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NEW
FRONTIERS
TEACHER’S GUIDE
5

+
B1 Upper Intermediate

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Sc ope and Seq uenc e

HOW TO USE Page 4

UNIT / PAGE VOCABULARY GRAMMAR & STRUCTURES LISTENING

THAT’S ME! Hobbies Present perfect Listen to talks about

Pastimes Action verbs vs. Stative verbs where someone has
Interests been
Experiences
Page 6
MY HERO Role models Past perfect Listen to people
Adventure Adverb sentence starters talk about heroic
Exploration Past perfect continuous actions
Page 18
Page 30 Review 1-2
Performances Present perfect vs. Past simple Listen to people
TIME TO CELEBRATE! Performers Present perfect continuous talk about cultural
Festivals & Phrases to conclude events they have
celebrations attended
Page 32 Traditions
MANAGING YOUR Money Modal verbs of necessity Listen to people ask
MONEY Finance Future perfect & Future perfect for and receive
Spending continuous advice about money
Page 44
Budgeting
Page 56 Review 3-4

WHO ARE YOU? Personality Defining relative clauses Listen to

Qualities Non-defining relative clauses descriptions of
Characteristics personality types
Page 58
A HISTORY OF THE Adverbs Passive voice tenses Listen to people talk
FUTURE Technology Causative passive about new technology
Tech jobs
Page 70
Page 82 Review 5-6

EXPLORING Environment Causative verbs let, make, have Listen to people share
ENVIRONMENTAL Environmental issues Causative verbs get, help their opinions about
POLICIES Laws Phrasal verbs environmental policies
Page 84

WHAT WILL YOU Dining Gerund verbs & Infinitives Listen to people
Food preferences Making dining requests taking and making
BE HAVING?
Cooking -ing forms: gerunds, verbs, and meal orders
Page 96
adjectives
Page 108 Review 7-8

Wildlife Reported speech: tense changes Listen to talks

INTO THE JUNGLE
Responsibilities & Indefinite & Definite articles about wildlife
obligations
Conservation
Page 110

WELCOME TO NEW Fortune & luck Mixed conditionals Listen to people

Chances & If only / Wish statements & Unreal talk about their
FRONTIERS
opportunities conditions wishes
Page 122
Wishes & goals
Page 134 Review 9-10

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Grammar Reference Page 136 Word List Page 140

SPEAKING READING WRITING PROJECT

Talk about your experiences Read about interesting Write an SNS profile of K-Drama Director
hobbies and pastimes yourself

Describe the qualities of a Read about real-life Write about a hero you Let’s Explore!
hero heroes admire

Talk about traditional Read about the history of Write a review of a play, Let the Festivities
cultural events and rock 'n' roll music movie, or concert Begin!
celebrations

Give someone financial Read about students' Write a financial plan Project Manager
advice financial issues

Describe your personality Read about personality Write about people’s Personality Finder
tests personalities

Talk about how technology Read about failed Write an argument for or Automated Solutions
will change people's lives technologies against the use of
technology

Give your opinion about Read about how Write your opinion about Policy Maker
environmental issues environmental issues are environmental policies
being handled

Ask questions about a dish, Read about preferences Write an email requesting Picky Eaters
state preferences, and make and manners in different special accommodations
special requests cultures

Talk about events and Read about important Write about wildlife Wildlife Woes
situations that impact issues impacting animals conservation
animals

Talk about hypothetical Read about serendipitous Write about a lucky Plot Twist
situations events experience

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5 WHO ARE YOU?

This unit will give students the ability to talk about

people’s personalities using defining and non-defining
it
relative clauses. Students will also learn how to make and n
give a personality test. U

Scan the QR code to download the Unit 5 audio. 5

WHAT YOU WILL DO IN THIS UNIT

Unit 5 AIMS WHO ARE YOU?

Lesson A: Read about personality tests
Lesson B: Listen to descriptions of personality types
Lesson C: Describe your personality
Lesson D: Write about people’s personalities
Lesson E: Make your own personality test

Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project
WHAT YOU WILL DO IN THIS UNIT
Scan for Audio

Target Vocabulary A Reading Read about personality tests

Lesson A Lesson B B Listening Listen to descriptions of personality types

appropriate ambitious C Speaking Describe your personality

character cautious
D Writing Write about people’s personalities
identify energetic
limit generous E Project Make your own personality test
personality helpful
reliable nasty
scientific patient 58

series sensitive
Lesson C Lesson D
bold annoying
curious calm
intelligent candidate
logical delightful
messy industry
neat intellectual
silly preference
sweet stupid

58

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non-defining relative clauses

A non-defining relative clause is used to add extra
information.

Forms / Usages Examples

are always set off by My brother, who works in a bank,
commas gives me financial advice.
that cannot be used The man, who is reportedly back
to replace who and at home, was not available for
which comment.
cannot omit relative My sister, who is a fashion designer,
pronouns lives in New York.

Unit 5 Discussion
Look at the photos and answer the questions.
•
Ask students to look at the Unit 5 cover page.
•
Ask the class each question.
•
Give corrections and ask follow-up questions.
•
Ask students to talk with a partner. Have students take
turns asking the questions on the page to their partner.

Extra Practice More Discussion

Ask more questions about jobs and personalities.

Describe your ideal job.

Look at the photos and answer the questions. Do you prefer fast-paced environments or more relaxed
1. What do you see in the pictures? environments? Why?
2. How do you think the people in the pictures are feeling?
3. Do you think they are happy? Why or why not?
Describe a good job for someone who prefers a
4. What seems more exciting to you: being a doctor or being a chef ? fast-paced lifestyle.
59
Describe a good job for someone who prefers a relaxed
lifestyle.

Key Grammar
defining relative clauses
A defining relative clause is used to define or identify
a noun by adding necessary information. We use the
relative pronouns who, that, which, whose, where, and
when.

Forms / Usages Examples

People who are married save
are never set off by commas
more money.
can use that instead of who I live in the building which /
or which that has a blue door.

can omit relative pronouns That’s the movie that I want to

when followed by subject see. / That’s the movie I want
+ verb to see.

59

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Lesson A Reading
A Reading Aim Read about personality tests

Aim: Read about personality tests Vocabulary

1 Read the words in the box. Then listen and write the vocabulary word you hear. 5-01

Vocabulary identify
scientific
reliable
personality
appropriate
limit
character
series

1 Read the words in the box. Then listen and write 1. 2. 3. 4.

the vocabulary words you hear. 5-01

•
Ask students to read the words in the box.
•
Listen to the audio.
•
Ask students to repeat aloud after the audio. 5. 6. 7. 8.
•
Ask students to write each vocabulary word under the
correct picture.
Answer Key
1. limit 2 Fill in the blanks with the best vocabulary words. Change the form of the words if necessary.
1. This new __________________ study says that people who exercise often are happier.
2. personality
2. Do you think this job is __________________ for a high school student?
3. character
3. I helped another student practice for his exams. The teacher says it shows I have good __________________.
4. series
4. Can you __________________ a person’s personality by their blood type?
5. identify 5. I didn’t get the job. They said I don’t have the right __________________ for it—I’m too shy.
6. scientific 6. How many books can I check out from the library? What’s the __________________?
7. reliable 7. If you want to work as a taxi driver, you must always be on time. So, you have to be ___________________.
8. appropriate 8. This question is the first in a(n) __________________. Question one...

•
Practice again. Point at different pictures and ask Pre-reading
students to say the words. 3 Talk with a partner. What sorts of jobs are they doing? What kinds of personalities do
you think the people have? Why do you think so?

2 Fill in the blanks with the best vocabulary words.

Change the form of the words if necessary.
•
Ask students to read the sentence prompts.
•
Ask students to write the best vocabulary word in each
blank.
•
Check students’ answers. 60

Answer Key
1. scientific
2. appropriate Teacher’s Note
3. character
Myers-Briggs 16 Personality Types
4. identify
5. personality Before class, prepare a list of the Myers-Briggs 16
6. limit personality types: ISTJ, ISFJ, INFJ, INTJ, ISTP, ISFP, INFP,
7. reliable INTP, ESTP, ESFP, ENFP, ENTP, ESTJ, ESFJ, ENFJ, and ENTJ.
8. series Make sure to print out a copy for each student in your
class. More information about these personality types
can be found at:
Pre-reading [Link]
3 Talk with a partner. What sorts of jobs are they mbti-basics/[Link]
doing? What kinds of personalities do you think and
the people have? Why do you think so? [Link]
•
Tell students to find a partner. types/
• Ask students to look at the pictures. During class, hand a copy of the list to each student.
•
Ask students to discuss the jobs in the pictures. Explain the different personality types to students.
• Ask students to give their opinions on the personalities Make sure they understand them. Next, tell students
of the people in the pictures, as well as the reasons for to get into groups of three or four. Have students
their opinions. look over the personality types list and choose their
•
Check students’ conversations to make sure they’re own personality type. Ask students to discuss why
speaking properly. they chose the personality types they did. Finally, as
•
Ask some students to share their ideas with the class. a class, discuss the personality types of the students.
•
Ask follow-up questions. See if everyone agrees on the personality types people
•
Give feedback. chose for themselves. Have students also choose your
personality type. How correct are they?

60

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6 Circle the answers that are true for you. Then use
4 Read the article. 5-02 the score chart to discover your personality.
INOAMONXOLDNILIE
GETTING TO KNOW YOU! •Ask students to read the sentences.
What is a personality test?
•Ask students to circle the answers that are true for
Personality tests are a series of questions, similar to a regular, multiple-choice exam, except there are no “right” or them.
“wrong” answers. Instead, the results tell you about your personality. Personality tests can be useful in several ways. For
example, knowing more about your character can help you identify which career is most suitable for you. These tests can •Ask students to use the chart to add up their scores so
also help you figure out what sort of college or university education you mi ght consider.
There are many different kinds of personality tests. One popular test in Japan is called ketsueki-gata. It makes predictions
they can check their personality types.
about your personality based on your blood type. While there have been some scientific connections made between
blood type and health conditions, there is no scientific data supporting the conclusions of ketsueki-gata. Therefore, it is
•
Ask some students to share their results with the class.
about as accurate as a zodiac analysis. •
Ask the class if they agree with those results.
Another well-known personality test is the “Myers-Briggs Type Indicator,” or MBTI for short. Many companies have
people take this test to help figure out what job would be most appropriate for each individual. The MBTI claims to have
•
Ask follow-up questions.
reliable results. After completing the test, examinees will be assigned one of 16 different “personality types,” which are
identified by four-letter codes. Each also has its own title, such as INFP: “the Mediator,” or ESTP: “the Debater.”
•
Give feedback.
The first letter used to identify your type in the MBTI is always either “E” (for extroversion) or “I” (for introversion). An
“I”-type personality will enjoy more time spent alone. Introverts are usually seen as very imaginative and are thought to
enjoy creative jobs. Extroverts are more sociable and enjoy working with others. They are usually viewed as friendly and
7 Talk with a partner.
energetic.
However, there is a limit to what these tests can tell you. There are many people who are sociable but also introverted.
•
Tell students to find a partner.
There are also those who are creative and extroverted. So, when it comes to your future, don’t let something like a
personality test hold you back. Everyone has the opportunity to succeed if they try hard enough.
•
Tell students to discuss the questions.
•
Ask students if they would like to share their discussions
Comprehension with the class.
5 Circle true or false. •
Ask follow-up questions.
1. Knowing about your character can help you choose a school. true false
2. The ketsueki-gata is one of the only reliable personality tests. true false
3. Personality tests are sometimes used by companies. true false
4.
5.
”The Mediator” is an extroverted personality type based on the Myers-Briggs test.
The Myers-Briggs test classifies people as ei ther extroverted or introverted.
true
true
false
false
Extra Practice Personality Types and Jobs
6 Circle the answers that are true for you. Then use the score chart to discover your personality.
Tell students to get into groups of three or four. Ask
1. Spending time with other people makes me feel _______________________. students to think about the personality types they
a. energetic b. tired c. anxious
2. My imagination is very reliable. I always have a lot of ideas.
found for themselves from activity 6 and think about
a. not true b. somewhat true c. very true NOTE
An introvert is someone who
what jobs would be good for them. Ask each student
3. When I start a book series, I always finish reading every book. tends to be quieter and enjoys
a. not true b. somewhat true c. very true more time alone. Extroverts are
more outgoing and enjoy group
to choose a job and give at least three reasons, in full
4. I would rather go to a party than spend time with a few close friends.
a. very true b. somewhat true c. not true
activities more. Ambiverts are a
mixture of both. sentences, why that job would suit their personality.
Scoring: a= 3 points b= 2 points c = 1 point
Tell students to discuss their results as a group. Ask
Introvert Ambivert Extrovert students to counterargue when possible and suggest
4-6 7-9 10-12
other jobs that might suit certain group members. To
7 Talk with a partner. help students’ conversations, tell students to use the
1. What words best describe your personality?
2. What sorts of jobs do you think would be appropriate for you? Why? patterns below.
3. What sorts of jobs do you think would not be appropriate for you? Why?
61 “What kind of job best suits your personality?” / “(Job)
best suits my personality because (reason).”
Check students’ conversations to make sure they’re
4 Read the article. 5-02 speaking properly. After every group has had ample
•Listen to the audio. time to talk, ask some students about their results.
OR Remember to ask follow-up questions and give
•
Read the article aloud. feedback.
OR
•
Ask students to read parts of the article aloud.
•
Replay the audio if needed.

Comprehension
5 Circle true or false.
•Ask students to read the sentences and circle true or
false.
•Replay the audio if needed.
•Check students’ answers.
Answer Key
1. true
2. false
3. true
4. false
5. true

61

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Lesson B Listening
B Listening Aim Listen to descriptions of personality types

Aim: Listen to descriptions of personality types Vocabulary

1 Listen and number. 5-03

Vocabulary
1 Listen and number 5-03
cautious energetic patient nasty
• Listen to the audio.
•
Ask students to repeat aloud after the audio.
•
Ask students to write the correct number of the
vocabulary word next to the word in the book.
generous ambitious sensitive helpful

Answer Key 2 Match the words with the definitions.

1.         
From left to right, top to bottom
2.         
6. cautious 3.             

5. energetic 4.          

5.               
8. patient
6.           
7. nasty 7.             
1. generous 8.        

3. ambitious
NOTE
4. sensitive If you can rephrase the sentence using he or she, use who.
If you can rephrase using him or her, use whom.
Focus
2. helpful
3 Talk with a partner. 4 Circle the correct form of the pronoun.
1. A: Who / whom called you last night?
• Practice again. Point at different pictures and ask students          
B: She / Her called me to talk about her nasty teacher.

to say the words.        

2. A: Who / Whom did you speak to at school yesterday?
B: I spoke to he / him at school, after gym class.
3. A: Who / whom i s the most energetic?
2 Match the words with the definitions.        
    
B: He / him is. He’s always dancing down the halls.
4. A: I haven’t decided who / whom I should ask.
• Ask students to read the words and the definitions.       B: You should ask her / she to the dance.
  
•
Ask students to match each word with the correct
definition.       
      
•
Check students’ answers.
      
      
Answer Key
62
1. f
2. h
3. a
4. b Teacher’s Note
5. c
More on Defining Relative Clauses
6. d
7. e Explain to students that the relative pronoun is the
8. g subject in a defining relative clause. Also, the relative
clause can come after the subject or object of the entire
sentence. An example of a relative clause that comes
Focus after the subject can be: The people who live in that
house are my friends. And an example of a relative
3 Talk with a partner. clause that comes after the object can be: I’m looking
•
Read the short conversations aloud or ask two students for a bike that is comfortable to ride.
to read the short conversations aloud.
• Ask students to practice the conversations with a
partner.
•
Tell students to practice the conversations again but
to talk about different jobs, personalities, and career-
related issues.

4 Circle the correct form of the pronoun.

•
Ask students to read the conversations.
•
Ask students to circle the correct pronouns.
•
Check students’ answers.
Answer Key
1. a. Who b. She
2. a. Whom b. him
3. a. Who b. He
4. a. whom b. her

62

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Listen Up
Grammar
5 Look at the table. 7 Listen and complete the table. 5-04

Defining Relative Clauses •Listen to the audio.

add necessary information
 Doctors who are cautious
more lives.
save × Doctors, who are cautious , save
more lives.
•
Ask students to circle the correct personality types and
are never set off by commas
(meaning: Only cautious doctors
save more lives.)
(meaning: All doctors are cautious,
and all doctors save more lives.)
write the vocabulary words they hear.
can use that instead of who / which
 That’s the test which / that I wrote. •
Replay the audio if needed.
I didn’t know the teacher who / that was there.
can omit relative pronouns (when  Do you like the essay which / that I wrote?
•
Check students’ answers.
followed by subject + verb)  That’s the brother who / that I like.

Answer Key
6 Write ( ) beside the correct sentences.
1. a. People, who are quiet, are more likely to work at the library. ______ Peter: extrovert, ambitious
b. People who are quiet are more likely to work at the library. ______
Lindsay: ambivert, helpful, sensitive
2. a. That’s the sensitive person which wrote the long essay. ______
b. That’s the sensitive person who wrote the long essay. ______ Jason: extrovert, generous, ambitious, patient
3. a. That’s the company which created the personality test. ______ Wendy: introvert, cautious, nasty, energetic
b. That’s the company who created the personality test. ______

Listen Up 8 Listen again. Fill in the blanks. 5-04

7 Listen and complete the table. 5-04
•
Listen to the audio.
Name Personality Type (circle one) Description (write the vocabulary words you hear)
Peter Extrovert, Ambivert, Introvert
•
Ask students to write the words they hear in the blanks.
Lindsay Extrovert, Ambivert, Introvert •
Replay the audio if needed.
Jason Extrovert, Ambivert, Introvert
Wendy Extrovert, Ambivert, Introvert
•
Check students’ answers.
8 Listen again. Then fill in the blanks. 5-04
Answer Key
1. I’m the person _________________________________________ come to with questions or complaints.
2. _________________________________________ introduce themselves next? 1. whom you should
3. I’ve heard introverts ______________________________________________ speaking are very unusual. 2. Who would like to
4. Also, I’m one of those people _______________________________________________________________!
3. who like activities like public
5. I’ve met a few people ______________________________________________________________________.
4. who loves to eat
5. who were not very kind
Challenge
9 Read about the different jobs Job Speaker(s) (circle)
on p. 145. Then listen again and Lawyer Peter Lindsay Jason Wendy
complete the table. Talk with a
partner. What jobs do you think
L ib ra ri an
Public Speaker
Pe ter
Peter
Li nd say
Lindsay
Jas on
Jason
We nd y
Wendy
Challenge
each of the speakers would be
Z oo ke ep er P et er L in ds ay J as on We nd y
best suited to? Circle and discuss.
Clown Peter Lindsay Jason Wendy
9 Read about the different jobs on p. 145. Then
5-04
Teacher Peter Lindsay Jason Wendy listen again and complete the table. Talk with
63
a partner. What jobs do you think each of the
speakers would be best suited to? Circle and
discuss. 5-04

•
Tell students to find a partner.
Grammar •
Ask students to read about the jobs on page 145.
•
Listen to the audio.
5 Look at the table. •
Ask students to discuss and circle the job that would fit
•
Read the contents of the table. each person in the table.
OR •
Tell students to give reasons for their answers.
•
Ask students to read the table. •
Check students’ conversations to make sure they’re
•Ask students if they know what kind of grammar point speaking properly.
is being highlighted. •Ask some students to share their ideas with the class.
•Give feedback.
6 Write () beside the correct sentences.
•
Ask students to read the sentences. Extra Practice More Jobs
•Ask students to put a check mark next to each correct
sentence. During, or after, activity 9 , ask students to come up
•Check students’ answers. with three more jobs that each person would be suited
for. Tell students to give reasons for each job. Give job
Answer Key ideas to students who are having trouble coming up
1. b with jobs. When everyone is done, ask some students
2. b to share their ideas with the class. Remember to ask
3. a follow-up questions and give feedback.

63

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Lesson C Speaking
C Speaking Aim Describe your personality

Aim: Describe your personality Vocabulary

1 Listen and number. 5-05

Vocabulary
1 Listen and number. 5-05
neat silly intelligent sweet
•Listen to the audio.
•
Ask students to repeat aloud after the audio.
•
Ask students to write the correct number of the
vocabulary word next to the word in the book.
logical bold messy curious

Answer Key 2 Match the words with the definitions.

From left to right, top to bottom 1.        
2.         
6. neat 3.          
2. silly 4.         

8. intelligent 5.            

6.           
3. sweet
7.          
5. logical 8.           
4. bold
1. messy
Focus
7. curious 3 Talk with a partner.

•
Practice again. Point at different pictures and ask students         
    
       
     
NOTE
to say the words. You can also say
a load of, a heap
         of, or a ton of, but
          
       you cannot say a
        
plenty of.
   
2 Match the words with the definitions.
•
Ask students to read the words and the definitions. 4 Listen and circle the best answer. 5-06

•
Ask students to match each word with the correct 1. a. b. c. d.

definition. 2. a. b. c. d.

3. a. b. c. d.
•
Check students’ answers.
4. a. b. c. d.

Answer Key 64

1. h
2. d
3. g Teacher’s Note
4. c
5. f Personality Adjectives
6. e Review some other personality adjectives with students.
7. a Ask them to tell you as many personality adjectives as
8. b they can. List them all on the board. Then go over some
personality adjectives that students may have missed.
Below are some common personality adjectives.
Focus
3 Talk with a partner. arrogant honest polite
•Read the short conversations aloud or ask two students brave humble popular
to read the short conversations aloud. chatty kind quiet
•
Ask students to practice the conversations with a clever lazy rude
partner.
•
Tell students to practice the conversations again but to cowardly loud selfish
talk about different personalities and related ideas. diligent loyal serious
easy-going lucky / unlucky shady
4 Listen and circle the best answer. 5-06
friendly mean shrewd
•
Listen to the audio.
funny moody shy
•
Ask students to circle the best answers.
•
Replay the audio if needed. generous nasty tidy / untidy
•
Check students’ answers. grumpy nervous vain
Answer Key hardworking nice wise
1. c 2. c 3. d 4. d

64

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