Sy TEU) a —— Ciara pasa iets CP AU ULES}Students love learning English with Postcards! Welcome to the new edition of Postcards, the popular four-level American English program for teenage students. Postcards’ attractive magazine-like pages, engaging storylines, and real-life teen characters motivate students and make learning fun. Consistent scaffolding, extensive practice, and ongoing recycling help to ensure student success. Integrated components provide optimal teacher support. Postcards creates successful classrooms through > Dialogues and photostories that engage magination > Grammar practice and communicative activities that enable students to use English with confidence Pair and group activities that encourage student interaction Projects that provide opportunities for in-depth seli-expression Games and Fun with Grammar activities that bring pleasure to the classroom Focus on Culture and Wide Angle on the World sections that develop students’ cross-cultural awareness Teacher's Edition that provides robust teacher support with focus on multiple intelligences, cross-curricular, and home/school connection activities > Language Booster (Workbook plus Grammar Builder), DVD program, Test Generator, and Posters that create a complete package for succ NEW to Postcards Second Edition > Discovering Grammar encourages students to learn grammar > Practicing Grammar provides extensive practice in a variety of contexts > Teen Talk acilitat -d, relaxed conversations on favorite topics Learn to Learn provides learning strategies students can immediately apply Fun with Songs gives students the chance to work cooperatively on favorite songs Test-taking Tips coach students on how to perform successfully on tests Postcarps 2 components 1S8N-10, 'SBN-3 Student Book with Student CD-ROM 0-13-815045-1 978-0-13-815045-7 Language Booster 0-13-230511-9 978-0-13-230511-2 {Workbook with Grammar Builder) Teacher's Edition 0-13-230538.0 978-0.13-230538.9 ‘Audio CDs 0-13-230550-X 978-0-13-230550-1 DVD 1 with Guidebook 0-13-230553-4 978-0-13.230553-2 ‘Test Generator. 0-13-6151345" 978-0-15-6151340 Placement Test 0-13-230555-0 978.0-13-230555-6 Posters 0-13-158058-2 978-0-13-158058-9 ISBN-19: 978-0-12-515045-7 ISBN: O-13-815045-1 9.0.9.0.0> . | | @ VSB 504 fees Sees nr RecContents Scope and Sequence Characters Let's get started. unr 1 Meet Alex and his friends. unit 2 Do you have any pizza dough? Progress check Game 1 Project 1 unit 3 Are there any chips left? Wide Angle 1 unit 4 How often do you go rock dimbingh Progress check Everybody/swaiting forus. unr 5 Game2 Project 2 uni 6 — What areyou going to wear? Progress check Wide Angle 2 unir 7 You were awesome, Alex! iv viii a 21 22 23 24 32 34 a a 50 5st 52 unit 8 fused to dream of ... Progress check Game 3 Project 3 unt 9 We were walking home. Wide Angle 3 unit 10 Youre the best in the group. Progress check unit 11 Youshoulda'tbe upset. Game 4 Project 4 unit 12 rllteach you i int fale a Progress check Wide Angle 4 Fun with songs 1-4 Focus on culture 1-4 Fun with grammar Peer editing checklist Word list 70 78 79 Bs 107 108 115 116 118 122 130Scope and Sequence ees Lets get started. PlectAlexandhis PEABIEBaweones personaly Raven of the simple present sare Pessesshe pronouns: mine, yours sng), hes, hi fais use.) om ges 6-13 i Dovouhaveany pina EGReBpANolowinsircions | ountand nencount nouns eaercenin Elaerconeere b Pages 14-20 Page 21 Progress check Units 1 and 2 _Test-taking tip: 6e prepared. Page 22 Game 1: Stomp, spin, and spell Page 23 Project 1: A snapshot of a great snack Aretheroany chips? (MARES FSU SE EE AW ine and any Questions with How much and How many ; es earior acts funy acer, i potinuch not many Pages 24-31 e x Peaci32 33, Wide Angle 1: International treats How often do you go [betes reerences would “Adverbs of frequency bi [aire epee of frequency rock climbing? Ie een Gerunds ages 34-40 I Page 41 Progress check Units 3 and4 Testtaking tip: Stay positive and relaxed. Everybody's waitis Bou what going on The preient continuous e page ad ees wens ee ioe Pages 42-48 tage 50 Game 2: Sentence charades pagest Project 2: A snapshot of a special interest f Be going to + verb for future plans, i intentions, and predictions i Fiaiesbank dothes Sead eae mat adjecive + enough e ee ee ages 52-58 he oa Page 59 Progress check Units Sand 6 Test-taking tp: Keep your eyes on your own paper. Pages 60-61 Wide Angle 2: What is beauty? iv Scope and SequenceLinking words in ‘connected speech ‘Reading: Identify people irom descriptions Usrening: Listen fer specic information to complete a chart Speaking: Describe people's personalities; Talk ‘about yourself Weiting: Write about your Ideal person Using stress and Intonation to express Strong feelings forvariovs meals Reading: Read for specific information Listening: Listen to determine true and false Information ‘Speaking: Give and follow instructions Witting: Make a poster on healthful eating aps a a mas ‘supermarket Listening: Listen to identify true information g Spesking: Discuss your reactions to errends; : Bo semana Uae ins scan a srpingeace Feading: Read a bar graph Fens fof in soccer Listening: Lsten for spactic information ‘Speaking: Talk about whet you ke ané don't like doing when you don't have school Writing: Wite about what you fke and don't doing during your free time Reading: Read a biog forspecific information lay to practice Vieeds beginning wan ehng: User to daciminete information tree corconare Speaking: Talk about reasons fo: running late Wrhing: Wite about what usually hapoens at school = (Reading: Read forspecitic information The pronunciation of Listening: Listen to discriminate information going to ‘Speaking: Talk about the kind of clothes you like; Discuss your opinion Wening: Wrive a bt Of feshion co's ané don'ts Scope and Sequence vScope and Sequence Sewecareeraras: The simple past of be fled The simple past of reqularand ireguiar verbs Pages 62-59 Tusedto dream of... Conjunctions: and, but, so Used to for past habits Pages 70-76 Page 77 Progress chock Unite 7 and & Tost-taking tip: Write neatly. Page 78 Game 3: Q & A baseball Page 78 Project 3: A snapshot of my childhood We were walking The past continuous lane The past continuous with when and while gi The simple past and the pest continuous Pages 80-87 Pages88-89 Wide Angle 3: traditional story Yourethe best inthe a aojectve group. Making comparsons with s+ adjective + as Pages 90-96 Page 97 Progress check Units 9 and 10 Test-taking tip: Look out for key words. You shouldn't be upset. sions. Will for predictions and decisiors ShouldShoulnt for ave Mustifustnot for rules and obligations ages 98-105 Page 106 Game 4: Say and do the opposite Page 107 Project 4: A snapshot of a trip Filteach you if you Mayltaight tor possibility “aaah Fastconeitonal-trcse + wath Pages 108-114 Page 115 Progress check Units 11 and 12. Test-taking tip: Stay focused on your work. Pages 116-117 Wide Angle 4: Summer camps vi Scope and Sequence‘Reading: Read for specific information Intonation in YesiNo and Listening: Listen to discriminate information x information questions “Speaking: Talk about a perty; interview a classmate sbout a reading Writing: Write a summary for a teen magazine Reading: Read for specific information eiwhat you |The pronurciation of Listening: Listen to discriminate information used 10 ‘Speaking: Talk about what makes you happy ‘and sad or angry: Express personal opinions Wting: Write a paragraph about what your classmate usedto do Reading: Read for specific information Listening: Listen to discriminate information ‘Speaking: falk about stories you Ike; Discuss “imilarities and differences Writing: Put sentences inorder towrite a tory The pronunciation of fa inwalk “Roading: Read for specific information efully tothe Sad a... a : a a — cE ‘Reading: Read a questionnaire Listening: Listen to discriminate informatior Listen for specific information Speaking: Give your opirion on manners Wrting: Mieke an etiquette st mistakes era ule Readiag: Read s website for spectic 2 Stes in verb + noun information onal eombinasions Listening: Leten te a radia show to determine ‘tue and false information ‘Speaking: Talk ebout your summer plans Wating: Write an e-mail about your summer plans Scope and Sequence vilLet's get started. 1 Personal information Read the information. Then complete the form with your own information. Petey Age es Hudson Kathleen 13. GiPark Avenue (212) 555-3586 _ katl25@mailcom 10303 U.S.A 2 Relationships The family A. Read the family words. + grandfather and grandmother = grandparents * father and mother + son and daughter Mr and Mrs. Dursley) Mr. and Mrs. Evans ) Mc and Mrs. Potter’) brother * uncle sister * cousin * aunt + only child B. PAIRS. Write some of the words from Exercise Ain Harry Potter's family tree. Friends A, Read the words and look at the pictures. B. Write names below the pictures where appropriate. 2 Let's get started.3 Classroom commands A. Look at the pictures and read the commands. Brooke is short ‘Imagine. ee’ 9. Pra. 10.Lst 11 Guess. 12. Underline. B. PAIRS. Take turns. Student A, act out a command from Exercise A. Student B, guess the command. Act out at least three commands each. 4 Everyday activities Read the phrases and look at the pictures. es ag Z.go to school S.havelunch 9. gethome from school 10.have dinner 11. do my homework ‘12. go tobed B. PAIRS. Ask each other questions using some of the phrases in Exercise A. Let’s get started. 3Grammar 7 Adjectives Look at the adjectives. Match them with at 5 Nouns least two nouns from the box. ‘A, Write two more examples for each game girl hair house magazine category. mall man movie park —_test beautiful: beautiful gir) PRN AAP orp B. What words begin with capital letters in Exercise A? Give one more example for each. 10. 1. places; ___India__, 2. things: Apple computer 3. people: Mr Sandler 6 Pronouns A. Fill in the missing object pronouns. come dance Sa Object B. Write the subject pronouns from Exercise A in the correct column. First person Second person Third person 4 Let's get started.9 Prepositions of location A. Read the sentences and look at the pictures. Where's the balloon? Its under the table. It's behind the computer. Where are the CDs? yee They're in the bag. eo They're on the bag. ae Where's the balloon? It’s above the table. It’s in front of the TV. B. PAIRS. Take turns. Ask where four classroom objects are. Use prepositions of location in your answers. A: Where are your books? B: They're in my bag. Where's the teacher’s bag? A: It's 10 This/These; That/Those A. Read the sentences and look at the pictures. Ta o@® This is my book. These are my books. That's an apple. Those are apples. 8. PAIRS. Point to two things that are near you and two things that are far from you. Ask your classmate what the objects are. Switch roles. For example: ‘A: What's this? B: It’s a ruler. A: What are those on the teachers table? B: Those are dictionaries. Your turn. Pe Pr FP PP Se 12 Say goodbye A. Read the expressions Communication 11 Ask and answer questions A. (A2) Listen to the questions and the ariswers, What's today’s date? {t's February 13th : What time is it? It's twelve ofclock. What day is it? I's Wednesday. : What year is it? W's 2010. When's your birthday? It's on November 8th. . Take turns. Ask and answer the questions in Exercise A. Give true answers. below. 1. Good luck. Thanks. 2. Goodbye. 3. Keep in touch 4. Have a great weekend /day/trip. 5. Take care. . Write the appropriate response below each expression in Exercise A. A response can be used to respond to several expressions in Exercise A. * Sure. * Thanks. /Thank you. * Bye./Sce you. © You, too. Let's get started. 5(2 Read along as you listen to Alex and his friends. {Hi My name's Alex Romero. Vim 15 years ola. Im @ member of Teen Scone, 2 drama ard I'm Lori Hudson. I'm ©, Diane, Karen, and late friends. Wee all in Teen Scene. We're also in Green Fire, a dance and music group. Im shy, except when I'm performing. My mon tells mel very competitive, | alwan try to be the best. Communication Describe someone's personality Grammar Review of the simple present Possessive pronouns: mine, yours (sing.), hers, his, ours, yours (pl), theirs Whose? Vocabulary Personality traits Sanders, but ry nickname’s Diane, my ciezer, eaye I'm a se | enjay reading, | love books. iends, but were opposites. ious. A Hello Tin Diane Sanders, ard fm 14 years ala My brother Joe ard are very different. Timo friendly, but he's quiet and studious. He’s also really emart My nane'e Karen Jackson, and l'm 1, tm from Los Angeles, tt now | lve it New York I'm algo outgoing ana Friendly, i why we clickomprehension A. Write the names of the characters. 1, He's the director of ‘Teen Scene. Paul Chan 2. Alex is his best friend. 3. She's from Los Angeles. 4, She's Joe's sister: 5. He plays the guitar, Diane and Karen 8, @9 Read along 2s you listen again. Check your answers. | director of Teen | Scene, tm 26.1 | enjoy working with | teenagers. They're | fun, but theyre also challenging, tre eerieus, but mn not strict. Im just a perfectionist! 6. She's in Green Fire with Personality traits A. Match each personality trait with the correct definition. 1. popular» a, makes a lot of rules to be followed 2 easygoing____b. liked by.a lot of people 3. quiet . not easily upset; usually not worried 4, studious_____d. enjoyable or entertaining 5. smart. ¢, spends a lot of time studying 6. serious ___ f, intelligent 7 outgoing____—_g,. very calm; not noisy or loud & shy__ h, very sensible; usually works hard 9. competitive ___i. enjoys meeting new people 10. fun determined to be better than other people ‘W. striet k. uncomfortable around other people B. PAIRS. Which of the adjectives in Exercise A describe you? Talk with a classmate. For example: A: I'm pretty easygoing, but I'm also shy. What about you? B: I'm not shyat all. 'm very outgoing. C. GROUPS. Form groups of four. Choose adjectives from Exercise A that describe one of your classmates. Describe that person to the members of your group and have them guess the person's name. Expand your vocabulary. When you leam a new adiective, try to learn its opposite, too THES willdouble your vocabulary. | Match the adjectives with their opposites. Use a dictionary if you need to. 4. studious a. shy 2. friendly —b. lazy 3. fun «. sirict 4. outgoing 4. unpopular 5. popular e. talkative 6. quiet f. unfriendly 7. easygoing g. boring» Review of the simple present: be Affirmative statements (mis. Diane is outgoing. Lori and Diane are friends. We'rein Green Fire, Negative statements 'm notin Teen Scene. Diane's not shy. / Diane isn’t shy. They're not sisters. They aren't sisters. We're not in Green Fire. / We aren’tin Green Fire. Yes/No questions Affirmative answers Negative answers Areyou in Teen Scene? Yes, | am, No, I'm not, Is Diane outgoing? Yes, she is. No, she’s not./No, she isn’t. Are Alex and Joe best friends? ‘Yes, they are, No, they're not./No, they aren't. Information questions Short answers Long answers Who is she? My teacher, She's my teacher, How old are you? Fifteen. m5, Where are they? At school. They're at school. Discovering grammar 5: Fel: co) Look at the grammar chart. Answer the questions. oO 1. What are the simple affirmative present 4 Karen and Diane: forms of the verb be? w ena 0 2. What words do Yes/No questions with be 5. Joe: begin with? a ® 3. What are some examples of question oO words used in information questions? Diane: w oO Practicing grammar 4 Practice A. Write affirmative (+) and negative (-) statements, describing each person. Use the verb be and the adjectives you have learned. 1. Alex: (4) Alexie popular with girts. (-) Hes not shy. 2. Lori: iz) a 8 Unit1 B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are. 5 Practice PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates’ names. 1, shy A: —/oAnn shy? B: __No, she’s not./Yes, she is. 2. outgoing 3. talkative 4. competitive 5. serious6 Practice Play a game. Go to page 130. 7 Practice A. Write information questions about the introductions on pages 6-7. Use the 1. (Who) Paul Q: __Who's Paul? 2. (What) Teen Scene Q 3. (How old) Paul nt 4. (What) Green Fire a 5. (Who) the Green Fire members Q@ —___ — 6. (What) Lori's last name a 7. Who) from Los Angeles Qa = B. PAIRS. Take turns asking and answering the questions in Exercise A. Don’t look at the reading. 8 Communication Describe someone's personality ‘A. (AS) Listen to the conversation. A: Who's that? B: He's my classmate. : What's his name? Adam. + He looks really cool : He is, but he's pretty shy. B. PAIRS. Role-play the conversation with a partner. C. PAIRS. With a classmate, write your own conversation about a new person at your school. Use Exercise A as your model. Then role-play your conversation. GROUPS. Talk about yourself. Tell your classmates the following information about yourself: * your name * your nickname if you have one + your age + other interesting information about yourself and your personality Useful language: + My name's + My nickname is + I'm ___ years old. + I'm friendlyfshyiscrious/ete. + Lenjoy... Unit 1 99 Dialogue (AS, Cover the dialogue and listen. Mom: Joe: Mom: Diane: Dad: Diane: Joe: Dad: Diane: Joe: Mom: Diane: Mom: So, how’s Teen Scene, kids? What are you up to these days? ‘Alot. We're busy with practice. We have a show in November. ‘That's great! What kind is it? It's a musical. It's a mixture of hip- hop, pop, and Broadway. Really? Sounds interesting. Whose idea was it? Td like to say mine, but... Yours? Ours, Diane. Not just yours. That's enough, you two. So, how’s your new director? Paul? He's OK. He's friendly, but | think he's a perfectionist Yeah, he makes us practice a lot. He's really serious. That's not so bad. Itis. He's not exactly easygoing. Thet he keeps you busy. 10 Comprehension A. Answer the questions. 1. When is the Teen Scene show this year? 2. What kind of show is if? 3. What adjectives does Diane use to describe Paul? B. (A?) Read along as you listen again. Check your answers. 11 Useful expressions A. (A3) Listen and repeat. ‘© What are you up to these days? © That's enough. * That's not so bad * Ibet.. + Sounds [interesting] B, Match each expression in Exercise A with an expression below. . Tmsure... . Stop it That's OK Seems nice, _Sounds interesting. What’ new?) Grammar Focus Review of the simple present: other verbs Affirmative statement Negative statement doe practices every day. iHe doesn't practice on weekends Joe and Dione have busy schedules They don't have much free time. Yes/No questions Affirmative answers Negative answers Does Jo¢ practice on weekends? ‘Yes,hedoes. No, hedoesn’t. Do Joeand Dianehave busy schedules? _Yes,they do. No, they don't, Information questions Short answers Long answers When does Joe practice? After school. He practices after school. Where do Joe and Diane practice? At school. They practice at school. Discovering grammar 13 Practice PAIRS. Look at the grammar chart. Complete the rules with PAIRS. Ask and answer two do or does, £ Yes/No questions about each 1. In questions with he, she, and it, use ____ + the base artictota Exprcleed2: form of a verb For example: 2. In questions with /, you, we, and they, use____ + the patetea lie MAE play. base form of a verb. tennis? Practicing grammar 12 Practice 14 Practice PAIRS. Ask and answer two. information questions about each article in Exercise 12. Complete the paragraphs with the simple present. 1. Michelle Wie(be)__onlyateenager, For example: but'she (play) ___ world-class golf Q: Where do Angetina Selle Michelle (not/spend) _____all her and Brad Piet line? time playing golf She also (ove) A: They tive in Catliforn + They tive ia 15 Writing ‘A. In your notebook, write a reading and drawing, 2. Brad Pitt and Angelina Jolie (he) Hollywood actors, They (live) —____ magazine article about a in California. They (do) ____ alot of person you admire. charity work. Angelina (travel) ——_____ B. PAIRS. Read your classmate’s paragraph. around the world to help the poor. Brad (use) Chedlbiarngeroestssahe his fame tohetp save the [ Peer editing checklist on environment, page 134 to help you. Unit1 17GRAMMAR Focus Possessive pronouns Possessive Possessive Possessive adjectives pronouns adjectives my mine It’smy book, your yours itsyour book. her hers Isher book. his his It’shis book, our ours Itsour book, your yours Those are your hooks. their theirs Those aretheir books. Question with Whose? Short answer Whose is that? Mine. Whose idea is it? Ours. Discovering grammar Possessive pronouns itsmine. Itsyours. Wshers. Isis. Itsours. ‘Those are yours. ‘Those are theirs. Long answer Itsmine. Irsours. Look at the grammar chart. Circle the correct answers. 1. A possessive pronoun replaces a possessive adjective and a (pronoun / noun). 2. Anoun (always / never) follows a possessive pronoun Practicing grammar 16 Practice Rewrite the sentences. Use possessive pronouns. 1. Those are their CDs. 2. This is her backpack. 3. That's our soccer ball. 4. That's my com 100k. 5. Those are his sneakers. 6. This is your cell phone. 12 Unit1 Those CDs are 17 Practice GROUPS. Form groups of four. 1. Every person in your group puts three items ina bag. Don't look at the items. 2. Choose three items from the bag. Don't take yours! 3. Find out to whom each item belongs. Whoever finds the owners of all three items first wins. For example: A: Daniel, is this yours? B: No, it’s not mine. It’shi hers. if 18 Pronunciation Linking words in connected speech A. (49) Listen and repeat. Az Whose ate these? B: Those are mine. idea was jt? > Whoge isit? It ours. B. PAIRS. Practice the questions and answers. 19 Listening 19 Listen to the conversation. Puta check (¥) below the name of the person who owns each object. pee BasketballTt) it roy aa ' The new director ‘A. *11 Read along as you listen to the conversation. What activity are Diane and Karen attending today? B. GROUPS. Discuss: Which do you think is better, a strict teacher or an easygoing one? Explain your answer. Unit 1 73Foods for various meals A. 12) Listen and repeat. Breakfast + bacon * coffee + juice + bread * eggs + maple * butter + ham syrup * cereal * jelly/jam —* milk Lunch and dinner * fruit: apples, pears, bananas, oranges * * meat: chicken, steak, pork chop * = pasta a * pizza : * rice : B. PAIRS. Which of the food items in Exercise A are in the + sandwiches seafood: fish, shrimp soda soup vegetables water pictures? Take turns identifying them. For example: A: This is rice. B: These are pancakes. C. PAIRS. What do you usually eat for breakfast? for lunch or dinner? for snacks? Learning goals Communication Give and follow instructions Grammar Count and noncount nouns Imperatives (Commands) © omelet Vocabulary * pancakes Foods for various meals * sausages * tea Snacks and desserts * cake * ice cream © chips * pie2 Listening #13 Listen to the report. Then write True or False. Circle the wrong information in the false statements. According to the report, 1. Fifty-one percent of teenagers try to eat something healthful every day. True 2. Eighteen percent of teenagers eat lunch at school 3. Judy skips lunch at schoo! because she has no time for it. 4. Carlos always has something for lunch at school, —_______ 5. Carlos eats a nutritious lunch at school. GROUPS. Talk about your eating habits. Useful language: + Do you always eat breakfast/lunch/ dinner? + What's your favorite snack? + Of course./Not always. = I (don't) always eat + I don't have time to eat ‘Count and noncount nouns ‘Count nouns (can be counted) Singular Plural an apple two atomato afew sandwich several many An applea day is good for you. ‘Apples are my favorite snack. Apples havea lot of vitamins apples tomatoes sand Noncount nouns (cannot be counted) milk juice cereal rice coffee cheese ce cream is my favorite dessert, Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use a or an before singular (count/ noncount) nouns. 2. Add -s or -es to (count / noncount) nouns 40 make them plural. 3. With noncount nouns, use a (singular / plural) verb. Practicing grammar 3 Practice A. Connect the three parts to make sentences. Write the sentences in your notebook. Es = ; is ihvianiosendminents| (ieetea_| i | Cookies | good for you. | Ves not that good for you. ae my favorite food. B, PAIRS. Compare your sentences. Correct any errors. Unit2 154 Dialogue 5 Comprehen 4 Cover the dialogue and listen. A Joe: Alex: Alex: 16 Unit2 sion List the pizza ingredients Alex and Joe use. I'm starving. Me, too. I'm in the mood for pizza. But we don’t have any money. No problem. Do you have any pizza B, Read the steps for making chocolate chip dough? And some chocolate chips and Blaze. Putte steps inorder: walnuts? ___ Then sprinkle some walnuts on top. What rary: _1__ First, flatten the dough and form it into A chocolate chip pizza. Eww. That sounds terrible. Just get over here and help me. Tarn on the oven, please. Next, spread some peanut butter, and Done add some chocolate chips. Now let’s prepare the dough. First, flatten the dough and form it into a circle . .. like this. OK. Next, spread some peanut butter, and add some chocolate chips. ‘And then? Sprinkle some walnuts on top. Are you sure about this? Relax. Finally, bake the pizza in the oven. WHAT in the world are you making? A chocolate chip pizzal Gross! acircle. Finally, bake the pizza in the oven. . 15) Read along as you listen again. Check your answers.6 Useful expressions A. (616) Listen and repeat. « Pmstarving * Me, too: + T'min the mood for... * No problem. * What for? * And then? * Are you stite about this? * Gross! B, Match each expression an expression below. Exercise A with 1. Tm very hungry. I'm starving. 2. Are you doing the right thing? 3. [feel the same way. 4. Why? 5. Yuck! 6. [feel like having some 7, Don't worry. 8. Whats next? 7 Pronunciation Using stress and intonation to express strong feelings A. @iz)listen and repeat. + Ame yousure about this? [doubt] ‘+ What inthe world are you making? [disbelief] + Acchocolate chip pizza! excitement} = What for? [doubt * Noproblem. lenconraging/reessuring] B. PAIRS. Practice the conversations. Use appropriate stress and intonation. 1. A: Butwe don’t have any money. B: No problem. What for? : I'm making a chocolate chip pizza Are you sure about this? Relax. : What in the world are you making? : Avocado ice cream! Unit 2 17Imperatives (Commands) Discovering grammar Turn left. (Give directions.) Look at the grammar chart. Circle the Sprinkle some walnuts. Give instructions.) correct answers. (Give Pebertaneree oe (Make polite requests.) 1. Use (the base form / the past form) of the verb in imperatives. 2. Use (don’t / doesn’t) before the base form in negative imperatives Negative Don’t worry. Practicing grammar 8 Practice * Sprinkle. * Open your mouth. Look at the pictui the ew ° Turn right. Ben eeenctien 0a 1e pictures and the commands. Write is eae eet each command below the correct picture. alias ‘board Stop complaining. 4, Don't erase the board. 3; 3. 1 dont want $e go!eT ROR CT = Learn words that are often used together (collocations). Learning some words that go together helps you avoid mistakes. “Turn on” + “the oven” are examples of words that go together. Write each noun next to the verb it goes with. Some nouns can be used more than once. [bread cake butter salt ‘oven eggs | 1. Turn on the _2Ven_ 5. Sprinkle some ________ on the meat. 2. Toast the __ 6. Fry the apan. 3. Spread the —___. 7. Melt the = __ ina pan. \& Bake the _____. 8. Preheat the 10 Practice 11 Communication A, Look at the underlined nouns in the recipe Give and follow instructions below. Write C above each count noun and NC above each noncount noun. GED Listen to ae ectOnS 1. First, draw a big circle. B. Complete the procedure for the recipe. Use 3. Next, dia a Baw the cle. shaver ts hee: Yourwil en pe wen, oe ‘ee. a [spread sprinkle put out 3. Then draw two straight lines starting from the bottom of the triangle. 4, Finally, draw twosteaight lines from each side of the triangle. B. PAIRS. Student A. read the instructions out loud. Don’t look at Student B’s paper. Student 8, listen to and follow the 1 slice of bread instructions. raisins 2 tablespoons peanut butter brown sugar ‘Ya banane, sliced Some round chocolate candy, such as M&Ms 1. 5 __ the slice of bread into the shape of acircle. 2, _____ the peanut butter on the bread. 3 sire ampere peanut butter. 4. te banana sices on lopte make the eyes andarsisin ia Breda oc herons. C. PAIRS. Switch roles. Student A, listen to 5. —__the pieces of Student 8's instructions and follow them. chocolate at the boitom cfthe <=> sandwich to make the mouth. Eat and enjoy your happy face sandwich! © D. Compare your drawings. Are your results the same? Unit2 1912 Reading A. Look at the title and the pictures. What do you think the reading is about? Put a check (v/) before the sentence that ‘expresses the main idea. 1. Food in the United States is delicious. ___2. There are too many people in the United States. ____3. People in the United States are getting fatter. B. (19) Read along as you listen. MN ‘According to surveys, 61 percent of Americans, or 127 million people, are obese. The US. overnment is worried becouse foo much weight contributes to diabetes, heart disease, and other illnesses. ‘Some people blame the food industry and advertisers for the nation's weight problem. They say food makers want people to eat when they're rot hungry and keep eating when they're full But food manulacturers say ils not their fault that many Americans are overweight. People can choose what they want to eat They point out that supermarkets inthe United States offer alot of choices, including low-calorie, ft- free, ond sugar-free foods. Advertisers say it's not ther fault either. Nore money {s pent on marketing low-calorie ond fat-free foods than any ater foods. No matter who's right, its true: People in the United Stotes are geiting fatter. They sinply eat too much. As a result, heath departments in the United States oe taking action. For example, New York’ health department has asked restaurants to use healthful ingredients in foods. Many schods in the United Sttes no longer have soda ‘or candy vending machines, ond schoo! cafeterias ae offering mere healthful menus. Health experts agree that being c healthy nation is everybody's responsibility, that the best way to solve the problem is through education. ‘A public education compaign on food and health would help educate people about what they eat, forcing food monufactures to offer more ‘wholesome and healthful food choices. 20 Unit2 13 Comprehension Discuss and answer these questions. 1. What health problem do people in the U.S. have? 2. Why is the US. government worried about it? 3. Who do some people blame for America’s weight problem? 4. Why do advertiser: America’s problem their fault? 5. What are some schools in the US. doing to help the country’s weight problem? 6. What do experts say is the best solution to the problem? 14 Writing GROUPS. Make a poster on healthful eating and maintaining good health habits for teenagers. Include a list of do’s and don'ts. 1._Eab at least three healthful meals a a 2. 3. 4 6. 6. SapTest-taking tip: Be prepar Bring at least two pens or penci Grammar A. Write questions for the underlined answers. (3 points each) 1. Matt is 13 years old. (How) How old is Matt? 2, He goes to Kennedy Middle School. (What school) 3. His sister’s name is Tracy. (What) 4, They live in Arizona. (ite) ——————— are 5. Matt isn’t sporty. He likes reading, (What) oo 6. He plays video games on weekends. (When) B. Answer the questions using the information in Exercise A. If the answer is no, correct the information. (3 points each) Is Matt 12 years old? Az Na he’s nob. He's 15 years old. _ 2. Q: Does Matt go to high school? A: 3. Q: Is his sister‘s name Tracy? A: Do they live in Texas? : Does Matt like sports? A: C. Replace the underlined words with possessive pronouns. (2 points each) 1. A: Whose book is this? Whose house is thal? That's ourhouse. s this your pen? ‘No, it’s not. It’s his pen. two pi jith good erasers and any other resources that your teacher allows you to have at the test. Bring a watch so that you can pace yourself. 4. A: Are these your sneakers? B: No, they’re not. They’re her sneakers. 5. A: Whose project is this? B: It's their project Vecabulary D. Write a or an before the count nouns. Write an X before the noncount nouns. (1 point each) 1, _1_peanut butter 6. ___ cheese 2, ___apple E avocado 3. banana 8. —__ tomato 4. orange 9. —_ bread 5. juice 10. ___mango Communication E, Read the instructions. Number them 1-5 to show the correct sequence. (1 point each) Mneies Then sprinkle the oranges with 17 ‘teblespoans of cereal. —1_ First, put2 tablespoons of yogurtin a glass. After that, add 2 more tablespoons of yogurt to the glass. _—— Next, put 4 orange slices on the yogurt. Finally, cop with the pineapple. Now I can... describe people's personalities. ‘Gtalk about food and eating habits. ‘give and follow instructions. Unit2 27? tanding in sma : , Be One Hudcnt isthe "opelnMeeter™ ond can correctly, the spelimaster spells it and acts keep his or her book open. The other itout. The spelimaster then gives the next students close their books. student @ word. 5. The student with the most points at the end of the game wins. 3. The spelimaster says a word from the list and then asks 2 student to spell it. The student spells the word aloud, but uses actions instead of letters for s, ¢, €, and /. - If the student spells and “acts” the word correctly, he or she gets a point, Useful language + You got it! * You didn’t quite get it. + Was that one stomp or two stomps? Ges 525 ree ae __ sandwiches easygoing serious __Aifferent © opposites } teenagersidence ye ee eee eZ Sar a Ore To make a Chicago hot doa, you need a hot dog, a hot dog bun, an onion, a tomato, a hot pepper, and a dill pickle, You siso need some muetard, relish, and celery salt eo eae 3 iret, boil the hot dog for about three minutes, until it’e-nice and fat. Next, chop the onioh and slice the tomato, Then slice she hot pepper and pickle. When the hot dog is ready, put it in the bur. Then add the other ingredien der: Firot, put some mustard on the Like to use'a lov of mustard. Then put some relish on. After that, out about: a teaspoon of chopped onion on top Finally, add a slice of pickle, three slices of tomato, the hot pepper, and oprinkle the whole thing With celery salt. Mmmm, it tastes good! EMO ati iaiate chee Project 1 23int) goals Communication (229 Cover the dialogue and listen. Make an offer Joe, could you go to the supermarket for me? Grammar There is/There are with some Joe: Why me? Ask Diane, Mom. and any Alex: Let's do it, Joe, so we can get some ice Questions with How much cream. Are there any chips left, by the see ey wey? a little, a few, a lot of, Joe: No. You ate them all. not much, not many Alex: Then we should get chips, too, and Vea some soda Foods at the supermarket Mom: Oh no, Alex. You can’t have any junk food at my house. é Joe: OK, Mom. I'll go. Is there a shopping = list? = Mom: No, but I'll tell you what we need We need bread, eggs, milk, juice, cheese Joe: Whoa, Mom! Please, slow down. How much bread do you want, and how many eggs? Mom: One loaf of wheat bread, two dozen eggs, one gallon of milk, .. . what else? Joe: Juice and cheese. How much. juice and cheese? Mom: Two quarts ofjuice and a pound and a half of cheese. Joe: And how much money are + you giving me? Mom: Here's $100. Joe: Cool. Let’s go, Alex. Equivalents 4 pound = about 1/2 kilogram quart = about 1 liter = about 4 liters 1 gallon 24 Unit32 Comprehension B. Complete the conversation. Use the expressions from Exercise A. A oe True or False after Dad: John, could you get some eggs for me? sentence. ae i. John: __Why me? Ask Ethan. He never does anything. 1. Mom asks Joe to go with He salways... her tothe supermaet Dad: _ John! Slow down! Ethan’s at practice. You can go with Tim. Oh, OK. Why do we need eggs? I'm making some omelets. 2, Alex wants to go to the supermarket. : So, a dozen eggs 3. Mom says Alex can buy aaa ” y : That's it. What would you like in your omelet, chips and soda. ; 4, Joe eats a lot of junk food at i John: Just some cheese. Come on, Tim. —___ home. 5: Joe goesto the supermarket g pea, nunciation with Alex, ; Would you /wudja/ B. 421) Read along as you listen again. Check your A. 23 Listen and repeat. eaewere. Would you like some soda? . Would you like an omelet? “What would you like to do? 3 Useful expressions v v B. PAIRS. Practice the conversation. A. Listen and repeat. A: I'mstarving. + Why me? B: What would you like to eat? - by the way. A: How about a sandwich? * Whoa! B: OK. Would you like a ham sandwich? + What else? A: Sure. Thanks. + Let’s go. GROUP. Joe doesn’t want to go to the store for his mom. Talk about the things your mom or dad asks you to do and what your reactions are. Useful language: + Does your mom or dad ask you to doa lot of errands? + Do you always obey your mom or dad? Oh yeah./OF course. + Sometimes. /Always./Not always. + What kinds of things do your paronts ask you to do? + Go to the store./Throw out the garbage /Bebysit. Unit3 255 Vocabulary Foods at the supermarket A. G25 Listen and repeat. * beans * carrots * cheese * cookie © cucumber —__ + dough * lemon * lettuce * melon ° muffin + mushry + nuts * olive oil * onion * peach * peas * potato _ * tomato * yogurt ___ B. Match the words in Exercise A with the food items in the picture. C. PAIRS. Work together to lentify the other food items in the picture. Learning expressions that usually go with certain food items is useful. Write the food items that go with the expressions. Use a dictionary if necessary. Some food items can go with more than one expression. ‘ ik cheese bread cream rice lettuce 4. agalion of millice cream 5, a quartof —____ 2. ahead of —___ 6. abagof 3. apoundof________7. apintof 4. aloafof ________- 8. adozen 26 Unit3D. Write some food items from Exercise A in the word web. 6 Practice GROUP. Play the shopping game with five classmates. Decide who'll start first. Student 1 says one food item he or she wants to buy. Each student who follows adds a new food item, repeating all of the items previously mentioned. For example: S1: I'm going to the supermarket to buy some apples. 2: I'm going to the supermarket to buy some apples and a pound of cheese. I'm going to the supermarket to buy some apples, a pound of cheese, and a melon. 83: 7 Listening A25 Listen to the conversation. Put a check (¥) before all the true statements According to the conversation, _%_ 1. Many teenagers do the food shopping, for their families. 2. They do this because their parents hate food shopping. 3. Most teenagers use shopping lists when they shop. 4. Ryan shops for brand-name products. —— 5. Nicholas thinks about his dad’s health when he does the shopping. —— 6. Olivia always looks for the best quality when she does the shopping. Unit 3 27GRAMMAR Focus There is/There are with some and any Affirmative statements : Negative statements ‘There's sandwich in the refrigerator. There isn't any cheese. There's some soda, too. There isn't any juice. ‘There are several sandwiches on the table. There aren't any cookies. Yes/No questions Short answers Is there any milk in the refrigerator? Yes, there is /No, there isn't. Are there any sandwiches in the refrigerator? ‘es, there are./No, there aren't, ‘Some to make an offer ‘Would you like some coffee? { Yes, please./No thanks. Would you like some apples? Sure. 'd love some. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use (there is / there are) with singular count nouns and noncount nouns. 2. Use (some / any) in affirmative statements. 3. Use (some / any) in negative statements. Practicing Grammar A. Look at the picture. Memorize what's in the 8 Practice box. Then cover the picture. Complete the sentences with some or any. B. PAIRS. Take turns. Ask if there are any Tk eh tungeie ers apples, rice, muffins, butter, cookies, and sugar in the box. B: I'm sorry. There isn’t. But there's Ik For example: ae . A: Are there any apples in the box? 2. A: There are ___sandwithes left Bes teres Tees oneapple from the party. Would you like one? B: No, thanks. 11 Communication 3. A: Are there cookies left? B: Yes, there are —______ cookies in Make an offer prabichen: ‘A. 26 Listen to the conversation. fog Vou eee auackey A: I'min the mood for ice cream. Is there B: Sure. I'll have ______ chips. any ice cream in the freezer? 5. A: Would you like to go to the movies? B: No, sorry. There isn't. Would you like : i some yogurt? B: No.Idon'thave ______ money. aaa! B. PAIRS. Student A, ask for something to 9 Practice eat. Student B, say there isn’t any and offer Play a game. Go to page 130. something else. Student A, accept or refuse Student B’s offer. 28 Unit3. ) GRAMMAR Focus y’ Questions with How much and How many Possible answers Alot. Justa little. How much milk do we need? How much money doyou have? Not much. Alot. Justa few. Notmany. How many tomatoesdo weneed? How many glasses of milk do you drink every day? Expressions of quantity alot of [tomatoes] afew (tomatoes) alot of {milk a little frill] Discovering grammar. Look at the grammar chart. Circle the correct answers. 4. Use (How much / How many) for questions using count nouns. 2. Use (How much / How many) for questions using noncount nouns. 3. Use (a few/a little) to talk about quantities of count nouns. 4, Use (a few /a little) to talk about quantities of noncount nouns. Practicing Grammar 12 Practice ‘Complete the questions with How much and How many. 1, How much money do you spend on a school day? 2. ___ text messages do you get per day? 3. ____ hours of sleep do you get each day? 4, _____ time do you spend on homework per day? 5, _____ ice cream can you eat at one time? 13 Practice Read the dialogue. Circle the correct answers. A: How much money do you have? B: Just (1. a few / @ little). But I think it’s enough. We don’t need (2. many / much) money to go camping, : Yeah, I'm sure we're OK. I have (3.1 few / alittle) dollars, too. What about food? How much food is there? Food’s nota problem. We have (4. many // alot). A: Good. And water? How many bottles do we have? B: (6. A lot / A little). We have fifteen bottles. a 14 Practice A. PAIRS. First, complete the questions with How much or How many. Then ask a dassmate the questions. Circle your classmate’s answers. water da you drink. each day? a five gasses ormore bb threeto fourglasses ‘ewes oe ee ja ‘vegetables do you eat each day? ‘@ twoservingsormore 'b. one serving none doyouexteachday? 2 alot f b alittle © none (ea eat eachday? 2: threeor more. , one ortwo © none }) 5. strep achday? 2 threscansormore 4. one totwocans none B. PAIRS. Compare your results. Talk about foods you eat and don’t eat. Who has healthier eating habits? Unit 3 2915 Reading 427 Read along as you listen to the article. As you read and listen, think about this question: What are floating markets? MeneuleGel 5 Flossing, Maiilets Thailand. At the fetes arkets, there are a lot of small boats flowing with fresh fruit and ve imagine the colors of fresh fruit ancl tables on hundreds of boats sailing jwietly along the vives. Then imagine J women in their colorful traditional thes on these boats. The sagical. The flodiing markets open at 6:30 Am. inely in the moming, before the markets Later, their wives sell fruit and vegetables on their boats: do the women sell their product bi boats, instead of in regular clies of water 16) there ave s. Farmers boats is 16 Comprehension Answer the questions. ‘What are floating markets? Who are the sellers in these markets? What do the sellers sell in these markets? What time do the markets open? Why do the women sell from their boats? ‘What can you do ata floating market? 17 Speaking GROUPS. Describe Thailand’s floating markets with information from the article. aye ep For example: ‘A: Thailand’s floating markets are really interesting, There are a lot of ... B: And there are... 30 Unit3 Be ck ores eee ae other sellers’ products. Tf you get hungry, just call one of the women and she will cor over to you. You can watch her cook your food right on the boat! 18 Writing A. PAIRS. Talk about an interesting shopping place you know. Discuss the questions with a classmate. ‘+ What kind of a place is it? * Where is this place? ‘+ What can you buy there? * Why is it interesting? * Why do you like to shop there? B. In your notebook, write a paragraph about the place you talked about in Exercise A. Use your answers to the questions in Exercise A for ideas. C. PAIRS. Read your classmate’s paragraph. Circle any errors. Use the Peer editing checklist on page 134.B. Discuss: Do you think students should have extracurricular activities in school? Why or why not? What kinds of activities do you suggest for your school? Unit 3 37Ee country has its own special treats. } Here are four famous foods from around the world that you may want to try. ‘Vegemite is one of the best-loved foods in ), Australia, but it’s not very popular in other: countries. It's a dark brown spread that tastes salty—a bit like beef bouillon. Australians usually eat it on bread with butter, or on toast with melted cheese. It has alot of vitamins and minerals, and most Australian kids grow up eating ib. When Australians go abroad, many take ajar of Vegemite. It’s hard to find in other countries — Escargots, or snails, are a popular French dish. The snails are usually cooked in liquid, put back poisonous, the snails are first fed lettuce and flour for about twwo weeks. Then they are not fed anything for several days, This cleans out their stomachs so they are safe to eat. / Ifyou like hot, spisy foods, you'll like Korean kimehi. Theré are many different kinds of kimehi, but the most popular kind is made from Ghinese cabbage, garlic, onions, and hot peppers. To make kimehi in the traditional way, Koreans combine the ingredients in a big ’ jar. Then the jar is put outside during the winter months. ‘This lets the kimehi ferment and gives it a hot, sour taste. Kimehi is served at meals as a side dish, and it’s used in many ; recipes. It has lots of vitamins and minerals. Ona hot day in Singapore, try ice kachang, or red bean ice. It’s a big ball of shaved ice with sweet, fruity syrup ae and red beans. The beans are sweet, not salty, and taste good with the fruit-Javored ice. It's usually served with "© milk and jelly. Variations of ice kachang are found all over Asia. Wide Angle 12 2 — ds = ne a 1 Reading ( Reading sldil: Reading fluently Don't stop in the middle of a sentence if you don’t a ee understand a particular word. Carry on to the end, paying attention to the content words (nouns, adjectives, \\and main verbs). A. Read the text without stopping. Pay attention to content words. 8. Complete the chart with information from the reading. ‘of origin [How is it servea? . Answer these comprehension questions. 1. Why is Vegemite healthy? 2. Why do many Australians take Vegemite abroad? 3. Why are snails fed lettuce and flour, and then nothing? 4. Why is a jar of kimchi placed outside in winter? 2 Listening (429 Listen to a description of a popular dish. Write True or False. “False _ 1. Iescalled “spicy 4. It’s made with spicy good” in English. raw fish 2, Ittastesa ___ 5. Lemon juice makes little sour. itsafe to eat 3. Ithas only two ____. 6. ItSnot popular in ingredients. Latin America. 3 Speaking GROUPS. Talk about some famous or interesting dishe: country. Use the points below as a guide. your * Can you translate the = How do you make it? name into English? * How is it served? + What is it? * How does it taste? 4 Writing Write a paragraph about an interesting dish in your country. Wide Angle 1 33(ene Pt Communication 436 Cover the dialogue and listen Express preferences: Would Hi, guys. What's up? racy, Nothing much. Where are your Grammar Rollerdlades*? ‘Adverbs of frequency I don’t have Rollerblades. I hate Exprestions of frequency, How often Diane: Alex: A. Answer the questions. 1. Who doesn’t have Rollerblades? Why 2. What sport does Alex like? 3. Where does Alex go climbing? 4. Where’s Joe? 5. What does Alex decide to do in the end? 8. What do you think a “couch potato” is? C. @33 Read along as you listen again. Check your answers. Unit 4 Rollerblading You do? So why are you here? Well, I enjoy watching you guys Sure you do. What sport are you into? Rock climbing. Seriously? How often do you go rock dimbing? Once a week—at the Sports Club, That's just wall climbing, Alex. Atleast I’m not a couch potato. By the way, where's Joe? Guess. At home, of course. Let's call him and see if he wants to join us. Don’t even try, Alex. Joe would rather read than play sports. Brr, It’s cold. [ think I'd rather watch TV in this cold weather. See you. Gerunds Vocabulary Sports and activities3 Useful expressions .. Match the questions or statements on the left with the responses on the right. A. (#32 Listen and repeat. |. A: What's up? — Nothing mpch, A: Who’sat the door? youdo, . A: I'm not good at skating A you later. : Sometims Depp at the supermarket.4 Vocabulary Sports and activities A. @33 Listen and repeat. 1. baseball 11. rock climbing 2. basketball 42. Rollerblading 3. biking 13. skateboarding 4. bowling 14. soccer 5. camping 15. swimming 6. figure skating 16. table tennis 7. football a7. tennis 8. golf 48. track and field 9. gymnastics 19. volleyball 10. hockey 20. wall climbing B. Number the pictures. Use some of the sports and activities in Exercise A. | Learn collocations in context. ‘Sports and activities go with certain verbs. Learn, the following collocations: play tennis go biking do track and field (but run track) Combine play, go, and do with the sports and activilies in Exercise 4A. The sour A Pronunciation nd /a/ in soccer Se Listen and repeat. + soccer = volleyball + hockey * golf * rock climbing 435 Listen to the conversations. 1. A: Do you like soccer? Tove it. Soccer is my favorite. 2. Az Do you watch women’s volleyball? B: Not very often. 3. Az Do you go rock climbing? No way. It’s too scary. PAIRS. Practice the conversations.=e Reet Adverbs of frequency 100% always often | always clean my room. usually ‘She sometimes goes dancing./Sometimes she goes dancing. I'm never home on weekends. Expressions of frequency oncea day/week/month/year all the time twice a day/week/month/year every day/week/month/year three times a day/week/month/year How often Short answers Long answers How often doyou clean yourroom? Every day. clean my room every day. How often does shego dancing? Once a week. She goes dancing once a week. How often do they eat out? Never. They never eat out. Discovering grammar Look at the grammar chart. Write True or False. 1, Expressions of frequency always go at the beginning of a sentence. 2. We cannot use expressions of frequency as short answers. 3. How often and How many times a week/ monthlyear have the same meaning. Practicing grammar 6 Practice A. Write questions that begin with How often. 1. you/ go out with your family How often do you go out with your fami 2. our teacher / arrive late for class 3. you/play video games 4. your best friend /call you 5. your parents/go to the supermarket ane B. PAIRS. Ask your classmate the questions in Exercise A. Use adverbs and expressions of frequency in your answers. For example: A: How often do you go out with your. family? B: Once a week. We usually go out on weekends. 7 Practice Find one classmate for each activity in the chart. Ask How often ...? For example: A: How often do you take a shower? B: Oncea day. A: How about you, Sandy? C: Twice a day. a et [neeadonriienty || ail | Unit4 37GRAMMAR Focus 7 Gerunds after verbs like, love, hate, (don’t) mind, prefer {like playing basketball. Move dancing. Thate doing track and field. don’t mind getting up early. | prefer staying home on weekends. Yes/No questions Short answers Doyoutike exercising? Yes, |do./No, |don't. Information questions Why do you hate watching soccer? Because it’s boring. Discovering grammar Look at the grammar chart. Answer the questions. 1. What do you add to the base form of verb to change it into @ gerund? 2. Can you give two examples of how the base form changes spelling when it changed into a gerund? Practicing grammar 8 Practice A. Complete the sentences with gerunds. 1. Sue likes (go) to the park. 2, Josh doesn’t mind (do) ___._his math homework. 3. Why do you hate (swim) __? 4, They prefer (play) soccer. B. Complete the sentences with activities you like or don't like doing. Use gerunds. 1. Mike — ona rainy day. 2. Love in the summer. 3. Idon’t mind ___ on the weekend. 4. [prefer after school. 38 Unit4 9 Practice A. First, replace the verbs in parentheses with gerunds. Then fill out the questionnaire for yourself. B. PAIRS. Ask your classmate the questions in the survey. Then add up his or her score and compare your results. = (sunbatite)? 2 yotothebeadk? =O OO 5. te) outside? oo soe Yes No Yes No 4 (ejonacrowded beacwo §=OO 5. ____et)sandattoveryour GO OO 6. (fel) hot? BG00 Yes No Yes No na__(relax) bythe poo? QO OO b__(ligonthebac? QU OO Ba. Winther? OO OO b__Gipintheskede? OO OO 9.2. ___(umaquickdip? QQ OO b swim) long distances? 10 OY T¥es1 No0 4) Yes No1 7a)Yes1 No 7b) Yes1 Noo 2)Yes1 No0 5) Yes No1 82) Yes NoO Sb) Yes Not 3)¥es1 No 6) Yes No1 92) Yes1 NoO 9b) Yes0 Not ‘See page 135 for your Sun Worshipper rating, 10 Practice Have a competition. Go to page 131.11 Listening ~ @38 Listen to the conversation. Circle the IGROURS; Tall about the things: Per earewress. you like and don’t like doing aa when you don’t have school. Bilis 2. a teacher c. a sports coach Useful language: bi a manager + What do you like doing when there's no * : school? 2. Daniel prefers watching —_—_ + What do you hate doing? a. skateboarding c. volleyball + |like/loveldon't likerhate. . b. baseball * I preter... ‘ . + I don't mind -- 3. Daniel thinks baseball is __. «Me. tba Mesh, thaisaaa tists a. exciting c. boring + Really?/Seriously? b. fun 4. __ are becoming more popular Writing because of advertising. 13 a. Team sports ¢. Water sports A. Write a paragraph about the things you like b. Action sports and hate doing in your free time. Use the Saree teeta Gee nes information in Teen Talk for ideas. favorite sport. a. baseball ©. soccer b. basketball 12 Communication Express preferences: Would rather A. (i Listen to conversation. ‘A: Would you rather watch team sports or action sports? B: Team sports. | like watching soccer. What about you? A: I'd rather watch action sports. B: Which action sport do you like? A: Skateboarding. B. PAIRS. Now practice the conversation with a dlassmate. B. PAIRS. Read your classmate’s paragraph. Circle any errors. Use the Peer editing C. PAIRS. Ask your classmate his or her checklist on page 134. preferences. Use the model in Exercise A. Replace the underlined parts with your preferred acti Unit4 3914 Reading A. GROUPS. List three sports you think are for boys and three you think are for girls. Sports forboys “a Sports for girls; ____, B. (38 Read along as you listen to the article. Some people think of certain eae sports as only for men or walking only for women. For example, ‘Socwer whena girl wants totakeup Biking | boxing, people say, “Youre x pest so pretty. Why do you want : to be a boxer? Boxing is for x Game men.” And some parents s Bowing _ don't like it when their sons Galt show interest in dancing or — raid figure skating, fee ‘tis generally true that boys tend to do sports that require stating strength and size, such as soccer and biking, and that girls . 0 0 8 go for sports that require flexibility and grace, such as figure G Pca at be popon skating and gymnastics. But is there a difference in the types. of sports boys and girls play? C. Look at the graph. Does four turn the information in the 16 Y. chart support the ideas in A. GROUPS. Form all-girl and all-boy groups. Each group: List the reading? five sports or activities your group likes. Put them in order, with number 1 being the most popular. A. Answer the questions. 1. What Kinds of sports do boys tend to like? 2. What kinds of sports do girls tend to like? 3. Are the activities you listed in Exercise 144 the same as the ones in the graph? B. Look at th yh ‘in. Nueces B. Compare your list with another group's list. Is there any xe difference between the girls’ and the boys’ lists? 40 Unitaerase Gelade D. Complete the sentences with gerunds. (1 point each) ‘A. Complete the questions with How much : ini see eon 1. Love (go) 4274 biking. i eect a bas 2. She enjoys (play) ____ tennis. : ut se o sees 3. Idon‘t mind (watch) ___ DVDs. debate ee eat? oy 4. He doesn't like (study) a jalceinijeu ditnk: 5. What do you prefer (do) ___ after each day? school? “ cps Saw aaa yoke 6. Tove (dance) with you. dad drink in the morning? 5. _______ chocolate can I eat? Vocabulary B. Complete the sentences with some and any. _E. Circle the word that doesn’t belong in each (1 point each) group. (1 point) 1. There’s 52712 _ food on the table. 1. a. doughnut b. cookie 2. There aren't___ vegetables. 2. a,juice —_-b. cucumber . carrot 3. But there's ____ fruit. 3. a. lettuce b. orange ¢. mushroom 4. Sorry. There isn’t ____ milk left. 4. a, milk b. apple. yogurt 5, Is there ___bread in the kitchen? 5. a. baseball b. biking —_«. volleyball 6. No, there isn't ___ bread, but there 6. a. tennis —_b. volleyball c. camping are _____ cookies. = Communication . Answer the questions with expressions Sree aeN F. Complete the conversation with a form of (points each) there is or there are. (3 points each) 1.-Q: How often do you visit your A: I'mhungry. __/2 liere _any cheese? grandparents? BE NO pea mes Bi ae some eggs. You can make an omelet. 2. Q: How often do you watch TV? As Noritake: ray Shee el Se gee tet 3. Q: How often does your dad play sports? Ags EEE 4. Q: How often do you go to the movies? Ag tee is SS 5. Q: How often do you walk to school? A: As Once a week. any fruit? Yes, __ some apples. : Good. Ill have an apple then. oe Unit4 47{A29 Cover the dialogue and listen. Hi, Diane. Are you waiting for me? Diane: Of course am. You never show up on time! Karen: I’m sorry. [couldn't decide what to wear, Diane: For practice? What's wrong with jeans? Karen: Nothing, but always wear jeans. And guess what? I'm wearing them today! I’m tired of my clothes. Anyhow, what are the others doing Are they here yet? Diane: Everybody except Lori. She’s running late Karen: Are Alex-and Joe around? Diane: They’re waiting for us in the auditorium, Alex ispracticing, and Joe's hanging: ont backstage. He's probably reading. Karen: Joe reads all the time. Let's go. Diane: Hey, wait up! Why do you always walk so fast? Karen: Well, everybody's waiting for us, remember? 2 Comprehension A. Write T for true, F for false, and Mlif there is no information in the dialogue. . Karen is waiting for Diane. . Karen is always late. . Lori is practicing with Paul Alexis reading, Joe is working on an assignment. Alex likes Diane. @49 Read along as you listen again. Check your answers. Communication Talk about what's going on now Grammar The present continuous The simple present contrasted with the present continuous Vocabulary Classroom activitiesA. 44 Listen and repeat. * Of course lam. * What's wrong * Imtired of * She's running late. * Ishe around? * Wait up! . Circle the correct responses. Are you sure about that? | BE Of course am. / OK 2. A: What's wrong with you? ~ No. / Nothing, he 3. As Hey, wait up! Ican’t. I’m running late. / L¢an’t I'm reading Hey, is Patrick around? {e's at practice. / He likes to practice. RS. Talk about reasons for running late. Useful language: + Are you usually on time? + Most of the time./Not always. I'm always late! + Why are you sometimes late? + | can't decide what to wear. + I get up late. + I need to finish something + Ittakes me a long time to get ready. + | spend hours in the bathroom‘The present continuous Negative statements 'mnot waiting forhim. 's not iting for him. We're/They're not waiting for him. Affirmative statements He’s/She’s waiting foryou. We're/They're waiting foryou. Short answers Yes, |am./No, I'm not. Yes, he/she is./ No, he's/she’s not’ No, he/she isn’t. Yes/No questions Are you waiting for me? Is he/she waiting for me? Information questions Whatare you doing? Long answers V'm/We're waiting for our friends. He's/She’s waiting in front of the theater Why are they practicing? They're practicing SS because they have ‘ashow next month. Where is he/she waiting? Discovering grammar Look at the grammar chart. Circle the correct answers. 1. The present continuous form is (is, am, are / do, does) + verb + -ing. 2. The present continuous refers to an action that is or is not happening (every day / right now). Practicing grammar 4 Practice What are the people in the picture doing? Write sentences using the present continuous, 1. Jim/play volleyball Jim is playing volleyball. 2. Megan and Ken/play Monopoly 3. Alice /relax at the park 4. Mark and Elena /jog together 5. Kevin /take pictures 5 Practice PAIRS. Student A, cover the picture. Guess what three people in the picture are doing by asking Yes/No questions. Student B, look at the picture and check if Student A is correct. For example: A: Is Jim playing volleyball with Kevin? B: No, he’s not. Try again A: Is he playing volleyball with Michael? B: Yes, he is! 6 Practice Have a competition. Go to page 131.=C)|) GRAMMAR Focus The simple present contrasted with the present continuous Simple present statements | always wear jeans. He/She usually wears jeans. We/They wear jeans every day. fe in New York. He/She studies French, Information questions What do you usually wear? What are you wearing today? Present continuous statements 'm wearing jeans todzy. He’s/She’s wearing jeans right now. We're/They're wearing jeans today. I'm living in New York this year. He‘s/She’s studying French this semester. Answers | usually wear jeans. rm wearing jeans. Discovering grammar Look at the grammar chart. Complete the grammar rules with present continuous or simple present. 1. Use the and habits, 2. Usethe to talk about routines to talk about actions that are happening right now or for temporary situations. ‘ Practicing grammar 7 Practice Complete the sentences with the simple present or the present continuous forms of the verbs in parentheses. 1. Tusually (ride) ride my bike to school, but right now I (walk) _'m walking _ to school. 2. We (take) _____ a test right now. We often (have) a test on Fridays. 3. My teacher (sif) —__ at her desk, She (notusually/watk) — __ around during exams. 4. Michael (not/pay) ___ attention to our teacher today. He (never/pmy) attention. 5. My friends (wait) — __ forme at the mall. We (meet) ____there every Friday night. 8 Practice A. Look at the picture again on page 44. Write conversations about it using the cues. Jim / play volleyball (on Fridays) 2. Megan and Ken / jog (play Monopoly/on weekends) 3. Kevin / relax in the park (take pictures / on Saturdays) 4. Mark and Elena / play Monopoly. (jog in the afternoons) 1. A: Where's Jim? lo he playing volleyball with Michael? B: Yeo, he ios He uowailly plays volleyball with _ Michael on Fridays. B. PAIRS. Choose two conversations and role-play them. Unit5 459 Vocabulary Classroom activities A. (42 Look at the picture as you listen and repeat 1. paying attention 2. sleeping in class 3. taking notes 4 5 6. discussing something . writing on the board . erasing the board z 8. 9. 10. 1. 2. daydreaming in class getting into trouble arguing doing research on the Internet explaining something spelling a word B. Write the correct number next to each activity in the picture. 46 Unit510 Pronunciation Words beginning with s + another consonant ‘A. (43 Listen and repeat. * sleep * student + Stacy + spell + school B. PAIRS. Take turns saying the sentences. 1. Nicholas is sleeping in class. 2. Stacy is writing on the board. 3. Kayla and Zach are in school. 4. Abby isa good student. 8. Nicole is spelling a word. 11 Writing 4 A. PAIRS. What do you and your classmates do in English class? List the things you do. Use some of the vocabulary in Exercise 9. Now write what usually happens in your English class. Use the simple present and the present continuous whenever We do different: things in English clase, At the beginning of the lesson, we often listen to a dialogue. C. PAIRS. Read your classmate’s paragraph. Correct any errors. Use the Peer editing checklist on page 134. eee tit Role-play to practice English. Inclass, take the opportunity todo role-plays. Role-playing gives you the opportunity to practice pronunciation, intonation, and new vocabulary. PAIRS. Go to Exercise 12. Make sure you participate in the role-play. 12 Communication Talk about what's going onnow A. (84 Listen to the conversation. Hello? Hi, Nikki. What's up? Nothing much. : What are you doing? : Reading. : What are you reading? + The new Harry Potter book. ' A: Do you always read in your free time? B: Usually, A: What else do you do? B: [sometimes watch. DVDs or play video: games. B. Role-play the conversation, replacing the underlined parts. Unit5 4713 Reading A. GROUPS. Discuss this question: What are the good things about school? Make a list with the members of your group. 14 Comprehension Answer these questions. 1. How many teenagers in the United States are homeschooled? 2. Who teaches homeschooled children? 3. How does Dylan feel about his education? 4, What activities does Dylan What do west pape renenber abort ther do as part of his home- school days? Playing with classmates dur mee ft sstoeine! Tos adimeettee chien (or eos ied of perhaps. eee ON Herren toe nol Sasa e 15 Listening Listen to the question- and-answer session on home- schooling. Cross out the phrase that is not correct. 1. Jasmine a. is Mr Russell's student b, isa college student c. was homeschooled MONDAY, JULY 10th 2 2, Homeschooled kids can ¥'m Dylan and I'm 14 years old. This is my third year of meet other people through being homeschooled by my mom, a former professor. A ‘ lot of people ask me how | feel about it. They ask, “Do a. field tripe you miss being in school with other kids?” b. birthday parties ‘Well, my deily life is different from the dally lives of ¢. sports activities millions of children who go to regular schools, but I'm 3. Homeschooling is —_—. a. easy b. not for everybody c. abig decision 4. Michael likes his regular school because he a. has different teachers b. likes his classmates ©. likes recess . (B45) Read along as you listen. ats nce te enjoying my time with my mom. I'm learning things at my own pace. We can go fast or slow, depending on the subject. These days, I'm reading'books that most kids only read when they get to college. I'm studying French, German, art, and the histories of the world—things I'm very interested in. . A lot of kids think | never get to interact with other kids, but that’s not true. | get together with the other homeschooled kids during our weekly sports ames and at social events. | don’t just study at home, My mom takes me to all kinds of field trips—to museums, theaters, libraries, and lots of other cool places. We even go hiking and explore the woods when I'm studying biology. And college? I'm not worried about it. | know 'm preparing myself well for it 48 UnitTita cy: [4 Cle the problem wich Alex A. 47 Read along as you listen to the conversation. What is Diane's problem with/Alex2 Yeah. What doing right now? hhuredaye, bub What time? B. Discuss: Do you think Diane should be mad at Lori? Should she be mad at Alex? Explain your answer..Y Game 2 Steps: 1. Divide the class into A teams and B teams. There should be between three and five players in each team. 2. Your teacher will give the A teams and the B teams some slips of paper. On each slip there is a sentence, (Teacher: See Teacher's Edition.) 3. One player from each A team picks a slip of paper from the B team’s pile. The player has ten seconds to think about the sentence. Then the player acts out the sentence for his or her team. Second word... 50 Game2 . A player from each B team then chooses a _ There are (three) words in this sentence. Sentence charades To act out each word, the player can use hand gestures or body movements, and the special gestures illustrated below. But the player cannot speak and cannot point to. ‘objects in the room. .. If the player's team guesses the sentence within 30 seconds, the team gets a point. slip of paper from the A team’s pile. The game continues as each player on each team acts out a sentence. . The team with the most points at the end of the game wins, Useful language * It’s your turn. * Our team gets a point! * It’s our turn because you spoke/pointed at something.Write a speech about something you find interesting and enjoy Perens ‘on: a craft or hobby, a collection, a pet, a sport, of a free-time activity. Then present your speech to your classmates. re very Friendly. | kr lana named iggy. He's great him and play with him every day. Iguanas are difficult animals to te but that also makes them Interesting pets. | lagy every morning, al diet: of frult And | make oure his heat lamp i turned an. Most-of the day he sits ona At east once # day |take 4 let hie walk around the k Igive him @ bath, He loves and terrarium a) house. And once a to ewim in the ba Project2 57Learning goals Communication Talk about clothes Comment and compliment 1 Clothes and accessories A. (48) Listen and repeat. Grammar * belt scarring(s) * ring * socks dep adjectivernor+ adiectve * boots * jacket = shoes/ * tights + enough © bracelét * necklace gies «top Present continuous for future * dress * pants/jeans * skirt © T-shirt sanGenens Be going to + verb for future plans, intentions, and predictions B. Label the clothes and accessories with words from Exercise A. Vocabulary Clothes and accessories Have a competition. Go to page 131.3 Reading A. GROUPS. Discuss: Does anyone influence you in your fashion style? Explain your answer. B. (49 Read along as you listen. merican teenagers have a big Amen ‘on the USS. fashion jindustry. Many of them havea ‘part-time job or get money from their parents, so teens buy alot of clothes. Without teenagers, many clothing -companies wouldn't exist. Celebrities who are popular with teens have the biggest influence on fashion trends. Think of performers suchas Britney Spears, sports ‘personalities such as Anna Kournikova, "and rap/hig-hop artists such as Jay-Z. Low-tise Jeans with a very shorttop (a "belly shirt”) are popular, thanks _to Britney Spears and Anna Kournikova. The gangsta Jook—big, baggy pants; over-sized T-shirts or sweatshirts; ‘and baseball caps—is popular, because of rappers. Punk fashion, which became trend again in 1996, features combat boots, old Converse shoes, tight leather pants, ipped Tshirts, and spiked jewelry. 4 Comprehension Answer the questions. 1. Why do American teenagers have a big influence on the U.S. fashion industry? 2. Who are the major influences on fashion? 3. What fashion trends are these celebrities responsible for? a. Britney Spears b. Sienna Miller 4. What's a Livestrong band? GROUPS. Talk about the kinds of clothes you like. Useful language: + What kinds of clothes do you like to | wear? + I'm the jeans-and-T-shirt type. + I'm the opposite, | love dressing up, + I'd rether be comfortable. + I prefer shorts and T-shirts. Boho-chic (boho for bohemian and chic meaning fashionable) is mainly from the mid- 2000s, A boho-chic outfit may include long flowing skirts, wide belts, sheepskin boots or ‘cowboy boots, baggy sweaters, and hobs bags. Sienna Miller and the Olsen twins, Mary Kate a Ashley, popularized the boho-chictrend. There are also celebrities who create their owr look—Gwen Stefani, for example, mixes fashion from past decades with modern styles. ‘Another trend is the preppy look, which Isa classic, neat look: collared, button-down shirts and loafers. Then, of course, there are trendy accessories, such as the Livestrong band, ayellow wristband developed by cyclist and cancer survivor Lance Armstrong. So that’s he first decade of the century. What’s going to happen in the second decade? For sure, trend 5 from clothing companies are watching Hollywood and ‘the MTV crowd tofind out. ’ ee Or a 1s to adje Fee ce oe eee ny Nouns can be made into adject adding endings, or suffixes. For example: beauly—beautiful PAIRS. Add these suffixes to the nouns to change them into adjectives. yeh -ous able ful less — 4. taste 4. style ___ 2. trend 5. dress. 3. fashion _______ 6, glamor Unit6 53=<) GRAMMAR Focus - Too + adjective This sweater is too short. It doesn't fit me. ‘These shoes are too tight. can't wear them. Not + adjective + enough This jacket isn't warm enough. ined a different one, These pants aren’t big enough. They're not very. comfortable. Discovering grammar Look in the grammar chart. Circle the correct answers. 1. Too comes (before / after) the adjective. 2. Enough comes (before / after) the adjective. Practicing grammar 5 Practice Complete the sentences. Use too or enough and the cues. 1. These shoes are (vo? comfortable) ____for hiking. 2. I don’t like rock climbing, It’s (scary) 3. This tea needs more sugar. It’s (not sweet) 4. My mom doesn't like sports cars: She thinks they're (fast) Put it 5. The pizza (no! hot) — back in the oven. 6 Communication Comment and compliment A. 59 Listen to the conversation. A: What do you think of this skirt? B: Actually, it looks too big. A: Really? Well, what about these pants? B: They're great! You look good in them! A: Thanks! 54 Unité B. PAIRS. Imagine you are celebrities. Student A, ask Student B's opinion about clothes you are trying on for an event. Student B, respond to Student A. For example: ‘A: Jen, what do you think of this blue dress? Uh. It’s not fashionable enough. ‘A: What about this black one? Black looks great on you, Angie. You look very glamorous. ‘A: Thanks.7 Dialogue (@5) Cover the dialogue and listen. OK. How do I look? Be honest. Hmm... you look too dressed up. How about this purple top and these jeans? Diane: That top is too tight, and those jeans aren’t dressy enough. What are you going to wear? Karen: My red skirt, a black top, and black boots Diane: Wow! You're going to look great! But what about me? Karen: Definitely wear the jeans. Alex is going to notice you for sure. Diane: I wish! Alex doesn’t even know le He's going to notice Lori, not me. Sounds like you're jealous! Get out of here! Iam not! Karen: Yeah, right. i ‘Anyway, what time are we leaving? Oh, Lori’s coming by at seven. 8 Comprehension A. Read the false statements. Cross out the false information and correct it. purple 1. Karen suggests a fed top and jeans to Diane. 2. Diane says the top is too big. 3. Dianeis going to weara red ski 4. Karen wishes Alex would notice her 5. Karen thinks Lori is jealous of Diane. B. 52 Read along as you listen again. Check your answers. 9 Useful expressions ‘A, 853 Listen and repeat. + How do look? + lw + Definitely. * Sounds like. * Get out of here! . Complete the conversations with expressions from Exercise A. _—______ you're busy. Tam. 1'll call you later. Ooh. You're jealous! : You look awesome! Are you going to the Black Eyed Peas concert? ent waittt Wow! You look like Jennifer Aniston! Unit6 55) GRAMMAR Focus Present continuous for future arrangements ‘Atnrmative statements Negative statements Bea eet) etree Hak nel esuling bo Ga pire enone We're practicing this weekend. We're not cc anything on Yea) lauestiony Shortancwers ‘Are you coming over later? ‘Yes, | am./No, I'm not. infor ilaiestkedibes on When are they leaving? They're TeaxingJomorow ‘morning. Discovering grammar 11 Practice Look at the grammar chart, Circle the correct answers. 1. In this sentence, “We're studying at home “tonight,” the present continuous expresses, (present/ future) meaning. 2. In this sentence, "We're studying at home right now.” the present continuous expresses (present / future) meaning. Practicing grammar 10 Practice Complete each conversation with the present continuous. 1. A: (Marta/come) !8 Marta coming to the party? B: Yes, (shepbring) the CDs. 2. A: What time (you/leave) tomorrow? B: (IAake) the five o'clock train, 3. Az (Jon/drive) —— __ tonight? B: No, he can't. (/e/do) —— homework. 4. As (you/do) this weekend? Well, (i/not go out) ______on Friday evening, but (my cousins/come) us to practice his anything special ______ over on Saturday and (cce/ play) volleyball. 356 Unité A. Look at the list of activities below. Put a check (v) before activities you are doing this weekend. Put an (X) before those you are not doing. B. PAIRS. Ask and answer questions about what you're doing this weekend. Use ideas from Exercise A. Forexample: A: Axe you studying this weekend? B: No, I'mnot. I'm visiting my grandparents on Saturday. ‘A: What about Sunday?Pera gual) Be going to + verb for future plans, intentions, and predictions Statements Vm He's/She's You're We're/They're (not) going to watch TV tonight. Short answers Yes, | am./No, Vm not, ight? Yes:he/she is /No, he’s/ Jing to watch TV tonight? ems ae she’snot. Yes, they are./No, they're not. Yes/No questions ‘Are you Ishe/she Are they Information questions Answers Who's going to watch TVtonight?_ am. What is she/he going to do tonight? _He's/She’s going to watch TV. When are they going towatchTV? Tonight. Discovering grammar Look at the grammar chart. Circle the correct answers, 1. Be going to is followed by the (past / base) form of a verb. 2. Use be going to + verb to talk about (plans / promises) Practicing grammar 12 Practice Complete the conversations with be going tc and the verbs in parentheses. 1. A: Is Jason coming to your party on Saturday? B: I don't know. I (call) him ina minute. 2. A: (you/have) a party for your birthday this year? B: Yeah. I (have) itin a club. A: What (you/tcear) ——— B: Just jeans and a nice top. The party (not/be) formal. 13 Practice PAIRS. Look at the pictures. ‘Ask and answer what each person is going to do. Choose phrases from the box. make a phone call play music wash his car take a bath For example: ‘A: What's Angelina Jolie going todo? B: She's. ... What about Cameron Diaz? What's she going to do? Unit 6 5714 Pronunciation The pronunciation of going to /gana/ A. (@54 Listen and repeat. 1. I'm going to see you tonight. 2. She's going to call you at 5:00. 3. He's going to arrive at 7:00. 4. They're going to play volleyball. B. PAIRS. Take turns saying each sentence cout loud. 15 Listening @55 Listen to the talk show. Circle the letter of the phrase that correctly completes each statement. 1. Olivia says the girls in her new school a, are not fashionable. hate fashion b. are into fashion 2, Lauren advises Olivia not to wear anything that’s —__ a. too comfortable ¢. too short b. too trendy 3. Noah tells Olivia to 3 a. be confident ¢. benice b. look pretty 4. Lauren says a person can't be confident if the clothes are » a. too trendy c. not comfortable b. too expensive 5. Ella advises Olivia to —___ a. follow fashion trends _c. look young b. be herself 6. When choosing clothes, Anna advises teenagers to consider their a. parents . friends b. personal style 16 Speaking GROUPS. Discuss this question. Do you agree with the advice that the teens and the editor of Teen Magazine give? Explain your answer. 17 Writing GROUPS. Write some fashion do's and don'ts for teenagers like you. Include the advice you heard in Exercise 15. 1, Wear styles you're going to be comfortable in 2. Don't wear clothes that are too fashionable or too trendy.Cy ASM a A. Complete the conversations with either the simple present or the present continuous. (3 points each) 1. A: What (you/do) 212 vou doing 2 (check) A: But why (you/use) my computer? You always (use) my things without my messages. permission. B: I'msorry. But Mom (use) the other one. Just five more minutes. 2. A: Can Tborrow one of your Harry Potter books—the final book? 'm sorry, but I (read) it. As You (not/read) now. You only (read) on weekends. B: You're wrong. I (just/rest) for five minutes. A: Allright. But can I borrow it later? B: Sure. it right B. Complete the conversation with the present continuous form to express future meaning. (2 points each) ‘A: Can I come to your house tonight? B: No, sorry. My cousins from Canada (visit) shits Desi eee tis ‘A: When (they/eome) ___? B: They (arrive) at 7:00 tonight. ‘A: (you/take) ___ them anywhere? B: Of course. We (take) ___ them all over town. 9 :. Put a check (’) next to proper behavior in the classroom and an X next to the ones that are not proper. (2 points each) —“— 1. paying attention to the teacher _—— 2. daydreaming during class checking your messages on your cell phone » S . arguing with your classmates . taking notes during a lesson >. sending instant messages during class helping to erase the board Communication D. Complete the conversation. Use too and enough in your responses. (3 points each) A: What do you think of these jeans? B: (low and tight) ik x” A: What about this pair? B: Um. No, (not fashionable) A: You're difficult. How about these? Are they, fashionable) B: Yes! They look great. Unit6 591 Reading ( Reading skill: Using pictures Look at the photos and illustrations in an article or story before you read, es you read, and after you read, J A. PAIRS. Look at the title and pictures before you read. Talk to a partner about what you see in the pictures. B. As you read, look at the pictures that illustrate information. C. After you read, use pictures to help you remember. Write the letters of pictures that illustrate the following. |. 4 Ancient Egypt 6. ____ neck rings 2. thin women: 7. __ tattoos 3, ___ plump women 8. ____ Maori culture 4, Renaissance Europe 9. — long hair on men 5. ___ Padaung culture 10. ____ piercings 2 List 6 Listen to a fashion expert. On the chart, check () what she says is stylish and attractive for men and women today. LOneseitg BOs Piercings short ‘Gnone none “none Men medium length alittle Gone ortwo Cone or two long Ga lot Qalet alot Ushort none none none Women S medium tength Sialittle Groneortwo Gone or two Song Salt © Dalet alot w eaking w GROUPS. Talk about what makes men and women stylish and attractive. Comment on hairstyle, makeup, tattoos, and piercings. A: Do you think long hair is attractive on a man? Bz Well, I think short hair ona man is attractive. C: Interesting. I think long hair is attractive. Write two paragraphs about what you think makes men and women attractive and stylish. 60 Wide Angle 2Images of beauty and style are all around us: in movies, on television, in magazines, and on the Internet. However, what’sattractive changes over time and varies from culture to culture. What is the ideal body shape? In ancient Egypt, beautiful women were thin and had small waists. In Renaissance Europe (1300-1500), people thought plump women were very beautiful. And in many traditional Pacific Island cultures, men find extremely heavy women very attractive, In sixteenth-century England, the ideal woman had snow-white skin, red cheeks, and red lip. To make themselves attractive, women wore very white makeup and painted their lips and cheeks bright red. In the nineteenth century, makeup went out of fashion. Queen Victoria said it was “impolite” to wear makeup. By the 1940s, makeup was back in fashion—but snow-white skin was out, Suntans were glamorous. Some cultures have very special ideas of beauty. For the Padaung of Burma, a very long neck is beautiful on a woman. Girls from the age of five or six wear metal rings around their necks. As their necks grow, more rings are added. In the traditional Maori culture of New Zealand, tattoos made a man attractive. Men tattooed their faces and much of their badies, ‘The tattoos were “body art” and gave information about the man’s family and position in society. Long, healthy hair ona man also made him handsome. In western countries today, some people think tattoos and body piercings are attractive. While some men and women get small tattoos, others get tattoos fall over their bodies. Piercing is also stylish, and their eyebrows, noses, lips, or tongues. What do you think makesa person attractive?Pe oa ey eae E tril1 Dialogue {®2) Cover the dialogue and listen. Lori: You were awesome, Alex! Alex: Thanks! Your dance number was great, too. Diane: Congratulations, Alex! You were incredible! You sounded amazing on the guitar! Alex: Thanks. So, who taught you those dance moves? Diane: Nobody. Actually, most of our moves were pretty simple. Alex: Lalways knew you guys were talented. Paul: There you are. Way to go, kids! That was a terrific show. Diane: Did.you really think so, Paul? We're glad you liked our performance. Paul: [really did. Um, Alex, can I see you backstage? Just for a couple of minutes. Alex: Sure. Guys, can you wait for me here, please? Diane: No problem. Take your time. 2 Comprehension A. Complete the statements with words from the dialogue. 1. Lori said Alex was awesome 2. Diane said Alex was _____. 3. She also said Alex was onthe guitar. A, Alox said the girls were 5. Paul said the show was — B. (3) Read along as you listen again. Check your answers. 3 Useful expressions ‘A, (@4) Listen and repeat, + Congratulations! + Way to go! + ‘There you are. + Just for a couple of minutes. * Take your time. B. Which expression from Exercise A would be appropriate to say for each of these situations? 1. Your friend just won a spelling competition, lations! 2. You're telling someone you only need a little of their time. 3. Your friend passed a really difficult test. 4. You're going somewhere with a friend, but youre not in a hurry. 5. You're looking for someone and you finally find him or her. 4 Vocabulary Positive and negative adjectives A. (85) Listen and repeat. dreadful disgusting lousy B. PAIRS. Give your opinions of some famous people or movies using some of the adjectives above. Find out your partners opinions. For example: ‘A: | think James Bond movies aré fantastic. What do you think? B: Qh, I think they’re dreadful! Unit7 63The simple past of be (was, were) Affirmative statements Negative statements 1 was ' wasn't You were You weren't He/She was He/She wasn't at the party last night. home last night. You were You weren't We were We weren't They were They weren't Yes/No Questions ‘Short answers Were you Yes, | was./No, | wasn’t. Was he/she ‘Yes, he/she was./No, he/she wasn’t. at the party last night? Were you Yes, we were./No, we weren't Were they Yes, they were./No, they weren't. Information questions ‘Answers Who was at the party last night? I was./We were. Where was the party? At the school auditorium. Discovering grammar Practicing grammar Look at the grammar chart. Complete the 5 Practice rules with was or were. 1. The simple past forms of be are Complete the conversation with the past form of be. and__. 2 Lori: How —#* the party last Saturday? 2. With |, He, She, and /t, use __in w simple past statements. Alex: It great! 3. With You, We, and They, use ___in lad you there all night? shnple Bast statererts Alex Oh, yeah. It so much fun. @ Lori: Who else — there? Alex: Paul, of course. His sister — with him. Lori: Really? What about the other Teen ‘Scene members? __ they all thee? a Alex: Yes, they___. Hey, what's up @ with Diane? She (uo!) ___ happy o at all. Lori: Beats me. She (nof)___very i 4 ao talkative earlier.6 Practice A. Write questions with the past tense of be. Use the cues. 1. (you/ata party recently) —Were you ab a party recently®§ __ 2. (When /it) 3. (Where/ it) 4, (What kind of party /it) 5. (Who/at the party) 6. (How /it) B. PAIRS. Ask your partner the questions in Exercise A. Switch roles. For example: A: Were you at a party recently? B: Yes, 1 was. 7 Pronunciation Intonation in Yes/No and information questions A. (88) Listen and repeat. Yes/No questions anna Were you at a party recently? —_—s Was he there? of Was it fun? Information questions When was the pany? What kind of party was t? How was the party? B. PAIRS. Alternate reading the examples above. Student A, read the Yes/No questions. Student B, read the information questions. 8 Communication Express agreement or disagreement A. (87) Listen to the conversation. A: Were you at Mike's party last night? B: Yes, I was. A: How was it? B: It was awesome. 1 loved it. C: Not me. I thought it was awful. The food was really bad. B: You're right about that. But the music was great. C: That's true. It was fantastic. B, GROUPS. Practice the conversation. Then role-play, replacing the underlined parts with your own ideas. GROUPS. Talk about a party you were at recently. Talk about the food, the people at the party, and the activities. Use the questions in Exercise 6 for ideas. Useful language: + | was at a birthday party [last Saturday], + Really? How was it? + twas awesome/amazing/incredible/boring, + There were . + The food/music/dancing was . .. Unit7 65GRAMMAR Focus The simple past of regular and irregular verbs Affirmative statements Negative statements | studied music in school, | didn’t study acting Some irregular verbs He/She tought music years ago. He/She didn’t teach acting, Baebes biiiyslircoutt Yes/No questions Short answers choose» chose come came Did you study music? Yes, | did./No, didn’t. have» had let > let Did he/she teach music last year? Yes, he/she did./No, he/she didn’t. make made putes put speak-> spoke teach > taught Information questions ‘Answers think» thought —_write > wrote Where did you study music? \ studied at Juilliard ota Soarpaga 138 fers corners Where did they teach last year? In Korea. Discovering grammar Look at the grammar chart. Complete the rules with regular, irregular, or both regular and icegular verbs. irregular. 1. With _______verbs in the simple past, the spelling changes. 2. To form the simple past of ___ verbs, add ~ed or ~<, 3. In negative statements with verbs, use didn’t and the base form. 4. In questions with __ verbs, use did and the base form. Practicing grammar 9 Practice Complete the biography with the past forms of the verbs in parentheses. ‘Wolfgang Amadeus Mozart (. be) 22 _ born on January 27, 1756, in Salzburg, Austria ‘Mozart (2, be) __ a musical prodigy. He (3, ¢) _____ exceptionally talented in music. He (4. begin) ____ playing the piano when he (5. be) ___ only three years old. Soon after, he could play the piano like a professional. At the age of four, Mozart . Learn) — to play the harpsichord and violin. Act five, he (7. write) ____ his own music. Mozart (8. give) _____ his first public performance at the age of six for the Empress of Austria. Recognizing his child’s talent, Mozart's father (9. take) his son ‘on concert tours throughout Europe. Mozart (ro. play) for the rich and for royalty. As a teenager, he (xt. write) and completed his first opera. He (r2. continue) ____ to write great music as an adult, but (3. not/become)_____ famous. Mozart (x4. get married) ______ when he (g. 6s) ___26 years old. He (6. not/make) much money from his compositions, so he (ay, teach) to support his family. Sadly, his wife (8, become) __ sick from not eating properly. Soon, Mozart also 9, got) ___ sick. Before he Go. did) __, Mozart (ar, give) _____ one of his students instructions on how to complete his last work, the Regudem Mass. Mozart Ga. die) on December 5, 1791, in Vienna, Austria.10 Practice A. Read Mozart's biography again. Use the cues to write questions about Mozart. 4. (Where / he born) Where he born? 2. (have / a special talent ao a child) qu Did he have a special talent as a child? 3. (How old / he when he began playing the piano) 4. (What / he learn at the age of four) 5. (What / he write at the age of five) 6. (What / he do when he was six) Sy 7. (Where / his father take him) 8. (Who / he play for) 9. (When / he get married) 10. (he make / a lot of money) |. (Why / his wife become sick) B. PAIRS, Student A, role-play a reporter interviewing an expert on Mozart. Ask the questions in Exercise A. Student B, you're an expert on Mozart. Answer the reporter's questions. For example: Q: Where was he born? A: He was born in Salzburg, Austria. 11 Practice Play a game. Go to page 132. ete nr Learn irregular past forms in groups You can learn irregular past forms faster if you memorize them in groups. Write the past forms of these verbs. You may use a dictionary. In your notebook, group them according to how they form the simple past. bend __________ choose take__________ feel know___________ sleep spend 12 Listening (©% Listen to the interview. Then circle the correct answers. 1. Rob is going to study (at a university / at home). 2. Rob says it’s (exciting / difficult) being gifted. 3. Rob's school friends thought he was (smart / weird). 4. Rob failed an exam because he (didn't know the answers / didn’t want to be diferent). 5. Rob's parents make sure he (has a balanced schedule / studies many hours). 13 Your turn GROUPS. Discuss the following: 1. What sort of problems do you think Rob had at school? 2. What do you think his friends thought of him? What about his teachers? 3. Would you like to be gifted? Why or why not? Unit? 6714 Reading A. Think of a famous person or someone you know who has exceptional talent. What special talent does he or she have? B. (63) Read along as you listen to the story about a young musical prodigy. The Juilliard School is an internationally famous performing arts school in New York City. There is a student at Juilliard who, according to music experts, is the greatest talent to come along in 200 years. This student recently wrote five complete symphonies, and he is only 12 years old! His name ie Jay Greenberg. Jay woote a musical piece called The Storm in just a few hours for the New Haven Symphony in Connecticut, US.A. A ‘well-respected American composer, Sam Zyman, compares Jay to great prodigies Tike Mozart. Jay can compose a piano sonata in twenty-five minutes, and it’s a great piece of classical music! In an interview, Jay said that the doesn't know where the snusic comes from. The music comes fully written, playing 15 Comprehension Answer the questions. 1. What kind of school is Juilliard? 2. What is Jay Greenberg's exceptional ability? 3. Which great composer i 4. What's special about Jay’s composing talent? Ja jay compared to? A MODERN-DAY MOZART like an orchestra in his head. These days, while kids are downloading music off the Internet, Jay downloads music from his head. Using a computer program, he composes so fast that he often crashes his computer, Jay's father, Robert, who became blind at 36, is a linguist. His mother is a painter from Israel. Neither of his parents is a professional musician, but as e child Jay heard music in his head all the time. He started composing when hewas in elementary school. His teachers didn’t know what to do with him. At age 10, he began his studies at Juilliard. When Jay was 11, he began studying with third-year college students. Jay continues to hear music in his head. ‘When music enters his head, he writes it down, Beethoven changed his compositions many times. Jay never has to. He says, “Itjust comes out right the first time! 16 Speaking PAIRS. Take three minutes to reread Jay’s story. Then ask and answer questions about Jay. Try not to look back at the reading. For example: ‘A: Where is Jay studying? B: AtJuilliard, in New York. ‘A: What did he write for the New Haven Symphony? B: I think it's called The Storm 17 Writing In your notebook, write a summary for a teen magazine about Jay and his exceptional talent.Tutt Ittog i? The good news A. (#10 Read along as you listen. What's Paul's good news? performing art for gifted kide? wonderful gif B. GROUPS. Discuss: Why does Alex say, “You just made my day"? Give examples of other situations when someone or something makes your day. Unit7 69¢€J l used to dream of... Basic emotions A. @1¥ Listen and repeat. 70 Units Learning goals Communication Express opinion Grammar Conjunctions: and, but, so Used to for past habits Vocabulary Basic emotionsB. Complete the sentences with the adjectives from Exercise A. Then match them to the pictures on page 70. —5_ He's sired because he spent all afternoon cutting the grass. _— She's because her mom gave her some candy. ___ He's __ because he's speaking in front of a lot of people. —— She's because her ds suddenly arrived. ___ She's _ because her son broke the window. He's because his mom is shouting at him. —— He's because his team is winning. — fie because his bird flew away. He's because he's watching a horror film. —— She's because her friend is talking to someone else. She's because her mom found her diary. —— She's because her baby’s sick. €. PAIRS. Talk to a classmate about how you feel today. ‘when you relate it to your own life. A. Choose one emotion from page 70 that you can relate to your own experience. For example: B. PAIRS. Who or what do you remember when you think of the emotion? Talk about the | situation. | For example: ‘A: | was very sad when my dog died. OR { My dog died, and | was very sad. e Iwas ee GROUPS. Talk about what makes you happy and what makes you sad or angry. Useful language: + What makes you happy/sad/angry? + I'm happyisad when + Iget angry when + Seriously? + You're kidding! + No way! 2 Your turn A. Choose three adjectives from Exercise 1 Write them in the chart, Then list three things that make you feel each emotion. feel each emotion summer vacation, a new CD, soccer games B. PAIRS. Compare your charts. For exam! A: What makes you happy? B: Well, summer vacation is one thing. A: Me, too! 3 Listening (812 What makes people happy? Listen to the interview. Circle the people's answers. aby gir my job my gitlfriens> my students my husband my son my family my newhouse my mu my car my friendy my videogames Units 7713 Cover the dialogue and listen. Alex: Joe: Alex: Joe: Alex: Joe: Alex: Joe: Alex: Joe: Lori: Alex: Lori: Alex: Joe: You know, Joe, Fused to dream of being an actor. Keep dreaming, Alex, I'm serious. | didn’t use to care about my studies. I just wanted to be an actor. And you don’t want to do that anymore? Not anymore. I'm going to be a professional musician. Wait a minute. Did you get into Juilliard? Lwish, but that’s never going to happen. I'm not that good! Never say never. Hey, it’s not too late to apply. I know, but Paul's recommending me toStar Performers, so I'm keeping my fingers crossed. Star Performers! That's awesome! There's Lori. Hey, Lori. Paul’s recommending’ Alex to Star Perfo-mers, Oh? When did Paul talk to you, Alex? Just now. Tjust talked to Paul, too, but he me. [have to go. in’t mention it. Excuse Wait. Lori, are you coming to the party? What's wrong with her? 72 Units A reh Write True or False for each statement. True _1. Alex wants to be a professional musician. 2. He got accepted at Juilliard. 3, Joe is happy for Alex. 4. Alex told Lori the good news. 5. Lori lean. the news from Paul. —___6. Lori is excited about Alex's news ‘ (14 Read along as you jisten again. Check your answers.6 Useful expressions A. @5 Listen and repeat. * Keep dreaming. + Not anymore, wish. + Never say never. I'm keeping my fingers crossed. * Just now. B. Write the appropriate response. Use the ‘expressions in Exercise A. 1. As Do you still enjoy watching cartoons? : Not anymore. 2 + Did you get an A in math? Tl never be an actor! : When did you see Jennifer Aniston? I dream of being famous someday. Thope you get into Juilliard ) GRAMMAR Focus Conjunctions: and, but, so Alexis excited, and Joe is happy, too. Alexand Joe are happy, butLori feels bad. Lotfett sick, so she went home. Discovering grammar Look at the grammar chart. Complete the rules with and, but, or so. 1, Use to show contrast. 2. Use to express a result. 3. Use to add information. Practicing grammar 7 Practice Fill in the blanks with and, but, or so. Then insert a comma (,) where it’s needed. 1. Teen Scene had a good show, = Paul is very happy. 2. Alex told Joe his news Joe was excited. 3. Lori talked to Paul he didn’t mention the news about Alex. 4. Paul thinks Alex is talented ______he is recommending him to Star Performers. 5. Lori isalso talented Paul didn’t recommend her. 8 Practice Combine the sentences with and, but, or so. Write the new sentences in your notebook. 1. Lopened the door. I saw a puppy. opened the door, and | saw a puppy. 2. Do something good. Don’t tell anyone about it 3. Laugh. The world will laugh with you. 4, Id like to join Teen Scene. I can't because I'm only thirteen, 5. The news makes me sad. I don’t read newspapers, 9 Communication Express opinion A. (816 Listen to the conversation. A: Do you think Alex is a good musician? B: I think he’s a terrific singer, and he's great on the guitar. ‘A: You really think so? Honestly, I don’t think he’s that great, buthe's very popular. B. PAIRS. Choose an entertainer to talk about. Express your opinions about the person's abil Unit 8 73Used to Affirmative statements Negative statements 1 I You You He/She used to be an actor. He/She didn’t use to be famous. You used to work in Hollywood. You didn’t use to like acting. We We They They Yes/No Questions Short answers Did you use to be anactor? ‘Yes, | did./No, | didn’t. Did he use to work in Hollywood? Yes, he did./No, he didn’t. Did they use to work in Hollywood? Yes, they did./No, they didn’t. Information questions Long answers What did he use to be? He used to be anactor. Where did they use to work? They used to work in Hollywood. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use the (past/ base) fortn of 2 verb with used to. 2, Use used to to talk about past situations that are (still true / no longer true). Practicing grammar 10 Practice Look at the pictures of Alexis. Write sentences comparing the past and the present. When Alexis was three years old, . Now... short and chubby tall and thin For example: She used to be short and chubby, but now she’s tall and thi 1. afraid of the dark / not afraid anymore 2. really shy / very outgoing 3. like going to bed early / like to stay up late 4. love playing in the rain / hate it when it rains 74 Units11 Practice PAIRS. Use the sentences from Exercise 10 to write questions. Interview your classmate. Take notes. For example: Did you uve to be chubby? se ae 12 Writing A. Write a short paragraph about the classmate you talked to in Exercise 11. Don’t write your classmate’s name. B. Read the paragraph to the class. Ask your classmates to guess who the person is. For example: B: Is it Caitlin? Az No. Is it Emily? + Yes, itis. When this person was a young child, he/she 13 Pronunciation The pronunciation of used to A. 1) Listen and repeat. * used to Lused to feel nervous speaking in front of the class. + didn’tuse to I didn’t use te be afraid of flying. * did you use to What did you use to do when you were nervous? B. 18 Listen to the conversation. Then practice it. A: What did you use to be nervous about? B: [used to be nervous about going to the ptincipal’s office, Me, too. But I’m not anymore. Really? Why not? ‘Az Because the principal's my mom! 14 Practice Have a competition! Go to page 132. Unit8 7515 Reading A. What do you think the expression “Laugh and the world laughs with you” means? Do you agree? B. 819 Read along as you listen. CAT ATEVADY DAY, DYN Ada ses CLS BA LN All over the world, groups of people meetearly each morning for one reason: to laugh. But what makes them so happy? There are no funny stories or comedians—everyone just laughs. At first, the laughter is forced. Butafter a few minutes, the laughter becomes real and fun. Are these people crazy? That's exactly the reaction Dr. Madan Kataria got when he asked some people at a park in Mumbai, India, where he lives, to start a laughter club with him. Four of those people somehow agreed, and they laughed with Dr. Kataria in one comer of the park. The small group of five quickly grew to fifty. Before long the Laughter Club spread all over the word. Why a laughter club? When Dr. Kataria was younger, he used to enjoy reading the section *Laughter, the Best Medicine” in the magazine Reader’ Digest. During his research asa doctor, he learned the many health benefits of laughter, so he thought,"If laughter is so good, why not start a laughter club?” What are the benefits of laughter? Various studies show that laughter has a positive effect 16 Comprehension Answer the questions. 1. Who started the Laughter Chub? 2. What do members of the club do every day? 3. Why did the doctor start the club? 4, What are the benefits of laughter? 5, What two groups of people laugh a lot? 6. What kinds of people find it hard to laugh? Why? 76 Units ‘on the body. It helps remove the negative effects of stress, and it is an important element for maintaining good health. Some doctors use laughter therapy to help thelr patients feel better. Children can laugh up to 300times a day, but as they become adults, most of the laughter stops, Dr.Kataria also observed that people from the countryside laugh easily andoften. He himself used to laugh a lot when he was a kid, but he no longer laughs as much as an adult. This is true for most people as they get older:They laugh less. Why is this 50? And what kinds of people find it hardest to laugh? It seems that educated and successful people like doctors, scientists, journalists, and CEOs of companies find it very hard to laugh. Ir must be because they aretoo busy and have too much responsibility to laugh at little things. Does this mean that success and wealth do not guarantee happiness? What doyou think? 17 Speaking GROUPS. Discuss: What kind of peor _ seem to laugh a lot? What kind of people seem to laugh only rarely? ‘A: Children laugh a lot. For example, my baby brother laughs all the time. B: My baby sister laughs a lot, too. But principals rarely laugh. ‘A: Yeah. Mrs. Darren always looks serious.Progress check ‘A. Complete the paragraph with the simple past form. (1 point each) Yesterday (1. be) was of school. I (2, walk) _____ to school with my friends. As we walked, we @. tell) ____stories. We (4. have) __ fun walking together. We (6. not/notice) the time. Before we knew it, we (6. be) already at school. In the classroom, I (7 introduce) _ myself. I (8. say) hi to my teacher. the first day B. Write Yes/No and information questions using the simple past. Use the cues. @B points each sentence) 1. Yesterday was Dad's birthday. (Yes/No) _Was yesterday Dad's birthday? (When) When was Dad's birtiday? 2. We planned a surprise party for him. (Yes/No) Wi a ee 3. Mom baked a birthday cake for Dad. (Yes/No) (What) C. Write affirmative (+), negative (-), and interrogative (2) sentences using used to. (3 points each) J.K. Rowling 1. (+) be poor ___Shz used to be poor, 2. (#) live in a small apartment 3. (-) live in a mansion 4. (2) work as a teacher . Combine the sentences using and, but, or so. Write the new sentences in your notebook. (2 points each) 1. Our house is small. It’s nice. Our house is small, but it’s nice. 2. Alex likes Lori, He always calls her. Llike you. You don't like me. 4. Itwas very cloudy. I took my umbrella with me. Mom likes jazz. Dad doesn’t like jazz. 6. Alex isa guitarist. His sister is a pianist. Vocabulary E, Write P for positive, N for negative. (1 point each) s angry awesome —___ incredible awful —___ fantastic upset — bored — horrible — happy Communication F. Complete the conversation with expressions from the box. (1 point each) Never say never. Keep dreaming. That's true. : I think Alex will become famous someday. : Really. I'm serious. : No way. He'll never be famous. B: Well, there are many talented teenagers who are better than he is. Unit8 77Steps: 1. Create a baseball diamond in the classroom. Choose a place in the front for home plate, then places for first, second, and third bases around the room. 2. Next, form two teams. The first team comes to the front. Each player takes his or her turn at “bat.” 3. The “pitcher” (your teacher) asks the “batter” a review question. If the batter answers correctly, he or she goes to first base and other players already on the field move one base. For each player who reaches home plate, the team scores a “run.” If the batter does not answer correctly, the team scores an “out.” 4. Keep track of “outs” and “runs.” After three outs or five minutes, whichever comes first, the second team comes to bat. Review Questions Unit 5 How was your weekend? What do you do in your free time? What did you do last weekend? What are you doing right now? Where were you on Saturday at What is (name) doing right now? three o'clock? Wheat are you wearing today? What did you eat for lunch Unit 6 . vasa? What doing this vit veuset When you were young, hat time When leaving schoo! did you vse to go tol a? totay? “oe When you were young, what did What are you going to do after ‘you use to be afraid of? school today? When you were young, what TV Ny. Where are you going to eat shows did you use to watch? divmer tovight? When you were young, what foods Q@A baseball Useful language Could you repeat the question? en as ‘Oh well, good try. That was a hard one. What's the score? Hurry up! We're running out of time! SYNGAS TAN OSUG Outsil Oots tl Runsill Unit 7 did you use to hate?Collections TV shows Things you loved Toys and games Things you hated Books and Your family ‘Make an illustrated autobiographical sketch of your life as it was when you were six years old. Use the list of topics and the project below as a guide. Then share your sketch with your classmates. magazines Your neighborhood Pets Favorite places Foods Dreams My Neighborhood When | wa six, | lived in Seattle, Washington, It used to rain a lot, but itwas a nice city. There was a creek near my house. My friends and | used to hang out there and play. My Favorite Toys and Games \had a big collection of Fokémon catds when | was young. | used to trade them with my friends. That was fun. We also used to play with Spider-Man and Power Rangers action figures. And | used to play Nirttendo a lov, | was really into Mario Brothere and Pokémon games. My Favorite Foods My mom makes really heatthy meats with lots of vegetables. But when | was six, | didn't use to like vegetables much. (I hated green peas!) But | used to love macaroni and cheese, pizza, and hot dogs. My Dream When | wae six, | used to want to bea soccer star. | wanted to be rich atid famous and have lote of fane, Hey, I'm not rich or famous, but I'm on the soccer team this year. And my parents are big fare! Beem eee Miu ecules ut accumu ~ Project 3 79Aer UT LO eee Adjectives for describing the weather A. (820 Listen and repeat. 4. Its windy. 5. It'scol 6. Its hot. Rear Perio Communication Talk about the weather Talk about past activities Grammar The past continuous The past continuous with when and while 7. It’s warm. 8. Its raining, 9. Its snowing. Vocabulary Adjectives for describing theB. PAIRS. Look at the pictures ‘on page 80. Ask each other what the weather is like in the different places. For example: A: What’s the weather like in Rio? B: It’s warm and sunny. c ey Listen to the conversation. ‘A: What's the weather like there today? B: It’s snowin, A: Really? It’s warm and sunny here. What was it like yesterday? B: It was snowing yesterday, too. SG |) Grammar Focus The past continuous ‘Affirmative statements Negative statements twas snowing at this time Itwasn’t snowing at this time yesterday. yesterday. We were playing in thesnow. We weren't playing in the snow. Yes/No questions Answers Was it snowing at this time Yes, it was./No, it wasn’t. yesterday? Were you playing inthe snow? Yes, we were./No, we weren't. Information questions Answers Whatwashappening at this twas snowing, time yesterday? What were you doing? We were playing in the snow. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. To form the past continuous, use (is or are / was or were) + verb-ing. 2. Use the past continuous to describe (something that was in progress / an event that happened). Practicing grammar 2 Practice A. Complete the sentences with the past continuous form. Late last night, I (L.sleep) 28 sleeping when Theard a noise outside. I looked out and I saw a man. He (2. rut) away from a neighbor's house. He (3. wear) — a white ‘Tshirt and white sneakers. It (4. main) __, but he (5. not wear)__a jacket. He (6. carry) ___a small bag, B. PAIRS. Student A, you're a police officer. Student B, you're the person who saw the man running away. Student A, interview Student B about what he or she saw. Use the cues. 1. Q: What/you/do last night? 2. Q: What/the man/do? 3. Q: he/wear/a white T-shirt? 4. Q: What kind of shoes /he / wear? 5. Q: he/carry /a big bag? 3 Practice Play a game. Go to page 132. Unit 9 87Hello. We found a man on the street. | think he’s hurt m going to We're on 82nd Street and Sth Avenue, An ambulance is on its way. Don't move him. Wait here the polic them what happened. > Answer the questions. What was Diane pointing at when she said, “Look!”? Who volunteers to call 911? What's on its way? What does the 911 person tell Joe not to do? Why did they decide to cover the man with Joe's jacket? veep B. 623 Read along as you listen again. Check your answers. 82 Unit 9ern Make predictions To better understand a listening or a reading text, ‘try to guess what will happen next. Before you listen to Joe's conversation with the police officer, try to predict the questions the \ officer will ask X exeneeriee 6 Listening (@24 Listen to the conversation between Joe and a police officer. Circle the letter of the phrase that completes each sentence. 1. The four friends just came from ——. a. a Broadway show b. a party c. a meeting 2. While they were walking home, Diane heard a. m b. laughter 3. The man was lying a. on the street b, in the park The kids covered the man with Joe's jacket ce. amans cry ¢. inan ambulance because a. itstarted to snow b. it started to rain c. itwas windy 5. The police officer wanted to call —_ a. Joe's parents b. Joe’sschool —¢. ST 7 Pronunciation The pronunc' ion of /2/ in walk A. (825 Listen and repeat. walk talk saw cross call fall B. (€26 Listen to the sentences. Circle the words with the />/ sound. 1. WeGoughDfour tickets to the show. 2. Did you talk to Poul? 3. Ithought you were at the mall. 4, Let’s go over to that crosswalk, 5. Can you throw that ball to me? 8 Communication Talk about past activities AS S&S Listen to the conversation. ‘A: What was the man wearing when you saw him? B: He was wearing business clothes. ‘A: What were you doing at the time? B: We were walking home. B. PAIRS. Role-play the conversation. Replace the underlined parts with other activities.GRAMMAR Focus The past continuous with when and while ing home when they heard a cry. When they heard a cry, they were walking home. They heard a cry while they were walking home. While they were walking home, they heard a cry. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. "She was playing" is (simple past / past continuous). 2. “It started” is the (simple past / past continuous). 3. In sentences like the ones in the chart, a. the (simple past / past continuous) often comes after when clauses. b. the (simple past / past continuous) often comes after while clauses. Practicing grammar 9 Practice Complete the sentences with the simple past or the past continuous. It (1. be) #8 __a sunny day in Mexico City. My friend and I (2. walk) in Chapultepec Park when we (3. not a large group of people. They (4. look) up. Four men (5. hang) upside down from a 75-foot pole while a musician at the top a flute. While ___. the four men of the pole (6. play) the music (7. play) (8. start) — the pole. We didn’t know it at the time, but we (9. watch) to turn around and around Mexico's famous flying dancers, or Voladores. It (10. bé) a spectacular sight! 84 Unit9 10 Practice RS. Student A, you're a journalist. student B, you're a member of the audience. Student A, ask Student B about the Voladores. Student 8, answer Student A’s questions. For example: Q: What were you doing when you noticed a large group of people? A: Iwas walking, with my friend in Chapultepec Park. 1. Q: What/you/do/when/you /notice/ the large group of people? 2. Q: What/the people/do? |. Q: What /the four men /do/when / you/see/them? Q: the musician at the top of the pole/play a guitar? 5. Q: What/the four men/start to do/ while /the music/ play? »11 Practice Complete the sentences with the simple past or the past continuous. 1. Once upon a time, there (be) 12 Writing A. Rewrite the sentences in Exercise 11, putting them in the correct order to make astory. a beautiful young woman. 2. The man’s name (be) Narcissus. 3. Echo (fall) __in love with ~orcissus right away, but Narcissus (not/notice) her. 4. Narcissus (admire) _____ his reflection in the water when Echo: (see) him. 5. While Echo (look) (continue) reflection in the water. 6. Her-name (be) __ Echo. at him, he to admire his 7 One day, while Echo (walk) —________in B. GROUPS. Compare your story with another group's story. Are the stories the same? the woods, she (see) man by the river. ayoung 8. Inthe end, Narcissus (die) GROUPS. Talk about the stories you like to read, for example, fairy tales, scary stories, love stories, and other types of stories. because he (not/eat) or drink. Useful language: * Do you like fairy tales? + Of course. Everyone loves fairy tales. *+ One of my favorite fairy tales is .. + No. I'm too old for fairy tales. + Don't be silly. Fairy tales aren't just for kids. + I prefer scary stories. + Me, too. + don't. | like love stories. Unit9 8513 Reading A. GROUPS. Discuss: What is a fairy? What does a good fairy usually do in a fairy tale? . (628) Read along as you listen. ONCE upon a time, there lived a poor man with a pretty wife. One winter night, while they were sitting by the fire, they were talking about their rich neighbors. Their neighbors were happy because they could buy anything they wanted. The wife said, “I wish there were a good fairy right now to give us whatever we wanted.” The husband said he ‘thinking the very same thing. At that instant, a very beautiful n appeared in the room. She said, "| am a fairy. | promise to Pee ‘you anything you ask for. But think carefully. You have only ‘three wishes.” Then she disappeared. “The wife told her husband, “Personally, I'd ask to be beautiful _and rich.” But the husband said, “Being beautiful and rich is “useless if you get sick and you die. Let’s ask for good health and a jong life.” “But,” said the wife, “what's the purpose of a long life fou're very poor? We would be miserable for a long time!” “All it,” the husband said. “Let’s think about this some more.” wite put more firewood on the fire ause it was a very cold night. She said to her husband, “This “is such a nice fire. | wish we had sausages to cook on this fire for 2" Before she could finish her sentence, down came a long of sausages from the chimney. The-husband angrily shouted, fow we only have two wishes left! | wish those sausages would stick to your nose!” And then it happened. The sausages got stuck to the wife’s nose. The wife screamed because she couldn't take ‘the sausages off her nose. There was only one wish left. The man id his wife argued about the third wish—to ask for riches or for sausages to disappear? While they were arguing, the woman “ran toward the window. She wanted to jump out of the window ‘because she couldn't live with the sausages that were hanging ‘her nose. The man loved his wife so much and couldn't live her, so he said, “Stop, my dear wite. All right. You make last wish.” The wife wished for the sausages to drop off, and the “sausages fell to the floor. Both husband and wife we'e very happy. _ They realized that they didn’t need riches or a long life. They were the way they were because they loved each other. 14 Comprehension Answer the questions. 1. Why did the man and his wife think their neighbors were happy? 2. Why did the wife wish for a good fairy? 3. What did the fairy promise to do? 4, What did the wife want for herself? 5. What about the husband? 6. What did the wife accidentally wish for? 7. What did the husband accidentally wish for? 8. What was the third and last wish? 15 Speaking A. GROUPS. Make all-boy and all-girl groups. Each group, list several things you'd like to ask a good fairy. For example: Girls: Td ask to be president of my country. Boys: Id ask for intelligence. B. Compare your results. Are there similarities in what boys want and what girls want? What are they? What are the differences?Titi) it Lane Back-at home ‘A. £29 Read along as yout listen. Underline the information that explains what was ! vwirong with the man. { Here they come. You'd bette 5 re those kids? Did you teli Joe to call atter the party? hd | | did. eal 1ot, Mom. While we were w ty, we heard a mean Oh, he’s going to medical condition, an while he was walking home fron work. before he fainte: got there while we ‘aking to the police. B. Discuss this question: Were Joe and Diane wrong in not calling th Why or why not? parents? Unit 9 87Reading skill: Visualizing As you read, let the words in the story form pictures in your mind. A. Read the story. As you read, think about the images the story is describing. B. PAIRS. Take a few minutes to visualize four scenes from the story. Describe the scenes to your partner. (630 There are many stories all over the world that are similar to“Taro and the Palace at the Bottom of the Sea.” Listen to a storyteller tell the American story "Rip Van Winkle.” As you listen, number the parts of the story in the correct order. His house was empty and most of his friends were dead. ____ He met a group of people playing a bowling game. ___ He drank some liquor. __— He said, “I am your father!” _— He fell asleep. He helped an old man carry a keg, —— He woke up and went back home. —1_ Rip Van Winkle went fora walk in the mountains, ___ A woman said Rip disappeared twenty years ago. GROUPS. Discuss these questions. 1. How are “Taro and the Palace at the Bottom of the Sea” and “Rip Van Winkle” similar? 2. How are the stories different? UPS. Work together as a group to make up a very short, simple fairy tale similar to the Taro and Rip Van Winkle stories. Set it in the modern day with a teenager as the main character. 88 Wide Angle 3Taro and the Palace at- the Bottom. of the Sea There was once a poor young fisherman named Taro Urashima. One day | while he was fishing, he caught a small sea turtle. Taro took the hook out of the turtle's mouth and pur it back into the sea Some time later,a giant sea turtle swam up toTaro’s boat. The turtle thanked Taro for taking the hook out of his mouth, He invited Taro to Princess Oto’ Palace ac the bottom of the sea. The turtle said the princess wanted to thank Taro, too. Se Taro jumped onto the turtle’s back and they ‘went deep into the ocean. Soon Taro and the turtle arrived at an enormous palace. ‘The beautiful Princess Oto welcomed Taro. She had a big party for him with the most delicious food. The princess asked Taro to stay at the palace a lieele longer and Taro agreed. Every day at the palace was wonderful and exciting. He stayed for many, many days. After some time, though, Taro began to feel homesick. Taro told Princess Oto that he needed to return home. Crying. the princess gave Taro a beautiful round box. She told him co keep ic with him always, but never to open it. The sea turtle was waiting to take Taro back home. When Taro arrived at his village, he didn’t know any of the people. He went to his parents’ house, but it wasn't there, He asked an old woman, “Where is the Urashima family?" She laughed and said,"They moved away over a hundred years ago!” Taro went back to the beach. Feeling very confused, he noticed the box from Princess Oto in his pocket and opened it.A cloud of white smoke came out. When the smoke disappeared, Taro was a very old man. He had stayed at Princess Oto's palace for many, many years.(621) Cover the dialogue and listen. Are you mad at me, Lori? Should 1 be? I don’t know. Did I do anything wrong? No, it’s not you. It’s Paul. Why didn’t he give the rest of us the chance to apply for the program? Does he really believe you're the best in the group? Ican‘t answer for Paul, Lori. But I certainly don’t think that I’m better than you. Your voice is as good as mine. And you're faster at learning your lines. 1 know I'm being untair to you. It's not your fault. 1 guess I’m not as talented as you are on the guitar, but I really worked hard on that show. I know that, Lori. Look. Why don’t you talk to Paul? Maybe I will. Can we talk about something else? What time are we meeting Joe and Diane? , . Answer the questions. B. Why is Lori upset? How does Alex make her feel better? 3. What's Alex’s advice? 4, Is Lori going to take Alex's advice? 3. What's happening later? (22 Read along as you listen again. Check your answers. Communication Talk about preferences Grammar The comparative and superlative forms of adjectives Making comparisons with as...asinotas.. . as 9 Vocabulary Adjectives of quality (positive and negative)3 Useful expressions A. @33 Listen and repeat. * Should Ibe? * IWSnot your fault + No, it's not you. * [know that. * Ican't answer for [him] * Maybe I will. B. Write the appropriate responses. Use some of the expressions from Exercise A. 1. You don't look good. Why don't you stay home and get some rest? 2. We have an exam today. 3. Ishe mad at me?__ 4, Aren't you happy about the news? 5. Did I do something to hurt you? — 6. Im sorry about that! 4 Pronunciation The pronunciation of /ze/ as in mad A. 834 Listen and repeat. * mad © matter * chance * talent * can’t * happen * glad * happy B. PAIRS. Practice the conversation. Make sure you pronounce the words with the /ze/ sound correctly. Are you mad at me? : No, but I’m mad at Sandra. Why? What happened? : can’t talk about it. Can we change the topic? OK. Listen carefully to the sounds of Englis! To improve your pronunciation, choose certain sounds in English that are difficult for you, Focus on these difficult sounds and praciice them often. Listen carefully to the sound /ae/ in each word in Exercise 48, PAIRS. Practce saying the words with a classmate.GRAMMAR Focus ‘The comparative and superlative forms of adjectives Adjective Comparati short shorter than big bigger than funny funnier ‘Superlative the shortest the biggest the funniest famous morefamous the most than famous interesting _ more interesting the most than interesting Irregular adjectives good betterthan —the best bad worsethan _—the worst far fartherthan the farthest Joe is shorter than Paul. Alexis the shortest among the three men. He is the best guitarist in the group. Discovering grammar Look at the grammar chart. Then answer the exercises. A. Complete the rules. Short, one-syllable adjectives (for example, short and fast) 1. To form the comparative, add ____ to the adjective. 2. To form the superlative, add to the adjective Long adjectives (for example, interesting) 3. To make the comparative, use the word before the adjective. 4. To make the superlative, use the words —____and__ before the adjective. B, Circle the correct answers. 1. Use the (comparative / superlative) to compare two people, two places, or ‘two things. 2. Use the (comparative / superlative) to compare one person, place, or thing with others in a group. 92 Unit 10 Practicing grammar 5 Practice A. First, fill in the blanks with either the comparative or superlative form of the verbs in parentheses. Which is (cold) colder 7, a. =5°C b. -18°F f Which is (hot) —____ a. 100°C b. 100° F Which is (old) —__ a. the Eiffel Tower b. the Great Pyramid of Giza c. the Empire State Building Which is (heavy) __? a. akilo of potatoes b. akilo of cotton c. neither . Which continent is (smal) —__ a. Asia b. Australia c. Antarctica b. 100 meters c. 100 feet B. Now test yourself! answers.6 Practice Look at the pictures and the information. Then complete the sentences with the comparative or superlative form. a j —Awelina Jolie __ actor (USA) Birthdate: June 4, 1975 Height: 58° Jawaryar Rai (Ash) Bollywood ecor ond model (Indic) Birthdate: Hoven 11,1972 Height: 57” Weight: 122s. 1. Ash Raiis (young) unger than Naomi Campbell, but she is (old) — Angelina jolie. 2. Naomi Campbell is (old) ______ of the three, and Angelina Jolie is (young) —__ 3. Angelina Jolie is (tall) __ Ash, but she is (short) __ Naomi. 4. Ashis (shor!) ______of the three. 5. Naomi is (heazy) __ Angelina Jolie. 7 Practice 9 Your turn Have a competition! Go to page 133, PAIRS. Take turns asking questions about your favorite celebrities. 8 Communication For example: A: Who do you prefer, Coldplay or U2? Talk about preferences © dal A, (835 Listen to the conversation. A: Really? Why? Ee Wibde ou pasha alex oF OAD B: Because they're more talented than U2. B: | like Joe better. I think he's smarter than ‘Alex. And he's taller. ‘A: Oh; | prefer Alex B: Why? A: Well, he’s better locking and more talented, too. B. PAIRS. Role-play the conversation. Change ‘the underlined parts with Lori and Diane and your own opinions about them.GRAMMAR Focus ” Making comparisons with as...as/notas...as Alexis fifteen, Joe is also fifteen. Alexis as old as Joe. Nicole Kidman is 5°10”. Naomi Campbell is 5'9". Naomi Campbell is not as tall as Nicole ki Discovering grammar Look at the grammar chart. Circle the correct answers. 4. Use as... as to express the (similarities / differences) between two items. 2. Use not as... as to express the (similarities | differences) between Practicing grammar 10 Practice Complete the sentences with as... as and not as... as. Use the information in Exercise 6 on. page 93 for your answers. 1. Ash is (not tall) _ot as tall ae Naomi. 2. Naomi Campbell is (heay) Ash. 3. Angelina Jolie is (not heavy) Naomi and Ash. 4. Naomi Campbell is (not young) ____ Angelina Jolie. 5. Ash Rai (wot fumous) in Hollywood Bollywood she is in 94 Unit 10 11 Practice Rewrite the pairs of sentences using as... as and not as... as 1. Spider-Man is exciting. Superman is also exciting, Spider-Man is as exciting as Superman. 2. Jessica Simpson is beautiful. Angelina Jolie is more beautiful. 3. English is easy. Spanish is easy, too. 4. The Harry Potter movies are interesting. The Harry Potter books are more interesting, 12 Vocabulary Adjectives of quality ‘A. @28 Listen and repeat. + famous * good-looking = attractive * talented * beautiful * successful + gorgeous * fashionable handsome * incredible B. Write an adjective before each noun. Use 2 or an and the adjectives in Exercise A. _ahandsome man woman building, _ song jacket singer Fo a % 3 — 5. 6.13 Practice’ GROUPS. Use the adjectives in Exercise 12 to talk about famous actors, musicians, or sports , People. Fer exumple: A: I think Johnay Depp is the most handsome movie star today. Johnny Depp! No way! Jude Law is better- looking than Johnny Depp. B; 15 Writing A. PAIRS. List some advantages and some disadvantages of being very beautiful or good-looking. res Pye You could become rich and famous. ce GROUPS. Think of some famous people. Give your opinions about them. Who do you think are beautiful or good-looking? Who are good actors or good singers? Useful language: * Do you think _____is beautifull good-looking? + What do you think of ___? + You really think so? + I don't think so. * [think better-looking thar + I disagree. + | think __ is the most beautifulthe most handsome —____ever. No way! more beautifull 14 Listening (83) Listen to the conversation. Write True or False for each statement. Accoxding fo the conversation . 1. Sasha is the most beautiful woman, in the world. 2. People usually agree on what or who they think is beautiful 3. The most beautiful woman in the world is from India, 4, Ash Rai thinks physical beauty is important, 5. She also thinks that beauty is temporary. = 6. Ashis a famous Hollywood actor. 7. Robert de Niro wants to hire her. 8. Write a paragraph about your ideas in Exercise A. C. PAIRS. Read your classmate’s paragraph. Circle any errors. Use the Peer editing checklist on page 134 to help you with your comments. Unit 10 9516 Reading (©28 Read along as you listen. Underline the sentence that explains what Bollywood is. Sek WELCOMETO BOLLYWOOD! ~@ >not Who isthe most popular movie actorin the world? _ Whats Bollywood movie lke? To begin with, Tom Cruise? Guess again. I’s Amitabh Bachchan, itis three to four hours long; And itfollows a Amitabh who! What about the most beautiful formula has to have top indian mevie stars like woman in the world? if your answer is Nicole Amitabh and Ash, lots of singing and dancing kidman-or Angelia (more than one hundred dancers, spectacular Aishniryo Rai, Ash for short. If Amitabh than is more Famor Jolie; ry a colors, and in between all the sir than Tom B) dancingis the story of a poor hoy who mects a beautiful, rich gpl. And, of couree, there's abmayea Cruise, and Ash Rai is mare beautiful than Nicole Kidman or any Hollywaed movie happy ending, But waitl star, why haven't we heared ‘ “are tia thingy iain of them? its because they BS — there's no kissing and there's na blood are Bollywood stars BB cvenif there’ a lot of action. In other Bollywood isthe nickname for words, a Bollywood movie is what can be Indias hlm industry, or the equivalent BEEER, called “wholesome.” The hero and the of the Linited States’ Hollywood But Bollywood is much thant iallywood. Consider these heroine don't kissin fact, they never touch each other, exceptin‘ fantacy sung sequence, whee they held hands. In other work Indians watch a movie. And _ call it musical that’ only in indiat Each year ,tnndia, its just Sollwood makes more than 300 fims. Hollywood makes less than half of that numbers: Every dag ++ millon in Hollywood, 17 Comprehension Answer the questions. According to the reading, 1. Who is the most popular actor in the world? 2. Who is the most beautiful woman in the world? 18 Speaking 3. Why are their names not as well known as ‘Tom Cruise and Nicole Kidman? ee Diseuss ties cepue sens 4. What is Bollywood? 1. What are the best and worst things about 5. What are the elements in a Bollywood movie? Bollywood movies? 6. Why is a Bollywood movie considered 2. What are the best and worst things about “wholesome”? Hollywood movies? 96 Unit 10Grammar ‘A. Complete the conversation with either the ‘mple past or the past continuous forms of ‘the verbs in parentheses. (2 points each) ‘A: Where (1. you/be) were you last night? B: 1 (2. study) at the library. ‘Az Really? What time (3. you/be) —____— there? B: I guess around 8:00. [As Me, too! But I (4. not see) you there B: 1(. use) ______one of the computers. What (6. you /do) Az 1(7. listen) —____ the music section. B: Oh, see, We (8. fe) —_____in different parts of the library. to some CDs in B. Complete the sentences with when or while, (2 points each) 1. Iwas taking a shower When the phone rang, 2. They were walking to Class it started torain. 3. Were you working last night the lights went out? 4, ___ she was working on the computer, Sue arrived. 5. Iwent to the mal] __ was watching TV. 6. ____I was eating dinner, [heard a strange noise outside. C. Find the mistekes. Then correct the sentences. (2 points each) my brother 1. Dogs ate friendliest pets. 2. Soccer is interesting as basketball She plays the guitar better he does. ‘My sister is the older in our family. Ms. Kim is more nice than Mr. Mone. Alex is the more talented in Teen Scene. Vocabulary D. Circle the word that doesn’t belong in each grougs Ch port) 1. atho) bfoggy c. windy d. cloudy 2. a.sunny b. hot c.warm d. cold 3. a.short b.chubby c.thin d, funny 4, a.far beattractivec.ugly d. beautiful aye y Communication E. Complete the conversation with expressions from the box. (3 points each) Should | be? ae = Maybe | will. It’s not your fault. J can't answer for him. Did I do something to upset you? 3: __No, it's not you. i'm Sorry you're upset. Are you mad at Mike then? don’t know. Does he know how you feel? Unit 10 97& Wary yi (€39 Cover the dialogue and listen. Pau Lo Paul: Lori Paul: You're late, Lori. Sorry, Paul. It's OK. Here’s the script for our spring musical. You should audition for the lead part. You'll be perfect for it Thanks. I'll read it tonight. Is that all? I think so. What's the matter? Your eyes look red. Are you all right? Lori: I’m just tired. Uh, actually, there’s something else. Why did you recommend only Alex to Star Performers? Paul: Is that why you're upset? You shouldn't be. I'm going to recommend you to Talented Teens. Lori: In Los Angeles? You're kidding. Paul: Nope, Lori: You mean... ? Ohno. | have to go talk to Alex. I'm sorry, I have to go. Paul: ‘That's OK. And, Lori... You must be on time for your audition. Lori: I will. I promise. Unit 11 nN > e4¢ i . (B40 Read along as you listen ag: Int be upset. erat goals : Communication Express decisions Grammar Will for predictions and decisions Should/Shouldn’t for advice Must/Must not for rules and obligations Vocabulary Parts of the body Answer the questions. Why is Paul annoyed with Lori? What does Paul give to Lori? What is Paul going to do for Lori? Why does Lori leave hurriedly? What does Paul tell Lori about the audition? veep Check3 Useful expressions A. @41) Listen and repeat. Is thatall? * Actually, + What's the matter? * Are you all right? * Ithinkso * You're kidding. B. Match each expression with the appropriate response. 1. Isthatall? a, Nothing, 2. Areyouall —_b. You're right? kidding. ——3. Yougotthe —¢. Actually, no. highestgrade Tm upset about in English, something. 4. Whatsthe —d. I think so. matier? 4 Vocabulary Parts of the body A. (882 Listen and repeat. ankle hand —_ shoulder. arm — head —__ stomach —__ back hip___ thumb _ ear —_ knee toe elbow eg, waist eye mouth wrist___ face neck ___ finger — nose foot (pl feet) —_ 8B. Match the numbers and the parts of the body. C. Write the words from Exercise A under these headings. Head Body = Arm LegGRAMMAR Focus ”” will for predictions and decisions Affirmative statements _ Negative statements She'll be perfectforthe He won't like it role. ‘ad the script tonight. We won't stay long. We'll talk to him. |won’t be with you. Yes/No questions Short answers Will you be OK? Yes, | will./No, twon't. Will they be here? Yes, they will No, they won’. Contractions im > dealt they!) > they will youll > youwill hell > hewill ie > itwill shell > she will welll > wewill won't > willnot Discovering grammar Look at the grammar chart. Circle the correct answers. 4. Use will + the (-ing form / base form) of a verb to talk about the future 2. The simple future form of willis (the same / not the same) for all subjects. 3. The contraction of will not is (willn’t / won't). Practicing grammar 5 Practice Complete the conversation with will or ‘Il and the verbs in parentheses. Abby: Dad, can I go to Central Park with ‘Sandra? Dad: Central Park? Is your ankle OK now? ‘You shouldn’t do too much walking. Abby: Don’t worry, Dad. I (1. be) be _ fine. Dad: Oh, all right, but not just you and Sandra. Dave: I (2. go) _____ with them, Dad. Dad: Good, but how (3. you/get) there? 100 Unit 11 Abby: We (4. take) ______ the bus to 42nd Street, then we (6. take) __ the subway to 59th Street. Dad: And how (6. you/get) hack? Dave: We (7. take) ____ the bus back. Can you pick us up at the bus station? Dad: Fine. 1 (8. tell) _____ your mom. Oh, what time (9. you /be) home? Abby: I'm not sure, but we (10. call) you when we're on the bus. 6 Practice Play a game. Go to page 133. 7 Communication Express decisions A. SS Listen to the conversation. A: What's the matter? Are you all right? B: Not really. I said something rude to my mom. I feel awful. ‘A: What will you do? B: I'll talk to her anc B. PAIRS. Talk about any of the situations below. Use the conversation in Exercise A as a model. pologize, * You were in a bad mood, and you were tude to someone. + You forgot your friend’s or family member's birthday.10 Practice Complete the rules below. Use GRAMMAR Focus = Should/Shouldn’t for advice must and must not with the Affirmative statements Negative statements wetborin the bon. eee } should getsome rest. e/SR* } shouldn't worry se much. pass take leave show _wear They hey Ue } should talkto Paul. {=} shouldn't talkto me. Pine ae I-st/Must not for rulesand obligations one foreign language class. n/She He/She 2. All students You }mustbeontimeforschool. You} mustnot be late winiiavon choad: They They 3, Students Discovering grammar the Slaseroc without the teacher's permission. Look at the grammar chart. Circe the correct answers. a; Students’ 1. Use (should / must) to give advice. . written permission from 2. Use (should / must) to state rules or express obligations. parents to leave the school 3, Use should and must with (the base form / the -ing form). during school hours. 5. Astudent the oral exam to get an ee English certificate. Practicing grammar eee 6. You_____avalid 8 Practice 1D to enter, | PAIRS. Student A, say any of the situations below. Student B, give Student A advice. Use the advice from the box. study tonight —apologize to them ‘see a doctor putona Band-Aid? tell your parents practice 1. A:T cut my finger. B: You should puton a Band-Aid. 2. My neck and beck hurt all the time. 3. [have a final exam tomorrow. 4. Tost my parents’ car keys, 5. Iwas rude to my parents. 6. My team has.a game this weekend. 9 Practice What shouldn't the people in the pictures do? 1. ride a bike without a helmet She shouldn't ride a bike without a helmet. 2. eat so much ice cream: 3. watch so much TV- 4. sleep so much: Unit 11 10711 Reading A. GROUPS. Form all-boy and all-girl groups. On a piece of paper, list five rules of proper behavior. For example: ‘hank you" when someot B, Read and answer the questionnaire. Read the rules for proper behavi | [a=agree old-fashioned but OK —_S=silly) i = never put your feet on the seats. = * offer your eat to old people. = * never throw litter on the floor. a ++ always listen to music with headphones. a * stand up when your teacher enters the classroom. _ + stand up when you answer your teacher's questions. * call your teachers Mr. Ms., or Mrs. and the last name. —_ Deere * help a girl carry heavy things + hold the door open for a gir. Lt * offer your seat to a girl on a crowded bus or tain. _ * alivays tell a girl thet she looks nice. = See always offer to pay your share when you go out. ‘+ never be the first to call a boy, = * never invite & boy cut. i ‘+ never go out with a boy alone. a ¢. Boys and girls, compare your answers. Do you agree on the proper etiquette? Which ones do you disagree on? 102 Unit 1112 Speaking PAIRS. Each girl should pair up with a boy. Talk about the rules of behavior you discussed in Exercise 114. Choose two and give your opinions about them. For example: Girl: What do you think: A “soy should help a girl carry heavy things. Boy: Well, lagree. But maybe girls should offer to help boys, too! 13 Pronunciation The short sound /u/ as in should A. (44) Listen and repeat. + should + put + could * took * would * book B. @45 Listen to the sentences. Underline the words with the short /u/ sound. 4. You should put your swollen foot in warm water, 2. We could push this up and pull that down 3. Would you like to look at my new book? C. 49 Listen to the sentences and repeat them. Check your answers. 14 Listening ‘A, (4 Listen to the first part of the interview. Then circle the COrrect answers. 1. Dr. Banker is a. an editor b.a lawyer gh autho 2. Be Coal, Be Nice is___ book. a. an etiquette b.ateen language c.a comic 3. Be Cool, Be Nice is for —— a. parents b. teenagers ¢. teachers Dr. Banker says we often forget to say “Good morning” and__. a. “See you later.” 5. Dr. Banker says today's are tomorrow’s role models. a. parents . b. teenagers politicians b. “You're cool.” ¢. “Thank you.” . 848) Listen to the second part of the interview. Complete these rules of behavior. According to Dr. Banker, teachers like these types of behavior in their students: 1. Saying and 2. Asking for help ina —___ manner. 3. Showing_____ and consideration toward classmates and others. 4. Saying you're. 5. Being kind and___ ofeach other'y differences. I Unit 11 703GROUPS. Discuss: Do you think teenagers, and people in general, are not as well mannered as they should be? Explain your answers. Give examples. Useful language: + lagree. Many people are .../Many people forget... + Idon't agree. We . + [don't think that’s true./I don't think so. + For example, most people . . most people don't. + People should . . /shouldn't.. . 15 Writing A. CLASS. Discuss rules of etiquette for your class to practice. Choose a classmate to write the ideas on the board. B. GROUPS. Choose five rules from the list ‘on the board that you think are important. Write them on a piece of paper. Use should, shouldn't, will, or must. Decorate your “etiquette list.” 104 Unit 11 PAIRS. Look back to the activities you did in this unit: pronunciation, grammar activities, writing, etc. Choose one area where you made mistakes, and identify your difficulties, + For example, If there are spelling mistakes, write the words out three times correctly. + Or if you made mistakes with grammar, check the examples and the rules in the grammar charts and correct your sentences, (You could also ask your teacher to give you another practice exercise for homework)rts Toque Joe’s advice A. 4 Read along as youl listen. What advice does Joe give Lori? B. Discuss these questions: Is Diane a good friend? In your opinion, what makes a good friend? Unit 11. 105Steps 1. Look at the pictures of the girl and learn the new words. 2. Divide into two teams. A person from one team stands and challenges a person from the other team, who also stands. The challenger rubs, points at, touches, or pats a part of his body, but says he is doing something different. The person from the other team must do and say the opposite. For example, if the challenger rubs his stomach and says ‘| am patting my head,” the other player pats her head and says “! am rubbing my stomach.” Say and do the opposite 3. The challenger gets three tries to.get the other player to make-a mistake. ifthe player makes a mistake, the challenger’s team gets one point. if not, the other team gets one point. 4, Teams switch roles and challengers after each play. Your teacher will keep score on the board. |) Useful language | Ichallenge (name)! ‘ * Let's try another one. | = Ahal My team gets a point! * That was good. Your team gets a point.A snapshot of a trip ‘Write an e-mail about a trip you took: a day trip, a weekend trip, ora vacation. Then send or give your e-mail to a classmate. Comment on your classmate’s trip. ° D | wert to Kings Canyon ast weekend with my Heyl What's up? t's about four hours rom LA. We d we stayed until grandparents one drove ther urday mori Sunday e Kings Canyon is really amazing, It's one of the oldest ot ap crowded. T mountains, valleys, lakes, and rivers The first day we drove around the park. We saw a forest of glant redwood trees. Theyte a lot bigger an | thought. We also saw Mount Whitney, one of rates. It was lest mountains inthe United huge: In the late afternoon, we parked, hiked up a mountain, and set up our tent. ft was fun cooking, eating, and sleeping outdoors. We woke up early on Sunday morning and made breakfast. After breakfast, 9 group of deer walked by our tent. im attaching the picture | took! At: about 10:30, we packed up ovr cent and hiked back to the car. We took a ecenic route and stopped a lot-along the way to take short hikes and see the views. We 1d back hore around &:00. te Finally etarted so was 2 great weekend. You should go to Kings Canyon sometime! Hope +0 hear from you eon. Project 4 107Mlbercae yr (@50 Cover the dialogue and listen. Lori: Alex. you do have Rollerblades! Alex. They’re my cousin’s. I thought I should give Rollerblading a try. If like it, I might buy my own pair. Lori: ll teach you if you wantto learn Ales OK. Thanks. Joe: So, what's up with Star Performers Any news? Alex: Well... got accepted. I’m in! === Diane: Congratulations! We knew you could doit! Lori: I'm really happy for you, Alex. Sorry about how I acted earlier. Alex: Don't worry about it, Lori. I’m happy for you, tov. Paul told me about Talented Teens. Lori: I know: I can’t believe it. I might not get past the audition stage. ButifT don’t give ita try, Il never know! Alec Well, good luck, Lori. Thanks. You, too. ET Communi Talk about summer plans Grammar MayiMight for possibility First conditional: /f clause + will or maylmight Vocabulary Summer activitiesA. Answer the questions. 1. Why is Lori surprised when she sees Alex? 2. What does Alex want to try? 3. Why does Diane congratulate Alex? 4. Does Alex accept Lori's apology? Explain your answer. B. (651) Read along as you listen again. Check your answers. @52 Listen and repeat. 1. What's up with Star Performers? Nott 2. Any news? much, 3. min! 4. Lcantt believe it. Sorry about how Lacted. 6. Giveita try! Write these responses below the appropriate expressions in Exercise A. d. Maybe I will ©. Congratulations! a. Nothing much b. Neither can I. «. Actually, there is. & Don’t worry about it(——— > a) 5 Practice ©) GRaMMaR Focus ye Se J) Rewrite the sentences. Use y May or might for possibility may! might. Affirmative statements Negative statements 1. Perhaps we'll see each Imay/might get an audition, _| may not/might net get past the other later audition stage. __We might see each _ Itmay/might rain tomorrow. _It may/might not snow. We may/might go to the We may/might not be home tonight. other late: movies tonight. 2. There's a 50-50 chance that 5 . it will snow tomorrow. Discovering grammar Look at the grammar chart. Circle the correct answers. 4. May and might (have / don’t have) the same meaning. 3. Idon’t think I'll be able to 2. May and might are followed by the (past / base) form go out this evening. of a main verb, 4. There’s a chance Tl get an Practicing grammar A in English, 4 Practice ie Complete the conversations with may/might + the verbs in 5. It’s possible we're going to parentheses. travel to the United States this summer. 1. A: What are you going to do this weekend? B: I'm not sure. | (stay) might stay home. a + Are you going to be in tomorrow? i 6. We'll think about coming to Idon't know. I (be) —_______ in around 7:00. For pert on PHS, 3. A: What's the weather going to be like tomorrow? Iim not really sure. It (be) —____ warm and sunny. 4, A: Whatare you going to do tonight? B: [don’t know: We (hang out) "at the 6 Vocabulary Boulevard Café Summer activities Are they coming over tonight? A. (653 Listen and repeat. They (stop by) —________ for an hour, but Im not sure. 1. _f_ babysit 2: hang out with friends 3. go on vacation a. go to the beach 5. havea picnic 6. ___stay home 7. take a music class/ take a dance class 8. —__ volunteer 110 Unit 12B, Match the activities in Exercise A to the pictures. A. 654 Listen and repeat. Notice the strong A. (@57 Listen to the conversation. werd in each phrase. * take classes * go on vacation B: I'ny not sure. J might visit my * stay home + havea picnic grandparents. What about you? ; A: [have a new guitar, so [may take guitar B. (@55 Listen. Circle the strong words. © a classes. 1. Tiljust stay home. B: That sounds like fun! . She'll take danci Be ohel take dancing, B, PAIRS. Role-play the conversation. Ask 3. He'll babysit his sister. and answer questions about your summer Wei havea iemtatow: plans. Replace the underlined parts with ‘ your own plans. 5. They'll go to the beach. C. (@55 Listen again and check your answers. Unit 12Metra ren ceed First conditional: If clause + will or may/might Affirmative statements ifclause Result clause Ifyou wantto learn, ll teach you. (sure) Ifthe weather's nice, we'll go to the beach. IF ike it, I may/might buy my ‘own Rollerblades, (not sure) Ifthe weather's nice, I may/might go to the beach. Negative statements If don’t try, | won't know. (sure) ifit rains this weekend, we won't go to the beach. If trains this weekend, we may not/might not go to the beach. (not sure) Look! You can reverse the if clause and the result clause. Result clause il go to the beach Ifclause ifthe weather's nice. Discovering grammar Look at the grammar chart, Write True or False. 1. Use the first conditional to express an activity that will happen under certain conditions. True _ 2. Use will in the if clause. 3. Use will or mayimight in the result clause 4. Use will for unsure statements. 5. Use may or might for sure statements. 6. Use a comma between the clauses when the if clause comes first. 112 Unit 12 Practicing grammar 9 Practice Complete the sentences with either the simple present or will/won’t + the verbs in parentheses. J. Ishe (e-mail) me the pictures, I (forward) ______ them. 2. You (meet) my cousin from New York if you (come)_ ta my house tonight. 3. If he (win) the spelling bee, he (have) a party afterwards. 4. If I (not see) you tomorrow, 1 (calf) ____ you. 5. If you (not furry) you (not catch) the bus. 10 Practice Complete the sentences with may/might or may not/might not + one of the phrases in the box. eateh-the-bus be at schoo! today be able to lend you some want to take an English class this summer enjoy skiing | get a table . If we leave now, we __tiilalit catch the bus. x If you don’t have money, 1 3. If we don’t make a reservation, we S . Lf you don't like cold weather, you 5. If you want to improve your English, you 6. Ifshe’s sick, she 11 Practice Have a competition. Go to page 133.12 Reading 13 Comprehension A. Before you read, think about this question: Answer the questions. Do you plan your summer vacation, or do you “go with the flow” (just wait and see what happens)? 1. What does Worried Mom's son want to do this summer? 2. Why is Worried Mom worried? 3. What does Worried Mom's son say when she makes plans for summer? 4. What problem does Frustrated Dad have with his daughter every summer? 5, Whatare the advantages of talking with other parents about summer activities? 8. @58 Read along as you listen Allof us parents face the same issues every summer. Our children don’t realize that ‘just hanging out’ is fun only for a short time. My fourteen-year-old plans to just “hang out” thie summer | work full-time, 90 | can’t supervise my on during the day. Ithe has f nothing to do for the entire summer, worry that he'll get into trouble. — {fF leave him alone, he'll do nothing but watch TV, listen to music all day, or hang out with his friends. My son has several interests. He loves eporte.and music. But if| talk to him about making plans for ‘the summer, hell tell me to leave him alone, What should | do? = Worried Mom Worried Mom, if your son has a close friend, you might suggest to the friend’s parents that your children do an activity together. This strategy always works with my children. Try it ‘Summer's almost here—time for the yearly argument with my. ‘ daughter, The issue: What should she do during the long summer” vacation? My daughter likes to “go with the flow,” her exact words. if | make plans for her, she'll say I'm a control freak. But if | wait for her-to make the decizions, she might end up facing along, useless. summer, and she'll get terribly bored. Help|. Frustrated Dad Frustrated Dad, you might want to try talking to parents, That might give you ideas for summ Your daughter might decide to do. th with her friends. Plus, if she oe r be at home during the vacation, she will things with you. Good luck! Unit 12. 17314 Listening A. @59 fisten to the radio show. Write True or False after each statement. Te __1, Summertime is stressful for Irene and her husband, 2. Irene’s son is busy during the summer break. 3. The radio host advises Irene to plan fun morning activities for her son. 4. Sherri’s daughter is always on . the Internet. 3. Sherri finds it difficult to talk to her daughter. 6. The radio host says that Sherri’s daughter should not have a cell phone. 7. The radio host says it’s OK to listen to an iPod when you're with people. B. (86 Listen again. Check (Vv) the pieces of advice you hear. Q Plan different things to do in the morning. Invite your son to go biking or jogging. Q Have an instant picnic. G Set the alarm clock to wake up your son. Tell your children not to use the house phone too much. Be firm and consistent with your rules, 2 Leave your teenagers alone. O Keep your teenagers active and busy, GROUPS. Talk about your plans for the summer. Useful language: * What are you going to do in the summer? + Itdepends. + I'm not sure. + might just hang out. + Nothing much. + ifthe weather is might ‘That sounds like fun 114 Unit 12 15 Writing Write an e-mail to a friend about your plans for the summer. Use may/might, going to, and will. + What are you going to do? Where might you go? + What activities are you going to do? What activities might you do? + What about the weather? What if it rains? + What are some of your friends doing this summer? ‘Summer's almost here. | can't wait. Dad says we might go to... Learn to learn Use the publisher's website for additional information and practice. Did you know that your book's publisher has a website that includes additional activities and games? {f you're looking for addifonal activities, you'll find them at www.longman.com/postcards.|. Complete the sentences with the simple present or will/won’t + verb. A. Complete the sentences with should or (2 points each answer) shouldn't. (1 point each) 1. [fit (be) ___5__ expensive, I 1. You —2hould look both ways before you (not/buy) work buy i, cross the street. i oy ae sa 2. If1 (go) ____ out with Tom; . You ____ speak when your mouth is. malt (youfbe) ____ upset? 3. We _____ greet our teacher when we 3. We (not/finish) ________our project enter the classroom. in time if we (not/start) 4, T______ go out without asking my Rae parents’ permission. 5. You____ read thedirections before Vocabulary ean E. Circle the part of the body that doesn’t 6. She ____ take your things without belong in each group. (2 points each) Eee Oe 1. waist back shoulders B. Rewrite the rules using must or must not. 2. wrist teeth elbow hand ee 3. shoulders ankle chest stomach 1. Students are-required to wear black shoes 4. thumb “kniee ~ankla-~ toe go cool: 5. eyes mouth nose finger 2. Students can’t go out during school hours. cat ib READ roee 3. Students are required to ask permission to go to the bathroom during class. 4 Vou arelequired Kiaubmttbookrepars, Communication on time. F. Complete the conversation. Use may/might. 5. You can’t be late for school. Rois Renee) ‘A: What are you going to do during the . Complete the conversations with will, Il, See : or won't and the verbs in parentheses. f (2 points each answer) B: I'mnot sure, 1. Az Will (you/be) vou be home tonight? ipeiaaey B: Yup. But I (niot/be) —____ home AcE before 5:30 A: OK. I (call) ______ you around 6:00. Bip hpaiee BOLE 2. A: What time (you/come) ______ tomy dl house tomorrow? B: 9:30. A: Promise you (nof/be) late. Unit 12 175Reading skill: Working with a learning partner After reading a text, work with a learning partner to ask and answer comprehension questions. A. Read the article. Then write four comprehension questions. Temenos B. PAIRS. Take turns asking and answering your questions with a learning partner. Lessons: guitar, bass, * Form your own rock band Write an original Perform live ina and vocals Make your own CD and Design a poster, T-shirt, and 3 Spe GROUPS. Discuss these questions. 1. Which one of these camps would you most like to attend? Why? 2. Which of these camps are you not interested in? Why? 3. Are there summer camps in your country? If yes, what kinds? 4. You own a summer camp: What kind of program do you offer? You own a summer camp. Write about your program. 116 Wide Angle 4 |Summer camps ara an American tradition. In the past, going to a summer camp meant hiking, swimming, boating, and camping. Today, there is a large variety of camps for teens to choose from. Here are some of them. What should you do if an earthquake or tsunami strikes? How can you survive if you get lost in a forest? How can you tell a strong storm is coming? What should you do if a volcano erupts? Survival Camp will give you the answers to all these questions and more. You'll learn survival skills, map reading, and how to be ready for emergencies, Would you liketo learn how to fly a plane? Private Pilot Camp provides an introduction to the basics of flying. You'll learn about instruments, turns, climbs, takeoffs, and landings. With two other campers, you'll spend time in the air with a flight instructor in your own Cessna airplane. The week-long course ends with a cross-country flight. Are you interested in adventure and cultural travel? Where There Be Dragons Summer Youth Programs offer group tours for teens to Tibet, India, Africa, Mongolia, and many other exciting destinations around the world. You'll spend four to six weeks in one country learning about the culture, language, and lifestyles there. You'll travel with the locals on trains, boats, bikes, and buses to really get to know the country and the people. You'll hike through jungles and over mountains, and stay in small village guest houses and camps. It’s en experience you'll never forget. Would you like to be in the movies? At Hollywood, Stunt Camp professional stunt men teach you how, to perform some of the exciting action stunts you see in the movies. Learn howto doa high fall—fall head first or back first from 40 feet up! Learn how to perform realistic. | looking hand-to-hand combat and amazing swordplay techniques. In addition, you'll learn how to create your own movie fightscene!A. GROUPS. On a piece of paper, make two columns with the heads Favorite English songs and Favorite local songs. B. GROUPS. Talk about your favorite songs Choose two or three songs for each column. List their titles and the names of the singers. Use the Useful language in your discussion. \. Present your list to the class. Write the song titles and the singers’ names on the board. ASS. Look at the titles on the board. Vote on your top three favorite songs in each category. Copy the titles of the top songs into your notebook. Fun with songs 1 Homework: Listen to as many of the songs on the class list as you can. Which songs do you like best? Why? CLASS. Share your reactions to the songs with your classmates. Useful language: + What's your favorite English song? * That's mine, tool I don’t know that one. Can you sing a few lines? Who sings it? Its not that popular, right? What about local songs? Yeah, that’s a really coal song.© Gran with songs 2 A booklet of favorite songs GROUPS. Look at the list of songs you made in Fun with songs 1. Each group member should choose one favorite song from the list. . Homework: Each group member should look for: © the lyrics to thesong * biographical information about the singer or group * pictures to illustrate the song and booklet GROUPS. Put your booklet together. Use the Useful language in your discussion. Discuss: ® how to organize the songs and biographies ‘+ the title for the collection '* the decorations for the pages and cover of the booklet ). GROUPS. Present yoursong bookto ‘the class. If time allows, play one song at Materials: * Paper for each ‘group's booklet * Markers or colored pencils * Lyrics to favorite Sones + Pictures to illustrate the booklet from the collection and share some information about the singer or group. Ask your classmates for their comments and questions. . CLASS. Vote on the following: + The best presentation + The most creative song collection * Your favorite song collectiony Bian with songs 3 Rewriting a favorite song 5 €. GROUPS. Work together to find new words Materials: to replace the underlined words. Choose © Recording and lyrics of one or two verses words that will change the meaning or tone pce of the song. Use a dictionary or a thesaurus + A thesaurus and /or a dictionary if helpful Use the Useful language in your A. GROUPS. Your teacher will give you a copy _D. GROUPS. Review your work to make sure Bone aniwicuane: fomacong: Read your replacements make sense. Practice the lyrics as the teacher plays the song. your new song. Zhen discuss what the song is about. Use. Groups. Perform your song for the class. u Ee Ask your classmates for their comments. B. GROUPS. Your teacher will tell you to replace either (1) all the verbs, or (2) all the adjectives in the verse(s). Underline the * The mo words to be replaced. * The funniest version * The best performance F. CLASS. Vote on the following: reative yersion ; . terrible Useful language: You thunk You're So ool. = What can we replace this word with? * No, that’s a noun. We have to use an borin ‘ fn Ks adjective/a verb. You thunk Youre $0 ucteres : Ke * Let's choose a word with the same number of syllables. ; ai + That word really changes the meaning! You need +o Knol = (think it makes the song sound funny! awesome ‘Boes it still make sense: 120 Fun\with soMaterials: + Recording and lyries ofa song * Paper ot poster board for cach group + Markers or colored pencils A. CLASS. Your teacher will hand out the lyrics to a short song that tells a story. Read the lyrics as you listen to the song. 3B. GROUPS. Discuss the song and the story it tells. Use a dictionary if helpful. Talk about how to illustrate the song in a comic strip. Use the Useful language as you discuss. Answer these questions: + What's the song about? + Who are the characters? ‘= What's happening in the story? ‘+ What pictures and lines can you use to illustrate your comic strip? C. GROUPS. Draw your comic strip. Write lines inspeech bubbles for each frame. Mm wever coming back. j D. GROUPS. Show your comic strip to the class. Role-play your comic strip by reading the lines in the speech bubbles. Ask your classmates for their comments and questions. E, CLASS. Vote on the following: + The most creative comic strip * The funniest comic strip * Your favorite comic strip }) Useful language: | + Let's read the whole song again first. * Doyou want to work on the whole song || or give each person a few lines? || * What kind of pictures can we draw? | © For the first two lines, let’s draw a | * Next, we can show, [fase came cu slow * That's so funny/awesome/ccol. Fun with songs 4CT .. BOs lover the world “Marco Polo” from the United States You play this game in a swimming pool. One player doses his or her eyes and counts to ten. ‘The other players swim to different parts of the pool. With eyes closed, the player tries to find the others. He or she calls out “Marco,” and the others say “Polo.” The game ends when the player catches someone. Then it's that person's turn to find the others in the next game. 2 “Take from the End” from Japan You play this game in pairs or groups. One person says a word that does not end with the “n" sound, for example, “baseball.” The next person says a word that begins with the last sound in that word, for example, “love.” Then the next person says a word beginning with the last sound in that word, for example, “very.” If someone says a word ending with an “n” or if they can’t think of a word, they lose. sound, 3 “The Hunter” from Saudi Arabia One person is “the hunter.” The hunter closes his or her eyes while the other players run and hide ‘Then the hunter starts looking for them. When the hunter finds someone, the person starts running and the hunter has to catch him or her, ‘The game ends when the hunter catches, everyone. Aj “Caught You!” from China A group of people sits in.a circle. One person sits outside the circle, eyes closed, with his or her back to the group. The group quietly passes a small ball from person to person. The person outside the circle says “Stop!” The person holding the ball stands up and sings a song or tells a story. 122 Focus on culture 15 a Ss 1 Comprehension A. Complete each statement with the name of the correct game. 1. Youplay_____in water. 2. You need a ball for _ as 3. You answer a call in 4.______isa word game. 5. In___ people run 6. In____ someone sings or tells a story. B. GROUPS. Play “Take from the End” or “Caught You!” If you lose or have the ball, you can either: + singra song in English * say four funny sentences about yourself (for example, “I like to eat shoes.”) 2 Comparing cultures PAIRS. Discuss these questions. 1. Do you play any games similar to these in your country? 2. What other games do people play in your country? Describe a fun game people play in your country * How many people play? ‘+ What are the rules? + What do people do? ‘+ How does someone win or lose? 3 Your turn Write a paragraph about a game people play in your country. Focus on culture 1 123Focus on culture 2 A WORLD OF SPORTS Do you like fast sports? Here are three sports from around the world with speeds of over 60 miles per hour. Se Sepak takraw is a Malaysian game that pecple play all over Southeast Asia. It’s similar to volleyball, but players can't touch the ball with their hands or arms. Instead, they mustuse their feet, legs, and lower body to hit the bal and keep it from touching the ground. There are three players on each team and they get three chances to try to send the ball over the net, which is 5 feet high. To do this, players often do a 360-degree turn in the air. The opposing team tries to block the ball with their legs and feet. The game is fast, fun, and exciting—in fact, the rattan ball can reach speeds of over 60 miles per hour! Inthe frozen Arctic North, reindeer racing is a sport of skill and speed. We think of reindeer as the cute animals that pull Santa's sled. Infact, they are very strong animals that can survive ‘exiremely low temperatures and can reach running speeds of 60 miles per hour, In Siberia, the reindeer pull a sled in which the driver sts In Finland, the reindeer driver ison skis and holds onto the reins with both hands. Speeding behind the reindeer over frozen ground or ice is very exciting Sandboarding is especially popular in South America, Australia, and the United States—but jou can do it wherever there are sand dunes. Like snowboards, sandboards are waxed and there are straps on the board for boots (or barefeet). Sandboarders usually walk up or idea ‘dune buggy to the top ofa dure, then hop on their boards for the awesome rde down. You can reach speeds of 60 miles per hour and when you jump up into the ai, you feel ike youte flying Unlike snowboarding you can sandboard all year round, Sand doesn’t melt! Sfeet=1.Smeters 60miles=97kilometers Focus on culture 2 124A. Write short answers to the questions, 1. Where do people play sepak takraw? all over Southeast Avia 2. How do takraw players hit the ba! 3. What do takraw players often do to send the ball over the net? 4. How fast can reindeer run? 5. Look at the photo of reindeer racing. Is this in Siberia or Finland? 6. Hoiv do sandboarders stay on the board? 7. What is an advantage of sandboarding? B. PAIRS. Take turns poi in the pictures: ing to the following 1. anet 5. straps 2. reins 6. 2 360-degree turn 3. asanddune 7. frozen ground 4, a rattan ball y cultures PAIRS. Discuss these questions. 1. Which of these sports would you like to watch or do? Why? 2. Do people play or do any of these sports in your country? 3. What are some interesting or unusual sports in your country? 4, Choose one interesting or unusual sport, ‘© What equipment do you need Where do you do or play it? How do you do or play it? What is exciting about it? 3 Your Write a paragraph about an interesting or unusual sport in your country. Focus on culture 21 Comprehension ‘A. Look at the pictures. Read the descriptions and fill in the names of the clothing items. 1. Men in this country wear a ‘lt __ on special occasions. It’s a short wool skirt, usually plaid. You wear it with a wide black belt. Men say it’s warm and comfortable. 2. Women wear a____on special occasions in this country. This headdress is made of cloth and can be round or pointed. It sits on top of the head, and is decorated with embroidered designs. Beads often hang down to cover the woman's hair and forehead. 3. Men and women in this country sometimes wear a ‘on special occasions. It’s a beautiful multi-colored piece of cloth. You wear it over the shoulder. Women also tie it under thei arms to make a dress. 4. In the summer, men and women in this country sometimes wear a to festivals. It's a light cotton robe with a sash. Women’s robes are usually in colorful prints, while men's robes are usually blue and white. 5. Men and women in this tropical country usually wear a to keep them cool and comfortable. It’s a piece of cotton cloth that comes in beautiful prints or solid colors. People usually tie the cloth around their waist, sometimes with a sash, and wear it with a shirt or blouse. B. PAIRS. Take turns pointing to the following in the pictures: 1. skirt 4. robe 2. beads 5. shirt 3. sash C. Write the name of each clothing item next to the country where you think people wear it. _____ Scotland Russia Japan Ghana Indonesia 2 Comparing cultures PAIRS. Discuss these questions. 1. Which of these traditional clothing items would you like to wear? Why? 2. Which of the items would you not like to wear? Why not? 3. What are some traditional clothing items in your country? Describe them: + Who wears them? ‘+ When and where do people wear them? ‘+ What are they made of? ‘+ What colors or patterns do they come in? 3 Your turn ‘A. Write a description of a traditional clothing item from your country. B. GROUPS. Take turns describing the clothing item you wrote about. See if others in the group can guess what itDubai is one of the seven emirates in the United Arab Emirates, a smal! country between Saudi Arabia and Oman. It's one of the most popular tourist destinations in the Middle East. Dubai is on the Persian Gulf, and it's famous for its beaches. The most beautiful beach in Dubal is Jumeirah Beach, with its white sand and clear blue water. There are a lot of luxury hotels around the beach, including the Burj Al Arab, one of the largest hotels in the world. It's on a man-made Island, and it looks like the sail of a boat. It's one of the best hotels in the world, and it's also one of the most expensive, It costs over $1,000 ai night to stay in the least expensive room, while the most expensive room is $28,000 a night. Nearby are the Palm Islands. These are the three largest artificial islands in the world. The biggest of the three Is the Palm Diena—it's 8.4 miles tong and 5.4 miles wide. Each island is in the shape of a palm tree. They were made from sand and rock from the Persian Gulf. The islands have beach-front hotels, villas, malls, and water parks The most exciting water park in Dubai is the Wild Wadi Water Park. It features thirty rides and attractions, including a huge wave pool with an artificial beach. The most exciting ride is the Jumeirah Sceirah, one of the tallest and fastest speed slides in the world. You drop an incredible 89 feet and reach a speed of 50 miles per hour! One of the newest and largest shopping mals In Dubai is the Mall of the Eminates. There are over 400 shops and restaurants and a fourteen-screen movie theater. Best of all, the mall features the Middle East's first indoor ski resort—Skl Dubai. It's d 25-story ski resort with chair ifts and five ski runs. When you enter Ski Dubai, be sure to put on a coat. Although it may be over 100 degrees Fahrenheit outside, its always at least 30 degrees in Ski Dubai. 8.4 miles = 14 km 5.1 miles SO miles = 80 km 100'F = 40° C 8 Focus on culture 41 Comprehension A. PAIRS. Identify which attraction each photo shows. Discuss what features of the attraction you can see in the photo. B. What superlatives are used to describe Dubai's attractions? Complete the chart. Dubai on of the most popular tourist destinations in the Middle East Jumeirah Beach. Burj Al Arab The Palm Islands ‘Wild Wadi Water Park Jumeirah Sceirah ‘The Mall of the Emirates mparing cult ‘Ss GROUPS. Discuss these questions. 1. Which of the attractions in Dubai would you most like to visit? Why? 2, What are the five best places to visit and things to do in your country? Why? 3. What are the five best places to visit and things to do in your town? Why? a) 3 Your turr GROUPS. With your group, decide whether to write about your town or your country. Choose which attractions to write about. Each group member should write a paragraph about one of the five best places to visit or things to do. Fun with culture 129Unit 1, 6 Practice, page 9 Unit 3, 9 Practice, For the teacher: You will need any object that you can spin, page 28 such as a pen. Have students sit in a circle. Before playing the : Enel plein tae aiechienic: of vac Garnet vou! taateaches fon en eeceagel students they are going to pley a game called Ten Questions. This can be done in groups of five or six, or with the entire class. Explain the mechanics of For example: the game: Students think of a well-known place in their will begin by spinning the pen. When it stops spinning, the student the pen is pointing to will answer your question. After that student answers, he or she will spin the pen. When the pen stops spinning, the student the pen Is pointing to will answer $1's question, and so on. T: OK Letsstart encherspins pe, whieh points oS] Are Bee eee poureeey) place other students know. Si: Yes, lam. [S1 spins pen, which points to $2.] egentem ches Ieeor att St: My name’s Luis. What's your name? the things that they can $2: My name's Clara, [52 spins pen, which points to $3.) find there (people, animals, ‘$2: ['m 13. Are you 13? objects, etc.). Student 1 says $3: Yes, | am. [$3 spins pen, which points to S4.] one sentence beginning S3: Iim very competitive. Aré you very compettive? with There is or There are that describes his or her place. The other stucents take turns asking questions S4: No, I'm not. [$4 spins pen, which points to S5] Unit 2, 9 Practice, page 18 to get more information. Once students have asked For the teacher: This game can be played either as a team ten questions or guess the competition or as a whole-class activity. To make the activity place, another student more fun and challenging, give the commands as fast as you describes his or her place can. Students continue until all i ¥ places have been guessed or Assign two to three students to help you monitor the activity. een Say out loud a command for students to follow. Those who don’t follow the command are out of the game. Use the Forexample: suggested commands below or use your own. SI: There area lot of people 1. Stand up. cache lace 5 pete $2: Are there any cars in 3. Sit down. eee 4. Stand up. oo 5. Raise both hands. Is there much noise? 6. Put down your right hand. No theresent: 7. Raise your right hand. + Are there any trees 8. Don't put down your hands there? Pat dewatboks baie Si: Yes, there are a lot of 10. Turn to the classmate on your left: se 11. Smile at your classmate. ee Sea 12, Turn around and face the board, See 130 Fun with grammar1. Act out an activity for the class, for example, playing basketball. Ask the dass, “What do | like doina?” Elicit the answer “You like playing basketball.” 2. Divide the class into two teams. Ask for 3-4 volunteers from each team to act out activities. For example, choose a student from Team A and whisper an activity to him or her, for example, eating ice cream. That student acts out the activity, and the opposing team gets the first chance to guess. if the opposing team is unable to guess, they pass, and the student's team gets the chance to steal the point 3. Once all activities have been acted cut, add up each team’s points. The team that guessed the most activities wins. Unit 5, 6 Practice, page 44 2 For the teacher: 1. Divide the class into two teams. Give List A to Team A; List B to Team 6. Tell students to try to memorize the -ing form of the verbs. Tell them to pay attention to spelling, After three minutes, take the lists away 2. On the board, make two lists of the base form of some of the verbs. Each list should have the same verbs but arranged in a different order. 3. Have a student from each team go to the board and choose any verb to write in its ing form. 4. Each student should write only one verb, but he or she may also correct the previous student's enswer. The first team to give all the correct answers wins. List A. Liste wait waiting, 1 explain explaining argue arguing 2. have having, jog jogging 3. pay: paying sit sitting erase erasing 5. practice _ practicing 5. wait waiting 6. have having 6. argue arguing Zhang hanging 7 listen listening 8. erase _erasing 8. run running 9. pay paying 9.hang hanging 10. explain explaining _10. sit sitting 1 run running: 11. practice _ practicing 12. listen _listening 12. jog jogging Unit 6, 2 Practice, page 52 For the teacher: 1. Have students draw a chart with three columns, one labeled Correct, the other Partly Incorrect, and the third labeled Incorrect. 2. Play some music. While the music is playing, have students walk around the room, observing their classmates’ clothing, footwear, and accessories. This activity, should be done quickly; the music should play for less than one minute per round. As soon as the music stops, tell students to pair up with another student. Students should stand back to back with their charts. Tell students to take turns making statements about the other's appearance. Forexample: A: You're wearing blue jeans. B: No, mnot. I'm wearing blue pants, not jeans. If the student is 100 percent correct, he or she gets 2 points. Partial responses are 1 point. Start the music again. The students walk around the room again. When the music stops, tell students to pair off with a different partner. Continue for four of five rounds. Fun with grammar 131Unit 7, 11 Practice, page 67 For the teacher: Cut up slips of paper and write a different word or short phrase on each. Give one to each siudent. Tell students they will we thelr word of plirase in a simple past sentence. Explain that they each will contribute a sentence to a “chain story.” Ona sheet of paper, write a sentence in the simple past. (If the class has been divided into groups, write the same sentence on separate sheets of paper, one for each group.) Pass the piece of paper with the sentence on it to Student A. Student A writes his or her sentence on the sheet, folds the paper, s6 that only his or hersentence can be seen, not the original sentence, and passes it on to the next student. The process continues until all students have contributed a sentence. Call on a student or a representative from group to read the entire story. Vote on the best stories by category: the funniest, the most ridiculous, the scariest, etc. Unit 8, 14 Practice, page 75 For the teacher: Think of five places an¢ five people your students know. On separate sheets of paper, write a description of what ‘each of these places and people used to be and what they are now. You may display pictures of these places and people on the board. Option: You may also ask students to work in groups and assign them a place or person. Each group writes a description of their place or person. Tell them not to write the name of the place or person they are describing, For example: This person used to be very famous as an action star. He didn’t use to be bald. He used to be married to Demi Moore He is still a movie star, but he is not as famous as before. He has three daughters. Fold the pieces of paper with the descriptions and put them in a box ide the class into two teams. Heve a representative from each team draw a description from the box and read it out loud. The representative's group has the first chance to guess. if the team guesses incorrecily, the other team gets the chance to steal the point. 732. Fun with grammar Unit 9, 3 Practice, page 81 For the teacher: Make paper money or use Monopoly money. Write ten past continuous sentences on the board—some with mistakes. Divide the class inte small groups. Give each group $1,500-$2,000. Explain that in an auction, people compete to buy an item by offering an amount of money. The highest bidder gets the item. In this game, you will auction off each sentence on the Doard, and each group should make a bid for it. lf someone in the group is sure that a sentence is grammatically correct or not, the group should make a good bid, if the group is not sure, it should not bid or should bid low. Start the bidding at $100. Students can only increase the bids in increments of $50. After a sentence is sold, ask the group that bought it if it is correct. If it is incorrect. they have fifteen seconds to correct it. Continue until all the sentences are corrected. Have the groups total their points. 1 point for every $100 left over 2 points for every correct sentence 5 points for every incorrect sentence students correct -3 points for every incorrect sentence students can’t correctUnit 10, 7 Practice, page 93 For the teacher: Prepare sets of cards with different pairs of nouns on each card. You should have roughly one card for each student. Each pair should be from the same category, for example, soccer/baseball, quitar/piano, apples/oranges, New York/London,, trainiplane, sofa/armchair, Tom Cruise/George Clooney. Divide the class into Teams A and B. Ask the teams to stand in two lines. Give the first student from each team one card from each set. Explain the game: The two students from Team A and ‘Team 8 read out loud the pair of nouns on their card to the rest of their team. The next pait of students in line then rush to the board, and each student writes one comparative sentence using the pairs of nouns on their team’s card. Students may write, for example, Soccer is more popular than baseball. if students need more support, elicit some familiar adjectives and write them on the board. For example, boring, interesting, popular, healthful, etc. Don't correct the sentences at this stage. The two students who just wrote sentences now take a card, and the same process is repeated until everybody has had a chance to write a sentence. Give students a few minutes to check their sentences for mistakes and then go over the sentences with the whole class. Award a point for each correct sentence. (Some teachers may prefer to award 2 points for each sentence—1 point for a correct comparative, 2 points if the sentence is completely correct in all other respects.) The group with the most points wins. Unit 11, 6 Practice, page 100 For the teacher: Cut pieces of cardboard or paper the size of playing cards, enough for ali the students in your class. Draw a symbol on each card to illustrate various topics, for example, travel (an aifplane), relationships (@heart and a broken heart), and so on. Explain what the symbolsmean and the predictions they might prompt. For example, snowboarding the card for travel might elicit “You will catch a plane tomorrow to another country. You may decide | If ow teacher 7You will travel to many countries this year. joleaveearly | says /Nouwill become an airline pilot.” Make a pile of all the cards, Tell students they will all Hfyoudont | if Ldowtpass be fortune tellers as well as clients. Call on a student to draw a card from the pile, choose a fortune teller, and give that fortune teller the card the student teller will then read that student's fortune ‘out loud. For example, if a student picks a card with the drawing of ten children, the fortune teller will say, “You'll have a big family. You'll have ten children!” Do the activity until everybody has had a chance to be both a fortune teller and client. You can divide the class into groups so that more people can do the activity at the sametime. Unit 12, 11 Practice, page 112 For the teacher: Prepare several tictactoe sheets with parts of conditional sentences. For example: “Conditional Tie~Tas~Toe fit rains, call me, Have the students form groups of three or four. Distribute a tictactoe sheet to each group. Each group should get the same sheet for each round of the game. Explain to the students that they should complete each conditional sentence directly in the grid Have the groups exchange sheets and check each other's sentences. Check that the sentences are grammatically correct. Students mark an X for each sentence that is grammatically correct and makes sense and an O for each incorrect sentence. The group that has the most correct sentences wins Fun with grammar 133Peer editing chechlist Ls the first letter of each sentence capi Eaicastutent. —& Ghste Our director's name ioGauh) Oy tors name is Paul. He lives (n@ew york) —e He ives in New York. (1s there a period (.) or exclamation mark (!) at the end of each sentence? ized? Are proper nouns capitalized? Ike Michele Wie() —> | like Michet Is there a question mark (?) at the end of each question? name? What is your name(Q) a What's D's the vocabulary correct? Cs the spelling correct? That's a beautiful@eeklecs) —e That's s beautiful necklace (2 Do sentences and questions have the correct word order? ee ee ot ee (Are the verbs and their tenses correct? HefGke)rock climbing. He tikes rock citing ne —e fam fine YP —e Did you go out yesterday? D1 Are sequence words such as first, next, or after that used if needed? ((oast the bread, Spread the butten) —e First. toast the bread. Next, opread the butter [Are the paragraphs clear and easy-to-understand? Tike School. |meet my friends ther) —> I like school because | meet my friends I don't sometimes like school. | get up there. We have a lot of fun. But sometimes, early. We have a lot of fun. | don’t like school because | have to get up early. Peer editing checklistord list bboyfriend,2 brother, 2 brush teeth, 3 children, 2 circle, 3 classmates, 2 cousin, 2 cover (0) 3 daughter.2 describe, 3 discuss, 3 do homework, 3 draw,3 ‘eat or have breakfast/ Tunch/dinner, 3 father, 2 friend, 2 sgethome from school, 3 getup, 3 glrliviond,2 0 to bed, 3 0 40 school, 3 grandfather, 2 granchmother, 2 grandparents, 2 gues, 3 imagine, 3 leave the house, 3 list,3 mother, 2 neighbor, 2 only child. 2 parents, 2 pet? repeat, 3 sister, son,2 take a shower, 3 unde,2 underline, 3 wake up,3 Unit + competitive, 7 easygoing, 7 friendly,7 fun,7 nickname 6 oulgoing,7 periectionist, 7 popular,? quiet. 7 serious, 7 shy,7 smatt, 7 strict cheese, 14 chicken, 14 chips, 14 coffee, 14 cookies, 1d dessert, Ih cays, 14 fish, 14 frit, 14 ham, 14 icecream, 14 jam, 14 jie, 4 lurch, 14 maple syrup, 14 meat, 14 milk, 14 u's, 1d omelet, 14 pancakes, 14 pasta, 14 peanut butter, 16 pears, 14 pie, 14 pizza, 14 pork chop, 14 ice, 14 sandwiches, 14 sausages, 14 seaiood, 14 stirimp, 16 snacks, 14 soda, 14 soup, 14 wea, 14 tomatoes, Mt vegetables, 14 water, 14 Unit 3 beans, 26 beef, 26 carrots, 25 cheese, 26 cucumber 26 doughnut, 26 floating market, 30 lemon, 26 lettuce, 26 loaf, 24 melon, 26 muffin, 25 mushroom. 26 ruts, 26 olive oil, 26 ‘onion, 26 oranges, 26 peach, 26 peas, 26 poiato, 2% sell, 30 tomato, 26 yogurt, 25 unit 4 action sports, 39 baseball, 36 basketball, 36 biking, 36 bowling, 36 ‘camping, 36 couch potato, 4 figure skating, 36 football, 36 Bol, 36 skateboarding, 36 soccer, 36 sunbather, 38 swimming, 36 table tennis, 36 tennis, 36 track and field, 36 volleyball, 36 Unit 5 arguing, 46 Gaydreaming, 46 discussing a problem, 46 doing research on the Internet, 46 erasing the board, 46 ‘explaining something. 46 getting into trouble, 45, hiking, 43 homeschooling, 48 ‘paying attention, 46 sleeping in class, 46 spelling a word, 46 taking notes, 46 ‘writing on the board, 46 Unit 6 accessories, 53 helt, 52 boggy, 33 baseball cap, 53 boots, 52 bracelet 52 comfortable, 53 dress, 52 dressy, 533 earrings, 52 jacket, 52 jeans, 52 ‘necklace, 52 pants, 52 shoes, 52 skirt, 52 sneakers, 52 sacks, 52 sweater, 52 top, 52 Tshirt, 2 Word list 135unit7 amazing, awesome, 63 awiul, 63 compose, 68 composer 68 disgusting, 63 download, 68 fantastic, horrible, 63 incredible, lousy, 63 professional, 66 symphony, 68 talent, 67 terrible, 63 terrific, 63 wonderful, 63 Units angry, 70 bored. 70 chubby, 74 ‘embarrassed, 70 excited, 20 happy, 70 nervous, 70 sacl, 70 scared, 70 short, 74 136 Word list ord list surprised, 70 tall, 74 thin, 74 tired, 70 upset, 70 worried. 70 units cloudy, 80 cold, 80, fairy tale, 85 foggy, 80 hot, 80 raining, 80 snowing, 80 sunny, 80 warm, 80 windy, 80 Unit 10 attractive, 94 beautiful, 94 best, 90 best looking, 95 better, 90 better looking, 93, famous, 94 far, 92 farther, 92 farthest, 92 irregular verbs Base form fashionable, 94 fast, 90 good-looking, 94 gorgeous, 4 handsome, 94 heavy, 93, successful, 4 talented, 94 Unit 11 ankle, 99 apologize, 100 arm, 99 audition, 98 back, 99 consideration, 103 ear, 99 elbow, 99 etiquette, 102 eye, 99 face, 99 feet, 99 Finger, 99 foot, 99 hand, 99 head, 99 hip, 99 lene, 09 leg, 99 manners, 102 mouth, 99 musical, 88 neck, 99 nose, 99 polite, 104 recommend, 98 rude, 100 shoulder, 99 upset, 98 unit 12 ‘babysit, 110 {go on vocation, 110 420 to the beach, 110 hang out with friends, 110 havea pienic, 110 issue, 113 stay home, 110 stressful, 114 summer, 111 take a (music or dance) class, 110 volunt 10 worried, 113 become break | cost cut do draw drive eat fall feel ‘ind st forget get give grow hear hold hurt keep know leave lose Simple past became broke cost cut did drew drove ate fell felt found fit forgot got gave grew heard /herd / held hurt kept knew left lost Base form Simple past meet met read read /red/ ride rode run ran sy said send sent shake shook sing sang sit sat sleep slept spend spent stand stood swim swam teach taught tell told think thought throw threw understand understood wake up woke up wi won serite wrote