / online games
_____hours a month _____ hours a month

( ) Play sports ( ) Read novels
( ) Read technical books ( ) Read newspapers

( ) Shop for clothes ( ) Study at home

28
CAN YOU
MAKE TIME?
( ) Take courses ( ) Take part in business meetings

( ) Take the kids to school/courses ( ) Visit exhibitions/parks/street fairs

( ) Walk your dog ( ) Watch movies / TV series
( ) Watch sports games ( ) Watch the news
( ) Work ( ) Work out

Discussing time management

Number 1: Why aren’t the activities marked with number 1 necessary?
Number 2: Do you think the activities you classified as number 2 are important? If so,
why don't you do them? If not, why do you think they are not important?
Number 3: How many hours do you spend doing activities you classified as number 3?
Did you know how much time you spend doing these activities?
All numbers: If you have two extra hours a day, in which activities will you use them?
Will you use them in one of the activities you marked?
29
L
30
E
S
S
1
O
N
MakingF O RTime
whole class.
WRITING
write the story of the person in it.
Be ready to make a presentation to the

Use the questions to guide your narration.
You are now going to choose a picture and
(
BASIC 3
BASIC 1–
)
(
)
a) Who is this person?
b) What does this person do?
d) What is this person's marital status?

c) Where is this person from? Where does this person live?
(
e) Where is this person right now? What is this person doing?

)
CAN YOU
31
MAKE TIME?
L E
1
S S O N
f) What are the activities this person does because he or she needs to?
g) What are the activities this person does because he or she likes them?
h) What were the activities this person used to do?
INTERMEDIATE 1–
INTERMEDIATE 2 ( ) ( )
( ) ( )
a) Write a brief description of this person (name, age, profession, marital status, and personality).
b) What is this person doing? Is it something he or she likes to do? Why do you think so?
32
CAN YOU
MAKE TIME?
c) How does he or she feel? Why is he or she feeling this way?
d) What is going to happen next?
INTERMEDIATE 3– ( ) ( )
ADVANCED 2
( )
a) Write a brief description of the person in the picture and tell what this person
has been going through lately.
b) How does this person feel? What has happened in the past few hours to
make him or her feel this way?
33
L E
1
S S O N
c) What had happened before?
d) What will happen after that? What will the consequences be?
e) Do you think this person is a good time manager? Why do you think so? What do you think this
person would do if he or she could manage his or her schedule to have a few extra hours a day?
NOTES
34
CAN YOU
MAKE TIME?
Watch the Personal and Professional
Fo r
Development Video on the online
platform and do the follow-up
activities (Lesson 2).
NEXT CLASS Watch the Language Video
on the online platform and do the
follow-up activities (Lesson 2).
Read the Language Prepare the Written
Guide to reinforce the Assignment according
topics you have studied. to your level.
Don’t forget to evaluate your

experience this week on the
online platform. Your opinion
is very important to us.
Write a three-line paragraph introducing yourself to someone.

BASIC 1
Mention your name, profession, marital status, nationality,

and some characteristics. Use the following topics:
• Greetings and farewells

• Verb to be + personal pronouns
• Adjectives
• Indefinite articles
• Vocabulary: professions, marital status, nationality
Write a five-line paragraph introducing yourself and describing your routine.

BASIC 2
Don't forget to mention the things you want to do, but you don't have enough
time to. Use the following topics:
• Greetings and farewells

• Simple present
• Definite and indefinite articles
• Plural forms
• Vocabulary: household chores
35
L E
1
S S O N
Write a seven-line paragraph about the leisure activities you did

BASIC 3
as a teenager that you don't do anymore because

you don't have time. Use the following topics:
• Simple past
• Time reference about the past
• Definite and indefinite articles
• Plural forms
• Vocabulary: leisure activities; verb to go + verb in the –ING form
Imagine you have two extra hours a day. What will you do?
INTERMEDIATE 1
Write a ten-line dialogue between you and a friend about it.

Use the following topics:
• Modal verb will

• Time expressions related to the future
• Expressing opinion: fillers and expressions
• Asking for clarification and checking understanding
• Vocabulary: expressions with will
It is possible to make your day last longer, the only question is how. Try to
INTERMEDIATE 2
answer this question by writing a ten-line paragraph about your plans and
the things you can do with your extra hours. Use the following topics:
• Modal verb will

• Expressing opinion: formal or informal, emphatic or subtle
• Comparative forms superiority
• Be going to
• Vocabulary: plans
Have you ever thought that it is possible to make your day last longer? It all
INTERMEDIATE 3
depends on how you use your time. Imagine you are having a conversation
with your friend Lisa: she comes to you asking for advice on how she could
improve her performance at work. She has just been told off by her boss
because, although she works a lot, she is not delivering enough. Prepare a
fifteen-line dialogue and use the following topics:
• Present perfect (since and for)

• Verbs followed by gerund or infinitive
• Reported speech: basic strategies
• Giving good and bad news
36
CAN YOU
MAKE TIME?
Your friend Fred was saving money to get married and buy a house,
ADVANCED 1
but he made some bad investments and is far from having enough. His
wedding is close and he comes to you to ask for advice on how to make
the most of his time and save more money. Write a ten- to twelve-line
email providing pieces of advice based on your experience with making
money. Use the following topics:
• Past perfect
• Argumentative strategies
• Gerunds and infinitive clauses
• Future forms
• Vocabulary: bank and investments
Write a fifteen-line paragraph saying how you envision your future. What
ADVANCED 2
are your goals in the short and in the long terms? What will you have
accomplished in one year’s, five years’, and twenty years’ time? How do
you think the external scenario can affect your plans? Finish the text by
writing your definition of success. Use the following topics:
• Future perfect
• Verbs forms that refer to the future—modal verb will,
be going to, simple present, present continuous,
will be + verb in the –ING form
• Making a definition
FOR Do the activities in the

FURTHER Practice Area according
to your level to reinforce
PRACTICE the content you studied.
37
L E
2
S S O N P A R T 1
Do e s t im e
PA S S YO U B Y ?
What is the one thing you would love to do, but you don't
have time to? Share it with the classmate next to you.
Then tell the whole class what your classmate told you.
a) b) c)
Take courses Learn how to play / Take a sabbatical

Play musical instruments
d) e) f)
Do physical activities / Exercise Play sports or learn how to Meditate

g) h) i)
Read Learn how to dance Have pets
40
CAN'T TIME?
C A N F LY , W H Y
41
WHAT DOES IT TAKE
I f b i rd s
TO MAKE TIME?
L E
2
S S O N
Birds fly and time does too!

There are tons of collocations and expressions with the word “time” in
English. Use the collocations and expressions in the box to describe the
images the teacher shows.
1. Time is money 4. Time flies 7. Race against time

2. Spend time with family 5. Make time 8. Buy time
3. Waste time 6. Do time 9. Kill time
How does time pass?

Watch the video and take notes of what people usually do.
thinks it's a waste of time to... thinks time flies when...
Person 1
Person 2
Person 3
tries to make time

usually kills time...

regularly to...
Person 1
Person 2
Person 3
42
BASIC 1–BASIC 2
Managing Your Time

Now, in groups, do the task according to your level.
List or draw ten things you do on a regular basis during the week.
43
WHAT DOES IT TAKE
TO MAKE TIME?
L
44
BASIC 3–INTERMEDIATE 2 E
S
S
2
O
N
a) Do you think time is money?
d) When do you feel that time flies?

c) In your opinion, what is a waste of time?
b) How much time do you usually spend with your family?
Answer the following questions about how you manage time.
(action) during the week.
WHAT DOES IT TAKE
TO MAKE TIME?
Answer the following questions about how you manage time.

a) Which activities do you regularly try to make time for?
b) In which situations have you found yourself racing against time?
c) Which kind of activities do you feel the need to buy time for?
d) What do you usually do to kill time?
45
L
46
E
S
S
2
O
N
BASIC 1–BASIC 2
1.
7.
9.
3.
4.
2.
8.
6.
5.
10.
Round
TA B L E
Mistake
them down for a class discussion.
back. Gather in nearby-level groups and do your best to
The teacher is going to give you the Portfolio activity sheet
correct the mistakes with your classmates. If you can’t, write
Correction
1.
7.
9.
3.
4.
2.
8.
6.
5.
10.
1.
7.
9.
3.
4.
2.
8.
6.
5.
10.
Mistake
Mistake
Answers
Answers
47
WHAT DOES IT TAKE
TO MAKE TIME?
L E
2
S S O N
Mistake Answers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Time HAS COME

Do the activities about the topics you studied on the
Language Video according to your level.
BASIC 1– A. Use what is required in the box and the information in parentheses to
BASIC 2 complete the sentences about George and Jonas.
1. Write a question with who.

2. Write a question with what.
3. Use the interrogative form.
4. Complete with a demonstrative pronoun.
5. Complete with the verb in the simple present.
6. Complete with the verb in the present continuous.
48
WHAT DOES IT TAKE
TO MAKE TIME?
Mary: (1)
Leo: This is George Anderson, he ( 5 ) with me. (to work)
Mary: (3) to work with him? (to like)
Leo : No, I really ( 5 ) to work with him.
He’s arrogant and snobbish. (to like – negative)
Describe George (physical appearance and personality).
Erin: (1)
Jane: (4) is my little brother, Jonas.
Erin: (2)
Jane: He ( 6 ) soccer.
He loves to play soccer. (to play)
Describe Jonas (physical appearance, personality, and age).
49
L E
2
S S O N
B. Choose one person in your group and describe his or her routine. You should mention:
• Who this person is and his or her family

• This person’s daily routine and household chores
• Activities this person does at work
C. Complete the following tables:
Demonstrative Pronouns
Singular
Plural
D. Write the structures of the following verb forms and create a sentence to each one.
Simple Present—Verb to Be
Affirmative
Negative
Interrogative
50
WHAT DOES IT TAKE
TO MAKE TIME?
Simple Present—Other Verbs
Affirmative
Negative
Interrogative
Present Continuous
Affirmative
Negative
Interrogative
BASIC 3–
INTERMEDIATE 1
A. Complete the information about the content you studied on the Language Video.
Countable and Uncountable
a) Question words used for quantity:

b) Quantifier used to refer to a part:
c) Quantifier used to refer to the whole:
Verb Forms
d) Verb form used to refer to the past:

e) Verb form used to refer to activities in progress:
f) Verb form used to refer to activities in progress during a period of time in the past:
g) Modal verb used to refer to the future:
51
L E
2
S S O N
B. Based on the pictures, answer the questions about Lisa Olive and Vanessa Miller,
and then, write a paragraph about them.
Lisa Olive
a) What does Lisa do?
b) What is she doing right now?
c) Where was Lisa? How long did she stay there?
d) Where is Lisa going to? How long will she stay there?
e) How long is the flight?
f) How many hours do you think that Lisa works a week?
g) What does Lisa like to do when she is not working?
h) Use the information from the questions and write a paragraph about Lisa. Make sure you
prepare an organized three-line presentation using connectors (and, so, but, etc.) and linking
expressions (then, after that, afterwards, etc.).
52
WHAT DOES IT TAKE
TO MAKE TIME?
Vanessa Miller
i) What does Vanessa do? Where does she work?
j) What is she doing right now?
k) What kinds of tasks does she usually do?
l) What was she doing before she went to work?
m) What did Vanessa do yesterday?
n) What will Vanessa do after work today?
o) Use the information from the questions and write a paragraph about Vanessa’s routine. Pay
attention to verb forms and time expressions.
53
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2
S S O N
Here is a picture of Kate and Matt taken three years ago and a picture of them now. Kate
and Matt have completely changed their lifestyle. Use the questions as a guideline to write a
paragraph about them.
Three years ago Now
• How did their lives use to be?
• What has happened to make them change?
• What was their lifestyle in the past like compared to their lifestyle now?
• How are they feeling now?
• What are their plans?
54
WHAT DOES IT TAKE
TO MAKE TIME?
Look at the following sequence of pictures and write a paragraph narrating what happened.
Use the questions as a guideline.
• Who is she? Where is she?
• What happened? What has she just learned?
• What must have happened to her?
• What should she have done?
• What are her plans now? What is she going to do?
NOTES
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S S O N
For
NEXT CLASS
Read the text in the Time is

Your Friend section according
to your level.
FOR
FURTHER Do the activities in the Practice
PRACTICE Area according to your level to

reinforce the content you studied.
There are several songs about time. Is there

any you personally enjoy? Why don’t you look
for some on the web and listen to them with
the subtitles on? You can sing along, improve
your pronunciation skills, and learn new words.
56
P A R T 2
Time is
YOUR FRIEND
57
WHAT DOES IT TAKE
TO MAKE TIME?
L E
2
S S O N
Free time
Imagine you have the next two hours available and choose one
of the following activities to do. You can only choose one. Don't
tell anybody; just write the number of the activity on a slip of
paper and raise it when the teacher tells you to do so.
1. Go shopping 6. Study
2. Clean your bathroom 7. Play online games / Spend
3. Go to a nice restaurant time on social networks
with your family 8. Work
4. Pay bills 9. Watch movies / TV series
5. Have drinks with friends 10. Go to the dentist
Why do we procrastinate?
You are going to read a text about procrastination. Read the parts assigned
to your level, answer the questions, and prepare a presentation to the
whole class.
Procrastination: you can fix it!

BASIC 1–BASIC 2
Dictionaries usually define “procrastination” as the

delay in doing a task that you have to do. But we all
probably know what procrastination is, and we all have
probably experienced it. Thus, what is really important
is not to reflect on what procrastination is, but on why
we keep doing it.
58
WHAT DOES IT TAKE
TO MAKE TIME?
a) According to the text, what is the definition of “procrastination” in dictionaries?
b) What are the activities you usually procrastinate and the ones you don’t?
Write your top-five activities for a presentation. Think of household chores and
work tasks and focus on the use of the simple present.
Procrastination
Dictionaries usually define “procrastination” as the delay in doing a task

that you have to do. But we all probably know what procrastination is, and
we all have probably experienced it. Thus, what is really important is not to
reflect on what procrastination is, but on why we keep doing it.
Take a moment to think. What would you rather do: spend time with people
you love and care about about and usually have fun with, or spend time
with people you are not close to and might make you feel annoyed? Go
to a restaurant and order a dish you love, or a dish you don't really care
about? You have chosen the first option in both questions, of course. It is
just natural. But let's add some other elements to these questions: imagine
that the second group of people, the one that annoys you sometimes, is
the group of people who will help you solve your financial problems and
boost your career, and the dish you don't really care about contains the
exact amount of nutrients your doctor prescribed and will help you avoid
taking some medicine. Now, what is your choice?
59
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S S O N
a) Complete the sentence:

In my opinion, people procrastinate because
(Reasons why people procrastinate)
b) The author presents two situations about choices. Based on the
information given, complete the following table for a presentation.
Be prepared to use expressions to defend your opinion.
Pros Cons
Spend time with friends
Spend time with people

you don’t like
Favorite dish
A dish you don’t care for
60
WHAT DOES IT TAKE
TO MAKE TIME?
Procrastination
Dictionaries usually define “procrastination” as the delay of doing a task
that you have to do. But we all probably know what procrastination is, and
we all have probably experienced it. Thus, what is really important is not to
reflect on what procrastination is, but on why we keep doing it.
Take a moment to think. What would you rather do: spend time with people
you love and care about and usually have fun with, or spend time with people
you are not close to and might get you annoyed? Go to a restaurant and order
a dish you love, or a dish you don't really care about? You have chosen the first
option in both questions, of course. It is just natural. But let's add some other
elements to these questions: imagine that the second group of people, the
one that annoys you sometimes, is the group of people who will help you solve
your financial problems and boost your career, and the dish you don't really
care about contains the exact amount of nutrients your doctor prescribed and
will help you avoid taking some medicine. Now, what is your choice?
You may not have changed your choice, but the extra information has certainly
made you think your decision through, because you learned that both options
are rewarding. The difference is that the first one has short-term rewards,
whereas the rewards of the second one may only be seen in the long term.
This is why we procrastinate: we tend to choose the activities that will bring
immediate rewards, the ones we will enjoy doing now, over the ones that need
a lot more time and effort and may only reward us in the long run. And now that
we have learned the reason, we need to learn how we can fix that.
a) The text states a reason why we procrastinate. Which reason is this?

b) Do you agree with what is stated in the text?
c) Complete the table for a presentation based on the activities that are
part of your dreams. Don’t procrastinate! Be ready to present.
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S S O N
I have always dreamed of… Next year, I’m certainly going to…
a) There are important skills one needs to develop in order to avoid
procrastination. Two of them are self-control and discipline. Write a

two-line definition for each of these concepts.
Now, for the presentation:
b) List three things that you should have already done, but you keep
procrastinating. Explain why you do so.
c) List three things that you will have already done by the end of the
year because you will stop procrastinating.
Discussion
Watch the Personal and Professional Development Video.
According to the speaker, what are the dangers of procrastinating?
( ) Your energy goes down. ( ) You cause negative impact

( ) You forget to do things. on the team/project.
( ) You lose focus ( ) You become more aggressive.
and concentration. ( ) You get bored.
62
P A R T 2
Language
COACHING
63
WHAT DOES IT TAKE
TO MAKE TIME?
L E
2
S S O N
Discuss the following topic with your classmates and the teacher.
Self-control and discipline are extremely important to your learning

process. When do you need them the most? Select two situations when they
are most needed.
SELF-CONTROL
Situation 1:
Situation 2:
DISCIPLINE
Situation 1:
Situation 2:
NOTES
64
WHAT DOES IT TAKE
TO MAKE TIME?
Your
PROJECT
You will work on a Project as your written evaluation. In this class, you
will be introduced to it. In Lessons 4 and 6, you can bring questions
and ideas to be discussed. On the online platform, all levels are
provided with a helpful step-by-step process.
Imagine that you just started in a new company. The company where
BASIC 1
you work has a website called Workers’ Profile. When you access it,
you are requested to prepare a ten-line personal presentation with the
following information:
• Formal greeting • Marital status

• Name • Information about your family
• Age • Activities you do on a regular
• Place of work basis (routine)—mention
• Profession place and time.
• Nationality • Address and contact
• Likes and dislikes information
• Personal and physical • Farewell
characteristics
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S S O N
Imagine that you just started at a new job and you need to reorganize your schedule.
BASIC 2
You use the web to find a personal assistant to help you out. Her name is Clarice
Sterling. You need to send her an email with detailed information about yourself
containing the following topics:
• Greeting • Activities you are doing at the
• Name, age, marital status, nationality moment
• Personal and physical characteristics • Activities that you don’t have time
to do at the moment but that are
• Family members (including their
important
professions, likes and dislikes, and
their activities) • Activities that are urgent at the
moment and that you need to do
• A description of your house and its
facilities • Suggestion of a day and time for
you two to meet to discuss the
• Your profession and place of work
information
• A brief explanation of your problem
with time
• All your contact information
• Activities you like to do in your free • Farewell
time—mention frequency.
Imagine that you are at the final stages of a job selection process. Right
BASIC 3
now, you are supposed to write a brief statement about yourself and
your professional skills. Write a fifteen-line presentation with the following
information and comment on the following topics:
• Use a greeting. • List your personal characteristics

• Introduce yourself—mention that are relevant to your
your educational and professional life.
professional background. • Give your opinion about the
• Narrate your routine at work and company.
the activities you do. • Give your opinion about your
• Narrate the activities that you profession.
are doing at the moment to • Provide all your contact
improve your professional skills. information.
• List your priorities and how
much time you dedicate to them.
66
WHAT DOES IT TAKE
TO MAKE TIME?
Imagine that you are part of a web community called Saving Time,
INTERMEDIATE 1
Buying Time. In this community, people explain their problems with time
management and other users give advice to help solve them. Write a
fifteen-line post following these requirements:
• Explain what your life used to • Make predictions about your life
be like before and how the if you don’t solve the problem.
problem started. • State opinions your friends
• Narrate your problem with time gave you using the modal
management—be very specific verbs should, must, and the
about your schedule. semi-modal have to.
• Mention its consequences to • Ask for people’s opinions and
your life. suggestions.
Imagine that you and your two best friends are deciding on where to go next
INTERMEDIATE 2
vacation. You constantly exchange emails and messages about it. Your friend
Angela wants to go to Asia, your friend Ben prefers Europe, and you want to
visit exotic places in your country. Write a fifteen- to twenty-line email aiming at
reaching common ground following these requirements:
• Describe your friend Angela’s • Make your suggestion and

decision and her reasons. defend it as a third option.
• Describe your friend Ben’s • Compare your suggestion to
decision and his reasons. their destinations.
• Compare the two places, • State positive outcomes using
identifying differences. be going to about traveling to
• Describe the problems that they your destination.
would have in their destinations. • Don’t forget to add pictures of
• Describe what the two places the place to your Project.
have in common.
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S S O N
Imagine that you are part of a web community that discusses the future of
INTERMEDIATE 3
your profession. This community is called Your Profession, Your Future and it
discusses possible changes, difficulties your city has been going through, and
its highlights. Write a twenty-line post following these requirements:
• Open the post addressing other • Say what has happened to
people’s opinions about your your city because of it.
profession and agree or disagree • Devise a plan to solve this
with them. Make sure you sound problem, listing three major
subtle and diplomatic.
actions and supporting them.
• Select a problem that your • Conclude by describing the
profession has that affects future of the city if the problem
your quality of life. is not solved.
• Explain the problem and its • Don’t forget to add pictures
consequences. of the city to your Project.
Imagine that you are part of a web community that discusses controversial topics
and the future. This community is called The Future In Your Hands. You are
requested to write an entry about the history, the present moment, and the future
of one controversial topic addressing two radical participants and their opinions
and try to convince them to follow yours. Your text must have at least twenty-five
lines and the following topics:
• Describe the controversial topic you • Include quotes of famous

will discuss. people about your topic.
• Address the opinion of the two • Include data about your topics'
opposing radical participants. present and past situation.
• Show understanding and empathy • Express regret about
to their opinions. consequences that happened.
• Disagree and explain why you do • Make a hypothesis with possible
so. solutions.
• Analyze the history of the • Call for understanding and
controversial topic. negotiation.
68
WHAT DOES IT TAKE
TO MAKE TIME?
Watch the Personal and
For
Professional Development Video
NEXT CLASS Watch the Language Video on
the online platform and do the
Read the Language
Guide to reinforce the
topics you have studied.
You’ve got your

Project that is due
Don’t forget to evaluate your experience on exam day.
this week on the online platform.
Your opinion is very important to us.

FURTHER Practice Area according to
your level to reinforce the
PRACTICE content you studied.
There are some great movies about the

importance of time. Have you ever watched
them? Déjà Vu, Back to the Future, Peggy
Sue Got Married, Somewhere in Time, The
Edge of Tomorrow, Groundhog Day, and In
the Loop. They vary from action to all-time
comedies and sweet romance. Make some
time to watch them with the subtitles on.
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S S O N P A R T 1
Practice
I S P R I O R I T Y.
BASIC 1–
BASIC 2 A. Number the question words according to their use.
( 1 ) What ( ) Used to ask about time

( 2) Who ( ) Used to ask about location
( 3) Where ( ) Used to ask about age
( 4) When ( ) Used to ask about frequency
( 5) How ( ) Used to identify things
( 6) How old ( ) Used to ask about manner
( 7) How often ( ) Used to identify people
B. When do you use the following verb forms?
( 1 ) Simple present
( 2 ) Present continuous
( ) To talk about activities in progress at the moment.

( ) To talk about facts, habits, and routine.
72
FIRST THINGS FIRST—
HOW CAN WE DO THAT?
C. Take a look at the following picture of Laura and imagine an interview

with her. Write and answer the questions using the information in
parentheses and prepare a presentation to the class.
Laura Summers,
32 years old, psychologist
a) ?
(name)
b) ?
(profession and age)
c) ?
(place of work)
d) ?
(hobbies)
e) ?
(practice of physical activities and frequency)
f) ?
(work in progress at the moment)
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S S O N
BASIC 3–
INTERMEDIATE 1 A. Complete with the information presented on the Language Video.
Expressing Quantity
a) Question word for countable nouns:
b) Write a question using the words: days a week – work.
c) Question word for uncountable nouns:
d) Write a question using the words: sugar – your coffee.
e) Quantity expressions for countable nouns (large quantity):
f) Quantity expressions for countable nouns (small quantity):
g) Quantity expressions for uncountable nouns (large quantity):
h) Quantity expressions for countable nouns (small quantity):
74
Subject
B. Complete the table with the pronouns.
Object
when they are stuck in traffic by using the pronouns.

Reflexive
C. Now complete these sentences about what people do
75
HOW CAN WE DO THAT?
L E
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S S O N
a) Marcy: I usually talk to when I am driving.

It’s a good problem-solving activity.
b) Andy: I sing. I love the Beatles. Do you like ?
c) Sandy: My mother listens to speaking French.
She says it’s a good way to improve her pronunciation.
d) Tom: My brother is kind of crazy. plays video games.

I told that’s dangerous, but….
D. Take a look at the following picture and imagine an
interview with William Sharp. What does he have to say?
Remember that you are going to make a presentation
on him.
a) How was the beginning of your career? Make a brief

narrative using the simple past and time expressions. List
things that you can do now that you couldn't in the past.
b) Where are you currently teaching?
c) What are your hobbies? How much time a week do you William Sharp,
save for them? 61 years old, professor
d) How many books or articles do you read a month? Why?
76
HOW CAN WE DO THAT?
INTERMEDIATE 2–
INTERMEDIATE 3 A. Complete with the information presented on the Language Video.
Comparative Form
a) Structure for short adjectives:
b) Write a sentence with the adjective cheap.
c) Structure for long adjectives:
d) Write a sentence with the adjective expensive.
Superlative Form
e) Structure for short adjectives:
f) Write a sentence with the adjective safe.
g) Structure for long adjectives:
h) Write a sentence with the adjective dangerous.
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S S O N
B. These verbs can be followed by either by gerund or infinitive.

Choose the ones that change meaning.
( ) to go on
( ) to love
( ) to begin
( ) to remember
( ) to try
( ) to hate
( ) to stop
( ) to continue
C. Take a look at the following profile. Imagine you are interviewing

Mark and you ask the next following questions to him. How would
he answer? Use the connectors in the box and get ready to make a
presentation on Mark.
Mark Thompson,
43 years old, radio broadcaster. He works
for a radio station and interviews people
on his show.
When Then Right after

Suddenly Out of the blue Next year
While Right now At the end
78
HOW CAN WE DO THAT?
a) Tell us about the funniest call you have answered on air.
b) Tell us about what you have been doing lately.
ADVANCED 1– A. Complete with the information presented on the Language Video.
ADVANCED 2
a) Structure and use of the passive voice:
b) Use of modal verbs should and must + perfect infinitive:
c) Connectors used to express condition:
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S S O N
B. Take a look at the following profile. Imagine you are interviewing Andrew
and you ask the next following questions to him. Use the connectors in the
box to complete his answers and be ready to make a presentation on him.
Andrew Summers,
40 years old, psychologist. His wife
is a psychologist too: they met when
they were both taking their master’s
degree. Andrew's wife is the
daughter of one of their professors,
who Andrew really admires.
a) Complete the text explaining the importance of a psychologist’s work.
There is a great range of services that a psychologist can offer. I myself

work with individual and group therapy with adults, addressing common
problems such as depression. In the world we live in today, I think it's
extremely important, because
b) When you meet a patient who presents depression symptoms, what do

you think it must have happened to him or her?
It’s difficult to say; however,
80
HOW CAN WE DO THAT?
c) Have you ever felt that you were unable to help a patient?
Yes, I have, and I guess every psychologist has been through it. We are
humans. It happened to me when
d) Think about your career—when you look back, is there anything you now
think you should have done differently?
I guess we all have. Personally,
NOTES
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A Closer
LOOK
INTERMEDIATE 1
BASIC 3–
BASIC 2
BASIC 1–
Pronunciation
Pronunciation
Grammar Use
Grammar Use
Vocabulary Selection
83
HOW CAN WE DO THAT?
L
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3
O
N
INTERMEDIATE 3
INTERMEDIATE 2–
ADVANCED 2
ADVANCED 1–
Pronunciation
Pronunciation
Grammar Use
Grammar Use
HOW CAN WE DO THAT?
Do you know
W H AT C O M E S F I R S T ?
A. These are the characters you presented. Think about a way to link them.
Laura Summers, 32 years old, psychologist Andrew Summers, 40 years old, psychologist
William Sharp, 61 years old, professor Mark Thompson, 43 years old, radio broadcaster
85
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S S O N
B. Now the teacher is going to play the recording once and talk
about how the four characters are related in the passage. Listen to
the recording and answer the questions according to your level.
BASIC 1– a) What is the name of the radio station Mark works for?
BASIC 3
b) What is Dr. Sharp's book about?
c) According to Dr. Sharp, what is the intention of the book?
d) Do you think it is important to reflect on your priorities?
INTERMEDIATE 1– a) What is the name of the book Dr. Sharp has just released?
INTERMEDIATE 3
b) According to Dr. Sharp, there hasn't been a change in people's priorities.

What is the problem then?
c) Which example does Dr. Sharp give to justify his theory?
d) Do you agree with Dr. Sharp's theory?
86
HOW CAN WE DO THAT?
ADVANCED 1– a) What does Mark apologize for in his first question and why
ADVANCED 2 do you think he did it?
b) Why did Dr. Sharp ask for permission to call the broadcaster
by his first name?
c) At a certain moment of the interview, Dr. Sharp says, "Now that's
a serious spoiler." Why did he say that and what was his mood?
d) What are Dr. Sharp's priorities and why does he think he succeeded?
e) Do you ever think about your priorities and make decisions based on them?
87
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S S O N
For Watch the Language Videos and

NEXT CLASS
Prepare the activities “What do
they mean to you? and “Seeing
the Difference” (Lesson 3, Part 2)
FOR
FURTHER Do the activities in the Practice Area
according to your level to reinforce
PRACTICE the content you studied.
Research the difference between what

is important and what is urgent. This is
a very useful piece of information when
you are establishing your priorities.
NOTES
88
P A R T 2 HOW CAN WE DO THAT?
Important
and urgent.
IS THERE A DIFFERENCE?
What do they mean to you?
Watch the Personal and Professional Development Video and do the
following tasks. According to the video, what is the difference between
important and urgent?
To think about—what are the urgent and important things in your life?
89
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S S O N
Seeing the difference

Read the following definitions about the difference
between what is important and what is urgent and,
in groups, classify the following tasks accordingly.
Important tasks contribute to our mission, values, and personal goals. When we
focus on these tasks, we usually operate in a responsive mode, which means that
we remain calm and make decisions rationally and in a positive way.
Urgent tasks require our immediate attention. We have to stop whatever we

are doing to solve them. We usually don’t have time to plan our actions carefully.
When we face these tasks, we usually operate in a reactive way.
90
HOW CAN WE DO THAT?
BASIC 1–
BASIC 3
Situation Important Urgent
1. You have an exam tomorrow and you need to get a good grade.
2. You need to buy milk.
3. Your mother is in the hospital.
4. Your favorite store is on sale for one day.
5. Your dog escaped.
Justify your choices:
1.

2.
3.
4.
5.
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S S O N
INTERMEDIATE 1–
INTERMEDIATE 3
1. You need to buy groceries for tonight's dinner.
2. You want to go on a family vacation.
3. You want to organize your wardrobe.
4. Your bank manager calls to offer bank services.
5. Your kid gets sick.
1.

2.
3.
4.
5.
92
HOW CAN WE DO THAT?
ADVANCED 1–
ADVANCED 2
1. You are driving to work and your car breaks down.
2. You are scrolling through social networks.
3. You are zapping through the TV channels trying to find something to watch.
4. You receive several notifications from a friends’ group.
5. You want to take professional development courses.
6. Your cousin stops by unannounced to tell you about family gossip.
7. Your electricity bill is due today.
1.

2.
3.
4.
5.
6.
7.
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S S O N
Know your priorities

Take a look at the following tables and complete the tasks according to your level.
BASIC 1–
INTERMEDIATE 1
Urgent Not urgent
Important (1. Important and urgent) (2. Important but not urgent)
Not important (3. Not important but urgent) (4. Not important and not urgent)
a) What are the tasks you have to do first?
b) Think of things you did last week, things that you are doing only this week,
things that you will do next month, and things that you always do that fit tasks in
number 4.
c) Think of one task from your life that you can classify as:
• Important and urgent:

• Not important but urgent:
94
HOW CAN WE DO THAT?
INTERMEDIATE 2–
ADVANCED 2
Urgent Not urgent
Important (1. Important and urgent) (2. Important but not urgent)
Not important (3. Not important but urgent) (4. Not important and not urgent)
a) Which tasks would you consider more tiring or exhausting?
b) Which tasks can you procrastinate? Which ones should you prioritize?
c) Which tasks should you eliminate from your schedule?
d) Which tasks have you been doing that fit the number 3?
e) Think of one task from your life that you can classify as:
• Important but not urgent:

• Not important and not urgent:
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NOTES
Portfolio sheets to the teacher.
Portfolio
time and answer the questions at the end of
your book according to your level. Hand in the
Listen to the interview with Dr. Sharp one more
HOW CAN WE DO THAT?
For
NEXT CLASS
Watch the Language Video on
the online platform and do the
Do the activities “You Win…You Read the corresponding Language

Gain” and “Learning and Gaining Guide entries to reinforce the
Knowledge” (Lesson 4, Part 1) topics you have studied.

online platform. Your opinion is
very important to us.
Prepare the Written
Assignment according
to your level.
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S S O N
Make a four-line description of someone in your family.
BASIC 1
• Who is this person?
• How is this person related to you?
• Mention age, profession, place of living, and work.
• List likes and dislikes.
• Describe personality and physical appearance.
Choose a member of your family and make
BASIC 2
a six-line description of his or her routine.
• Who is this person?

• How is this person related to you?
• Mention age, profession, place of living, and work.
• What is this person’s regular routine like?
• What is this person doing at the moment?
Write a six- to seven-line recipe that is important

BASIC 3
to you and runs in your family for a long time.

Why is this recipe important to you? Specify
the ingredients and their quantities.
Imagine you are traveling with

INTERMEDIATE 1
your family on vacation. You are

staying at a hotel abroad. Write
the check-in and check-out
dialogues between you and the
front desk.
98
HOW CAN WE DO THAT?
Write a ten-line text about your

INTERMEDIATE 2
main priorities in life. Say why

they are so important to you
and compare them.
Write a ten-line letter of complaint
INTERMEDIATE 3
to a company about a service or
product you bought but were not
happy with. Remember to narrate the
problems that have happened with
the service or product.
Write a twelve-line text

about an opportunity
you missed at a certain
moment and that you
now regret. State what
you think you should
have done and why
you made a different
decision.
FOR
FURTHER
PRACTICE Do the activities in the Practice Area
the content you studied.
Think about your next week and

list the activities that are important
and urgent. Look up words and
expressions you don’t know—it will
certainly help you improve vocabulary.
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YOU WIN...
P A R T 1
Do the following activities according to your level.

Dealing with conflict
YOU GAIN.
For example, to win a game and to gain respect.

What's the difference?
Look up two possible complements for the verbs to win and to gain.
WHAT DO YOU
GAIN WHEN YOU WIN?
BASIC 1–BASIC 3
Mother and Son
a) How old is the boy? How old is the mom?
b) Where are they from?
c) What time is it?
d) Where are they? Describe the place using there + to be.
e) What is the mother saying?
f) What is the boy wearing?
g) What happened before?

h) Did your mother use to tell you off when you were a child? Why?

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S S O N
Husband and Wife
a) What happened between the couple? Use the simple past, the past continuous, the present
perfect, and the present perfect continuous.
b) Give the couple some pieces of advice using modal verbs and the expressions you have studied.
c) Write one-line opinions about the following controversial topics on relationships. You need to
be either emphatic or subtle.
• Open relationships
• Couples living in different cities
d) Write a three-line procedure on how to keep a happy relationship.
104
WHAT DO YOU
GAIN WHEN YOU WIN?
Employees and Boss
a) In the picture, one employee is being dismissed. What must have happened before?
b) Report the conversation. Make sure the boss plays a diplomatic role. Describe how they’re
feeling by using adverbs (quickly, desperately, politely), different reporting verbs (yelled, whispered,
etc.), and side comments.
c) In your opinion, which proverb best describes the situation?
• Hope for the best, prepare for the worst.

• Two wrongs don’t make a right.
• You can’t judge a book by its cover.
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Discussion
Discuss the following questions with your classmates and the teacher.
• If you have to scold a child, have an argument with your partner,
or fire an employee, what do you think is the best outcome?
• When you have a conflict with a person, do you focus on
keeping a good relationship or on reaching your objective?
Objectives
and relationship
Watch the Personal and Professional Development Video
and answer the following question:
How does the speaker analyze the relationship
between objective and relationship in a negotiation?
( ) They are always connected.

( ) They may not come hand in hand.
( ) They are always against each other.
Does the speaker give preference to the objective

or to the relationship? Do you agree with her decision?
106
LEARNING AND
GAINING KNOWLEDGE
WHAT DO YOU
GAIN WHEN YOU WIN?
107
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S S O N
A. Write questions using the question words when and where.

BASIC 1–BASIC 2
a)
I live in São Paulo.
b)
I have English classes on Mondays and Wednesdays.
c)
My birthday is in July.
d)
I work at a restaurant.
B. Choose one of the pictures to make a description. Use the following elements.
• There + to be
• Intensifiers
• Adjectives
• Places in the city
Plaza Mayor, Madrid French Quarter, New Orleans
Pedestrian alleyway, Hong Kong Yonge St., Toronto
108
WHAT DO YOU
GAIN WHEN YOU WIN?
BASIC 1–BASIC 2
BASIC 3
A. This is Annie Sanders. Mrs. Sanders used to

run a business called The Little Bakery, but she is
retired now. She still loves to cook. Imagine you
are interviewing Mrs. Sanders. Write questions
according to the answers.
a)
I’m eighty-one years old.
b)
I worked at the bakery for fifty-eight years. I spent a lifetime there. My father started the business.
c)
Oh, well...I used to bake so many batches a day that it’s hard to count…But I guess around fifty a day.
d)
My children are in charge. They run the bakery now.
e)
I have four children and seven grandchildren.
B. What is your favorite recipe? Can you write it? Don’t forget to mention the ingredients, the
quantities, and the necessary steps.
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S S O N
A. Martin Johnson is not really happy with his current job, but he likes his
co-workers very much and is in charge of some projects. However, he got a new job
proposal he really wants to take. He is going to have lunch with his boss today and
he doesn’t know what to do. Answer the following questions about Martin.
a) What would you do in this situation?
b) What do you think Martin has to say to his boss?
c) What outcome do you think he should expect?
110
WHAT DO YOU
GAIN WHEN YOU WIN?
B. Now, imagine Martin and his boss, Mr. Morris, are at the restaurant.
Write their dialogue and make sure you use:
• Modal verb must

• Modal expressions (to be able to and to be supposed to)
• Language chunks to express certainty and doubt
• Connectors (addition and contrast)
• Vocabulary related to eating out
A. Match the following structures to their uses.
INTERMEDIATE 3
( 1 ) Either...or... ( ) Used to ask for permission

( 2 ) Neither...nor... ( ) Used to ask for favors
( 3 ) Would you mind if… + past form ( ) Used to connect two negative alternatives
( 4 ) Would you mind… + –ING form ( ) Used to give options
B. Complete the dialogue using the elements presented on the Language Video.
At the doctor's office

Patient: Good morning, Dr. Marvin. I’ve been
Doctor: How long have you been feeling that way?

Patient:
Doctor: Would you mind
Patient:
Doctor: Well, I see you have . Have you taken any medicine?
Patient:
Doctor: I could give you a shot
prescribe you antibiotics. What do you prefer?
Patient:
Doctor: OK. So here is what you are going to do this week: first,
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ADVANCED 1–ADVANCED 2 E
S
S
4
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N
e) Past perfect
b) Paraphrasing
a) Passive voice
f) Future perfect
c) Present perfect
g) Modals + perfect infinitive

d) Present perfect continuous
A. Read the extract from a political debate in task B and find examples of the required topics.
WHAT DO YOU
GAIN WHEN YOU WIN?
B. Now complete the last lines of the debate explaining what the other candidate
would have done. Focus on explaining procedures.
Mr. Bradley: As we all know, not much has been done for our state security lately. We have all
been told that it was going to be a priority in your term. We all heard you say in the last
campaign, "When I leave office, violence will have been exterminated from our state."
But here we are, Mr. Governor, and what have you done for security?
Mr. Taylor: Well, Mr. Bradley, in my current term as governor, we have implemented one of the
most effective policies against crimes this state has ever had. Hence, the murder
rate has decreased 2.4 percent and violent crimes had a 3.6 percent decrease. But
maybe Mr. Bradley here has spent too much time away from home since I took office.
That is probably the reason why he hasn’t realized how much our state has grown
over the past four years.
Mr. Bradley: Not really, Mr. Taylor. I’ve been following your policies closely, and I can assure you
that you have done very little for security in our state.
Mr. Taylor: Let me see if I understand, Mr. Bradley: you are saying in national television that
violence decrease means nothing? Or maybe you think you could have done better if
you had been the governor...If so, how would you have done it? Explain it to us.
Mr. Bradley:
NOTES
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F or
NEXT CLASS
Read the Language Guide

to reinforce the topics you
have studied.

Do some research on
negotiation strategies.
Look for videos and texts
on the web. Focus on the
importance of relationship
and objectives.
114
SHARING
SOLUTIONS
WHAT DO YOU
GAIN WHEN YOU WIN?
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1.
7.
9.
3.
4.
2.
8.
6.
5.
10.
Mistake
sheets back. Take a look, compare yours
mistakes you could not correct yourselves.

to your classmates’, and together, write the
The teacher is going to give you the Portfolio
P A R T 2
Your Questions
Correction
WHAT DO YOU
GAIN WHEN YOU WIN?
YOU CAN
A LWAY S G A I N .
In other words
You are going to watch a video in which Brian narrates a situation that
happened to him. Take a look at the following words and expressions.
Can you explain them? After that, try to guess what you are going to watch.
To be a huge fan of somebody

To buy a ticket for a hundred bucks
To be excited about a concert
To have an emergency at the Houston branch
To be devastated
To be in a hurry
To meet a friend from college
To be sold out
Summing up
Together with the teacher and your classmates, summarize
the story of the video in six or seven sentences.
Here is the situation:
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This story can develop into several ways.

What is the outcome? Analyze each situation and think about the
objectives achieved and the relationship
between the characters.
SITUATION 1
Brian’s objective: Brian wants to sell the ticket to Kevin for US$400.
Kevin’s objective: Kevin wants to go to the show, but he knows that Brian
paid US$100 for the ticket and thinks US$400 is way too much money.
Outcome: As this is Kevin’s only option to go to the concert, he decides
to pay US$400 for the tickets.
a) Who achieves the objective? Why?
b) How do you think their relationship will be from now on? Why?
SITUATION 2
Kevin’s objective: Kevin wants Brian to give the ticket to him. After
all, it was going to be wasted anyways.
Brian’s objective: Brian thinks Kevin should at least pay him what he
spent on the ticket, since he is willing to go to the concert.
Outcome: As the ticket will be wasted anyways, Brian decides to
give it to Kevin. At least someone is going to enjoy the concert.
118
WHAT DO YOU
GAIN WHEN YOU WIN?
SITUATION 3
Brian’s objective: Brian doesn’t want to lose his money, but wants to sell
the ticket to Kevin for US$400.
Kevin’s objective: Kevin wants to go to the concert, but he wants to buy
the ticket for US$200.
Outcome: Brian travels to Houston with the ticket and Kevin doesn’t go
to the concert.
a) Who achieves the objective?
SITUATION 4
Brian’s objective: Brian doesn’t want to lose his money, but wants to sell the ticket to Kevin for
US$400.
Kevin’s objective: Kevin wants to go to the concert, but he wants to buy the ticket for US$200.
Outcome: They agree on US$300.
BASIC 1–ADVANCED 2
In your opinion, what would be the best outcome for this situation? What would be the decision
of the class? Focus on a conclusion that includes both relationship and objective.
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For
follow-up activities (Review 1–4).
NEXT CLASS
Watch the Language Video
follow-up activities (Review 1–4).
Don’t forget to evaluate
your experience this
week on the online
platform. Your opinion is
very important to us. Read the Language Guide to reinforce
the topics you have studied.
Prepare a draft for the activity

“You're the teacher!” It will be
done in groups during class time.
FOR
FURTHER Research different types of negotiation.
PRACTICE Look for texts and videos about them.
Relationship and objectives are

extremely important in our lives.
Take a look at the following
proverbs;
= they are quite common
when referring to those topics.
Check their meaning on the web
and improve your vocabulary.
Relationship Objectives
When in Rome, do as the Romans do. The early bird catches the worm.
People who live in glass houses You can’t always get what you want.
shouldn’t throw stones. Don’t put all your eggs in one basket.
Don’t bite the hand that feeds you.
120
122
DOES SOMEBODY ALWAYS HAVE TO LOSE?
PA RT 1
You're the
teacher!
In groups, you are going to prepare an explanation and some
examples of the topics you saw in Lessons 1 and 2. The teacher
will choose the topics for you. Be ready to present any of them!
1. Simple Present—Verb To Be and Other Verbs

BASIC 1–BASIC 3
EXPLANATION AND EXAMPLES
2. Present Continuous—Affirmative, Negative, and Interrogative
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BASIC 1–BASIC 3
E
V
I
E
1–4
W

5. Simple Past—Verb To Be, Regular and Irregular Verbs

3. Pronouns—Subject, Object, Possessive, and Demonstrative
4. Question Words – Who, What, Where, When, How Many, and How Much
2. Will vs. Be Going To

1. Simple Past vs. Past Continuous
3. Modal Verbs—Can, Could, Should, and Must

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1–4
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5. Present Perfect

4. Comparative and Superlative Forms

1. Past Perfect and Past Perfect Continuous
2. Future Perfect
3. Making a Definition—Using Verb To Be and Other Constructions
4. Modals + Perfect Infinitive—Should Have and Must Have
5. Reported Speech—Focus on Sentences and Questions
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Negotiation:
A Skill to
Be Developed
There are several possible outcomes for a negotiation. Sometimes only
one party gets to win, other times, both parties will lose, and others, both
parties will win, which is always the perfect outcome. But do you know
how to get there? For starters, we need to be able to focus on both our
objectives—the results—and the relationship. This is a skill that needs
to be developed and that is what we will start doing today. Read the
information assigned to your level and do the following tasks.
Laura and Mitchell are co-workers. Write a description of them. Some

BASIC 1–BASIC 2
information is given to you; other facts you have to make up. Before you start,
choose a picture of Mitchell and one of Laura. Make sure you include:
• Personal information: name, age, marital status, and family

• Professional information: profession, place of work
• Personality and physical characteristics
• Routine
• Objective: What is he or she trying to do at the moment?
128
MITCHELL
( ) ( )
( ) ( )
Age: in his thirties

Family: married, one child, pregnant wife
Nationality: American (from Boston)
Place of work: JMC in downtown Boston
Objective: To buy a three-bedroom house in the same neighborhood where he lives now
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E V I E W
LAURA
( ) ( )
( ) ( )
Age: middle-aged
Family: divorced, no children
Nationality: American (from Boston; she lives and works there at the moment)
Place of work: JMC in downtown Boston. Transferred to Canada; moves in two months.
Objective: To sell her three-bedroom house before she moves and to get an MBA abroad
130
Read the following narration and then do the tasks.

SITUATION 1
Laura and Mitchell were co-workers. They both lived in the same neighborhood in Boston and
worked for JMC. Laura was transferred to Canada. She had a great three-bedroom house near
JMC. She wanted to sell the house. It was appraised at US$600,000 but there were no buyers.
Mitchell was married and his wife was pregnant with their second child. He lived in a two-
bedroom apartment and wanted to buy a bigger house before the baby was born. He was
looking for something around US$500,000 and tried to negotiate with Laura, but she didn't want
to sell it for less than US$600,000 and Mitchell couldn't afford to pay more than US$500,000.
They did not close the deal. Laura ended up traveling to Canada without selling the house, and
Mitchell didn't find the house he wanted within his budget before the baby was born.
a) What was Laura's objective?

b) What was Mitchell's objective?

c) Did any of them achieve their objective? Why?
d) Imagine the dialogue between Laura and Mitchell.
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e) Mark the outcome of the situation.

OBJECTIVE
( ) Laura wins, Mitchell loses.
( ) Laura loses, Mitchell wins.
( ) Laura loses, Mitchell loses.
( ) Laura wins, Mitchell wins.
RELATIONSHIP
( ) There are gains in the relationship.
( ) There are no gains in the relationship.
Read the following narration and then do the tasks.

SITUATION 2
Laura and Mitchell lived in the same neighborhood and worked together
at JMC for eight years. They had a very good relationship. Laura took the
chance to get a promotion by transferring to JMC Canada. She owned a
spacious three-bedroom house near the company and decided to sell it
before she moved. The house had been appraised at US$600,000 at the
time of her divorce, three years earlier. She put the house on the market for
US$640,000.
Mitchell’s wife was pregnant with their second child, so he wanted to buy a
bigger house. He knew Laura’s house was on the market, so he went to talk
to her. Mitchell and his wife loved Laura's house; they found it just perfect.
However, their budget was around US$500,000 and Laura was asking for
US$640,000. As they really liked the house, they told Laura they were going
to make a huge effort to get an extra loan, and that is what they did; although
it hasn’t been easy to pay off the loan, Mitchell and his wife are really happy
with their new house.
Three months after they moved, Mitchell found out that the house had
actually been valued at US$600,000. He felt really disappointed because
Laura, who was aware of his financial situation, never considered lowering
the price, not even a little.
132


c) How much did Laura want to get? How much was Mitchell willing to spend?
d) Did they both achieve their objectives? How?

e) Imagine the dialogue between Laura and Mitchell.

133
R
1–4 E V I E W
f) After they closed the deal, Mitchell found out the house was actually valued at
US$600,000. How do you think the relationship between Laura and Mitchell is now?
( ) It is better than it used to be.

( ) It is worse than it used to be.
Justify your answer and then tell us how you would feel if you were in Mitchell’s shoes.
g) Mark the outcome of the situation.
OBJECTIVE
RELATIONSHIP
SITUATION 3
Laura and Mitchell had always lived in the same neighborhood. They had
worked together for eight years at JMC in Boston until she moved to Toronto.
They used to work side by side and had a very good relationship. Laura was
divorced and had no kids, so she took the chance to get a promotion in the
Canadian branch. She was really happy to be offered this position. After she
got divorced, she had been thinking about going abroad, getting an MBA,
and experiencing new things. She had a spacious three-bedroom house
in an amazing neighborhood near the firm. She had been thinking about
selling this house and moving to a smaller place abroad, and now the timing
was perfect. The house was valued at US$600,000. Even deducting fees,
taxes, and commissions, with that kind of money, she could get a very nice
apartment in Canada and invest the difference.
134
Mitchell’s wife was pregnant with their second child. They lived in a two-bedroom apartment and
wanted to buy a bigger house. Laura's house was just perfect, so Mitchell talked to her. He told
Laura that, with the new baby and all the new expenses, the most he could afford to pay was
US$500,000. Laura had had no other offers on the house and, considering it was Mitchell, she
decided to sell it to him for US$500,000, even though that would mean less money for her to
save.
A week before she moved to Canada, just as she and Mitchell were about to close the deal,
Laura got a US$610,000 offer on the house. She thought she could really use the extra money
in the future, but she decided to decline the offer and sell the house to Mitchell for the price
they had agreed on.


c) How much did Laura want to get? How much was Mitchell willing to spend?

d) Did they both achieve their objectives? Why?

e) Imagine the dialogue between Laura and Mitchell.
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f) After closing the deal with Mitchell, Laura got an offer US$10,000 over the house’s
market value. Even so, she declined the offer to sell the house to Mitchell for US$110,000
less. How do you think their relationship is now?
( ) It is better than it used to be.
( ) It is worse than it used to be.
Justify your answer and then answer the question: if you were Laura, would you still sell the
house to Mitchell for less money than the offer you got afterwards?
g) Mark the outcome of the situation.
OBJECTIVE
RELATIONSHIP
136
DISCUSSION
a) When do you put your relationships ahead of your objectives?
b) When do you put your objectives ahead of your relationships?
c) Do you remember any situation in which it was not possible to reach

a favorable outcome, so both parties lost? Did it happen to you?
d) The teacher is going to show you the Personal and Professional

Development Video and you will point out how the speaker describes
or defines each of following types of negotiation.
Win-win
Win-lose
Lose-lose
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I
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1–4
W
Notes
FOR N E X T
CLASS
Watch the
Language Videos
and the Personal and
Professional Development
Videos (Review 1–4,
Part 1) again.
Read the
Language Guide
to reinforce the
topics you have
studied.
FOR
FURTHER
PRACTICE Watch the
Language
Videos from
Lessons 1 to 4.
Take the chance

to visit the online
platform and check out
the Practice Area. It’s a
great tool to practice
and study with.
We can
always improve
pronunciation. Why
not pay a visit to
the Voice Lab?
139
140
CAN WE MEET HALFWAY?
PA RT 2
Negotiation:
A Skill to Be Developed
A. Last class, you read some possible outcomes to the negotiation between
Laura and Mitchell. Let's recap what you studied.
a) What did we learn about Laura's and Mitchell's personal lives?
b) What did we learn about Laura's and Mitchell's professional lives?
c) What do we know about the negotiation?
d) In the first situation, the outcome was lose-lose. What does that mean? What happened?

141
1–4
R E V I E W
e) In the second situation, the outcome was win-lose. What does that mean? What happened?
Did they achieve their objectives? Were there gains in the relationship?
f) In the third situation, the outcome was lose-win. What does that mean? What happened?
Did they achieve their objectives? Were there gains in the relationship?
B. Watch the Personal and Professional Development Video and, in groups, identify
the speaker’s definition of compromising. Can it help the situation involving Laura and Mitchell?
a) Think of a better agreement for Laura and Mitchell based on the ideas you got from the
video. This will be Situation 4.
142
can be applied.
b) Imagine a situation people usually experience in which the same kind of solution
143
R
1–4 E V I E W
You're the
teacher!
In groups, you are going to prepare an explanation and some examples of
the topics you saw in Lessons 3 and 4. The teacher will choose the topics
for you. Be ready to present any of them!
1. Prepositions of Time and Place (In, On, and At)

BASIC 1–BASIC 3
2. There + To Be (Present and Past)
144
BASIC 1–BASIC 3

3. Use of How many and How much
4. Countable and Uncountable Expressions

145
R
146
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V
I
E
1–4
W
1. Reflexive Pronouns

2. Use of the Modal Verb Would and the Expression Would You Mind
3. How to Give Advice—Modal Verbs Should and Must and Other Expressions
ADVANCED 1–ADVANCED 2 INTERMEDIATE 1–INTERMEDIATE 3
5. Present Perfect Continuous

1. Passive Voice—When Do We Use It?

4. Paired Conjunctions—Either…or and Neither…nor
2. Explaining Procedures—Reminders and Asking for Clarification

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1–4 E V I E W
3. Reporting Questions
4. Reporting Orders
How is your
Project coming along?
A. Mark the steps you have already done:
( ) Prepare the Project outline. ( ) Write the first draft.

( ) Listen to opinions about ( ) Revise the first draft.
the outline. ( ) Write the second draft.
( ) Do the necessary research ( ) Revise the second draft.
for the Project. ( ) Finish the Project.
148
B. List possible questions regarding your Project outline and language use to
share with your classmates and the teacher.
FOR
Watch the
Personal and
Professional
Development Video
N E X T on the online platform
CLASS and do the follow-up
activities
(Lesson 5).
Don’t forget Watch the
to evaluate Language Video
your experience on the online
this week on the platform and do the
online platform. Your follow-up activities
opinion is very (Lesson 5).
important to us.
Read the Do the

Language activity
Guide to “There’s No Loss
reinforce the When You Learn”
topics you have according to
studied. your level.
FOR It’s always nice to

FURTHER improve your negotiation
PRACTICE vocabulary. Check the

meaning of the following
There are
great articles
collocations commonly used in about the art of
negotiation: to reach an agreement, negotiation. Why
to raise an issue, to agree with a not check them
person, to have a clear opinion out on the
about, to have a different web?
perspective, to change your When
opinion, and to take a was the last
closer look. time you had
to negotiate with
someone? Why
not write
about it?
149
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5
S S O N P A R T 1
THERE'S NO LOSS
WHEN YOU LEARN.
A. Complete the sentences with the appropriate verbs to express likes and dislikes.
BASIC 1
a) I ham, but I don’t like cheese.

b) I to spend more than four hours without eating,
so I usually have a snack in the afternoon.
c) My favorite colors are red and yellow. I bright and vibrant colors.
d) I coffee, but I don’t like coffee with milk.
e) I don’t usually have lunch, so I have a big breakfast in the morning. I to have
bread, fruit, cereal, and milk.
B. Circle the connectors used in the previous activity. According to the examples, what do you
use them for?
a) And
b) But
c) So
C. Link the articles to their definitions and then complete the sentences with the appropriate article.
( 1 ) the ( ) indefinite article used before consonant sounds

( 2 ) a ( ) indefinite article used before vowel sounds
( 3 ) an ( ) definite article
a) I usually have just cup of black coffee in morning.

b) subway station is far from my house, so I take bus to work.
c) I usually have apple in afternoon.
152
BASIC 2
JOANA
b) Simple Present
c) Present Continuous
a) Possessive Case (’s)
B. Write a paragraph about Joana using connectors (and, but, so).

A. Take a look at the picture and write sentences using the following topics.
WINS?
WHAT IF
153
EVERYBODY
L
154
BASIC 2 E
S
S
c)
e)
a)
a)
b)
5
O
N
f)
d)
b)
C. Use the imperative form to say what the traffic signs mean.
D. Write questions asking for favors or for permission with the following expressions.
(do the dishes today)
(use the bathroom)

WHAT IF
EVERYBODY
WINS?
c)
BASIC 1
(do the laundry this week)
d)
(lend the car keys)
A. Complete the dialogues according to the information in parentheses. Use
BASIC 3
the expressions you studied on the Language Video.
Dialogue 1—Workmates
Kate: (invite) to have some drinks with us later?

Ana: I’d love to...but I don’t think I can.
Kate: Really? Why?
Ana: Because
(state a reason)
Kate: Oh, OK. We can do it another time.
Dialogue 2—Boss and Employee

Boss: (question about reason)?
Employee: Oh, I didn’t finish it because I had to go to a meeting. But
(contrast)
Boss: OK. Let me know when you finish it.
Dialogue 3—Friends
Gary: I’m thinking about going to Florida on the summer break. What do
you think?
Gina: Well,
(give an opinion)
Gary: Really? Why?
Gina:
(state a reason)
Gary: So, what do you suggest?
Gina:
(make a suggestion)
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S S O N
A. Complete the dialogue using the following tips to

help you. When you finish, write a continuation for it.

Make sure the couple reaches an agreement.
TODAY ON THE WEEKEND
Husband: I don’t (opinion) it’s a good idea to travel to the
beach on the weekend. It’s (weather conditions)
today, (connector) the weather forecast says it
be (weather conditions)
on the weekend and that it (modal verb) even rain.
Wife: I (opinion). Yesterday, I talked to Mary,
(relative pronoun) works with me, and she told
me she rented a cottage in the mountain last weekend and she loved it.
? (ask for opinion)
Husband: Honestly? I don’t (verb used to express emotions) very
excited about it. I mean, we (modal expression) spend
the weekend relaxing on the beach. Going to the mountains instead seems a bit
frustrating. (connector), I
(modal expression) cold weather. (connector) if you feel
like going, I’m in. You prefer the mountains, ? (tag question)
156
WHAT IF
EVERYBODY
WINS?
A. Complete the following statements with the appropriate relative pronoun.

INTERMEDIATE 3
a) If I meet a person opinion is different from mine, I’ll try to find common ground.
b) If I have a friend needs help, I’ll stop whatever I’m doing to help my friend.
c) If I have to say something will hurt people, I’d rather not say it.
d) If I don’t get along with a person works with me, I’ll try to reflect on my
own behavior.
B. Now complete the following sentences with your opinion.
a) If you drink and drive,
b) If the water reaches 100 degrees Celsius,

.
C. Choose the statement you identify with the most and write a paragraph defending your
point of view.
A. Join the sentences with a relative pronoun.

a) My friend lives in Boston.

My friend is coming to Brazil.
b) I love to walk down this street.

I grew up on this street.
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c) Paul invited me to a dinner party.

I have a crush on Paul’s sister.
B. Answer the following questions using the paired conjunctions in parentheses.
a) If you had the chance to go back in time, what would you have done differently?
(both…and…)
b) What has made you so proud of yourself that even if you could go back in time
you wouldn’t change? (neither…nor…)
c) If you unexpectedly won a million dollars, what would you do with the money?
(either…or…)
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Win-win:
WINS?
A R E YO U O P E N TO T H AT ?
WHAT IF
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EVERYBODY
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Communication is key
Yes, it is possible to have an outcome in which everybody
wins: all objectives are achieved and the relationship gets
better after the negotiation than it was before. Let’s see
what happened to Laura and Mitchell when they decided
to talk. Read the following texts according to your level.
Laura and Mitchell decide to sit down and talk. They decide not to focus
BASIC 1–BASIC 2
on the value of the house, but on the reasons why they need to buy or
sell, and how they intend to gather the money (in Mitchell’s case) or use
the money (in Laura’s case).
They really want to help each other, but they want to close the best
deal for both sides. If they only focused on values, they could never
understand each other’s reasons, and the best they could get is a
compromise. So, they had a long talk and learned a lot of things about
each other that they didn’t know.
Mitchell learned that Laura’s house was valued at US$600,000 three

years ago. Laura and her ex-husband had the house valued before
they got divorced. She’s been thinking about moving to a smaller
place and spending more money on herself. She wants to travel, take
courses, meet new people, and have new experiences.
Her house is probably worth the same price now than it used to be
three years ago, but Laura was hoping to get a US$640,000 offer.
This way, deducting the fees and commissions, she would get around
US$600,000 for herself. But she doesn’t believe it will happen in the
next two months. So, she is considering US$600,000 offers, which will
get her around US$560,000.
Laura told Mitchell she wants to use around US$250,000 to get an

apartment in Canada and save the rest of the money to invest in
herself or maybe to buy another apartment in Boston when she gets
back from Canada. She is not sure, but she thinks of coming back in
five years’ time.
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WHAT IF
EVERYBODY
WINS?
Laura and Mitchell work together and live in the same neighborhood,
but they had never had such a long and open talk before. Laura
learned a lot about Mitchell. Mitchell told her that he and his wife had
been thinking about having another baby and that they had been
saving to buy a bigger house in the same neighborhood they live
now, which is close from work.
As a matter of fact, they had been thinking about having another

baby in about two years, but his wife got pregnant. It was not
supposed to happen now, but they were extremely happy it did.
Their previous plan was to save enough money in the next two
years and try to buy the new house without selling the two-bedroom
apartment they live in. They wanted to keep the apartment and
rent it. They estimate that deducting taxes and fees, they could get
around US$2,500 a month if they did.
But since they are having the baby now, they decided to change
their plans: they have an offer and they are going to sell the
apartment for US$300,000. Deducting fees and commission, they
expect to get something around US$280,000 from it. They have
another US$220,000 in savings, which leaves them with a total of
US$500,000 to buy the new house.
As they know they will have more expenses from now on, they are
doing their best to get the new house with the money they have.
They want to avoid loans, even if it means that they may not get the
house they actually want.
Now help your teacher complete

a table with all the information

Laura and Mitchell learned from
their talk by sharing what you
read in your part of the text.
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All possible scenarios

A. Based on the text you read and on the information your classmates shared, answer
the following questions.
a) How much does Laura expect to get for herself from the house sale?
b) How much will Laura approximately spend on fees and commission from the house sale?
c) How much is Laura planning to spend on her new apartment in Canada?
d) How much is Laura planning to save?
B. Consider that the savings account interest rate in the U.S.A. is on average 1.5 percent
a year. Laura sells the house for US$600,000, gets the apartment in Canada, and invests
the rest of the money. How much will she approximately have in the following years?
Apartment in Canada Savings Account

Total Assets
(Real Estate Market Stable) (Average 1.5% a year)
TODAY 250,000 310,000 560,000
In 1 year 250,000 314,650
In 2 years 250,000 319,370
In 3 years 250,000 324,160
In 4 years 250,000 329,022
In 5 years 250,000 333,957
C. According to the text, this scenario is:
( ) Pessimistic
( ) Realistic
( ) Optimistic
( ) Very optimistic
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WHAT IF
EVERYBODY
WINS?
A. Based on the text you read and the information your classmates shared, answer the following
questions.
a) What is the most Mitchell can afford to pay for the house without getting a loan?
b) How can he get to this amount?
c) How much will Mitchell approximately spend on fees and commission from the apartment sale?
d) Mitchell’s previous plan was to keep the apartment to rent. Deducting taxes, he could get
around US$2,500 a month. How much could Mitchell get in five years’ time?
e) According to what you learned, is this a possible scenario for Mitchell?
B. Consider that the savings account interest rate in the U.S.A. is on average 1.5 percent a
year. Imagine Laura gets an offer way above what she was expecting, an extremely good offer:
US$680,000, and gets US$640,000 for herself. Complete the table with Laura’s approximate total
assets in the next five years.

Total Assets
TODAY 250,000 390,000 640,000
In 1 year 250,000 395,850
In 2 years 250,000 401,788
In 3 years 250,000 407,815
In 4 years 250,000 413,932
In 5 years 250,000 420,141

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C. According to what you learned, this scenario is:

( ) Pessimistic
( ) Realistic
( ) Optimistic
( ) Very optimistic
A. Based on the text you read and the information your classmates shared,
answer the following questions.
a) If Laura had more time, she would wait for a better offer to sell the
house. In such case, how much would Laura get?
b) Neither Laura nor Mitchell have much time to close the deal.
Considering that, how much does Laura expect to get and how much does
Mitchell expect to spend?
c) Why had Mitchell and his wife been thinking about keeping the
apartment?
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WHAT IF
EVERYBODY
WINS?
B. Consider that the savings account interest rate in the U.S.A. is on average 1.5 percent a year.
Imagine Laura gets the offer she was hoping for in the house: US$640,000, and gets US$600,000
for herself. Complete the table with Laura’s approximate total assets in the next five years.
Total Assets
TODAY 250,000 350,000 600,000
In 1 year 250,000 355,250
In 2 years 250,000 360,579
In 3 years 250,000 365,988
In 4 years 250,000 371,478
In 5 years 250,000 377,050

C. According to what you learned, this scenario is:
( ) Pessimistic
( ) Realistic
( ) Optimistic
( ) Very optimistic
Thinking together
A. Laura and Mitchell care a lot about each other and they wanted to reach the
best agreement for both parts. After their talk, they envisioned a possibility for
an agreement, but they analyzed several possibilities to get to this one. What
possibility do you think that is? Discuss with your classmates and consider that:
• Laura is moving in two months, and she would like to sell the house as
soon as possible.
• Mitchell is having another baby and he would like to have a new house
before the baby is born.
• Laura’s house is valued at US$600,000.
• Mitchell can afford to pay US$500,000.
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Discuss with your

classmates.
B. Now the teacher will tell you what Laura and Mitchell thought about
after they talked. Together with the teacher and your classmates, analyze
the option they thought about.
• What is the best scenario for Laura in the short term?
• What is the best realistic scenario for Laura in the long run?
• If they close the deal, is it good for Mitchell? Why?
• After five years, are there still extra benefits?
• If they close the deal, how do you think their relationship will change?
• How do you classify this outcome and how was it achieved?
NOTES
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WINS?
WHAT IF
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EVERYBODY
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Watch the Language Videos
For
and the Personal and
Professional Development
Videos (Lesson 5) again.
NEXT CLASS Prepare the Written Assignment
Write a five-line paragraph about your eating
BASIC 1
habits. Describe your diet on weekdays and on

the weekend. Also, mention the types of food
you like and the ones you don’t like.
You and your friend decide to cook dinner tonight

BASIC 2
and talk. Write a ten-line dialogue between you and

a friend in which you decide what you are cooking,
the ingredients you have to buy, and what time you
are meeting.
Write a ten-line dialogue between you and a foreign friend of yours.

BASIC 3
You have to:
• Suggest some tourist attractions in your city for your friend to visit.
• Suggest a schedule.
• Give directions.
You and your best friend are spending vacation

INTERMEDIATE 1
together. Write a twelve-line dialogue between you

and a friend in which you decide where to travel to.
You have to:
• Give opinion about places you want to visit.

• Listen to your friend’s opinion.
• Consider the weather when you are traveling.
• Come up with an agreement.
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WHAT IF
EVERYBODY
WINS?
Write a fifteen-line text saying how you

INTERMEDIATE 2
deal with emotions such as nervousness,

stress, and jealousy. What makes you to
feel this way? What do you do when you
feel like that? Do you think you act as
you are supposed to? Would you like to
behave any other way?
Who was your first boyfriend or girlfriend? How did
INTERMEDIATE 3
you meet? How did you fall in love? Are you still
together? Did you break up? How? Tell the story
of your first romance. Make sure your write at least
fifteen lines about the subject.
Imagine you have the chance to go back in

ADVANCED 1
time and change one thing in your life. Write

a fifteen to twenty-line text saying what you
would have done differently, why, and what
kind of impact it would have in your life today.
Tell a joke to a foreigner that is funny in

ADVANCED 2
your country because of cultural aspects.

You should tell the joke in English and then
explain the reasons why it is funny. Make
sure you write a fifteen- to twenty-line text.
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FOR
FURTHER
PRACTICE
Do the activities in the Practice Area
the content you studied.
Why not practice a bit more?

Visit the online platform and
take the chance to improve
pronunciation in the Voice Lab!
Research win-win negotiation

agreements on the web. If possible,
try to read about real-life situations.
Portfolio Do the Portfolio task at the end of the book according to

your level and hand it in to the teacher when you finish it.
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P A R T 2
Getting to a
WINS?
WHAT IF
WIN-WIN AGREEMENT
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S S O N
Negotiation Agreements
A. We now have studied the five types of negotiation. We followed Laura and Mitchell’s negotiation
and analyzed all the possible outcomes. Do you remember what happened in each one of them?
WIN-LOSE
Both parties achieve their
objectives.
There are no gains in the
relationship.
COMPROMISE
Each party gives up something and
gets something.
The relationship doesn't change.
LOSE-LOSE
Neither party achieves their
objective.
There are no gains in the
relationship.
172
WHAT IF
EVERYBODY
WINS?
WIN-WIN
Both parties achieve their
objectives.
There are gains in the
relationship.
LOSE-WIN
One party achieves the
objective.
There are gains in the
relationship.
B. Now the teacher is going to play the Personal and Professional

Development Video. Based on it, which feelings may the parts involved
in a win-win agreement experience?
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Listening And Understanding

A. Read the characters’ presentation. This information will be useful
for you to understand better the situation you are about to hear.
Mandy and Larry are married and they have two kids: Jordan, who is 11,
and Kate, who is 14. Mandy and Larry leave to work at around 6 a.m. and
the kids leave a bit later for school, at around 7 a.m. They walk to school
because they study close to home, but they study at different schools.
B. After you listen to the first part of the recording, discuss with your classmates
the following questions and do the activities according to your level.
• Where is Larry?
• Why is Mandy calling?
• What does Mandy do every night? Why?
• What happened yesterday?
• What do Jordan and Kate have to negotiate?
• What do you think Jordan and Kate want?
174
WHAT IF
EVERYBODY
WINS?
a) According to the situation presented, think of an outcome that

BASIC 1–BASIC 3
can be classified as a compromise.
b) Do the parties achieve their objective with this outcome?
c) How is the relationship after this agreement?
a) According to the situation presented, think of a lose-lose

INTERMEDIATE 1–NTERMEDIATE 2
outcome.
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a) According to the situation presented, think of a win-lose outcome.

d) Now, according to the situation presented, think of a lose-win outcome.
e) Do the parties achieve their objective with this outcome?
f) How is the relationship after this agreement?
176
WHAT IF
EVERYBODY
WINS?
Discussion
A. Together with the teacher and your classmates, think about how they could reach
a win-win outcome.
B. Now watch the last part of the conversation between Larry and Mandy and answer the
following questions according to your level.
a) What was Jordan and Kate’s first idea?

b) What was the problem with this idea?
c) What did Jordan and Kate decide to do?
a) When Jordan and Kate found a solution, they had to stop thinking about who would get
the five dollars and started to think about another issue. What was that?
b) What was in fact their objective?
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5
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NOTES
c) Why can we consider Jordan and Kate’s solution a win-win agreement?
WHAT IF
EVERYBODY
WINS?
For
platform and do the follow-up activities
(Lesson 6).
NEXT CLASS Watch the Language Video
Prepare the first part of activity “Practice is
always a good path.” according to your level
for next class. The dialogues and the text
requested on the second part are supposed to Read the Language Guide
be done in groups or pairs in the classroom. to reinforce the topics you
have studied.

online platform. Your opinion

There are some famous quotes

about negotiation. Search for A negotiation is part of a discussion
them on the web and choose whenever two people have different
your favorite ones. goals. You can find examples in songs
and movies. Why don’t you check
them out?
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P A R T 1
I S A LWAY S
Practice
A G O O D PAT H .
BASIC 2
BASIC 1–
a) Who
b) What
d) When
c) Where
e) Whose
Write questions using the following question words to guide you.
A. Imagine that you want to know more about the people in the picture.
ALTERNATIVE?
WHAT IS YOUR
183
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B. Answer the following questions about time.
a) What time do you go to work?
b) What time do you have English classes?
c) What time do you arrive home from work?
C. Write a dialogue between you and a new classmate.

Ask and answer questions about these topics:
• Professional Life
• Daily Routine
• Personal Life
• Likes and Dislikes
BASIC 3– A. When do you use the following verb forms, modal verbs, and modal
INTERMEDIATE 1 expressions? Give examples to support your answers. If necessary, check
your Language Guide for help.
a) Simple Past
b) Past Continuous
184
WHAT IS YOUR
ALTERNATIVE?
c) Modal Verbs Can and Could
d) Modal Verbs May and Might
e) Modal Verbs Must/Mustn’t and Should
f) Used To + Verb
g) Be + Used To + –ING
B. Write a dialogue between you and a classmate in which you talk about
your previous jobs and your current one. Ask and answer questions about:
• Things you did / used to do in your previous job

• Things you do / are used to doing now
• Your opinion about them
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INTERMEDIATE 2–
INTERMEDIATE 3 A. Answer the following questions.
a) Which expressions can you use to talk about preference?
b) Which paired conjunctions can you use to express addition, alternative,
and negative?
c) How do you express a hypothesis about the present or about the future
that is not likely to happen? What is the structure?
B. What kind of job would you like to have? Would it look like the one in the picture? Write a
paragraph describing the job of your dreams. Make sure you use the following topics.
• Ways to express preferences

• Modal verbs and modal expressions
• One paired conjunction
• Second conditional
186
WHAT IS YOUR
ALTERNATIVE?
ADVANCED 1– A. Read the following story and explain the cultural misunderstanding.
ADVANCED 2
I’m from the U.K. and I got my first great job offer as a sous-chef in the
U.S. I was going to work with Mark Thompson, a chef I really admire, so
I didn’t think twice: I packed my things right away and moved to the U.S.
On my first day at work, the restaurant was crowded. I was obviously
nervous, but everything went well. When dinner service was finally over,
I turned to Mark and said, “Chef, I gotta go for a quick fag, but I’ll be
back in less than ten minutes.” Mark, who is now a great friend of mine,
gave me a weird look, which I interpreted as a disgust for that filthy
habit I used to have, so I said, “Yes, I know it’s filthy and I’ve been trying
to quit, but right now I just need it.” He said, “Just do whatever you gotta
do but be back in ten, I still need to talk to you.” We laugh really hard
until these days when we remember that talk!
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country and explain it to a foreigner.

B. Now think of a cultural misunderstanding regarding different cities or states in your
WHAT IS YOUR
ALTERNATIVE?
Learning
Y O U R A LT E R N A T I V E S
Decisions, decisions...
A. Get two pieces of paper and write Yes on one and No on the other.
The teacher is going to present facts of a situation, and when the teacher
shows the questions, just raise the piece of paper with your answer. But
pay attention: once you say Yes, you cannot go back to No!
B. Now form two groups: the ones who answered Yes at any moment
and the ones who answered No to all questions. Together with your
classmates, discuss your answer. Follow the guidelines.
• Why did you say yes or no?

• What was your alternative?
• Do you think it was a good agreement?
Know your game

A. Watch the Personal and Professional Development Video and state
how important it is to plan for a negotiation.
B. BATNA stands for Best Alternative To a Negotiated Agreement. Do you

think you should know your BATNA before or after you start to negotiate?
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COACHING
Language
WHAT IS YOUR
ALTERNATIVE?
This is our last lesson before the exam. Grade the following topics from 1 to 10.
What would your final grade be?
Positive Aspects Grade
PREPARE THE HOMEWORK
COLLABORATE WITH STUDENTS
PREPARE THE CLASS
DO ACTIVITIES IN THE PRACTICE AREA
PREPARE WRITTEN ASSIGNMENTS
ANALYZE MISTAKES IN THE WRITTEN

ASSIGNMENTS
PARTICIPATION IN THE CLASSROOM
ATTENDANCE
FINAL GRADE
For
Watch the Language
Videos and the Personal
and Professional
Development Videos
(Lesson 6) again.
NEXT CLASS
Take the chance to analyze your Project

and list questions you may have about
it in the section “Your Project.”
FOR
FURTHER Do the activities in the Practice
Area according to your level to
PRACTICE reinforce the content you studied. Research the term BATNA.
Look for definitions, short
texts, and videos.
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S S O N
P A R T 2
Negotiation
IS THE BEST
A LT E R N A T I V E .
A. Throughout this module, we have followed Laura and Mitchell's negotiation. Now, based
on the path to get to a win-win agreement, think about the following questions.
• Did Laura and Mitchell know their alternatives?

• If they didn't close a deal, what would their BATNA be?
• Did Laura close a deal better than her BATNA?
• Did Mitchell close a deal better than his BATNA?
B. We tend to think that negotiations only take place in business

environments, but this is not true: whenever two people have different
opinions or want different things—which is healthy—we engage in a
negotiation process. It happens at home, at work, at school, etc. Now think
of everyday life negotiations. What were your most recent negotiations?
192
WHAT IS YOUR
ALTERNATIVE?
BASIC 1– A. Think of everyday situations in which you have to negotiate at home.

BASIC 3 Make a list of five common situations.
B. Now choose one of the situations and write a dialogue of a negotiation. Use the simple
present to talk about things that always happen (maybe one spouse never does the dishes,
or always complains about something) and the simple past to refer to things that happened.
INTERMEDIATE 1– A. When you engage in negotiations, it is paramount to prepare yourself.

INTERMEDIATE 2 One of the most important steps is to learn your alternatives and decide
which your best alternative is if you don't close a deal. Think about
everyday life situations in which you should learn your alternatives before
you engage in a negotiation process.
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B. Now choose one of the situations and write a dialogue of the negotiation.
Use expressions to show opinion, to reach an agreement, and modal verbs to
make predictions and to give advice.
INTERMEDIATE 3– A. When you engage in negotiations, it is paramount to prepare yourself.
ADVANCED 2 One of the most important steps is to learn your alternatives and decide
what your best alternative is if you don't close a deal. But there are some
cases in which it is not possible. Can you think of situations like this?
B. If you think about the possible outcomes for a negotiation, what is the danger
of a situation in which one of the parties is unaware of their alternatives?
C. Share with the group a personal situation in which you had no

alternatives. What happened? How did it feel? What was the outcome?
194
WHAT IS YOUR
ALTERNATIVE?
learning
AND SHARING
The teacher is going to hand the Portfolio back
to you. Take a look and compare yours to your
classmates’. Together, you have to write at least
three questions about the content, but you are free
to ask more. Use the table to keep record of your
questions and answers according to your level.
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1.
7.
9.
3.
4.
2.
8.
6.
5.
S
10.
6
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N
Questions
INTERMEDIATE 1
BASIC 1–
Answers
1.
7.
9.
3.
4.
2.
8.
6.
5.
10.
Questions
ADVANCED 2
INTERMEDIATE 2–
Answers
ALTERNATIVE?
WHAT IS YOUR
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6
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Your
PROJECT
at what you have so far, and

to check it. Take a good look
It is almost time to finish your
Project: this is our last chance
questions you might still have.

use this opportunity to ask any
a) Questions regarding language use.
b) Questions about the Project organization.

ALTERNATIVE?
WHAT IS YOUR
199
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For
platform and do the follow-up
activities (Review 1–6).
NEXT CLASS
Read the Language
Guide to reinforce the
topics you have studied.
You’ve got your Project that is due

on the exam day. How is it going?
Time to add the finishing touches!
Don’t forget to evaluate
your experience this
week on the online
platform. Your opinion
FOR
FURTHER Visit the online platform and
take the chance to improve
PRACTICE pronunciation in the Voice Lab!
NOTES
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1–6
W
ARE YOU READY TO MAKE THINGS BETTER?
Working on Your
Negotiation Skills
DISCUSSION
Many important people have discussed the importance of negotiation.
Let’s take a look at two of them. Which do you agree with the most?
A. Read the following quotations and discuss their meaning

with your classmates.
“Only free men can negotiate. Prisoners cannot enter into contracts.”
(Nelson Mandela)
“Let us never negotiate out of fear. But let us never fear to negotiate.”
(John F. Kennedy)
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R E V I E W
B. Can you think of situations where people’s fear of negotiating might lead them to miss great
opportunities?
C. Why do you think people avoid negotiating sometimes?
ROLE-PLAY
It’s about time we put theory into practice! You are now going to role-play
a situation in which you have to engage in the process of negotiation. The
teacher will assign a role to each group and keep track of the score. Groups
will take turns speaking and are supposed to use the assigned structures.
You must reach 100 points to win the game. This is how you score:
• If your group uses the assigned structure when it’s your turn,
you get 10 points.
• If your group doesn’t use the structure or uses it incorrectly, you get no points
and the following structure assigned to the other group is worth 15 points.
• If they don’t use their structure or if they use it incorrectly, your next
structure is also worth 15 points.
ROLE-PLAY PREPARATION
The teacher is going to assign a role to

your group. Think about the character
you are playing and answer the following
questions.
• What is your character’s objective?

ROLE-PLAY OUTCOME
• Does your character want to keep a
good relationship with the other party?
• What is your character’s BATNA? • Which kind of negotiation
agreement did you reach?
• Why did you reach this agreement?
204
Learning From Other People’s

Negotiation Skills
Watch the Personal and Professional Development Video.
The speaker lists four tips to engage in negotiation. Identify them.
FOR N E X T
CLASS
Take the chance to
review the topics and
to practice on the online
platform.
Do your best!
Don’t forget
to bring your
Project next class.
It’s supposed to be
handed in on the
exam day.
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Notes
Notes
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LANGUAGE
COACHING
1. What are your grades

trying to tell you?
A. Is this sequence of events correct?
You study. → You take the exams. → The teacher corrects the exams. → You either pass or fail the exams.
B. Your grades reflect your development in the

course, so you need to understand them in order
to make decisions about your learning process.
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B O O K
2
C. What information can you get from your grades?
D. Now let’s think of a different sequence of events?
You study. → You take the exams. → The teacher corrects the exams. →
You analyze your high and low scores in each section. →
You analyze common mistakes and misuses. →
You draw a plan for improvement.
2. Reacting to
Your Grades
You have studied that negotiation has to do with objectives and
relationships. Now let’s imagine that you got 8.0 or 6.0. Would you
feel happy about either of those grades? Or would you like to have
gotten 10.0?
In that situation, your goal was probably to get 10.0, but you didn’t.
So, now it’s time to understand your grades in order to improve your
performance and to focus on the long-term relationship with the
course and on your plan to become fluent in English.
A. Before starting that process of understanding, find out what kind

of negotiator you are—that might affect the way you react to news,
information, and results. Don’t forget to justify your answer.
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LANGUAGE
COACHING
Socializers: They usually take time to decide and focus on the emotional
aspect of the negotiation.
Perfectionists: They usually focus on details and demand a lot from

themselves; they tend to think they could always do better.
Motivators: They react with passion and like to take risks; they get easily
distracted.
Entrepreneurs: They focus on results, so at most times, they are harsh critics.
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B O O K
2
B. What are the possible flaws of each kind of negotiator while trying to understand their grades?
3. Understanding
Your Grades
A. What grades do you expect to achieve? Why?
B. What are your grades? Why?
C. What do the grades tell you about your English?
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NOTES
in this class, what is your BATNA?
4 . BATNA
Your ultimate goal is to be fluent in English. So, taking into consideration all your analysis
LANGUAGE
COACHING
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Irre gVuElar
RBS
INFINITIVE SIMPLE PAST PAST PARTICIPLE
arise arose arisen
awake awoke awoken
be was/were been
bear bore borne
beat beat beaten
become became become
begin began begun
bend bent bent
bet bet/betted bet/betted
bid bid/bade bid/bidden
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burnt/burned burnt/burned
burst burst burst
bust bust/busted bust/busted
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
214
Ir re gVuEla r
RBS
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dug dug
do did done
draw drew drawn
dream dreamt/dreamed dreamt/dreamed
drink drank drunk
drive drove driven
dwell dwelt/dwelled dwelt/dwelled
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fit fit/fitted fit/fitted
flee fled fled
fling flung flung
fly flew flown
forbear forbore forborne
forbid forbade forbidden
forecast forecast(ed) forecast(ed)
forget forgot forgotten
forgive forgave forgiven
forsake forsook forsaken
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Irre gVuElar
RBS
forswear forswore forsworn
freeze froze frozen
get got gotten
give gave given
go went gone
grind ground ground
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt/kneeled knelt/kneeled
know knew known
lay laid laid
lead led led
lean leant/leaned leant/leaned
learn learnt/learned learnt/learned
leap leapt/leaped leapt/leaped
leave left left
lend lent lent
let let let
lie lay lain
light lit/lighted lit/lighted
lose lost lost
216
Ir re gVuEla r
RBS
make made made
mean meant meant
meet met met
mislay mislaid mislaid
mistake mistook mistaken
pay paid paid
put put put
quit quit quit
read read read
rend rent rent
ride rode ridden
ring rang rung
rise rose risen
run ran run
saw sawed sawn/sawed
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
shake shook shaken
shed shed shed
shine shone shone
shoe shod shod
shoot shot shot
show showed shown
shrink shrank shrunk
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Irre gVuElar
RBS
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
slay slew slain
sleep slept slept
slide slid slid
sling slung slung
slink slunk slunk
smell smelt/smelled smelt/smelled
speed sped/speeded sped/speeded
speak spoke spoken
spell spelt/spelled spelt/spelled
spend spent spent
spill spilt/spilled spilt/spilled
spin spun spun
spit spat spat
split split split
spoil spoilt/spoiled spoilt/spoiled
spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank/stunk stunk
strew strewed strewn
stride strode stridden
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Ir re gVuEla r
RBS
strike struck struck
string strung strung
strive strove striven
swear swore sworn
sweep swept swept
swing swung swung
swim swam swum
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
thrust thrust thrust
tread trod trodden
understand understood understood
undertake undertook undertaken
upset upset upset
wake woke woken
wear wore worn
weave wove/weaved woven/weaved
weep wept wept
wet wet wet
win won won
wind wound wound
withdraw withdrew withdrawn
wring wrung wrung
write wrote written
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220
NOTES
NOTES
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NOTES
NOTES
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NOTES
NOTES
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PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
Complete the paragraph with what is requested in parentheses.
BASIC 1
Then identify examples of the linguistic elements.
( 1 ) Personal pronoun
( 2 ) Verb to be
( 3 ) Indefinite article
Hi! My name ( 2 ) Sandra. I’m married and I have two beautiful girls.
Kate ( 2 ) four years old and she is a shy girl. Emma ( 2 )
two, ( 1 ) is just ( 3 ) a baby. ( 1 ) live in the U.S.,
but I ( 2 ) Canadian. I’m ( 3 ) dentist and my husband is ( 3 )
engineer. ( 1 ) are dedicated professionals, but we try to work
in different hours; this way, we can spend more time with the girls. If you give me two
extra hours a day, I’ll spend them with my family, for sure!
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a) Greetings:
c) Adjectives:
N
NOTES
b) Professions, marital status, nationality:
PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
Complete the sentences either with an article or with a verb. Remember
BASIC 2 you can use the definite article, an indefinite article, or zero article! Then
identify examples of the elements requested.
Good morning. My name is Edward Mitchel. I’m engineer. I’m thirty-five years old,
I’m married, and I two lovely girls: Kate and Emma. I’m American and my wife Sandra
is Canadian, but we live here in Boston. Sandra is dentist and we try
to share everything. We try to arrange our schedule to work in different hours so we can take
care of girls. We also share household chores. I usually
laundry, cook, and dishes. Sandra usually house, the
groceries, and takes girls to school. Well, if you give me two more hours a day, I
will work extra hours so I can take a whole month off traveling with my family. Well,
I to play video games very much...so I’ll probably take some minutes off these two
extra hours to play.
a) Greetings:
b) Plural nouns:
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PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
Complete the paragraph with the words in the box.
BASIC 3
Then identify the elements requested.
shopped crossed visited was
decided traveled was watched
Last year, my sister Donna and I abroad for the first time!
Going to Paris was my dream, and it the best trip of my life!
We all tourist attractions and churches. We also
the Champs Elysées and went to museums and theaters. We
a great musical! Then we to have dinner in a fancy restaurant.
On the last day of the trip, we at Lafayette Gallery. I was just
looking at our pictures again yesterday. It really awesome! If I
had two more hours a day…Well, could I spend them in Paris?
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b) Plural forms
NOTES
c) Leisure activities
a) Time expressions (past):
PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
INTERMEDIATE 1 Read the text and then identify the elements requested.
What will I do if I have two extra hours a day? Hm...Let’s see...Last year, I
traveled abroad for the first time with my twin sister Lia. I’m the one in black
and Lia is the one in red. Well, I don’t need to say we went to Paris, right?
It’s plain to see in the pictures. It was my first trip overseas and it was simply
fantastic! Everything was perfect, and it was even better than what I had
thought. I guess by now you imagine what I will do with my two extra hours,
don’t you? I will travel! Well, I know it’s hard to travel for two hours a day…
So, I will do my best to get my work done faster so I can have more time
and take long breaks. For example, if I work two more hours every day, in
one year’s time, I will have two months off! Does it make sense to you? Is
the math right? I’m terrible at math.
a) Sentences with the modal verb will:
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e) Fillers:
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N
NOTES
b) Fixed expression with will:
d) Sentences used to give opinion:

c) Time expressions (past and future):
PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
Complete the paragraph using the words in parentheses with
INTERMEDIATE 2
the elements requested.
(1 ) Modal verb
(2) Being emphatic
(3) Comparative forms—superiority
(4) Be going to
My name is Tom Mayers, I’m fifty-nine years old, and I can tell you for sure: it is ( 2 ) possible
to make your day last ( 3 ) (long). Yet, I believe that when you ask people this question,
they ( 1 ) (probability) be skeptical or ( 1 ) (probability) think that it’s just a
hypothetical question. I ( 1 ) (obligation) say: it is not! There are some things you can do to
be ( 3 ) (organized) and ( 3 ) (efficient) in your daily tasks: I’m talking about
organization and discipline. My life is different since the day I made the decision to make the most of my
time. And what I’ve learned is: if you gotta do something, do it with your body and soul. I ( 2 )
mean it: do your best in any situation. And when you learn that, you will feel not only ( 3 )
(fulfilled) but you will also realize that time ( 1 ) (possibility) and ( 1 ) (obligation)
be managed. So, if I compare my life today to my life twenty years ago, I ( 1 ) (ability) surely
tell you: I have a lot of extra hours a day now and I do much more than I used to. But I still want more! I
(4) (keep) on working on my discipline and organization and I ( 4 ) (have) a
lot more extra hours in a very near future. I want to spend as much time as possible with my grandkid,
because I was not able to do it for my kids, Will and Lucy!
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PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
Use the verbs in parentheses to complete the text: They can be
INTERMEDIATE 3
in the present perfect, in the infinitive form, or in the –ING form.
Some years ago, my father made a decision that (change) his life. He used to work
for a big airline company and I remember he used to get home every night stressed and frustrated. I
was a child, but I have (say) that, to me, my father was the grumpiest man on earth!
He didn’t have much time for us, and he used to get mad at every little thing my sister and I did. I can
still hear his voice saying, “Go to your room, children” or “Keep it down, William.” But one day, he got
home and said that he was going to quit (work) that hard and enjoy his life and his
family. Just like that! He got a new job, organized himself, and kept on (work) hard,
but he did it during his working hours. When he got home, he had all the time in the world for us, he
was really home–100 percent there. And I started (get) to know my father. It felt like
we enjoyed (spend) time together for the first time. My father and I
(build) a new relationship since then and I (learn) that there are priceless things
in life, moments you must enjoy or they will simply pass you by. And, answering your question, I’d
certainly put two extra hours a day to good use, but as Mr. Mayers (teach) me, I’m
the one in control of my life, and that’s why I don’t feel the need of having extra hours!
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PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
Use the verbs in parentheses to complete the paragraphs. The sentences
ADVANCED 1 either refer to the past or to the future. Choose the most appropriate verb
form among the ones presented.
Possible Verb Forms
Referring to the past:

Simple Past, Past Continuous, Be Going To, Present Perfect, Past Perfect, Used To
Referring to the future:

Will, Be Going To
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S S O N
I (say – neg., future)

I (think – never, past) about the possibility of having
extra hours a day. In fact, I
(think – past) about that all the time. I used to be a stock broker. Can you imagine how many times it
(occur – past) to me?
I (spend – past) some good years of my life in the
stock market. And I literally mean it! I (be – neg., past)
in touch with my friends anymore, I (see – neg., past) my
kid grow up, I (divorce – past) my wife...To make a
long story short, I (live – past) just to work. Or better,
I (convince – past) myself of that, because in fact, I
(live – past).
But an unbearable back pain (save – past) me. Yes,

that’s it. I (lost – past) millions in a single day and I
woke up the next morning in so much pain I could hardly walk, so I was told to see an acupuncturist
and I did it. Not because I believed it (work – past),
just because I was desperate. And it did work! In several ways, I must say! That was the day I met
Lucia, my former acupuncturist and current wife! Lucia
(teach – past) me how to calm down, how to relax, how to seize the moment. I started to learn more
about the eastern culture, and I can say I (be – past)
a new person since then. Now I try not to anticipate things anymore, which doesn’t mean I don’t have
plans. Lucia and I (travel – future) to China at the end
of the year. We (take – future) a whole month off and
we intend to visit several cities in China. It
(be – future) amazing, I’m sure.
NOTES
240
PORTFOLIO L E
1
S S O N
P A R T 2
Name:
Teacher: Group:
ADVANCED 2 Read the following text and then do the tasks.
My name is Lucia Vasquez, I’m Colombian, but ( 1 ) I’ve been living in marceloanthony2012@gmail.com | 5561984362935 | Proibida a reprodução total ou parcial, sem autorização. Lei nº 9610/98.
the U.S. for the past fifteen years. I lived in more than a dozen countries
before I settled here. My father was a diplomat, so I spent my childhood
and teenage years moving from one country to another. I loved to move,
as funny as it may seem. I guess I got used to this nomadic life. We lived in
France, Germany, Algeria, South Africa...Oh, there were so many places that
it’s hard to remember them all at once! But I keep good memories of each
and every one of them. However, ( 2 ) one among all these countries has
really stuck with me: China.
Most of my teenage years were spent in Beijing. ( 3 ) We had lived in

several countries, but it was the first eastern country we lived in and I was
simply amazed by their culture and traditions.
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1 S O N
That is why I became an acupuncturist. Acupuncture is an ancient Chinese

practice that can be traced back to at least 2,500 years. Many people
think it is only about stimulating body parts, but I think it is all part of an
eastern philosophy of life that I’ve learned to love and cherish. And their
relationship with time is way different than ours! I’ve learned from them to
live the moment instead of spending my present moment thinking what
time I will finish working, or what ( 4 ) I will have achieved in two years.
The western culture is usually so afraid of time passing us by that we waste
the present thinking about the future. People are usually more concerned
about where they are going to be tomorrow than about where they are
now. So, I try to be happy right here, right now. I love my job, I love to
live here in the U.S., I love my family, my husband, and my stepson. And
tomorrow everything may change, but I’ll only worry about tomorrow when
it becomes today!
a) Explain why Lucia chose to use the underlined verb forms.
(1)
(2)

(3)
(4)
b) What is the traditional definition of acupuncture and what does Lucia add to it?
c) How would you paraphrase Lucia’s last sentence, “I’ll think about tomorrow
when it becomes today”?
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PORTFOLIO L E
3
S S O N
P A R T 2
Name:
Teacher: Group:
A. Use the appropriate question word to complete the questions
BASIC 1
and answer them.
a) does Dr. Sharp do?
b) is Dr. Sharp?
c) is Dr. Sharp's daughter's name?
d) does she do?
B. Describe Laura's physical appearance (height, body type, eye and

hair color, and adjectives).
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Name:
a)
Teacher:
b)
BASIC 2
(name)
Broadcaster
c)
d)
(place of work)
(age)
Dr. Sharp
(profession)
PORTFOLIO
Group:
?
L
E
S
A. Write the questions and answers according to what is requested.

S
3 O
P A R T 2
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NOTES
B. Describe Laura’s family, things she has, and her physical appearance.
PORTFOLIO L E
3
S S O N
P A R T 2
Name:
Teacher: Group:
BASIC 3 A. Write the questions and/or answers according to what is requested.
Dr. Sharp
a) ?
(profession)
b) ?
(age)
c) What degree does he hold?
d) What is he doing at the moment?
e) ?
(question about number of children)
f) What did he write about?
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NOTES
and professional background.
physical and personal characteristics, and likes and dislikes. Also, describe his educational
B. Describe Dr. Sharp. Make sure you include the following elements: personal information,
PORTFOLIO L E
3
S S O N
P A R T 2
Name:
Teacher: Group:
A. Answer the questions according to the information
INTERMEDIATE 1
you heard in the interview.
a) Where is Dr. Sharp and why?
b) What is the goal of Dr. Sharp's book?
c) Dr. Sharp says, “Can I call you Mark?” What does this sentence express?
( ) ability
( ) favor
( ) permission
B. Describe Dr. Sharp: mention his age, profession, marital status, family,
and his opinion about his life and his abilities.
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PORTFOLIO L E
3
S S O N
P A R T 2
Name:
Teacher: Group:
Answer the questions according to the information you heard
INTERMEDIATE 2
in the interview.
a) According to Dr. Sharp, what is the challenge people face when
identifying priorities? Why?
b) According to Dr. Sharp, what is the difference between priorities

and distractors?
c) Give an example of something you consider to be a priority and

something you consider to be a distractor.
NOTES
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PORTFOLIO L E
3
S S O N
P A R T 2
Name:
Teacher: Group:
Answer the questions according to the information
INTERMEDIATE 3
you heard in the interview.
a) According to Dr. Sharp, have our priorities changed? Justify your answer.
b) Dr. Sharp exemplifies his theory mentioning modern technologies.

What does he say?
c) What would Dr. Sharp like his readers to go through? Why?
NOTES
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PORTFOLIO L E
3
S S O N
P A R T 2
Name:
Teacher: Group:
ADVANCED 1
in the interview and give your opinion.
a) Dr. Sharp says that modern technologies bombard us with information that
is usually urgent, but rarely important, and it makes it more difficult to identify
our real priorities. Do you agree or disagree with this statement? Why?
b) Dr. Sharp states that your priorities can't be at odds with each other. Do
you agree or disagree with this statement? Why?
c) Dr. Sharp’s self-evaluation is that he was successful in identifying and

working on his priorities. What are his priorities? What about yours?
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PORTFOLIO L E
3
S S O N
P A R T 2
Name:
Teacher: Group:
ADVANCED 2
in the interview and give your opinion.
You heard Dr. Sharp's interview on the radio. Now imagine you are
reporting what you heard to a friend. Write down a summary of the
interview and report at least two of Dr. Sharp’s lines.
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PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
BASIC 1 Complete the paragraph according to what is requested.
1. Article 6. Connector
3. Verb to express preference 8. Connector
4. Article 9. Verb to express preference
When I wake up in ( 1 ) morning, I usually have just

(2) cup of black coffee. I don’t ( 3 ) to eat early in
(4) morning. When it’s about 10 a.m. I have a snack: usually
(5) apple, a cereal bar, ( 6 ) yogurt. At
noon, I have something light, usually a salad and some meat, ( 7 )
I’m usually really hungry at night, ( 8 ) I often have lots of carbs.
I(9) pasta, ( 10 ) I cook a different type of
pasta for dinner every day.
NOTES
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PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
BASIC 2 Complete the dialogue according to what is requested in parentheses.
Wife: Baby, what’s your schedule like tomorrow?
Husband: I to the office early because I a patient at
8 a.m. Then I to the hospital and I at 5 p.m.
(simple present or present continuous + verbs go – have – go – leave)
Wife: Oh, great! My last patient is at 7 p.m. to the supermarket
after work and get some groceries? (ask for a favor – go)
Husband: Of course. your car, then? My trunk is filled with boxes.
(ask for permission – have)
Wife: Sure. We can exchange cars tomorrow, no problem. what
boxes are those? (connector)
Husband: My boxes. Remember he asked me to take them to my
basement? (possessive case + brother – parents)
Wife: Oh, of course!
Husband: I’m doing it on the weekend. Do you want to come with me?
Wife: Sure! I miss your parents.
Husband: Perfect! , I’ll call them tomorrow. (connector)
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PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
Complete the dialogue between Sandra and Karen using the following
BASIC 3 verbs in the simple present, in the simple past, or in the present continuous.
They can be in the affirmative, negative, or interrogative forms.
1. Know 6. Send
2. Have 7. Call
3. Have 8. Look for
4. Think 9. Give
5. Happen 10. Think
Sandra: I(1) what to do. I ( 2 ) a really good job

proposal yesterday. It’s twice the money I make now, but I love my job.
I(3) a great boss and I love the people I work with.
What ( 4 ) ?
Karen: Wow! That’s hard! But how ( 5 ) ?(6)
them your résumé?
Sandra: No, I didn’t.
Karen: So, why ( 7 ) you?
Sandra: They ( 8 ) a web designer and a former
co-worker of mine ( 9 ) them my number.
Karen: That’s flattering.
Sandra: It really is! But it caught me totally by surprise. And twice the money is really
tempting...
Karen: Well, I ( 10 ) you have to research a little about
the company before you even consider making a decision. I know twice
your salary is a lot, but what’s the use of making more money and feeling
unhappy at work? Doing what you like around people you feel comfortable
with means a lot.
Sandra: You are right. That’s exactly what I’m going to do! Thanks!
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PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
INTERMEDIATE 1 Complete the dialogue using the information in parentheses.
Friends’ Talk
Mark: Man, I need some advice...

Tom: What happened?
Mark: I guess I’m in love with Emma.
Tom: Emma? The one works with you? (relative pronoun)
Mark: Yes, that’s her.
Tom: That’s nice!
Mark: I don’t know...
Tom: Why?
Mark: Well, first of all, she not feel the same way... (probability)
Tom: You have to talk to her and find out. Why don’t you ask her out?
Mark: That’s the problem: we work together, so I put her in an
awkward situation. (probability)
Tom: ? (asking for clarification)
Mark: Look, it’s complicated. If she doesn’t feel the same way, it’s going to be
awkward to see each other every day. even if she does,
she be uncomfortable for the same reason. ,
we are good friends and we work very well together. I don’t want to ruin it.
What do you think I should do? (contrast – probability – addition)
Tom:
(give opinion)
Mark: Thanks, man. I’ll think about it.
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PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
Fill in the blanks using the information in
INTERMEDIATE 2
parentheses and then finish the dialogue.
At a Hotel in Rio de Janeiro
Guest: Good morning. Can I confirm some information with you?

Desk Clerk: Of course. How I help you? (modal verb)
Guest: Well, I saw on the news that the street will be closed today from 3 p.m. to
8 p.m. But I don’t speak Portuguese very well, I don’t know if I got it right,
? (tag question)
Desk Clerk: Yes, that is right, sir. Today is a national holiday and there will be a parade here.
Guest: Wow! I guess I be proud of my Portuguese! I got it right.
But then what transportation take to get back to the hotel?
(modal verb – modal expression)
Desk Clerk: There is a subway station one block away from here and the trains will be
working nonstop.
Guest: Really? That close? How come I didn’t notice that? I’m !
(adjective used to express emotion)
Desk Clerk: It’s really close. Make a left, walk one block, and you’re there. You probably
didn’t notice it because it’s much to look at the beach
than at the subway station! (comparative form)
Guest: You bet! So, I’m leaving to visit the Christ statue. Can you get me a cab?
Desk Clerk: Of course. But sir, can I give you a piece of advice?
Guest: Please.
Desk Clerk:
Guest:
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NOTES
PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
Take a look at the following statement and write a paragraph
INTERMEDIATE 3 saying whether you agree with it. Use adverbs, relative
pronouns, paired conjunctions, and phrasal verbs.
We don’t have to love everyone, but we should always
care about others. If we all care about each other, the
world will certainly be a better place to live in.
NOTES
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S
S
5
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N
PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
Write a paragraph about yourself narrating how different your life would
ADVANCED 1 have been if you had made a different choice at a specific moment in the
past. Choose among the following three possible beginnings for your
paragraph. Use adverbs, relative pronouns, paired conjunctions, and
phrasal verbs.
If I had chosen a different career...

If I had tried harder...
If I had had the chance...
NOTES
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S
5
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N
PORTFOLIO L E
5
S S O N
P A R T 2
Name:
Teacher: Group:
ADVANCED 2 Choose two of the following jokes and explain why they are funny.
Joke 1
Twenty years ago, we had Johnny Cash, Bob

Hope, and Steve Jobs. Now we have no cash,
no hope, and no jobs.
Joke 2
Linda: I’m so scared. I heard there was a kidnapping at school.

Roger: You’ll get used to it, it happens all the time.
Linda: What?!
Roger: Don’t worry, they always wake up.
Joke 3
Instead of “the John,” I call my toilet “the Jim.” It

makes me feel a lot healthier when I say “I go
to the Jim first thing every morning.”
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NOTES
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TEACHER:
STUDENT:
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ASSIGNMENT
DATE:
GRADE:
LESSON:
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20.
19.
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Article
Spelling
Pronoun
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CORRECTION CODE
TEACHER'S NOTES
Rephrase the Sentence

Inappropriate Word/Expression
IN
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PR
VF
SO
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PRP
RPH
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LEVEL:
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ASSIGNMENT
DATE:
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LESSON:
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Article
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Article
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RPH
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LESSON:
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NOTES
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NOTES
NOTES
289

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O material didático é de uso exclusivo e restrito ao processo didático-pedagógico do aluno: Marcelo Anthony de Jesus Sousa | CPF 07125286100

Amanda Campos, Edu Rocha, Felipe Ceschin,

Andressa Meissner, Eduardo Neves,

Bruna M. Fraga, Eduardo Neves, Gabrielle

Eduardo Neves e Leonardo Stawski

Patrícia Figuerôa Knack

Flávio Augusto da Silva

TODOS OS DIREITOS RESERVADOS TODAS AS IMAGENS DO SHUTTERSTOCK

LESSON 6 PA R T 1 182 PA R T 2 192

REVIEW 1–6 203

LANGUAGE COACHING 209

IRREGULAR VERBS 214

WRITTEN ASSIGNMENTS 275

that are similar to yours!

of how you would use them.

WOULD YOU USE

d) Her marital status:

a) What does she do?

b) What is her house like? Why?

a) What does Emma complain about?

b) What did she say about her extra hours?

c) What did she say about her teen days?

d) What kind of things did she do as a teenager?

b) Will Kevin stop working when he retires? Why?

c) How long will Kevin and Susan be in Europe?

a) What is going to happen in Kevin’s life in the next few months?

b) What are his plans after retirement?

a) What does Ben do?

b) What has he found that some people haven’t?

c) What has he given up because of work?

a) What's Ben’s life like? Is he happy with it?

b) Ben gives up a relationship because of his priorities. Do we always have to

you think he is? Is he good- or bad-tempered in your opinion? Do you think

Prepare a four-line presentation on the characters and

describe their personalities and physical characteristics.

Prepare a presentation on the characters and use the following

• Simple past—verb to be and regular and irregular verbs

Prepare a three- to four-line presentation on the characters

• Comparative forms (e.g., personal characteristics)

There are many videos and texts about

Watch the Personal and Professional Development Video

b) Which one do you consider the best strategy? Why?

How do I spend my time?

( 1) I don't do it because I don't need to do it.

( ) Business trips ( ) Clean the house

( ) Go grocery shopping ( ) Go on dates

( ) Read technical books ( ) Read newspapers

( ) Shop for clothes ( ) Study at home

( ) Take courses ( ) Take part in business meetings

( ) Take the kids to school/courses ( ) Visit exhibitions/parks/street fairs

( ) Watch sports games ( ) Watch the news

( ) Work ( ) Work out

Discussing time management

Be ready to make a presentation to the

a) Who is this person?

b) What does this person do?

d) What is this person's marital status?

e) Where is this person right now? What is this person doing?

c) How does he or she feel? Why is he or she feeling this way?

c) What had happened before?

Watch the Personal and Professional

Don’t forget to evaluate your

Write a three-line paragraph introducing yourself to someone.

Mention your name, profession, marital status, nationality,