Professional Documents
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Four Corners
Four Corners
978-1-108-63367-3 — Four Corners Level 1 Teacher’s Edition with Complete Assessment Program
Jack C. Richards , David Bohlke
More Information
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Teacher’s Edition
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Second Edition with Complete Assessment Program
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www.cambridge.org
Information on this title: www.cambridge.org/fourcorners
© Cambridge University Press 2012, 2019
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This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2012
Second edition 2019
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20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY
A catalogue record for this publication is available from the British Library
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Contents
Introduction
Scope and sequence ................................................................................................ iv
Introduction to Four Corners Second Edition .......................................................... viii
Essential teaching tips ............................................................................................. xii
Core series components .......................................................................................... xiii
Walkthrough of the Student’s Book ........................................................................ xiv
Walkthrough of the Teacher’s Edition ..................................................................... xx
Walkthrough of the Workbook and Online Self-study............................................ xxi
Introduction to the Video program ......................................................................... xxii
Walkthrough of the Video program ......................................................................... xxiv
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Introduction to Presentation Plus ........................................................................... xxv
Presentation Plus activity types .............................................................................. xxvii
Information on the CEFR ......................................................................................... xxxii
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Teaching notes
Welcome ................................................................................................................... T-2
Classroom language ................................................................................................ T-4
1 New friends ....................................................................................................... T-5
2 People and places ............................................................................................ T-15
3 What’s that? ...................................................................................................... T-25
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Additional resources
Workbook answer key.............................................................................................. T-155
Class audio scripts ................................................................................................... T-165
Video activity sheets ................................................................................................ T-173
Video notes ............................................................................................................... T-197
Video scripts ............................................................................................................. T-221
Language summaries ............................................................................................... T-227
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C Are you a student? talk about where people are from and Yes / no questions with be
what they do
D Names and jobs discuss people’s names and jobs
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Unit 2 Pages 15–24
People and places Students can ... Plural subject pronouns Nationalities
A Where are you from? ask for and say people’s nationalities Questions with be Family members
B What’s your email address? ask for and give phone numbers and email Who and How old with be
addresses
C Family identify family members and give their ages
D Family and friends give information about family and friends
Unit 3 Pages 25–34
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’s and s’
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Scope and sequence
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Contractions Writing: • Guessing game about famous people
My name • Keep talking: “Find the differences” activity about
jobs and cities
• Quiz about celebrities
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Interactions: Listening: Reading: • True and false information about people
Asking for someone’s Directory Assistance calls “People in My Life” • Keep talking: Interviews with new identities
phone number Information forms Photo captions • Class survey for new contact information
Asking for someone’s People I know Writing: • Information exchange about family members
email address Pronunciation: My friends • Keep talking: Family trees
Word stress • Presentation about friends
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Scope and sequence
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Unit 8 Pages 75–84
In the neighborhood Students can ... Prepositions of location Places in the
A Around town give the locations of neighborhood places There is, there are neighborhood
B How do I get to . . .? ask for and give directions Places to visit
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C Fun in the city talk about interesting places in their towns
D A great place to visit give a presentation on a city attraction
Past experiences Students can … Simple past regular verbs Weekend activities
A Last weekend say what they did last weekend Simple past irregular Things to do
B You’re kidding! show that they’re listening verbs
express surprise Yes / no questions
C Did you make dinner last night? talk about routine events in the past
D I saw a great movie. talk about past activities
Unit 11 Pages 105–114
Getting away Students can … Past of be Adjectives
A Where were you? describe where they were in the past Simple past Wh- Vacation activities
B That’s great! react to news questions
C My vacation talk about their last vacation
D Travel experiences describe a vacation
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Scope and sequence
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Interactions: Listening: Reading: • Information exchange with maps
Asking for directions GPS directions “Escape Rooms” • Keep talking: Information gap activity with
Tourist information A magazine article neighborhood maps
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Pronunciation: Writing: • Role play about directions
Word stress Group poster • Interview about places in town
• Keep talking: Description of an unusual zoo
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Scope and sequence
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natural English, integrated skills, and a wide variety of communicative syllabus linking grammar, vocabulary,
engaging speaking activities. skills, and functions and is informed by the CEFR. This
syllabus also includes items tested in standardized ELT
The writing of Four Corners Second Edition was informed by exams. The amount of new language students are expected
the Common European Framework of Reference (CEFR) for
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to learn in each lesson is manageable and provides a firm
languages, and the course takes students from the CEFR A1 foundation for efective communication. The language
level (true beginner level) through to a strong CEFR B1 level taught is recycled within and across levels.
(mid-intermediate level).
A special feature of Four Corners Second Edition is the
opportunity to learn through diferent media, such as
The four strands
interactive whiteboard sotware, web-based activities, and The content of Four Corners Second Edition has been carefully
organized to develop students’ communicative competence
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other options.
in English. Each unit includes these four related strands:
1. Accuracy
The approach 2. Functional language
Although many language learners have studied English
3. Skills
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for several years or more, they oten find they still cannot
use English efectively for real-world purposes. A common 4. Fluency
comment from students is: “I know lots of grammar and 1. The accuracy strand. This strand draws on vocabulary and
vocabulary, but I can’t use my English.” grammar and the ability to use grammatically well-formed
Four Corners Second Edition addresses this problem by sentences in communication. In Four Corners Second Edition,
focusing on practical communicative skills at every level of the grammar and vocabulary are presented in Lessons A and C of
course. It uses a communicative methodology combined with each unit as key elements of accurate communication.
a framework of language learning outcomes (or goals). The 2. The functional language strand. This strand is found
course teaches the language, skills, and competencies needed in Lesson B of each unit and focuses on functional
to carry out a communicative speaking activity at the end of speaking skills – the ability to use core functional language
each lesson and to achieve a practical learning outcome – in speech – for example: agreeing and disagreeing,
the “can do” statement. This approach means that there is complaining, apologizing, accepting and declining
a strong focus on defining what learners “can do” with the invitations.
language at each stage of the course, providing benchmarks
to measure students’ progress. These outcomes in turn are 3. The skills strand. This involves using language across
the building blocks of the students’ communication skills. the diferent modalities of speaking, listening, reading, and
writing. In Four Corners Second Edition, speaking is strongly
Four Corners Second Edition uses these learning outcomes emphasized. There are several opportunities for students to
as a key organizing principle. Every level, from beginner to speak throughout the lesson, but there is a main speaking
intermediate, follows a carefully designed set of outcomes activity at the end of each lesson. Speaking is also the main
mapped to the CEFR. The learning outcomes themselves focus of Lesson B. There are two formal listening activities
are practical, transparent, and easy to measure. within each unit, but students have the opportunity to
The focus on practical learning outcomes is reflected in listen to recorded sections several times throughout the
an outcomes-based approach to assessment. Students unit. Reading and writing are the main focus of Lesson D.
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Both activities can be done in pairs, groups, or as a class.
■ “Can do” approach. The carefully designed outcomes
provide learners with the opportunity to use their Teaching Notes
English in a variety of real-world contexts.
■ Direct students’ attention to the picture(s) on this page.
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■ Communication. The carefully graded grammar and Go over the instructions. Have students complete the
vocabulary syllabus provides a firm foundation for activity. Then go over answers with the class.
effective communication. In addition, the syllabus
■ Go over the instructions. Have students complete the
enables students to practice communicating regularly.
activity. Set a time limit if necessary. Discuss students’
■ Confidence. By dividing the task of learning a language answers.
into manageable segments, combined with the “can
do” statements, Four Corners Second Edition increases Ater you have finished the Warm-up activities point to
students’ confidence inside and outside the classroom the four boxes at the top of the page and explain that this
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and prepares them for success in the real world. is the language that students will be learning in Lessons
A–D. These boxes act as a first signpost and help students
understand the structure of the unit.
Unit organization
Vocabulary
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Language in context ■ Go over the instructions and model the activity with a
Target vocabulary is recycled and new grammar is student. Have students practice the activity in pairs or
previewed here within a variety of text types, such as small groups. Check answers.
emails, advertisements, messages, short texts, and short
exchanges. The section includes a written and / or listening Interactions
activity, followed by personalized oral practice. Note that it The ability to use essential functional language is an
is not necessary to teach the grammar at this point. important skill developed in Four Corners Second Edition.
The aim of Lesson B is to focus specifically on functional
Teaching Notes language (in the Interactions section) presented in the
■ Direct students’ attention to the pictures to set the context of a conversation.
scene. Elicit or explain the meaning of unfamiliar words.
Go over the instructions and play the audio. Have Teaching Notes
students listen and complete the activity. Go over the ■ Direct students’ attention to the pictures to set the scene.
answers with the class. ■ Play the audio. Have students listen and read silently.
■ Model the personalized speaking activity. Have students Then have students practice the conversation in pairs.
work in pairs or small groups and discuss the questions. ■ Point out the target functional expressions in the
Call on individual students for feedback. conversation (for example, reacting to good news: That’s
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great! That’s excellent, etc.). Elicit or explain what they
Conversation mean. Play the audio and have students listen and read
Just as in the Language in context section, target silently. Model the activity. Then have students practice
vocabulary is recycled, and new grammar is previewed the conversation again using the new expressions.
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here in a conversation between two or three speakers. The
students listen and practice the conversation. Pronunciation
The aim is to present general pronunciation issues related
Teaching Notes to vocabulary or grammar. Activities include awareness
■ Direct students’ attention to the picture to set the scene. raising and practice in aspects such as word stress,
Elicit or explain the meaning of unfamiliar words. Play reduction, intonation, and individual sounds.
the audio and have the students listen read silently. Then
have the students practice the conversation in pairs. Teaching Notes
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brief and clear, without written rules, so that the teacher ■ Go over the instructions and the words. Play the audio.
can either elicit or explain them. Some of the examples Have students listen and do the activity. Have students
in the grammar box are usually taken directly from the check their answers with a partner.
Language in context or Conversation, which enables
teachers to link the two activities. In the controlled practice Listening
stage, students carry out a number of activities, ranging Listening is addressed at several places throughout a unit,
from multiple choice to fill in the blanks to matching. The but the skill is usually specifically developed in Lessons
oral practice that follows enables students to personalize B and D. In Lesson B, students listen in order to practice
the grammar. and confirm comprehension of the functional language
presented in Interactions. The Listening in Lesson D
Teaching Notes provides valuable practice in “top-down” (listening for
■ Direct students’ attention to the grammar box. Elicit the gist of the information) and “bottom-up” (listening for
or explain the differences between the sections of the detailed information) listening.
box. To develop grammatical awareness, encourage
students to refer to the previous section and circle or Teaching Notes
underline examples of the new grammar in the text(s). ■ Optional: Use the pictures or the title to set the scene.
Play the grammar box audio and have students practice Go over the instructions and pre-teach any unknown
pronunciation. vocabulary that is essential for the activity. Play the
■ Go over the instructions and point out the model audio. Have students listen and do the first activity.
answer. If helpful, do the second example orally as a Have students check answers with a partner.
class. Then have the students complete the written ■ Go over the instructions. Play the audio again and
exercise. Have students compare their answers with a have students listen and do the second activity. Have
partner. Call on students to read their answers aloud or students check answers with a partner. Go over the
write them on the board. Check answers as a class. answers with the class.
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Pre-teach vocabulary. In contrast, the ability to speak fluently is developed in the
■ Go over the instructions. Have students read silently and culminating speaking activity in Lesson D, and the Keep
do the activity. Then go over the answers. talking activity (Lessons A and C) provides freer speaking
practice for students in pair or group settings.
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■ Go over the instructions. Have students read again, this
time in more detail, and do the activity. Go over the
answers with the class. Teaching Notes
Model the activity with the students. Remind students
■ Model the postreading activity. Have students discuss to ask follow-up questions and to show interest in their
the topic in pairs. partner’s comments. Students work in pairs or groups to
complete the activity. As you monitor the class, ofer help
Writing and encourage students to keep talking. Also, take notes
The writing activities in Four Corners Second Edition contain
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■ Encourage students to practice and review target
take notes on errors you hear. Do not interrupt students.
language by doing activities in the Workbook and
Instead, take notes of their errors in the use of target
Online Self-study.
language and write these errors on the board. Encourage
students to correct them first. Be sure to point out and ■ Elicit answers from your students and involve them in
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praise students for language used correctly as well! the learning process. Even though they are beginners,
they may have a passive knowledge of English. Find out
Grouping students what they already know by asking them questions.
It is good to have students work in a variety of settings: ■ Use the Extra activity boxes within the procedural notes
individually, in pairs, in groups, and as a class. This creates of this Teacher’s Edition to add variety to your lessons.
a more student-centered environment and increases
student talking time.
Teaching reading and
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Monitoring
■ Make sure you go around the room and check that
the students are doing the activity, and offer help as
necessary.
■ Monitor closely during controlled practice, but don’t
make yourself too accessible during fluency activities;
otherwise, students may rely on you to answer
questions rather than focus on communicating their
ideas to their partner or group.
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COMPONENT DESCRIPTION
Student’s Book with The Student’s Book is intended for classroom use and contains 12 ten-page
Online Self-study units. Keep talking activities for additional speaking practice are included ater
the 12 units.
The Online Self-study provides additional vocabulary, grammar, functional
language, pronunciation, listening, and video-viewing practice.
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Class Audio The Class Audio is intended for classroom use.
Teacher’s Edition with Complete The interleaved Teacher’s Edition with Complete Assessment Program includes:
Assessment Program • Page-by-page teaching notes with step-by-step lesson plans
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• Audio scripts, video scripts, and answer keys for the Student’s Book
and Workbook
• Photocopiable video activity sheets
• Video teaching notes
• Language summaries for each Student’s Book unit’s grammar, vocabulary,
and functional language
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Workbook The Workbook’s eight-page units can be used in class or for homework. Each
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Video Program Videos for each unit provide further practice of the unit’s vocabulary, grammar,
and functional language in a real-world context and serve as models for
students to make their own videos.
Presentation Plus Presentation Plus sotware can be used on an interactive whiteboard with
portable interactive sotware technology, or with a computer and projector. This
sotware is intended for classroom use and presents the Student’s Book, audio,
and video.
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Walkthrough
of the Student’s Book
Every unit in Four Corners Second Edition contains four lessons, each of which has its own learning outcome and
culminates in a personalized speaking activity.
Warm-up Each unit begins with a Warm-up page that previews the language of the unit and introduces students to the
unit theme.
7 Food
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LESSON A LESSON B LESSON C LESSON D
Food Expressing dislikes More food Reading:“My
Count and Expressing likes How oten; time Favorite Food”
noncount nouns; expressions Writing:A typical
some and any meal
A B Unit preview
• Highlights the language and
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C D
Warm-up
Warm Up
• Introduces the overall topic in a creative context
in order to activate schema and create interest
A Match the words and the pictures.
1 Italian food c 2 Mexican food 3 Chinese food 4
in the topic
Japanese food
B Name ten food words you know. • Offers opportunities for personalized discussion
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1 g 5 6
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12 16
Grains Meat and Protein
9 10
14
11 15
13
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B PAIR WORK Do you ever eat the food in Part A? Tell your partner.
variety of contexts
• Recycles target vocabulary
• Provides personalized oral practice
I love breakfast. I usually eat some My favorite meal is lunch. I don’t My favorite meal of the day is
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cereal, but I don’t have any milk have a lot of time, so I oten just dinner. A typical dinner for me is
with it. I also eat an apple. get some noodles. rice and beans with some beef.
B What about you? What’s your favorite meal of the day? What do you eat?
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A Complete the chart with the food words from Exercise 1. Then compare with a partner.
Count nouns Noncount nouns
apples milk
tomatoes cereal
• Relates directly to the learning outcome of the lesson 4 Speaking What do you eat?
A Write your answers to the questions in the chart.
What do you oten eat for ... ? Me Name: Name:
breakfast
lunch
dinner
“Can do” statement B GROUP WORK Interview two classmates. Complete the chart with their answers.
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Interactions
• Introduces practical functional language that students can
use in real life
• Focuses on language that helps students sound more like
native speakers
Maria Look! They have Italian food here. Maria How about Chinese food?
Tom Do you like Italian food? Tom Good idea. I like Chinese food!
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Maria I don’t like pizza at all, but I love pasta. Maria I really like the noodles here.
Tom I don’t like Italian food. Tom Great! We can eat lunch at this restaurant.
C Listen to the expressions. Then practice the conversation again with the new expressions.
Expressing dislikes
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I don’t like ... I don’t like ... at all. I hate ... !
Expressing likes
D PAIR WORK Look at Maria’s and Tom’s likes and dislikes. Are they the same as yours? Tell your partner.
Tom cheese carrots Chinese food Italian food French food eggs
Speaking
B PAIR WORK Tell your partner about the food you like
and don’t like. Ask and answer questions for more • Provides a communicative task that enables students to
information.
A: I really like fish. personalize the new functional language
B: Do you cook fish at home?
A: No, I don’t. I eat fish in restaurants.
• Relates directly to the learning outcome
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I can say what I like and dislike. ✓
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C Meals
Vocabulary 1 Vocabulary More food
A Label the pictures with the correct words. Then listen and check your answers.
• Clearly presents vocabulary related to the lesson topic
dumplings ✓ hot dogs pizza soup sushi
• Provides personalized speaking practice using the target hamburgers pancakes salad spaghetti tacos
vocabulary
1 hot dogs 2 3 4 5
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6 7 8 9 10
B PAIR WORK Which food in Part A do you like? Which food don’t you like? Compare your answers.
• Provides structured listening and speaking practice David I eat pizza every day. It’s my
favorite food!
Megan I don’t eat pizza very oten, but it
looks interesting. What’s on it?
David Cheese, tomatoes, black beans,
and fish.
Megan Yuck!
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David Have some. It’s really good.
Megan No, thanks. I’m not very hungry.
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once in a while.
target grammar
A Look at Matt’s menu. Answer the questions. Then practice with a partner.
1 How oten does Matt eat hamburgers for dinner? He eats hamburgers once a week.
2 How oten does Matt eat soup for lunch?
3 How oten does Matt eat pancakes?
4 How oten does Matt eat hot dogs?
5 How oten does Matt eat sushi for lunch?
6 How oten does Matt eat dumplings for dinner?
5 Keep talking!
Go to page 140 for more practice.
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I can talk about my eating habits. ✓
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D Favorite food
1 Reading
A Look at the pictures in the magazine article. Can you name the food?
Reading
B Read the article. What’s the best title? Check (✓) the correct answer. • Uses a variety of real-world text types
Meal Times My Favorite Food Dinner Around the World
• Develops a variety of reading skills, such as skimming,
LETTERS FROM OUR READERS scanning, and deducing meaning from context
Heather
United States
Jae-sun
South Korea
• Promotes personalized discussion
I love nachos. I make I like dumplings a
them once a week. I just lot. You can buy
buy some tortilla chips good dumplings in
and put cheese, beef, restaurants, but I
tomatoes, and onions usually eat my mother’s
on top. Then I cook it in dumplings. They’re
the microwave. delicious! I eat them for
lunch four or five times
a month.
Carlos Olga
Argentina Sweden
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My wife and I go to our I really like pancakes,
favorite ice cream shop but we don’t eat them
three times a month. for breakfast. We eat
They have many flavors, them after dinner. We
but we always get usually eat them two or
chocolate ice cream. It’s three times a month. I
our favorite. like to eat them with jam.
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55 likes Follow 68 likes Follow
C Read the article again. Complete the chart with the correct information.
Name Favorite food How oten they have it
Heather nachos once a week
Jae-sun
Carlos
Olga
D PAIR WORK Imagine you can have one food in Part A right now. Which food do you want?
Why? Tell your partner.
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“I want dumplings. I love South Korean food. Vegetable dumplings are my favorite.”
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Listening
• Provides multiple activities that aid listening
unit
7 comprehension
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C
your answers in Part A to help you.
CLASS ACTIVITY Post your writing around the room. Read your
cereal and fruit for breakfast. • Provides a model writing sample
classmates’ writing. Who describes similar meals?
Questions Name:
Speaking
What’s your favorite meal? • Provides communicative activities that develop oral
What’s your favorite kind of food?
How oten do you have it? fluency
Who makes it?
Can you cook it?
• Helps students use all the language they have learned to
What do you drink with it? express themselves
• Relates directly to the learning outcome of the lesson
A: What’s your favorite kind of food?
B: I love Mexican food.
B GROUP WORK Tell your group about your partner’s favorite meal.
Do you like that meal, too? Does your group like it?
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I can talk about my favorite food. ✓
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Wrap-up Each unit ends with a Wrap-up page that consolidates the vocabulary,
grammar, and functional language from the unit and encourages students to use
different sources to learn more about a topic of interest.
Wrap-up
1 Quick pair review
Lesson A
Wrap-up Brainstorm!
Make a list of count and noncount food words. How many do you know? You have two minutes.
I milk! I carrots!
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B: Yes, I do.
Lesson D Guess!
Describe your favorite food, but don’t say its name! Can your partner guess what it is?
Take turns. You have two minutes.
A: I love this food. It’s Italian, and I eat it once in a while. I eat it at home.
B: Is it pasta?
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A: Yes.
classroom by using the Web or real-world texts How oten does he or she usually eat it?
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7 Lesson C
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unit
Keep talking
• Provides additional speaking practice expanding on the
topic, vocabulary, and grammar of the lesson drink cofee in the morning drink tea eat alone
eat junk food in class eat fast food for breakfast eat on the street
eat standing up
? ?
(your own idea) (your own idea)
140
Keep talking!
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Walkthrough
of the Teacher’s Edition
❚✂✄ ❚✄❛☎✂✄✆ ’s Edition provides complete support for teachers who are using
Four Corners Second Edition. It contains comprehensive teaching notes for the
units in the Student’s Book, accompanied by suggestions on how to incorporate
Presentation Plus into every unit. It also contains Workbook answer keys, class
audio and video scripts, photocopiable video activity sheets, video teaching notes,
and language summaries for every unit. Here are selected teaching notes for a
sample lesson from Four Corners Second Edition Level 1.
LESSON C overview B
Teaching notes
Vocabulary: More food • Go over the instructions and the example conversation. • Lesson overview provides a breakdown of each
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Grammar: How often; time expressions Model the activity with a S. Have the S read B’s line and
Speaking: Comparison of eating habits add another food. Tell Ss that dislike / dislikes means
the same as don’t / doesn’t like. lesson and includes the target language and
Vocabulary More food • Pre-teach the expressions: I don’t know. / I’m not sure. /
LESSON B overview D
Interactions: Expressing likes and dislikes
Presentation Plus: Tip
Pronunciation: Word stress
Listening: Food preferences
Speaking: Information exchange about food preferences
✜ ✁ore class, hide the food words in the conversation in
Part B. In class, books closed, instead of doing Part D, Presentation Plus
have Ss substitute Food
the wordsT-70from the chart in Part D
Interactions Likes
(for Maria) into the first part of the dialogue and give the
correct response according to the chart. (e.g., A: Do you
• Each Presentation Plus box suggests an
and dislikes like cheese? B: Yes, I love cheese.) Have Ss change roles
and practice using Tom’s likes and dislikes.
activity type that best suits the lesson content.
Learning objective: Express likes and dislikes.
A
• Model the activity. Say: Maria loves fish, but I don’t like
fish at all. Explain that but is used to add information
A multi-step description of each activity
• Direct Ss’ attention to the pictures to set the scene.
Ask: Where are Maria and Tom? (On the street.) What
that is very different. Point to the next box and give
another example. Remind Ss that he and she verbs
appears on pages xxvii–xxxi
B
kind of food can you see? (Italian food and Chinese food.)
(CD 2, Track 35)
•
end in -s.
Have Ss work in pairs to practice the sentences. • Each Presentation Plus Tip box contains
Remind Ss to use the correct form of the expressions
• Play the audio. Have Ss listen and read silently. If
helpful, play the audio line by line and have Ss listen
like, really like, love, don’t like, don’t like at all, and hate.
Go around the room and take notes on errors you hear
additional instructions for a quick activity
•
and repeat.
Have Ss practice the conversation in pairs, then change •
in how Ss form the target expressions.
Write the errors you heard Ss make on the board. utilizing the different functionalities of
Encourage Ss to correct them. Make sure Ss use the
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roles and practice again.
(CD 2, Track 36)
correct form of the expressions for likes and dislikes. Presentation Plus to explore lesson content
• Point out the target expressions in the conversation Extra activity: Game
(don’t like . . . at all / love / don’t like / like / really like). Play a memory game. Have Ss sit in a circle. Ask S1 to
Explain that there are other ways to express likes and begin by saying something that he or she likes or dislikes,
dislikes. (e.g., I hate cheese.). S2 (the person on S1’s left) repeats
• Go over the expressions in the boxes. Explain that and adds something, but with a different expression:
these expressions differ in degree, or how much. Point
out that in some situations, saying I hate a kind of
John hates cheese. I really like beef. S3 (the next person
on the left) continues the chain. If someone makes a
Additional practice
food might not be as polite as using one of the other
expressions.
mistake, begin the chain again with that person. NOTE:
Ss cannot write anything down! • Provides suggestions for more practice in the
• Play the audio and have Ss listen and focus on the
intonation. If helpful, exaggerate the like / dislike
words by using intonation, facial expressions,
Workbook and Online Self-study
and / or gestures.
• Model the activity with a S. Have the S play the role of
Maria. He or she must replace the phrases that Maria
uses with two new expressions from the list (e.g., I hate
and I like). Remind Ss about the differences in meaning
of the expressions.
• Have Ss practice the substitution conversation in pairs.
Food T-68
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Walkthrough
of the Workbook and
Online Self-study
Four Corners Second Edition ♣✝♦vides students with many additional opportunities to
practice the language taught in the Student’s Book on their own or in the classroom or
lab with the Workbook and Online Self-study in the Student’s Book.
unit
7
Food
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Workbook
The Workbook provides additional
A Breakfast, lunch, and dinner
1
• vocabulary Look at the pictures. Complete the puzzle with food words. What’s the mystery word?
1
C H E E S E
• grammar
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2
• functional language 1 3 4 6
4
• reading practice 5
2 7
5
6
3 What food do you eat? Write two examples for each group or I don’t eat . . .
Example: I eat bananas and apples. or I don’t eat fruit.
1 Fruit:
SA
2 Vegetables:
3 Meat:
4 Dairy:
5 Grains:
49
Online Self-study
The Online Self-study provides additional interactive practice.
It contains
• vocabulary exercises
• grammar exercises
• listening exercises
• functional language practice
• pronunciation practice
• video comprehension practice
xxi
Introduction to the
Video Program
Video Program Video Teaching Notes
✞✟✠ Four Corners V✐✡✠☛ ☞✌☛✍✌am is an exciting and dynamic The Video Teaching Notes provide teachers with short
supplementary video program. The program consists summaries of the video and language points, and step-by-
of a variety of entertaining videos, each designed to be step instructions and optional teaching ideas to complete
watched ater the Student’s Book unit has been taught. the photocopiable Video Activity Sheets. The Video Teaching
As a complement to the Student’s Book, each of the Notes also include a brief summary of the Action Video
12 videos provides further practice of that unit’s grammar, assignment for each unit.
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vocabulary, and functional language in a natural, real-life
context. Students have the opportunity to see and hear
conversational language from the Student’s Book come Action Video
to life in engaging and lively situations. The videos also Teachin Notes
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feature close-captioned subtitles to aid in understanding as
students listen and read simultaneously. The Action Video Teaching Notes provide teachers with step-
by-step instructions and ideas for students to make their own
The Four Corners Video Program presents home movies, videos. The notes are structured into Planning, Making, and
how-to’s, interviews, and commercials that serve as a Sharing sections to help students engage with the Student’s
model for students to make their own Action Videos. The Book language as they create their own videos. Instructions
Four Corners videos are short – three to five minutes long are rich with language prompts, optional ideas, and activities
– and provide realistic examples for students to imitate for individual students, pairs, and small groups.
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xxii
■ What happens next? Choose a video with a sequence ■ What happens next? For more complex video
of events or actions. Play the first half of the video segments, this activity, described previously in the
and then stop at a point where there could be several Picture-only viewing section, can also be done with the
outcomes. Have students guess what will happen sound and subtitles on.
next. Write their ideas on the board. Play the scene ■ Role play Choose a scene with two or more speaking
again and check how many correct ideas there were. characters. Tell students that they will watch the video
and then role-play the conversation. Assign characters.
Sound-only viewing Play the video at least twice. Then have students
Playing the video with the sound on but the picture of practice the role play and perform it in pairs, groups,
makes students pay attention to the spoken information or for the class. Give students a copy of the script for
they hear. Types of videos in which the character has an support, if necessary.
expressive voice or which contain a specific language ■ A new ending After viewing a video, have pairs or small
function are a good choice for these activities. Students groups of students script a new and different ending
should not have watched the video beforehand. that rewrites the final scene or creates a new scene of
■ Describe the scene Choose a scene that is rich in what would happen next. Have students write their
dialogue and background. Write information questions script and then perform it for the class. This can also
on the board. become an Action Video assignment if your students
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How many people are in the scene? How many men? enjoy role-playing.
How many women?
Where are they? Action Video viewing
What are they doing?
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Ater students have viewed the unit video and completed
How are they feeling? the Video Activity Sheet, they are ready to create their own
Play the scene and have students listen and answer the Action Video. Use these techniques with the class during
questions. the Planning and Sharing stages. Remind students that
■ Describe the person Choose a scene in which the their videos can be simpler and shorter than the Four
character has several lines. Play the scene, and then Corners videos.
elicit words to describe the character’s personality and
appearance on the board. Play the video to see how Planning
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closely the students’ descriptions match the character. ■ Outline This is useful if students are having difficulty
during the planning stage and to help them understand
Normal viewing with subtitles the genre of video they are going to make. With the
Playing the video normally, with the sound and picture, class, fast forward through the video, pausing at each
allows students to pay attention to both the visual and critical point to list the elements of the video’s structure.
SA
spoken information in the video. Many of the activities For example, list the questions interviewers asked, the
involve stopping and replaying video at a critical point so number of slides presented in a video diary, or for a
that information can be elicited. narrative, note the number of characters, scenes, and/or
■ Repeat the lines This is useful to give Ss practice with
settings.
vocabulary, expressions, and intonation patterns. Play
a scene up to the appropriate point, stop the video, and Sharing
have Ss repeat and mimic the speakers as closely as they If it’s appropriate, you can treat the students’ Action
can. Then replay the line(s) again, several times for Ss to Videos as additional course content and use the teaching
master it. techniques listed above with the videos, for example:
stopping to ask What happens next?
■ Freeze frame This is an excellent activity for checking
comprehension. Choose a scene with one or more ■ News report This is an excellent activity for practicing
important actions or language points. Play the scene, reported speech. Have pairs of students create and give
pause at the critical point, and then ask students a a news report about one of their classmates’ videos. For
question. For example, have students describe what example, pairs can give a news report about what they
is happening or has happened in a scene, describe the saw in someone’s daily routine video: John went to work
characters (who they are or how they are behaving), or in the morning. He said he usually takes the bus, but that
have them note details about the setting or predict what day he walked. We asked John why he walked . . . Other
will happen next. styles of reports are movie reviews and opinion pieces.
■ Subtitle answer check Use the video to check answers ■ Student-created worksheets Have pairs produce an
for information gap questions from the Activity Sheets. oral quiz about their video. Play their video for the class
After Ss have completed the Activity Sheet section, turn and then have students quiz their classmates on what
on the subtitles and play the conversation again, having they saw.
Ss read the subtitles to check their answers.
xxiii
Walkthrough
of the Video Program, Video Activity Sheets,
and Video Teaching Notes
Four Corners ✎✏esents an exciting video program that provides students with extra practice
of the Student’s Book vocabulary, grammar, and functional language through real-life context videos.
Photocopiable video activity sheets in the Teacher’s Edition provide structured activities for classroom
use. Video teaching notes provide support for teaching the videos in the program along with the video
activity sheets.
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Video Program
• Has a video for extra practice of each unit of the
Student’s Book
• Practices vocabulary, grammar, and functional language
PL
presented in the Student’s Book unit
• Presents language in a real-life context
unit
7 My favorite meal
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B In the video, Ben makes a meal with the food in Part A. What meal do you
raisins yogurt
Video activity sheets
think he makes? Check (✓) your guess. Then compare with the class.
breakfast lunch dinner • Provide activities to help students understand
SA
xxiv
Introduction to
Presentation Plus
About Presentation Plus Presentation Plus key
Four Corners Second Edition ✥✑esentation Plus combines
the contents of the Student’s Book, the class audio, and
functions and tools
the video for each level of the series into a convenient These are some of the tools and functions available in
one-stop presentation solution. Presentation Plus can Presentation Plus:
be used with all types of interactive whiteboards or with ■ A Contents panel lists all the book pages, audio
just a projector and a computer to present Four Corners clips, and video clips. You can access any of these by
simply clicking on their titles.
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Second Edition core materials in the classroom in a lively
and engaging way. ■ The Arrow tool can be used to drag pages, text
boxes, and attachments on screen.
Presentation Plus provides an efective medium to focus
■ The Text Box tool allows you to insert text boxes
students’ attention on the content being presented and
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practiced. It can also help promote their participation and anywhere on a page. You can type into them using a
keyboard. You can also insert images or attach files
interaction with the material in a more dynamic way. The
to them.
sotware can also simplify several of the teaching tasks
that take place in the classroom. You can use Presentation ■ The Hide / Show tools can be used to conceal a
this information will help you explore the many ways attach a blank page, which you can annotate or use
that Presentation Plus can bring a new level of flexibility as a mask.
and interactivity to the Four Corners Second Edition ■ The Attach a web link function allows you to add
classroom. a link to a website, which you can access when you
are online.
xxv
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You can use the Pen tool to underline stressed syllables,
Four Corners Second draw arrows to indicate the intonation, and identify
reduced, contracted or linked sounds – or ask students to
Edition unit do so on the board – when checking the answers to the
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activity.
Warm-up
You might want to focus on the pictures to preview or Listening
review content, or activate students’ previous knowledge. Zoom in on the image to set the scene before listening to
Use the Zoom tool to enlarge the pictures or Hide / Show the audio. Ater the students have done the activities, you
to conceal the text around them. You can also ask students might want to play the audio with the script on. You can
to go to the board and circle or label key elements in the underline or highlight words in the script and go over their
pronunciation or meaning. You can also click on a line of
M
conceal the words next to the pictures using the Pen tool
before you play the audio so that students focus on the ask students to go to the board and, using the Highlighter
pronunciation of the words. You can have students go to or the Pen tool, identify the passages in the text that
the board and do the activity using the Pen tool before provide the answer for the comprehension questions.
reviewing answers with the whole class.
Writing
Language in context You can use the diferent colors of the Pen tool to identify –
You can use the Zoom or the Hide tool to focus on the or ask students to identify – the answers to the questions in
pictures and ask questions to set the scene for the text. You Part A in the model text.
can ask students to go to the board and identify the words
taught in the vocabulary section using the Highlighter or Speaking and Keep talking
the Pen tool. You can also use the Highlighter to identify For some activities, you can keep the model dialogue or
new words and elicit their definition. guiding questions on the board so that students can refer
to them while practicing with books closed. You can also
Conversation attach a Blank Page to list some of the errors students
You can zoom in on the conversation and leave it on the made in order to correct them at the end of the activity.
board so that students can work with books closed. You
can conceal some of the words students already know Wrap-up
using the Pen tool so that they fill these in when practicing You might want to add a Blank Page to collate a list of items
the dialogue. brainstormed by students at the end of the activity. You can
write the items yourself using the Pen tool or ask students
to go to the board to do so.
xxvi
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• Use the Pen tool to underline each question in Part A • Books closed. Zoom in on the dialogue.
with a different color. • Have Ss work in pairs and practice the dialogue once
• Explain to Ss that each sentence in the writing model with all the words visible on the board.
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(Part B) answers a different question from Part A. • As Ss practice, use the thick Pen tool to hide parts of
• Ask the class which sentence in the writing model the dialogue little by little.
corresponds to the first question. Underline this • The pairs change roles and practice again using the
sentence in the model in the color corresponding to remaining words on the board for guidance.
the first question. • Continue hiding the lines until all lines are covered and
• Have different Ss go to the board and underline the other pairs practice with no guidance.
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xxvii
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complete the text with the words in the Text Box. letters.
• Have a S from each pair (or volunteers) go to the board • Books open. Have teams alternate calling out answers
and, using the Pen tool, draw a line from a hidden word that start with any of the letters on the board. Fill in the
PL
to its correct match in the Text Box. answers on the board using the Pen tool or typing into
• Continue the activity until all items are matched. the Text Box.
• Reveal the hidden words using the Eraser tool and • Teams get a point for each correct answer.
confirm the answers. • The team with the most points wins.
Option: Number the words in the Text Box so that the Ss Option 1: For more challenge, ask Ss to close their books
can write the number of the word over the hidden word. and try to remember answers.
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6 Fix it!
Purpose: To practice or review target language.
8 Highlight and say it!
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xxviii
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• Have a S from one team go to the board and, using • When the time is over, have the teams face the board
the Pen tool, label any target vocabulary item in the and alternate calling out answers (not given by other
picture in 15 seconds. Other members of the team can teams).
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suggest items to label. • Write each team’s answer in their column on the Blank
• The team gets one point for each correct label. Page (or type them into the corresponding Text Box).
• Continue the game, alternating between the teams, • The teams get one point for each correct answer.
until all items are labeled. • The team with the highest score wins.
• The team with the highest score wins. Option: Instead of writing the answers on the board, have
Ss go to the board and write it in their team’s column.
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Language switch
Purpose: To practice speaking and target language.
Make connections
For use with: Interactions, Conversation. Purpose: To activate Ss prior knowledge, to preview
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For the Conversation section, highlight all instances of Presentation Plus tools: Zoom, Pen.
the target vocabulary in the dialogue and the possible Preparation: None.
substitute words for each in the Vocabulary section • Have Ss work in pairs.
above. • Give the pairs some time to look at the Warm-up page
For Interactions, highlight all expressions in the and link any items in the pictures to any words in the
dialogue and in the boxes. Save the session. lesson overviews at the top of the page, e.g., the image
• Books closed. Have Ss work in pairs. Have Ss look at of a dish to the word food. If necessary, discuss the
the board and practice the dialogue by substituting connection between the image and the word.
the highlighted items in the dialogue with highlighted • Have a S from each pair (or a volunteer) go to the
items from the corresponding section. board and, using the Pen tool, connect an item in a
picture to a word in the overview above.
Option 1: For more challenge, hide the items in the dia-
• Have the S (or the pair) explain the connection.
logue using the Hide or thick Pen tool.
• Continue the activity until all possible connections
Option 2: For even more challenge, hide the items in the have been made. (If Ss don’t come up with all possible
dialogue using the Hide or thick Pen tool, and don’t highlight
ones, elicit these from them.)
the possible substitute items.
xxix
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• Using the Pen tool, write some key words mentioned • After the S answers the question, use the Eraser tool to
by the Ss on the board, next to the pictures. reveal the text. Discuss as appropriate.
• Reveal the lesson overviews on the top of the page us- • Continue the activity until the complete box is revealed.
PL
ing the Eraser tool. Use the key words elicited to briefly Option: Have Ss go to the board to suggest the text, answer
explain the items on the lists. your question and reveal the text.
• Tell Ss that they will learn more about these things in
the unit.
Right or wrong?
Restoring text Purpose: To practice or review target language.
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xxx
E
• If the S highlights a correct word, the team gets one images to reveal part of it.
point. If not, the other team(s) gets the point. • That S’s team has one chance to try to guess the word.
• Continue the game, alternating between the teams If they don’t guess it correctly, the other team(s) has
PL
and having Ss highlight the same or a different type (have) a chance to guess. If they do, they get one point
of word. and reveal the rest of the picture using the Eraser tool.
• The team with the most points wins. • Continue the game, alternating between the teams.
• The team with the most points wins.
Show the word! Option: Hide both the pictures and the words using the
Hide tool so that swiping reveals parts of both.
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• Zoom in on the area with the pictures and hidden words. Preparation: Before class, cover each target item with
• Divide the class into two (or more) teams, and have a Text Box (or hide the items with the Hide or Pen tool,
them stand in straight lines facing the board. and add a Text Box to the margin of the text). Type in
• Say one of the hidden words. Have a S from one team the covered item and another item from the Vocabulary
go to the board and reveal the word under the set. Save the session.
corresponding picture using the Eraser tool. • Books closed. Before Ss read the text, zoom in on the
• If the S guesses correctly, the team gets one point. area with the items covered by the Text Boxes.
If not, the other team(s) gets the point. • Have Ss work in pairs and choose the correct word.
• Continue the game, alternating between the teams. • Play the audio. Have Ss listen and check their answers.
• The team with the most points wins. • Have Ss call out the answers for each item or go to
Option 1: Play the game as a race. The S from each the board and reveal the original text by deleting the
team who gets to the board first has the chance to reveal Text Boxes.
the word.
Option 2: For Vocabulary sections where the words are not
under the pictures, have Ss use the Pen tool to check the
corresponding pictures.
xxxi
E
detailed description in functional, notional, grammatical, C2 (Mastery). Based on the CEFR descriptors, the Council
and sociocultural terms, of what a language user needs to of Europe also developed the European Language Portfolio,
be able to do in order to communicate efectively in the a document that enables learners to assess their language
PL
sort of situations commonly encountered in everyday life. ability and to keep an internationally recognized record of
Three levels of proficiency are identified, called Waystage, their language learning experience.
Sources:
http://www.ielts-test-practice.com/ielts-scores.html
http://www.ets.org/Media/Research/pdf/CEFR_Mapping_Study_Interim_Report.pdf
http://www.sprachenmarkt.de/fileadmin/sprachenmarkt/ets_images/TOEIC_Can-do-table_CEFR_2008.pdf
xxxii
A1 A2
U Listening I can recognize familiar words and I can understand phrases and the highest frequency
N very basic phrases concerning myself, vocabulary related to areas of most immediate personal
D my family, and immediate concrete relevance (e.g., very basic personal and family information,
E surroundings when people speak slowly shopping, local area, employment). I can catch the main point
R and clearly. in short, clear, simple messages and announcements.
S
T Reading I can understand familiar names, words, I can read very short, simple texts. I can find specific,
A and very simple sentences, for example, predictable information in simple everyday materials, such as
N on notices and posters or in catalogs. advertisements, prospectuses, menus, and timetables, and
D I can understand short, simple personal letters.
I
E
N
G
S Spoken I can interact in a simple way, provided I can communicate in simple and routine tasks requiring a
P Interaction the other person is prepared to repeat simple and direct exchange of information on familiar topics
PL
E or rephrase things at a slower rate of and activities. I can handle very short social exchanges,
A speech and help me formulate what I’m even though I can’t usually understand enough to keep the
K trying to say. I can ask and answer simple conversation going myself.
I questions in areas of immediate need or
N on very familiar topics.
G
Spoken I can use simple phrases and sentences to I can use a series of phrases and sentences to describe in
Production describe where I live and people I know. simple terms my family and other people, living conditions, my
M
W Writing I can write a short, simple postcard, I can write short, simple notes and messages relating to
R for example, sending holiday greetings. I matters in areas of immediate need. I can write a very simple
I can fill in forms with personal details, for personal letter, for example, thanking someone for something.
T example, entering my name, nationality,
SA
xxxiii
Speaking
A language user at A1 can: W 1 2 3 4
I♥tr❖❞P❝e someone and understand basic greetings and
leave-taking expressions. W SB1A
E
Ask and answer questions about themselves and other SB1A
SB2A SB3A SB4C
people, e.g., where they live, things they have, people SB1C
SB2C SB3C SB4D
they know. SB1D
SB2D SB3D SB4Wu
SB1Wu
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Indicate time with such phrases as “next week,” SB4B
“in November,” “three o’clock.” SB4C
SB4D
SB4Wu
Describe himself or herself, what he or she does, where he
or she lives. SB4A
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Ask and answer questions about what they do at work and SB4C
in free time. SB4D
SB4Wu
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5 6 7 8 9 10 11 12
SB10B SB11B
SB5B
SB5Wu
E
SB6A
PL
SB10A
SB11A SB12A
SB10C
SB8C
SB7A
SB8Wu
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5 6 7 8 9 10 11 12
SB12B
SB7B
SB7D SB8Wu
SB7Wu
SB6B SB9B
SB12B
SB12C
SB12C
SB7A
SB7C
SB5A SB6C
SB9C
SB5C SB6D
SB9Wu
SB5D SB6Wu
(continued)
xxxv
Speaking (continued)
A language user at A2 can: W 1 2 3 4
Ask and answer questions about pastimes and past activities.
E
Describe plans and arrangements.
PL
Give a short, rehearsed, basic presentation on a
familiar subject.
W = Student’s Book, Welcome unit SB1A = Student’s Book, Unit 1, Lesson A Wu = Student’s Book, Wrap-up section
Listening
SA
xxxvi
5 6 7 8 9 10 11 12
SB11A
SB10C SB11C
SB10D SB11D
SB11Wu
SB10A
SB11B
SB10B
SB11Wu
SB10Wu
SB8A
SB8B
SB9A
SB9D SB12D
E
SB9Wu
SB12A
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SB8D
SB10B
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SA
5 6 7 8 9 10 11 12
SB5B
SB8B
SB8D
5 6 7 8 9 10 11 12
SB12B
SB8C SB9B SB10B SB11B
SB12C
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Reading
A language user at A1 can: W 1 2 3 4
U◗❘❯❱stand very short, simple texts, a single phrase at a time, SB1D SB2D
picking up familiar names, words, and basic phrases. SB3D SB4D
WB1D WB2D
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Understand simple messages written by friends or colleagues
about everyday situations (e.g., text messages, invitations).
W = Student’s Book, Welcome unit SB1A = Student’s Book, Unit 1, Lesson A Wu = Student’s Book, Wrap-up section
xxxviii
5 6 7 8 9 10 11 12
WB8C
SB5D
SB5Wu WB6D
WB5D
SB11D
WB8D
E
SB9D WB12D
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WB6A
5 6 7 8 9 10 11 12
M
SB10D SB11D
WB9D SB10Wu SB11Wu
WB10D WB11D
SB7D
SB6D SB8D SB12D
SA
SB7Wu
SB6Wu SB8Wu SB12Wu
WB7D
SB8A
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Writing
A language user at A1 can: W 1 2 3 4
E
Write a short, simple postcard.
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A language user at A2 can: W 1 2 3 4
W = Student’s Book, Welcome unit SB1A = Student’s Book, Unit 1, Lesson A Wu = Student Book’s, Wrap-up section
xl
5 6 7 8 9 10 11 12
SB6D
SB5D WB11A
SB6Wu SB7Wu SB9D
WB5C WB11C
WB6A
E
SB11D
PL
5 6 7 8 9 10 11 12
SB7D SB8D
SB10D
SB6Wu SB8Wu SB9Wu SB11Wu SB12Wu
SB10Wu
M
SB12D
WB9A
WB12C
SA
WB6C
xli
Welcome
1 Introducing yourself
A Listen and practice.
Simon Hello. I’m Simon.
Chen Hi, Simon. My name is Chen.
Nice to meet you.
Simon Nice to meet you, too.
B PAIR WORK Introduce yourselves.
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PL
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SA
Welcome
Introducing yourself Introducing
❣earning objective: Introduce one’s self. someone else
A ❤❥❦❧el 1, Track 2) ❣earning objective: Introduce someone else.
• Direct Ss’ attention to the picture to set the scene. A (Level 1, Track 3)
Point to each student in the picture and say: Simon
• Direct Ss’ attention to the picture to set the scene.
and Chen.
Point to the students in the picture and say their
• Go over the instructions. Play the audio. Have Ss listen
names: Simon, Chen, Sofia.
and read silently.
• Go over the instructions. Play the audio. Have Ss listen
• Play the audio again. Have Ss repeat to practice
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and read silently.
pronunciation.
• Play the audio again. Have Ss repeat to practice
• Have Ss read the conversation in pairs.
pronunciation.
• Option Read Simon’s lines and have the class read
PL
• Have Ss read the conversation in pairs.
Chen’s lines chorally. Then divide the class in half. Lead
one half in saying Simon’s lines and the other in saying B
Chen’s lines, and then change roles and practice again. • Model the activity. Introduce a “new” student to the
B class. Have each pair of Ss from Exercise 1 join another
pair to take turns introducing their first partner to
• Model the activity. Introduce yourself to a S, using your
another S.
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Welcome T-2
T-3
E
• Have Ss walk around the room to practice the
(Hi. Good morning. See you later. Bye.). Explain that
conversation. Encourage Ss to talk to at least five
there is more than one way to say hi and bye.
classmates.
• Go over the expressions in the boxes. Refer to the
• Finally, tell Ss to check the “can do” statement if they
PL
pictures in the left-hand box to explain the differences
can introduce themselves and others and say hello and
between the expressions. Explain that See you. and See
good-bye.
you later. are used when you are not exactly sure when
you will see the other person again.
• Play the audio and have Ss listen and read silently.
• Option Play the audio again and have Ss repeat.
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T-3 Welcome
3 Hi and bye
A Listen and practice.
E
PL
Simon Hi, Chen! Simon See you later, Chen!
M
Chen Good morning, Simon! How are you? Chen Bye, Simon!
Simon I’m fine, thanks. And you?
Chen Fine, thank you.
SA
B Listen to the expressions. Then practice the conversation again with the
new expressions.
Hi. Bye.
Hello. Good-bye.
C CLASS ACTIVITY Say hello to your classmates and ask how they are.
Then say good-bye.
Classroom language
E Class activity
PL
M
SA
Ask and answer questions. Interview your partner. Role-play the situation.
Classroom language
③earning objective: Use classroom language.
④⑤⑥⑦el 1, Track 6)
• Direct Ss’ attention to the pictures to set the scene.
Ask: Where are they? (In class, at school.)
• Play the audio. Have Ss listen and read silently.
• Play the audio again. Have Ss listen and repeat the
phrases and sentences to practice pronunciation.
• Option Say the first word of each phrase. Call on Ss
and elicit the completion. Have Ss take turns saying
the first word as their partner completes the phrase,
E
and then change roles.
PL
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SA
1 New friends
unit
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LESSON D Names and jobs Ss can . . .
Ss read an article about famous people and write sentences about their discuss people’s names and jobs.
names and jobs.
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Warm-up B
• Go over the instructions.
⑧earning objective: Preview the topic and talk about
• Have Ss work in pairs or groups to say ten popular
popular names.
names in their country. Set a two-minute time limit.
A Then have one S from each pair or group give different
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T-5 Unit 1
1 LESSON A
New friends
LESSON B LESSON C LESSON D
Names and titles Asking for spelling Interesting jobs Reading: “Famous
The verb be; Subject pronouns; Names”
possessive yes / no questions Writing: My name
adjectives with be
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2. Liam 5. James 2. Olivia 5. Isabella
3. William 3. Ava
PL
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SA
✓ Noah ✓ Sophia
Warm Up
Popular names in the United States
CLA
E
SS L
IST
PL
My name is Maria Gomez.
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Hi. I’m Maria. What are your names? What are their names?
SA
My name is Ricardo.
And I’m Yoko. Nice to meet you. Her name is Yoko. His name is Ricardo.
B PAIR WORK Complete the sentences with your own information. Then compare answers.
My first name is . My full name is .
My family name is . My teacher’s name is .
Language in context •
•
Direct Ss’ attention to the names and titles.
Play the audio. Have Ss listen and read silently.
First day of class • Play the audio again. Have Ss listen and repeat the
words to practice pronunciation.
⑨earning objective: See the verb be and possessive
• Check comprehension. Ask: Yes or no? Mrs. Chow is
adjectives used in context.
married. (Yes.) Miss Gomez is married. (No.) Mr. is for
(Level 1, Track 7) a man. (Yes.)
• Option Call on Ss. Ask: Mr.? Mrs.? as you gesture to
• Direct Ss’ attention to the pictures to set the scene.
them. Elicit the title they use.
Ask: Where are they? (In class.)
E
• Go over the instructions.
Cultural note
• Play the audio. Have Ss underline the names as they
Until the 1960s, women in the United States and Canada
listen and read silently.
used either Miss or Mrs. Ms. became more popular because
PL
• Go over the answers with the class.
of the women’s movement in the late 1960s and 1970s.
• Check comprehension. Ask: Yes (nod) or no (shake
Women did not want their marital status to be the first
head)? Ms. Peters is a teacher. (Yes.) Maria Gomez is
thing people knew about them.
a teacher. (No.) Maria, Ricardo, and Yoko are students.
(Yes.) They are at school. (Yes.) B
• Play the audio again. Have Ss listen and repeat to
• Model the activity. Have Ss answer questions about
practice pronunciation.
M
A (Level 1, Track 8)
• Direct Ss’ attention to the names and titles. Explain:
Jennifer Ann Wilson is a full name. Point out that
Jennifer is the first name, Ann is the middle name,
and Wilson is the last name, or family name. In North
America, the family name is always last.
• Explain that Miss, Mrs., Ms., and Mr. are titles used before
names. Mrs. is only used for a married woman. Point to
a S in the class who’s wearing a wedding ring to show
married. Miss is only used for a single woman. Ms. and
Mr. are titles for both married and single people.
• Model the activity. Say your title and full name.
B
3 Grammar The verb be;
• Direct Ss’ attention to the picture to set the scene.
possessive adjectives Say: A teacher and Ss are in class.
⑩earning objective: Practice the verb ❶❷ and • Go over the instructions and the example. Say the first
possessive adjectives. sentence. Stop at the blank. Ask: Is or are? (Is.)
• Have Ss work individually. Go around the room and
❸❹❺❻el 1, Track 9) give help as needed.
Possessive adjectives • Go over the answers with the class.
• Have Ss practice the conversation in groups of three,
• Books closed. and then change roles and practice again.
• Say: My name is . . . and gesture to yourself. Call on a S.
Say: Your name is . . . and gesture to the S. Demonstrate
the other possessive adjectives in the same way. 4 Speaking My name is . . .
• Check comprehension. Gesture to a male S and ask:
What is ____ name? Elicit his. Gesture to a female S and ⑩earning objective: Ask for and say names.
E
ask: What is ____ name? Elicit her. Gesture to two Ss • Direct Ss’ attention to the “can do” statement at the
and ask: What are ____ names? Elicit their. bottom of the page. (When they finish the speaking
• Books open. Have Ss refer to the grammar box. Point activity, they will hopefully be able to check the circle.)
PL
out the possessive adjectives.
A
The verb be
• Go over the instructions.
• Elicit the rules for is / are: • Model the activity. Read A’s lines and demonstrate how
1 Point to the sentences in the top half of the to substitute your own information. Have a S read B’s
grammar box. Ask: Is or are for one name? (Is.) lines, and use his or her own name.
M
2 Say: My name . . . , elicit the verb is, and complete • Have Ss walk around the room to practice the
the sentence. Point to a S and say Your name . . . conversation with at least five other Ss. Tell them to
Elicit is and finish the sentence. try to remember the names.
3 Gesture to that same S and elicit from the class the
B
entire sentence (e.g., Her name is Maria.).
SA
4 Point to the bottom half of the grammar box. Ask: • Go over the instructions and the example conversation.
What . . . (pause) your names? Elicit the verb are. • Model the activity. Have a S ask you A’s line (What’s
5 Gesture to two Ss and ask: What are their names? his name?) and gesture to a classmate. Answer the
Stress are and the ending s. Elicit their names question and ask about another S. Elicit the name or
(e.g., Their names are Ricardo and Yoko.). Sorry, I don’t know.
• Play the grammar box audio. Have Ss listen and repeat • Have Ss work in pairs or small groups to take turns asking
to practice pronunciation. and answering questions about their classmates.
• Go around the room and provide help as needed.
Presentation Plus: Right or wrong? page xxx • Call on Ss and ask questions (e.g., What’s her name?
Instead of doing Part A, follow the steps for Right or What are their names?).
wrong? to practice be and possessive adjectives. • Finally, tell Ss to check the “can do” statement if they
can ask for and say names. NOTE: If Ss feel they need
A more help, suggest they do the Additional practice
• Go over the instructions. Direct Ss’ attention to the first activities.
item. Read the sentences. Explain: Maria is female. We
use her with one female. Additional practice
• Have students circle the correct words. For more practice, use:
• When Ss are finished, have them compare answers Workbook pages 1–3
with a partner. Online Self-study Lesson A
• Go over the answers with the class.
T-7 Unit 1
unit
1
E
3 My name is Jason. What’s our / your name?
4 Anna and Bruce is / are students. Her / Their teacher is Miss Brown.
5 Their first names is / are Yoko and Ricardo.
PL
6 Hello, everyone. I’m Miss Diaz. What are your / his names?
4 Speaking My name is …
A CLASS ACTIVITY Meet your classmates. Say your first and last name.
5 Keep talking!
Go to page 125 for more practice.
7
I can ask for and say names. ✓
A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
B PAIR WORK Say a letter. Your partner points to it. Take turns.
last name?
Donald W-A-N-G.
SA
How do you spell your first name? How do you spell your last name?
E
• Write the vowels (A, E, I, O, U) on the board. Point to
each and say the letter. Have Ss repeat. Write difficult • Go over the instructions.
pairs on the board (J-G, B-V, S-X, C-K). Say each letter • Model the activity with a S. Read A’s lines and
and have Ss repeat. demonstrate how to substitute a different name. Have
PL
B the S use the new name in the questions.
• Have Ss practice the conversation in pairs. Remind
• Go over the instructions. them to use the names in the list and change roles.
• Model the activity. If your class is not too large, hold • Go around the room and give help as needed.
up your book. As you say a few letters in random order, • Option Have Ss take turns asking for and spelling the
point to them in your book. first names from the Warm-up, page 5.
M
on the board. Then have the S at the board call on a Ss substitute their own names to personalize the activity.
classmate. The first S will say a letter, and the second
S will point to the letter on the board. Continue with Extra activity: Lineup
other Ss.
If your class is not too large, and you have the room,
• Option Call on Ss. Say a letter (T) and elicit the letter
have Ss line up according to the letter their first name
that comes next (U). Have a S say a letter and call on a
begins with. Write on the board: What’s your first name?
classmate to say the next letter. Continue with other Ss.
Gesture to one side of the room for A and the other for Z.
Encourage Ss to ask about the spelling of a name if more
Extra activity: Extension
than one name begins with the same letter.
Say the letter A and ask: What name begins with A? Elicit
examples. Call on students and say a letter. Elicit names
that begin with that letter.
E
Have Ss spell the names as they call them out.
• Direct Ss’ attention to the documents. Say the names
of the documents (name tag, student ID, timetable,
Extra activity: Dictation scramble
gym ID, form, note from a teacher).
PL
• Go over the instructions. Books open. Set a time limit. Have Ss study the model
• Play the audio. Have Ss listen and write the names conversation. Books closed. Dictate words from the
they hear. questions in the conversation in random order (last, and,
• Go over the answers with the class. your, first, name, name, do, spell, it, your, what’s, what’s,
• Option Ask questions about the names: What is how, you). Have Ss unscramble the words to write the
George’s last name? (Lee.) What is Karen’s title? (Miss.) three questions and then compare answers with a partner.
M
T-9 Unit 1
unit
1
H E L L O. CITY COLLEGE
My name is
STUDENT ID
George Lee .
E
Susan Watkins
1 2
PL
24
HOUR Mr. Miss Mrs.
GYM Karen
First name
10:00 English Class Nelson
M
Last name
1. Danny Young 4
3
SA
5 6
9
I can spell names. ✓
E
Salma Hayek is an actress. Tadanobu Asano is an actor. Alex Hornest is an artist.
She’s from Mexico. He’s from Japan. He’s from Brazil.
PL
M
A: Jet Li is an actor.
B: Yes. And Meryl Streep is an actress.
10
E
sections to practice choral reading. Designate one
• Play the audio. Have Ss listen and read silently.
section to be Sandy, one Jacob, and one Kevin. Have
• Play the audio again. Have Ss listen and repeat the
each section read their lines together and at the right
sentences to practice pronunciation.
PL
time in the conversation.
• Option Act out each of the jobs in random order (for
• Have Ss practice the conversation in groups of three.
example, hold a pretend microphone to your mouth
Then call on two groups to act it out for the class.
and pretend to sing). Elicit the job. Alternatively, say
the job and have a S act it out. Presentation Plus: Disappearing dialogue page xxvii
• Check comprehension. Ask: Is Salma Hayek a musician? Before Ss practice the conversation, divide Ss into groups
(No, she’s an actress.) Is Tadanobu Asano an actor? (Yes, of three, and follow the steps for Disappearing dialogue
M
Cultural note
Many actresses in the United States and Canada prefer to
SA
B
• Go over the instructions and the example conversation.
• Have Ss work in pairs to name three people for each job.
• Elicit ideas from the class.
E
• Point out that most of these contractions are one
What is the contraction of I am? (I’m.) What is the contraction
syllable. Say: I am. Clap once for each syllable. Say: I’m.
of he is? (He’s.) What is the contraction of you are? (You’re.)
Clap once.
Yes / no questions
PL
• Go over the instructions.
• Explain the rules for yes / no questions and short answers: • Play the audio. Have Ss listen, paying particular
1 Focus on form in questions. Write on the board: attention to contractions.
be + subject pronoun • Play the audio again. Have Ss listen and repeat.
2 Focus on form in short answers. Write on the
board: yes + subject pronoun + be; no + subject Presentation Plus: Highlight and say it! page xxviii
pronoun + be + not After doing Exercise 4 Pronunciation, zoom in on Exercise 3
M
3 Focus on use: Use present for now. Grammar and follow the steps for Highlight and say it! to
• Refer to the conversation in Exercise 2. Have Ss practice pronunciation.
underline the subject pronouns in the conversation.
Have Ss circle the forms of be. 5 Speaking Ten questions
SA
unit
1
E
It’s in England.
Contractions I’m = I am you’re = you are he’s = he is she’s = she is it’s = it is
PL
A Match the questions and the answers. Then practice with a partner.
1 Is your first name Jacob? d a No, I’m not. I’m from London.
2 Are you from Liverpool? a b Yes, he is. He’s a singer, too.
3 Is she from the United States? f c No, she’s not. She’s an artist.
4 Is she a musician? c d Yes, it is. And my last name is King.
5 Is Will Smith an actor? b e No, it’s not. It’s in Ecuador.
M
B Complete the conversations with the correct words. Then practice with a partner.
1 A Is your first name Don? 3 A Is your teacher from England?
SA
4 Pronunciation Contractions
Listen and repeat. Notice the reduction of contractions.
I am → I’m he is → he’s it is → it’s are not → aren’t
you are → you’re she is → she’s is not → isn’t
6 Keep talking!
Student A go to page 126 and Student B go to page 128 for more practice.
11
I can talk about where people are from and what they do. ✓
FAMOUS NAMES
E
Actor Tom Cruise Zhang Ziyi is an
uses his middle actress from China.
name as his last Zhang isn’t her first
name. His full name name. It’s her family
PL
is Thomas Cruise name. In China,
Mapother. Tom is family names come
short for Thomas. first.
C Read the article again. Complete the sentences with the correct words.
1 Tom Cruise uses his middle name as 4 Ziyi is not Zhang Ziyi’s family / last name.
his last name. 5 Jay-Z’s real name is Shawn Corey
2 Shakira uses only her fi rst name. Carter.
3 Edson Arantes do Nascimento’s nickname 6 Madonna Louise Veronica Ciccone is Madonna’s
is Pelé. full name.
D PAIR WORK Tell your partner about another famous person’s name.
“Rain is a singer, actor, and model from South Korea. Rain is his nickname.
His real name is Jeong Ji-hoon.”
12
E
• Have Ss compare answers with a partner.
leaving only the pictures showing. In class, books closed.
• Go over the answers with the class.
Zoom in on the pictures and elicit information about
them to preview the reading. Follow Part A notes below. Extra activity: Memory game
PL
A Books open. Have Ss reread the article to remember as
much as they can. Divide the class into teams. Books
• Direct Ss’ attention to the pictures. Point to the pictures
closed. Call on teams and ask a yes / no question about the
and say: Famous people.
article (e.g., Is Tom Cruise a musician? No, he isn’t.). Each
• Go over the instructions. Elicit the names of the people
correct answer earns a point.
in the pictures (Tom Cruise, Shakira, Pelé, Zhang Ziyi,
M
Jay-Z, Madonna). D
• Tip To help Ss notice names, remind them to scan for
• Go over the instructions and the example.
capital letters.
• Option Model the activity with another example:
B Beyoncé is a singer and actress from the United States.
SA
• Set the scene. If possible, hold up a popular magazine. She uses only her first name. Her full name is Beyoncé
Ask: Are famous people in magazines and on TV? (Yes.) Knowles. Alternatively, dictate the sentences and have
• Pre-teach any unfamiliar vocabulary. Ss compare their sentences with a partner.
• Have Ss work in pairs to tell about another famous
Vocabulary person’s name.
short for: a short way to say the same thing; not the • Call on Ss to tell the class about their partner’s famous
full form person.
nickname: not the real name; an informal name
hip-hop: a type of music
Answer
No.
E
• Go over the instructions and the example.
• Have Ss work in small groups to talk about their names.
• Model the activity. Say three or four sentences about
• Call on Ss to tell the class about another S’s name.
a celebrity (She is from Germany. She’s a model. She’s
on a TV show about fashion in the United States.). Elicit
PL
3 Speaking Celebrity quiz •
guesses (Heidi Klum).
Have each pair work with another pair of Ss to take
➎earning objective: Discuss people’s names and jobs. turns reading their sentences and guessing the name.
• Direct Ss’ attention to the “can do” statement at the Go around the room and take notes on errors you hear
bottom of the page. (When they finish the speaking in yes / no questions and short answers.
activity, they will hopefully be able to check the circle.) • Write the errors you heard Ss make on the board.
M
• Go over the instructions and the example. they need more help, suggest they do the Additional
• Have Ss work in pairs to take turns reading the practice activities.
information and answering the questions. Go around
the room and give help as needed. Extra activity: Extension
• Go over the answers with the class. Have Ss work in pairs to write questions about a famous
person. Go around the room and give help as needed.
Answers
Encourage Ss to use yes / no questions. Have Ss walk
Emma Watson, Sofia Vergara, Lionel Messi,
around the room to ask and answer questions about their
Jennifer Lopez, Hugh Jackman, Jennifer Lawrence
famous person.
• Option Call on Ss and give a clue (e.g., She is a singer.).
Elicit the answer (Jennifer Lopez). Alternatively, call on a Additional practice
S and say a name (Jennifer Lopez). Elicit the information For more practice, use:
(She’s an actress and singer. Her nickname is J-Lo.). Workbook pages 8
Online Self-study Lesson D
Presentation Plus: Tip
Before class, write in answers for Part A using the Pen
tool. Then write How do you spell that? under the final
answer. In class, books closed. After Ss do Part A, zoom
in on the four questions and answers. Have pairs
alternate asking and answering How do you spell . . . ?
for the different celebrities’ names.
T-13 Unit 1
unit
1
2 Writing My name
A Write sentences about your name. Use the model to help you.
My Name
My full name is Anthony Steven Johnson.
My nickname is Big Tony. Tony is short for
Anthony. My middle name is Steven, and
my last name is Johnson.
E See page
PL
A PAIR WORK Ask and answer the questions about celebrities. T-13 for
1 She’s an actress from the U.K. Her initials are E. W. What’s answers.
her name?
“Her name is Emma Watson.”
2 She’s an actress from Colombia. Her last name is Vergara. What’s
her first name?
M
3 He’s a soccer player from Argentina. His first name is Lionel. What’s
his last name?
4 She’s an actress and singer. Her nickname is J-Lo. What’s her name?
SA
5 He’s an actor from Australia. His first name is Hugh. What’s his
last name?
6 She’s an actress from the United States. Her last name is Lawrence.
What’s her first name?
C GROUP WORK Say your sentences to another pair. They guess the
celebrity. Take turns.
A: He’s a soccer player.
B: Is he Neymar?
A: No, he isn’t. He’s from Portugal.
13
I can discuss people’s names and jobs. ✓
Wrap-up
1 Quick pair review
Lesson A Do you remember?
What are your classmates’ last names? Answer with the information you remember.
You have two minutes.
A: Her last name is Fernandes.
B: Yes, it is. And his first name is Oscar. What’s his last name?
A: It’s Medina.
E
Lesson B Test your partner!
Say your full name. Can your partner write it correctly? Check his or her answer.
You have two minutes.
PL
First name Middle name Last / Family name
Lesson C Brainstorm!
Make a list of interesting jobs. How many do you know? You have one minute.
M
Lesson D Guess!
Describe your favorite celebrity, but don’t say his or her name! Can your partner
guess the name? Take turns. You have two minutes.
A: He’s a singer and a musician. He’s from the United States. He’s in Maroon 5.
SA
B: Is he Adam Levine?
A: Yes!
14
E
Lesson B Test your partner!
• Go over the instructions and the example.
• Go over the instructions. • Model the activity. Tell about your favorite movie and
• Model the activity. Tell Ss to write your full name and the actors in it.
PL
title. Have a volunteer write it on the board. • Have Ss do research online as an out-of-class assignment.
• Have Ss work in pairs to write their partners’ names. Remind Ss to write down the information.
Set a time limit of two minutes. • When Ss return to class, have them work in pairs or
• Have Ss check their answers with their partners. small groups to read what they wrote.
• Call on Ss to read their sentences to the class.
Lesson C Brainstorm! Alternatively, ask yes / no questions to find out who it is.
M
• Elicit ideas.
E
LESSON D Family and friends Ss can . . .
Ss read photo descriptions about family and friends, and write give information about family and friends.
sentences about friends.
PL
Warm-up Presentation Plus: Tip
Instead of doing Part A with books open, zoom in on the
→earning objective: Preview the topic and identify the map. Following the notes for Part A above, elicit the
names of countries.
answer for the second blank, and write France in it using
M
T-15 ➐➑➒➓ ➔
2 LESSON A
People and places
LESSON B LESSON C LESSON D
Nationalities Asking for Family members Reading: “People
Plural subject someone’s phone Who and How old in My Life”
pronouns; number with be Writing: My friends
questions with be Asking for
someone’s email
address
E Rsaius
PL
Cdaana
Russia
Canada
Feracn
France Cahin
M
Moicex
China
Mexico
SA
Bzarli
Brazil
Shuto Aarfci Asaiturla
Warm Up
A Write the names of the countries.
B Say the names of five other countries in English.
15
E
Brazil Brazilian Mexico Mexican
Britain British Peru Peruvian
PL
Canada Canadian Saudi Arabia Saudi Arabian
Chile Chilean South Korea South Korean
China Chinese Spain Spanish
Colombia Colombian Thailand Thai
M
B PAIR WORK Say a famous name. Your partner says his or her nationality. Take turns.
SA
A: Mark Zuckerberg.
B: He’s from the United States. He’s American.
16
E
Australia is the country and Australian is the nationality. • Go over the instructions.
• Have Ss complete the chart with the correct nationalities. • Play the audio. Have Ss underline the names as they
• Option Have Ss compare answers with a partner. listen and read silently.
• Play the audio. Have Ss listen and check their answers.
PL
• Go over the answers with the class.
• Play the audio again. Have Ss listen and repeat the
words to practice pronunciation. Answers
B Carlos and Claudia.
• Go over the instructions and the example. • Option Play the audio again, line by line, and have Ss
• Model the activity. Say: Pelé. Elicit the country and repeat.
M
Encourage Ss to say the country, too. Group A says Brad’s lines, and Group B responds with
Emily’s lines, then change roles. Have Ss work in pairs to
Extra activity: Extension say the conversation.
To review yes / no questions with be and short answers
(from Unit 1), have Ss work in pairs. One partner says the Cultural note
name of a famous person (e.g., Jude Law), the other Manaus, Brazil, is the largest city in the Amazon, with
partner asks a yes / no question about the country and / a population of about two million. Many tours of the
or nationality (e.g., Is he British?), eliciting the answer Amazon jungle leave from Manaus.
(Yes, he is.).
E
B (Level 1, Track 23)
pronouns are for one person. Ask: What pronouns are for
• Go over the instructions.
two or more people? Write the corresponding plurals on
• Play the audio and have Ss underline the stressed
the board (we, you, they).
PL
syllable in each word.
• Elicit the plural form of be. Ask: What verb do we use
• Have Ss compare answers with a partner. Play the
with we, you, and they? (Are.) Write are next to the
audio again if necessary.
plural pronouns.
• Go over the answers with the class.
Yes / No questions
• Write on the board:
5 Speaking That’s not
M
unit
2
Complete the conversations with the correct words. Then practice with a partner.
E
1 A Where are you from?
B We’re from Mexico.
A Oh? What city are you from? Are you from Mexico City?
PL
B No, we ’re not. We’re from Monterrey.
2 A Are Jim and Carly American?
B No, they ’re not . They ’re Canadian.
A What city in Canada are they from?
B They ’re from Toronto.
M
6 Keep talking!
Go to page 127 for more practice.
17
I can ask for and say people’s nationalities. ✓
0 1 2 3 4 5 6 7 8 9 10
zero one two three four five six seven eight nine ten
B Listen and repeat. Notice that people sometimes say “oh” for “zero” in phone numbers.
281-363-2301 = “two-eight-one, three-six-three, two-three-zero-one”
E
602-374-4188 = “six-oh-two, three-seven-four, four-one-eight-eight”
C Listen and repeat. Notice the way people say email addresses.
susan8k@cup.org = “susan-eight-K-at-C-U-P-dot-org”
PL
jun_akita@email.com = “jun-underscore-akita-at-email-dot-com”
Stacy Thanks!
B Listen to the expressions. Then practice the conversation again with the new expressions.
C PAIR WORK Practice the conversation again with the information below.
978-887-8045 ej5@cup.org
604-608-4864 emma_jones@email.com
18
E
A (Level 1, Track 24)
B (Level 1, Track 28)
• Direct Ss’ attention to the numbers.
• Play the audio. Have Ss listen and read silently. • Point out the target questions in the conversation
(What’s your phone number? What’s your email address?).
PL
• Play the audio again. Have Ss listen and repeat the
numbers to practice pronunciation. Explain that there is another way they can ask for this
• Point out that two has a silent w and eight has a silent information.
g and h. • Go over the questions in the boxes. Explain that each
set of questions has the same meaning.
Presentation Plus: Choose ABC page xxvii • Play the audio and have Ss listen and read silently.
After doing Part A, follow the steps for Choose ABC to • Option Play the audio again and have Ss listen and
M
E
• Go over the instructions. • Tell Ss to create a new phone number and email
• Play the audio. Have Ss listen and check the phone address for themselves and write them down.
number they hear.
B
PL
• Have Ss compare answers with a partner. Play the
audio again if necessary. • Go over the instructions.
• Go over the answers with the class. • Model the activity. Ask a S for his or her name, new
phone number, and email address. Pretend to write
B (Level 1, Track 30)
the information down.
• Set the scene. In each situation, someone is putting • Have Ss walk around the room to take turns asking and
information into a computer. answering questions to complete the chart. Remind Ss
M
• Direct Ss’ attention to the forms. Ask: What are these to give their new information.
forms for? (A school, a gym, a library.) What information • Option If walking around the room is not possible,
do the forms ask for? (First name, middle name, middle have Ss work in groups of five to complete the chart.
initial, last name, city, phone number, email address.)
C
SA
Additional practice
For more practice, use:
Workbook page 12
Online Self-study Lesson B
T-19 Unit 2
unit
2
E
m a di s on
eng l i sh CityLibrary
City
S c h o ol
PL
REGISTRATION M EM BER S HI P CARD APPLICATION
First name: Michael First name: Lydia First name: Veronica
Middle name: John Middle initial: P. Family name: Guzman
Last name: Kensington Last name: Jackson City: Dallas
M
19
I can ask for and give phone numbers and email addresses. ✓
C Family
1 Vocabulary Family members
A Listen and repeat.
grandparents grandfather
husband
Roger Mills son
grandmother
Sarah Mills
daughter
E
father (dad) wife
parents Michael Olson
mother (mom)
PL
Helen Olson
brother
sister Jack Olson
Wendy Olson
M
children / kids
brother
SA
Brian Olson
B PAIR WORK Ask and answer the questions about the family in Part A. See page T-20 for answers.
1 Are Sarah and Roger Mills single? 3 Are Sarah and Roger grandparents?
2 Are Michael and Helen brother and sister? 4 Are Wendy and Jack parents?
20
➽earning objective: Use family vocabulary. • Direct Ss’ attention to the picture to set the scene. Ask:
Who do you see? (Two boys.) What is in the boy’s hand?
A (Level 1, Track 31) (A phone.)
• Direct Ss’ attention to the pictures. Ask: What are the • Play the audio. Have Ss listen and read silently. If
names of the people? (Sarah and Roger Mills, Helen, helpful, play the audio line by line and have Ss repeat.
Michael, Wendy, Brian, and Jack Olson.) • Explain: Yeah is a common, informal way to say yes.
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• Play the audio. Have Ss listen and read silently. Wow is an expression for surprise.
• Play the audio again. Have Ss listen and repeat the • Option For more practice, divide the class into two
words to practice pronunciation. sections to practice choral reading. Designate one
PL
• Check comprehension. Ask: What is the mother’s name? section to be Lance and one to be Jack.
(Helen Olson.) What are the children’s names? (Wendy, • Have Ss practice the conversation in pairs. Then call on
Brian, Jack.) What is the name of Helen’s father? (Roger two pairs to act it out for the class.
Mills.) Point out that Helen’s last name, Olson, is her
married name. Women in North America often take
their husband’s last name.
• Point out that grandparents in North American families
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Answers
1 No, they’re not. They’re married.
2 No, they’re not. They’re husband and wife.
3 Yes, they are.
4 No, they’re not. They’re brother and sister.
B
3 Grammar Who and How
• Go over the instructions and the example conversation.
old with be • Model the activity. Point to someone in Exercise 1 and
➾earning objective: Practice questions with Who and ask: Who’s that?
How old with be. • Have Ss work in pairs to take turns asking and answering
questions about the family in Exercise 1.
(Level 1, Track 33) • Call on Ss. Point to a picture and ask: Who’s that?
• Direct Ss’ attention to the grammar box.
Presentation Plus: Revealing grammar page xxx
• Explain the rules for questions with Who and How old
After doing Part B, follow the steps for Revealing grammar
and be:
to review Who and How old with be. Hide all instances of be
1 Focus on form. Say: The question word or phrase
in the chart.
(who, how old) comes first. Write on the board:
who / how old + be + subject pronoun
2 Say: We often use a contraction with who is (who’s).
4 Speaking My family
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• Ss often have problems saying ages. Point out that we
use be when giving ages (She is seven years old, not She ➾earning objective: Identify family members and give
has seven years old.). their ages.
PL
• Refer Ss to the conversation in Exercise 2. Have them • Direct Ss’ attention to the “can do” statement at the
underline questions with Who and How old in the bottom of the page. (When they finish the speaking
conversation. activity, they will hopefully be able to check the circle.)
• Play the grammar box audio. Have Ss listen and repeat
A
to practice pronunciation.
• Go over the instructions.
(Level 1, Track 34)
• Model the activity. Tell Ss about someone in your family:
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• Direct Ss’ attention to the numbers on the right. his or her name, your relationship to the person, his or
• Play the audio and have Ss listen and read silently. her age, and where he or she is from.
• Play the audio again and have Ss listen and repeat. • Have Ss work individually to complete the chart about
• Check Ss’ comprehension. Point to the members of the three family members.
SA
T-21 Unit 2
unit
2
A Read the answers. Write the questions. Then practice with a partner. 14 fourteen
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A Who are they? 19 nineteen
27 twenty-seven
B PAIR WORK Ask and answer questions about the family in Exercise 1.
28 twenty-eight
A: Who’s that? 29 twenty-nine
B: That’s Jack Olson.
SA
30 thirty
40 forty
4 Speaking My family 50 fity
A Complete the chart with information about three people in your family. 60 sixty
Family member Name How old ... ? Where ... from? 70 seventy
1 80 eighty
2 90 ninety
5 Keep talking!
Go to page 129 for more practice.
21
I can identify family members and give their ages. ✓
PEOPLE IN MY LIFE
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PL
I’m with my friends Fernando and Amy. This is my brother Carlos and my sister Julia.
Fernando is on the left. He’s from Bogotá, Carlos is 18 years old and a good soccer player.
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Colombia. Amy is on the right. She’s from Julia is only ten. She’s a good tennis player.
Perth, Australia. I’m in the middle.
SA
This is my grandmother. Her name is Olivia, but Here’s my Internet friend Dong-sun. His family
her nickname is Nana. She’s an artist, and she’s name is Choi. He’s from Busan, South Korea.
92 years old! He’s 18 years old. His sister is in the photo, too.
22
LESSON D overview C
Reading: “People in My Life” (photo captions) • Go over the instructions and the example.
Listening: People I know • Have Ss read the article again and correct the false
Writing: My friends sentences.
Speaking: Presentation about friends • Have Ss compare answers with a partner.
• Go over the answers with the class.
Reading People in • Option Have Ss write three more sentences about the
reading. Encourage them to include at least one false
My vi e sentence. Have Ss exchange sentences with a partner to
read and correct if necessary.
➱earning objective: Read and discuss descriptions of
photos; use visuals to guess content; scanning.
Extra activity: Game
(Level 1, Track 35) Have Ss work in groups of four. Each S is responsible for
one of the photo descriptions. Have Ss think of four
Presentation Plus: Tip
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questions to ask about their photo. Have Ss reread the
Instead of doing Part A with books open, have Ss close
descriptions to remember as much as possible. Books
their books. Zoom in on photos above the descriptions
closed. Have two groups of four work together to take
one at a time. Follow the steps for Part A below.
turns asking and answering questions about the photo
PL
A descriptions.
• Set the scene. Isabel is describing her friends and family. • Call on Ss and ask the questions.
• Pre-teach any unfamiliar vocabulary.
Possible answers
Fernando and Amy are Isabel’s friends.
Vocabulary
SA
Answers
Isabel’s family members: Carlos, Julia, Olivia
Isabel’s friends: Fernando, Amy, Dong-sun
B
2 Listening People I know
• Go over the instructions and the example.
✃earning objective: Develop skills in listening for • Check comprehension. Ask: Who is in the picture?
specific information. (Samantha.) How old is she? (26 years old.) Where is she
from? (She’s from the United States.)
A (Level 1, Track 36)
• Have Ss work individually to write three sentences
• Set the scene. Gina is talking about her pictures. Direct about their friends.
Ss’ attention to the pictures. Ask: Who do you see? (A
male / young male; female; man; teacher.) Where are
C
they? (Home, Paris, work, classroom.) • Go over the instructions and the example conversation.
• Go over the instructions. • Model the activity. Show a picture of one of your
• Play the audio. Have Ss listen and check the correct friends, or draw one on the board. Say one or two
answers. sentences about your friend. Elicit questions from
• Have Ss compare answers with a partner. the class.
• Go over the answers with the class. • Have Ss work in groups to take turns sharing their
E
sentences and asking and answering questions. Go
B (Level 1, Track 36)
around the room and take notes on the correctly
• Go over the instructions. formed questions you hear.
PL
• Play the audio again. Have Ss listen and answer the • To motivate your Ss, write the correctly formed
questions. questions on the board. Point out how many questions
• Have Ss compare answers with a partner. Ss know how to ask correctly.
• Go over the answers with the class. • Finally, tell Ss to check the “can do” statement if they
• Option Have Ss work in pairs to take turns asking and can give information about family and friends. NOTE:
answering the questions. If Ss feel they need more help, suggest they do the
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T-23 Unit 2
unit
2
E
1 friend 2 ✓ classmate 3 father 4 ✓ teacher
✓ brother sister ✓ grandfather mother
B Listen again. Answer the questions.
PL
1 How old is Mark? 15
2 What city is Dominique from? Paris
3 What’s the man’s name? Henry
4 Is Ms. Parker American? No, she’s Canadian.
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My friends
My best friend is Samantha. She’s 26 years old.
She’s American. She’s a teacher.
Emma is my friend, too. She’s …
C GROUP WORK Share your pictures and sentences. Ask and answer questions
for more information.
A: This is my friend Samantha. She’s 26 years old.
B: What’s her last name?
23
I can give information about family and friends. ✓
Wrap-up
1 Quick pair review
Lesson A Guess!
Say five countries. Can your partner name the nationalities? Take turns.
You have two minutes.
A: South Korea.
B: South Korean.
Lesson B Test your partner!
Write three phone numbers and say them to your partner. Can your partner
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write them correctly? Check his or her answers. You have two minutes.
Make a list of family words. How many do you know? You have one minute.
24
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correctly answered nationality earns a point.
• Go over the instructions and questions.
• Model the activity. Tell about five cities in a country
Lesson B Test your partner!
and the names and ages of two famous people from
PL
• Go over the instructions. that country: Ottawa, Quebec, Vancouver, Calgary, and
• Model the activity. Say a phone number. Have a Toronto are five cities in Canada. Céline Dion is a famous
volunteer write it on the board. singer from Canada. (She was born in 1968.) Jim Carrey
• Have Ss work in pairs to take turns saying phone is a famous actor from Canada. (He was born in 1962.)
numbers as their partner writes them. Set a time limit • Have Ss do research online as an out-of-class assignment.
of two minutes. Remind Ss to write down the information.
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• Model the activity. Ask: What is one family word? Spain? What country is Penelope Cruz from? What is the
• Have Ss work in pairs to list all the family words they name of a famous actor from Spain?). Call on teams to
can. Set a time limit of one minute. take turns asking another team a question. Each correct
• Elicit ideas. answer earns a point for the team. Alternatively, have Ss
read the clues and elicit the name of the country.
Presentation Plus: List that page xxix
After brainstorming, follow the steps for List that to review
vocabulary about family.
3 What’s that?
unit
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LESSON D Favorite things Ss can . . .
Ss read a webpage with descriptions about favorite items of clothing, describe their favorite possessions.
and write a paragraph about a favorite thing.
PL
Warm-up B
• ÚÛÜ Although many of the words will be new to Ss,
Ýearning objective: Preview the topic and identify a
they probably know some of them. Encourage Ss to
year by clothing style.
guess even if they’re not sure of names or spellings.
Guessing and trying something, even if they’re not
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T-25 ÕÖ×Ø Ù
3 LESSON A
What’s that?
LESSON B LESSON C LESSON D
Everyday items Asking what Clothes and colors Reading: “Yuna’s
Demonstratives; something is Possessive Blog: My favorite
articles a and an; pronouns; Whose; things!”
plurals ’s and s’ Writing: My
favorite thing
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PL
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1969 1995
SA
Year: Year:
Warm Up
A Label the pictures with the correct years.
✓ 1969 1995 1978 1986
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a bag a book a cell phone a dictionary
PL
an eraser a key a laptop a notebook
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SA
Pete Hey, Ling. What’s that? Susie Are these your sunglasses?
Ling Oh, it’s my watch. Pablo No, they’re not.
Pete It’s nice. What are those? Susie Is this your notebook?
Ling They’re my English books. Pablo Yes, it is. Thanks.
26
A (Level 1, Track 37) • Direct Ss’ attention to the picture on the left to set
• Direct Ss attention to the words and the pictures. the scene. Ask: Where are they? (In school.)
Explain that the pictures show everyday items or • Direct Ss’ attention to the picture on the right.
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objects. Ask: Where are they? (In a café.)
• Play the audio. Have Ss listen and read silently. • Go over the instructions.
• Play the audio again. Have Ss listen and repeat the • Play the audio. Have Ss circle the items in the
conversations as they listen and read silently.
PL
words to practice pronunciation.
• Option Say the words again. Point out the long vowel • Go over the answers with the class.
sounds in phone, eraser, key, and notebook. • Play the audio again. Have Ss listen and repeat to
• Option Have Ss work in pairs to take turns saying the practice pronunciation.
items in random order as their partner points. Or, say • Option To preview the explanation of demonstratives,
words in random order and have Ss point to the object read the conversations line by line. Gesture away
in the room. from you when saying that and those. Pretend to
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E
3 Use it to replace this or that; use they to replace • Play the audio. Have Ss listen.
these or those. • Play the audio again. Have Ss listen and repeat.
• Refer to the conversations in Exercise 2. Have Ss underline • Tip Many Ss have difficulty with ending s sounds.
PL
this, that, these, and those. Have Ss circle it and they. Encourage Ss to exaggerate difficult sounds until
• Check comprehension. Ask: Is that her dictionary? (Yes, it they are comfortable with the pronunciation.
is.) Are those her notebooks? (No, they’re not. They’re her • Check comprehension. Say: Bag. What is the plural?
English books.). Are those his sunglasses? (No, they’re not.) Elicit bags. Make sure the S pronounces the ending s
sound correctly. Say: Watch. What is the plural? Elicit
Articles a and an
watches. Make sure the S adds a syllable.
• Direct Ss’ attention to the articles section of the grammar • Repeat with other Ss and other words from the lesson.
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box. Ask: What letters are vowels? (A, E, I, O, U.) Ask: What
article is before a vowel sound? (An.) What article is before
a consonant sound? (A.) 5 Speaking In my bag
• Refer to the everyday items in Exercise 1. Have Ss
SA
T-27 Unit 3
unit
3
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a + consonant sound a bag a book → two books
an + vowel sound an eraser
a watch → two watches
a dictionary → two dictionaries
PL
Note: Sunglasses and glasses are always plural.
A Complete the conversations with the correct words. Then practice with a partner.
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SA
A What ’s this ? A What are those ? A What are these ? A What ’s that ?
B It’s a watch. B They’re bags. B They’re notebooks. B It’s a laptop.
B PAIR WORK Ask and answer questions about everyday items in your classroom.
6 Keep talking!
Go to page 130 for more practice.
27
I can ask about and identify everyday items. ✓
E
4 an alarm clock 3 a map 2 a marker 5 a poster 1 a remote control
B What things in Part A are in your classroom?
PL
2 Interactions Asking about new words
A Listen and practice.
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in English?
Lucy It’s a keychain.
Alex A keychain? How do you spell that?
Lucy K-E-Y-C-H-A-I-N.
Alex Thanks.
B Listen to the expressions. Then practice the conversation again with the new expressions.
What’s this called in English? What’s the word for this in English? How do you say this in English?
C PAIR WORK Practice the conversation again with the things in Exercise 1.
28
E
• Option Say each word and have Ss repeat. • Go around the room and give help as needed.
• Play the audio. Stop after the first conversation, and
Presentation Plus: Restoring text page xxx
elicit the name of the item (a remote control). Point out
After doing Part B, follow the directions for Restoring text
PL
that 1 is in the box next to a remote control.
to review language for asking what something is.
• Continue playing the audio. Have Ss write the number
of the conversation in the box. C
• Option Have Ss work in pairs to take turns asking and
• Go over the instructions and the example conversation.
answering questions about the items in the pictures
• Model the activity with a S. Point to something in the
(e.g., What’s that? It’s a marker. Is that a map? No, it’s a
room (e.g., a marker). Ask: What’s this called in English?
poster.).
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and then compare answers with a partner. • Option Have Ss practice asking about items in Lesson
• Elicit the answers from the class. A for review.
C
3 Speaking More everyday
• Go over the instructions and the example conversation.
items • Tell Ss we use let’s to make a suggestion.
æearning objective: Ask what something is called in • Have Ss ask and answer questions about other things
English. in the picture. Remind Ss to use it’s, this, and that for
one item, and they’re, these, and those for two or
• Direct Ss’ attention to the “can do” statement at the
more items.
bottom of the page. (When they finish the speaking
• Option Tell Ss to ask you what something is called if
activity, they will hopefully be able to check the circle.)
they don’t know the name. Words or phrases they
A (Level 1, Track 44) may not know: bus pass, I.D. card, pencil, pen.
• Direct Ss’ attention to the picture to set the scene. Say: • Go around the room and take notes on errors you hear
This is a desk. Point out that the objects on the desk are in the use of demonstratives, articles, and plurals.
numbered. • Write the errors you heard Ss make in demonstratives,
• Play the audio. Have Ss listen and read silently. articles, and plurals on the board. Encourage Ss to
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• Play the audio again. Have Ss listen and repeat to correct them.
practice pronunciation. • Finally, tell Ss to check the “can do” statement if they
can ask what something is called in English. NOTE: If Ss
B need more help, suggest they do the Additional practice
PL
• Go over the instructions. activities.
• Model the activity. Point to an item in the picture, or a
real item in the classroom. Ask: What’s this called? Elicit Extra activity: Game
the answer. To allow Ss more practice with pronouncing plurals, draw
• Have Ss work in pairs to take turns asking and answering a 3 ✕ 3 grid on the board. In each square, write one of
questions about the items in the picture. Remind Ss to these words: map, hairbrush, camera, clock, coin, wallet,
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cover the words. magazine, dictionary, comb. Divide the class into two
teams (X and O). Alternate calling on a team to choose a
Extra activity: Review word and say the plural form. If the team says the plural
Review yes / no questions and vocabulary from this unit. correctly, erase the word and write that letter (X or O) in
SA
Point to a book. Call on a S and ask: Is this a notebook? the box. If they say the word incorrectly, write the other
Elicit the answer (No, it’s not. It’s a book.). Hold up items. team’s letter in the box. The first team to get three in a
Have Ss work in pairs to take turns asking and answering row wins. For large classes, use a 5 ✕ 5 grid and include
yes / no questions about the objects. words from Lesson A.
T-29 Unit 3
unit
3
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PL
M
SA
B PAIR WORK Cover the words. What is each thing called? Answer with
the information you remember.
A: What’s this called?
B: I think it’s a …
C PAIR WORK Ask and answer questions about other things in the picture.
29
I can ask what something is called in English. ✓
C Clothing
1 Vocabulary Clothes and colors
A Listen and repeat.
Clothes Colors
Ana Greg
red
pink
dress
orange
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yellow
blouse
green
PL
sweater
skirt blue
scarf
belt
jeans T-shirt purple
sweatshirt tie coat
hat
shirt
brown
pants white
boots
socks
SA
gray
shoes
B PAIR WORK Describe a classmate’s clothes, but don’t say his or her name!
Your partner guesses the name. Take turns.
A: His shoes are brown. His T-shirt is red and green. His pants are gray.
B: Is it David?
30
çearning objective: Use vocabulary for clothes and • Direct Ss’ attention to the picture to set the scene.
colors. Ask: What people are in the picture? (One man, two
women.) Where are they? (At the airport.)
A (Level 1, Track 45) • Play the audio. Have Ss listen and read silently. If
• Direct Ss’ attention to the picture. Ask: What people helpful, play the audio line by line and have Ss repeat.
are in the picture? (A man and a woman.) What are their • Point out the expressions of politeness: excuse me, I’m
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names? (Ana and Greg.) What do you see? (Clothes.) very sorry, thank you, you’re welcome.
• Play the audio. Have Ss listen and read silently. • Have Ss practice the conversation in pairs. Then call on
• Play the audio again. Have Ss listen and repeat the two pairs to act it out for the class.
PL
words to practice pronunciation. • Option Model the activity with a S. Have the S say
• Point out that clothes and the verb close sound the Greg’s lines. Say Laura’s lines with expression,
same, but they have different meanings. demonstrating how intonation rises at the end of the
• Check comprehension. Ask: Is that his T-shirt? (Yes, it is.) questions This bag? And It is? Have Ss work in pairs to
Are those her pants? (No, they aren’t.) Is this her skirt? practice the conversation.
(Yes, it is.) Are those his boots? (No, they aren’t.) Are his
socks pink? (No, they aren’t.) Is her skirt orange? Presentation Plus: Language switch page xxix
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(No, it’s not.) After doing Exercise 2, follow the steps for Language switch
• Option Books closed. Ask: Who has (a blouse)? Ss with to practice the vocabulary for clothes. Have volunteers
(a blouse) stand up or raise their hands. highlight all one-item words in the vocabulary section
(e.g., dress). Zoom in on the conversation and highlight all
SA
B
• Go over the instructions and the example.
• Model the activity. Describe a S’s clothes and elicit the
S’s name.
• Have Ss work in pairs to take turns describing a
classmate’s clothes and saying the S’s name.
• Call on Ss to describe a classmate. Elicit the S’s name
from the class.
B
3 Grammar Possessive
• Go over the instructions and the example conversation.
pronouns; Whose; ’s and s’ • Model the activity. Point to an item of clothing in Exercise
èearning objective: Practice possessive pronouns, 1 and ask: Whose tie is this? (It’s Greg’s.)
questions with Whose, ’s and s’. • Have Ss work in pairs to take turns asking and answering
questions about the clothing in Exercise 1.
(Level 1, Track 47) • Call on Ss. Point to a picture and ask: Whose ____ is
Possessive pronouns that?
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sentence with a possessive pronoun (e.g., It’s mine / bottom of the page. (When they finish the speaking
yours.). Continue with other examples. activity, they will hopefully be able to check the circle.)
• Refer Ss to the conversation in Exercise 2. Have Ss • Put a table in front of the classroom if possible.
PL
underline the possessive pronouns in the conversation. • Direct Ss’ attention to the picture. Elicit the words for
the items on the table (wallet, hat, sunglasses, pencil,
Whose
notebook, cell phone).
• Direct Ss’ attention to the right side of the grammar box. • Go over the instructions and the example conversation.
Demonstrate the meaning of whose. Hold your book • Have Ss each put three things on the table. Model
and say: This is my book. Whose book is this? It’s mine. the activity. Pick up a S’s notebook and ask: Whose
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Give another example. Gesture to a S and say: This is her notebook is this? Elicit the answer from the class. Then
book. Whose book is it? Elicit the answer (It’s hers.). ask the S: Is this your notebook? Elicit the answer from
’s and s’ the S.
• Have Ss pick up three other things. Tell Ss to walk
• Demonstrate possessives: Point to Greg’s bag in
SA
T-31 Unit 3
unit
3
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2 Are these Greg’s black shoes? Yes, they’re his / hers / theirs.
3 Is this pink scarf Ana’s? No, it’s not his / hers / theirs.
4 Are these bags Greg and Ana’s? Yes, they’re his / hers / theirs.
PL
5 Whose red socks are these? Are they yours? Yes, they’re my / mine / yours.
6 Is that my sister’s skirt? No, it’s not mine / yours / hers.
B PAIR WORK Ask and answer questions about the clothing in Exercise 1.
A: It's …
CLASS ACTIVITY Put three of your things on a table. Then take three other things
and find their owners.
A: Whose hat is this?
B: I think it’s Ken’s.
A: Is this your hat, Ken?
C: Yes, it’s mine.
5 Keep talking!
Student A go to page 131 and Student B go to page 132 for more practice.
31
I can talk about clothes and possessions. ✓
D Favorite things
1 Reading
A Look at the things in the pictures. What are they?
B Read Yuna’s blog. Circle the things you think Yuna is interested in: sports / art / fashion / movies See page T-32
for answers.
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PL
M
This is my favorite photo of This T-shirt is my favorite item This is my favorite remote
my grandfather. He’s from of clothing. It’s from a street control. It’s for my brother.
Kyoto. market in Mexico. He talks and talks and talks!
SA
E
• Direct Ss’ attention to the pictures. • Go over the instructions and the example.
• Elicit the items. • Have Ss read the article again and answer the
questions.
Answers • Have Ss compare answers with a partner.
PL
man, shirt, remote control, umbrella, painting, backpack • Go over the answers with the class.
Vocabulary
item of clothing: piece of clothing, for example, a blouse
street market: an outdoor market, usually on a street or
public square that opens one or two days a week
Answers
art / fashion
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extra questions about their partner’s object. Go around
• Play the audio. Have Ss listen and check the correct
the room and take notes on the correctly formed
answers.
questions you hear.
• Have Ss compare answers with a partner.
PL
• Write the correctly formed questions on the board.
• Go over the answers with the class.
Point out how many questions Ss know how to ask
Extra activity: Extension correctly.
• Finally, tell Ss to check the “can do” statement if they
Have Ss work in pairs to create conversations using one
can describe their favorite possessions. NOTE: If Ss feel
or more of the clothing items that were not mentioned
they need more help, suggest they do the Additional
in the activity conversations. Encourage Ss to follow the
practice activities.
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T-33 Unit 3
unit
3
1 2
a ✓ b a b ✓
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3 4
PL
a b ✓ a ✓ b
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Where is it from?
How old is it?
What color is it?
B Write about your favorite thing. Use the model and your answers in Part A to help you.
My Favorite Thing
My favorite thing is my bag. It’s from Cuzco, Peru. I think it’s three
or four years old. It’s purple, white, and yellow. I love it!
C GROUP WORK Share your drawings and your writing. Ask and answer questions
for more information.
A: Here’s a picture of my favorite thing.
B: What is it?
A: It’s my bag.
C: Where is it from?
A: It’s from Peru.
33
I can describe my favorite possessions. ✓
Wrap-up
1 Quick pair review
Lesson A Brainstorm!
Make a list of everyday items and the plural forms of the words.
How many do you know? You have two minutes.
Student A
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PL
Student B
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Look at your partner’s clothes. Then close your eyes and describe them. Take turns.
You have two minutes.
Your shirt is green, and your jeans are blue. I think your socks are white.
Lesson D Find out!
What is one thing both you and your partner have in your bags or desks? Find the thing
and answer the questions. You have two minutes.
What color is it? How old is it? Where is it from?
34
E
After brainstorming, follow the steps for Guided looking for clothes in a magazine and then writing
brainstorming to review vocabulary for everyday items. about the clothes.
• Go over the instructions, the questions, and the
PL
example description.
Lesson B Test your partner!
• Model the activity. Show a picture of clothes from a
• Go over the instructions. magazine and describe the picture.
• Have Ss work in pairs to take turns asking and answering • Have Ss do research as an out-of-class assignment or
what things are. Designate one Student A and one bring in magazines. Have Ss write a description.
Student B. Set a time limit of two minutes. • Have Ss work in pairs or small groups to read their
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4 Daily life
unit
E
LESSON D My weekend Ss can . . .
Ss read a message board with descriptions about favorite days of the week describe the things they do on
and write a paragraph about their weekend routines. weekends.
PL
Warm-up B
• Go over the instructions. Ask about the colors of the
ìearning objective: Preview the topic and identify
different things. Help students with the answers using:
everyday items.
Yes, it is. / Yes, they are. / No, it isn’t. / No, they aren’t.
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• Tell Ss that they will learn how to talk about daily life in
you see?
this unit. Point out the Unit 4 lesson overviews. Go over
A what Ss will learn in each lesson.
• To introduce the topic of daily life, direct Ss’ attention
to the picture. Ask: Where are the people? (On the street.)
• Go over the instructions.
• Have Ss work in pairs or groups to name the things
they see in the picture.
• Elicit answers from the class.
• Option Do the activity as a class.
Possible answers
That’s a bag. That’s a bicycle.
That’s a watch. That’s a bus.
That’s an umbrella. That’s a taxi.
That’s a laptop. That’s a clock.
That’s a cell phone. Those are newspapers.
T-35 Unit 4
4 Daily life
LESSON A LESSON B LESSON C LESSON D
Ways of getting Asking the time Days of the week Reading: “What’s
around and routines your favorite day
Simple present Simple present of the week?”
statements yes / no questions Writing: About my
weekend
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PL
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SA
Warm Up
A Name the things you see in the picture. Use That’s a / an … and Those are … . See page T-35 for possible answers.
B Say the colors of six things in the picture.
35
A Getting around
1 Vocabulary Ways of getting around
A Listen and repeat.
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ride a motorcycle take a taxi / cab
PL
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take the bus take the subway take the train walk
SA
B What about you? Check (✓) the ways you get around.
I drive. I take the bus. I ride a bike. I walk.
36
E
• Play the audio. Have Ss listen and read silently. son and daughter.)
• Point out that bike is short for bicycle, and that taxi and • Go over the instructions.
cab are the same. • Play the audio. Have Ss underline the ways of getting
PL
• Play the audio again. Have Ss listen and repeat the around as they listen and read silently.
phrases to practice pronunciation. • Go over the answers with the class.
• Option Have Ss work in pairs to take turns saying a • Play the audio again. Have Ss listen and repeat to
verb (drive) as their partner completes the phrase with practice pronunciation.
an appropriate noun (a car). B
Presentation Plus: Swipe and guess page xxxi • Go over the instructions.
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After doing Part A, follow the steps for Swipe and guess to • Model the activity. Tell the class how you get around.
review vocabulary for ways of getting around. • Have Ss check the ways they get around.
• Have Ss compare answers with a partner.
B (Level 1, Track 51) • Option Tell Ss to stand if the statement is true for
SA
B
3 Grammar Simple
• Go over the instructions and the example sentences.
present statements • Model the activity. Tell Ss how your family and friends
öearning objective: Practice simple present get to school or work.
statements, regular and irregular verbs. • Have Ss work in pairs and tell their partner about their
family and friends. Have early finishers find two things
(Level 1, Track 53) their families or friends have in common.
Regular verbs • Call on Ss to tell the class about their partner’s family
or friends. Make sure they say the -s endings on plurals
• Direct Ss’ attention to the left side of the grammar box. and verbs.
• Tip To help explain general grammar concepts,
teach your Ss common terms such as subjects, verbs,
contractions, and negatives. 5 Speaking I take the bus.
• Elicit the form in affirmative statements. Ask: What
personal pronouns have a verb with an -s ending? öearning objective: Describe how people get around.
E
(He, she.) • Direct Ss’ attention to the “can do” statement at the
• Focus on form in negative statements. Write on the bottom of the page. (When they finish the speaking
board: activity, they will hopefully be able to check the circle.)
PL
1 I, you, we, they + do not (don’t) + verb
A
2 he, she, it + does not (doesn’t) + verb
3 For all subject pronouns, the verb doesn’t have • Go over the instructions.
an -s ending. • Model the activity. Tell Ss how you get to school.
• Point out the contractions (do not = don’t; does not = Pretend to write it in the chart.
doesn’t). • Have Ss work individually to complete the chart for
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• Focus on use in simple present statements. Say: We use themselves. Tell them to write their information
the simple present for general actions. under Me.
• Call on Ss and elicit the way they get to school or work.
Irregular verbs
B
• Direct Ss’ attention to the right side of the grammar box.
SA
• Elicit the irregular forms of the verbs. Ask: What form • Go over the instructions and the example conversation.
of have do we use with he and she? (Has.) How about • Have Ss work in groups of four to complete their charts.
go? (Goes.) • Go around the room and provide help as needed. Take
• Refer to Mariela’s statements in Exercise 2. Have Ss notes on errors you hear in the use of simple present
underline all the affirmative and negative simple statements.
present verbs. C
• Check Ss’ comprehension. Ask: True or false? Mariela
walks to work. (False. She drives to work.) Her husband • Go over the instructions and the example conversation.
rides his bike. (True.) Her kids take the bus to school. • Have Ss work in a new group and tell their new partners
(False. They walk.) about their classmates (e.g., Hugo drives to work.).
• Play the grammar box audio. Have Ss listen and repeat • Write the errors you heard Ss make on the board.
to practice pronunciation. Encourage Ss to correct them. Make sure Ss use the
simple present forms correctly.
A • Finally, tell Ss to check the “can do” statement if they
• Go over the instructions and the example. can describe how people get around. NOTE: If Ss feel
• Have Ss complete the sentences with the simple present they need more help, suggest they do the Additional
form of the verbs. practice activities.
• When Ss are finished, have them compare answers
with a partner. Additional practice
• Go over the answers with the class. For more practice, use:
Workbook pages 25–27
Online Self-study Lesson A
T-37 Unit 4
unit
4
A Complete the sentences with the simple present forms of the verbs. Then compare
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with a partner.
1 I take (take) the bus to school. I don’t walk (not / walk).
2 Jonathan has (have) a car. He drives (drive) to work.
PL
3 My parents take (take) the train to work. They go (go) to the city.
4 My neighbor rides (ride) a motorcycle to work.
5 Mei-li doesn’t take (not / take) the bus. She walks (walk).
6 We don’t have (not / have) bicycles, and we don’t drive (not / drive).
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B PAIR WORK Make five sentences about how your family members and friends get to
school or work. Tell your partner.
A: My sister works in a big city. She takes the bus to work.
B: My best friend works in a big city, too. He doesn’t take the bus. He drives.
SA
B GROUP WORK Find out how three of your classmates get to school or work.
Complete the chart with their information.
A: I take the bus to school. It’s the number 16 bus. How about you?
B: I take the bus, too. I take the number 8 bus.
C GROUP WORK Tell another group how your classmates get to school or work.
5 Keep talking!
Go to page 133 for more practice.
37
I can describe how people get around. ✓
E
PL
It’s twelve-fiteen. It’s twelve-thirty. It’s twelve-forty. It’s twelve forty-five.
It’s a quarter ater twelve. It’s half past twelve. It’s twenty to one. It’s a quarter to one.
2 Interactions Time
SA
B PAIR WORK Practice the conversations again with the times below.
4:15 / 4:45 6:20 / 7:00 10:05 / 10:00 5:45 / 5:30
38
E
• Play the audio again. Have Ss listen and repeat the • Have Ss practice the conversation in pairs using
times to practice pronunciation. different expressions, then change roles. For more
• Option Say a time and have Ss write it. practice, encourage Ss to use each pair of times to ask
• Option Have Ss work in pairs to take turns saying a
PL
about the bus and the class.
time as their partner points and, if possible, says a • Go around the room and give help as needed.
different way to say the same time. • Option Have Ss practice the conversations again, saying
the times in a different way.
Presentation Plus: Tip
Before class, hide the text under the pictures. In class,
Extra activity: Line-ups
after doing Part A, with books closed, zoom in on the
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pictures and use them to elicit the times. Give each S a slip of paper. Have Ss write a time between
noon and two p.m. For example, someone might write
B 12:15. Collect the slips and redistribute. Have Ss walk
• Go over the instructions. around the room to take turns asking the time and
responding with the time on the slip of paper. Encourage
SA
2 Interactions Time
þearning objective: Ask for and give the time.
A (Level 1, Track 55)
• Direct Ss’ attention to the pictures to set the scene. Ask:
What do you see? (People asking the time.)
• Play the audio. Have Ss listen and read silently. If
helpful, play the audio line by line and have Ss listen
and repeat.
E
B (Level 1, Track 57) • Have Ss interview a partner and take notes.
T-39 Unit 4
unit
4
3 Pronunciation Reduction of to
A Listen and repeat. Notice how to is pronounced as /tə/.
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B No, it’s ten to one. B No, it’s a quarter to eight. B No, it’s twenty to three.
4 Listening Am I late?
PL
A Listen to five conversations about time. Write the time of each thing.
1 the movie 2 Rod’s class 3 the train 4 the bus 5 Susan’s class
10:00 4:00 12:20 noon 9:45
B Listen again. Are the people early or late? Circle the correct answers.
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1 early / late 2 early / late 3 early / late 4 early / late 5 early / late
39
I can ask for and tell the time. ✓
C My routine
1 Vocabulary Days of the week and routines
A Listen and repeat.
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B Listen and repeat.
PL
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C PAIR WORK What is your routine on weekdays? On weekends? Tell your partner.
LESSON C overview C
Vocabulary: Days of the week and routines • Go over the instructions and the example.
Grammar: Simple present yes / no questions • Model the activity. Tell the class about your weekday
Speaking: Interview about routines routine and your weekend routine.
• Have Ss work in pairs to talk about their routines on
Vocabulary Days of the weekdays and on weekends.
E
• Play the audio and have Ss listen and read silently. middle and say a statement about routines. Explain that
• Play the audio again. Have Ss listen and repeat the the Ss need to be moving fast and find a new seat if the
words to practice pronunciation. statement is true. Continue long enough to give most, if
• Option Explain the activity. Say: I say Monday, you say not all, Ss a chance to speak.
PL
Tuesday. Call on a S and say: Friday. Elicit Saturday.
Have Ss work in pairs to take turns saying a day of the
week and responding with the next day.
2 Conversation Monday
B (Level 1, Track 60)
morning
• Direct Ss’ attention to the pictures. Ask: What is in the
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pictures? (A girl and things she does every day.) ▲earning objective: Practice a conversation about
• Go over the instructions. routines; see simple present yes / no questions in
• Play the audio. Have Ss listen and read silently. context.
• Play the audio again. Have Ss listen and repeat. (Level 1, Track 61)
SA
E
• Refer Ss to the conversation in Exercise 2. Have Ss A
underline the yes / no questions and circle the short • Direct Ss’ attention to the chart. Say each question and
answers. have Ss repeat.
PL
• Check Ss’ comprehension. Ask: Does Tom get up early • Go over the instructions and the example conversation.
on Mondays? (Yes, he does.) Does Tom study in the • Model the activity. Ask a S the first two questions.
evenings? (No, he doesn’t.) Does he go to bed late? (Yes, Pretend to write the answers down.
he does.) Do Liz and Tom drink coffee? (Yes, they do.) • Have Ss work in pairs to take turns asking and
• Play the grammar box audio. Have Ss listen and repeat answering the questions to complete the chart. Have
to practice pronunciation. early finishers take turns telling their partners about
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• Play the audio again and have Ss listen and repeat. telling about their first partner’s answers.
• Go around the room and take notes on errors you hear
Presentation Plus: Right or wrong? page xxx in simple present yes / no questions and answers.
Instead of doing Part A, follow the steps for Right or wrong? • Call on Ss to tell the class about their first partner.
to practice simple present yes / no questions. Encourage other Ss to ask yes / no questions for more
information.
A
• Write the errors you heard Ss make on the board.
• Go over the instructions and the example. Encourage Ss to correct them. Make sure Ss use the
• Have Ss work individually to write yes / no questions. correct form of questions and yes / no answers.
• Have Ss compare questions with a partner. • Finally, tell Ss to check the “can do” statement if they
• Go over the questions with the class. can ask and answer questions about routines. NOTE:
B If Ss feel they need more help, suggest they do the
Additional practice activities.
• Go over the instructions and the example conversation.
• Model the activity. Call on a S and ask: Do you get up Additional practice
at 7:00? Elicit the answer.
For more practice, use:
• Have Ss work in pairs to take turns asking and
Workbook pages 29–31
answering the questions in Part A.
Online Self-study Lesson C
• Call on Ss and ask a question from Part A. Elicit the
answer.
T-41 Unit 4
unit
4
A Write yes / no questions with the information below. Then compare with a partner.
1 (you / get up / 7:00) Do you get up at 7:00?
2 (you / read the news / every day) Do you read the news every day?
3 (your teacher / drink cofee / in class) Does your teacher drink cofee in class?
Do your parents watch TV in the evening?
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4 (your parents / watch TV / in the evening)
5 (your friend / exercise / on weekends) Does your friend exercise on weekends?
6 (you and your friends / study / ater midnight) Do you and your friends study after midnight?
PL
B PAIR WORK Ask and answer the questions in Part A. Answer with your
own information. Time expressions
5 Keep talking!
Go to page 134 for more practice.
41
I can ask and answer questions about routines. ✓
D My weekend
1 Reading
A Look at the forum question. What’s your favorite day of the week? Why?
B Read the message board. Whose favorite day is on the weekend? See page T-42 for answers.
E
My favorite day of the week is Saturday. I study from Monday to
busyguy
Friday. On Saturday, I get up late.
PL
Not Saturday or Sunday. I work from noon to 4:00 on those days. In
trish06 the evening, I study. My favorite day is Wednesday, because I don’t
work on Wednesdays.
favorite actor. The show is called “Life with Jason.” It’s on at 8:00.
Sunday! I get up late, read the news, and have cofee. Then my son
SuperDad45
and daughter cook breakfast for my wife and me.
I have two favorite days – Tuesday and Thursday. I have an art class
michiko3
ater work on those days, and my teacher is very nice.
C Read the forum again. What’s each person’s favorite day? Why? Complete the chart.
Favorite day(s) Why?
busyguy Saturday gets up late
trish06 Wednesday doesn’t work on Wednesday
JasonFan Monday favorite show is on Monday
Ricardo Saturday no school
SuperDad45 Sunday gets up late, reads newspaper, has cofee; children
michiko3 Tuesday and Thursday has an art class cook for him
D CLASS ACTIVITY What’s your class’s favorite day? Vote and discuss your answer.
42
LESSON D overview C
Reading: “What’s your favorite day of the week?” • Go over the instructions and the example.
(a message board) • Have Ss read the message board again and work
Listening: Angela’s routine individually to complete the chart.
Writing: About my weekend • Have Ss compare answers with a partner.
Speaking: Survey about busy weekends • Go over the answers with the class.
E
Have Ss study the chart. Set a one-minute time limit.
• Tip To help Ss notice the topic of a reading, have them Have Ss work in pairs to take turns asking and answering
look at titles, subtitles, and questions. questions. Designate one partner to be A and the other B.
• Go over the instructions. A (book open) asks B (book closed) questions about the
PL
• Elicit answers to the question. first three people in the chart (e.g., Is busyguy’s favorite
day Sunday? [No, it’s not. It’s Saturday.] Why? [He gets
B
up late.]). Then have B (book open) ask A (book closed)
• Set the scene. Six people are writing about their favorite questions about the other three people.
day of the week.
• Pre-teach any unfamiliar vocabulary. D
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your hand)
Extra activity: Survey
• Go over the instructions. Have Ss read the postings and
find whose favorite day is on the weekend. Say or write these questions on the board: What is your
• Elicit the answers. favorite day of the week? Why? Have Ss survey six other
classmates to ask and answer the questions. Tell Ss to
Answers take notes on their classmates’ answers. Call on Ss to tell
busyguy, Ricardo, and SuperDad45 the class about one of their classmates’ answers.
C
2 Listening Angela’s routine
• Go over the instructions.
✍earning objective: Develop skills in listening for • Model the activity. Call on a S to read his or her
details. paragraph. Ask questions for more information
(e.g., Do you get up early on Sundays? Do you study
A (Level 1, Track 65)
in the evenings?).
• Set the scene. Angela and Max are talking about • Have Ss share their writing in small groups. Remind Ss
Angela’s routine on weekends. to ask questions for more information.
• Go over the instructions. • Call on Ss to tell the class one thing about a classmate’s
• Play the audio. Have Ss listen and circle what Angela weekend routine.
does.
• Have Ss compare answers with a partner. Extra activity: Guessing game
• Go over the answers with the class. Collect the paragraphs and redistribute them. Have Ss
B (Level 1, Track 65) read the paragraph they received. Elicit guesses as to
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who wrote it from the class.
• Go over the instructions.
• Play the audio. Have Ss listen and write one more thing
Angela does on each day. 4 Speaking Are you busy?
PL
• Have Ss compare answers with a partner.
• Go over the answers with the class. ✍earning objective: Interview a partner about the
things he or she does on weekends.
• Direct Ss’ attention to the “can do” statement at the
3 Writing About my bottom of the page. (When they finish the speaking
weekend activity, they will hopefully be able to check the circle.)
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T-43 Unit 4
unit
4
B Listen again. Write one more thing Angela does on Saturdays and on Sundays.
On Saturdays: take the subway On Sundays: read the news
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A Complete the chart with information about your weekend routine. Include two activities
you do and two activities you don’t do.
Saturdays Sundays
PL
Activities I do: Activities I do:
My Weekend Routine
B Write about your weekend routine. Use the model and your answers
On Saturdays, I get up late and
in Part A to help you.
watch TV. I don’t study and I
SA
C GROUP WORK Share your writing. Ask and answer questions for don’t go to work. On Sundays, . . .
more information.
B PAIR WORK Interview your partner. Circle his or her answers. Is your partner busy?
43
I can describe the things I do on weekends. ✓
Wrap-up
1 Quick pair review
Lesson A Brainstorm!
Make a list of ways of getting around. How many do you know? You have one minute.
E
PL
Lesson C Guess!
Say a time and a day. Can your partner guess your routine at that time? Take turns.
You have two minutes.
A: Two o’clock on Monday.
B: Do you exercise at 2:00 on Monday?
A: No.
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B: Do you study?
A: Yes.
Lesson D Find out!
SA
What are three things both you and your partner do on weekends?
You have two minutes.
A: I exercise on Saturday mornings. How about you?
B: No, I don’t. I go to bed late on Saturdays. How about you?
A: Yes, I do!
Beijing
44
E
After brainstorming, follow the steps for List that to review
ways of getting around. and find out the times in different cities when it is nine
o’clock in the evening in Beijing.
Lesson B Test your partner! • Have Ss compare answers with a partner.
PL
• Elicit the times in the cities from the class.
• Go over the instructions.
• Model the activity. Say: A quarter to five and have Ss
write it correctly. Elicit the answer (4:45).
• Have Ss work in pairs to take turns saying and writing
times. Set a time limit of two minutes.
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Lesson C Guess!
• Go over the instructions and the example conversation.
• Model the activity. Say a time and day. Elicit a yes / no
question to guess your activity.
SA
5 Free time
unit
E
LESSON D Online fun Ss can . . .
Ss read an article about online activities, and write questions and discuss how they use technology.
answers about free time, online activities, or school.
PL
Warm-up B
• Go over the instructions.
✗earning objective: Preview the topic and identify free
• Model the activity. Tell the class when you have free
time activities.
time (e.g., I have free time on Saturday morning at
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Possible answers
The man and woman walk. They go to the park.
The man drinks coffee. The man has a laptop.
The family watches TV. They smile.
The man plays a video game. He is in his house.
T-45 Unit 5
5 LESSON A
Free time
LESSON B LESSON C LESSON D
Online activities Declining help Leisure activities Reading: “Fun
Adverbs of Accepting help and places Online Activities”
frequency Simple present Writing: Let’s chat
Wh- questions
with do
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PL
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SA
Warm Up
A Look at the pictures. Make two sentences about each one. See page T-45 for possible answers.
B When do you have free time? Write the times.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
a.m.
p.m.
45
A Online habits
1 Vocabulary Online activities
A Listen and repeat.
E
use social media check email download apps play games
PL
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B PAIR WORK Check (✓) the things you do online. Then tell your partner.
“I use social media, check email, and play games. How about you?”
SA
Habits Survey
E
• Play the audio. Have Ss listen and read silently. • Go over the answers with the class.
• Explain the difference between download, stream, and • Play the audio again. Have Ss listen and repeat to
post. Say: When we download apps, we copy them from practice pronunciation.
PL
the Internet to our computer or phone. When we stream B
music, we listen to music on the Internet, but we don’t
download (or copy) it. When we post photos, we copy • Go over the instructions.
them from our computer or phone to social media. • Have Ss talk about the activities in the survey.
• Play the audio again. Have Ss listen and repeat the • Call on Ss to tell the class about their online activities.
phrases to practice pronunciation. • Option Have Ss take turns asking and answering the
• Option Call on Ss and say the first word of each phrase questions in pairs.
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B
• Go over the instructions.
• Model the activity. Tell Ss the things you do online.
• Have Ss work individually to check the things they
do online.
• Have Ss compare answers with a partner.
• Elicit the names of checked items.
E
frequency + verb ✢earning objective: Talk about online habits.
2 Focus on form in questions with ever: do / does +
• Direct Ss’ attention to the “can do” statement at the
subject + ever + verb
bottom of the page. (When they finish the speaking
PL
3 Focus on form in short answers: yes / no + subject
activity, they will hopefully be able to check the circle.)
+ adverb of frequency + do / does (not)
• Refer to the survey questions and answers in Exercise 2. A
Have Ss underline the adverbs of frequency. • Go over the instructions.
• Check comprehension. Ask: Does he ever shop online? • Have Ss work individually to complete the chart with
(Yes, he often shops online.) Does he ever post photos? their own ideas and ideas from Exercise 1.
(Yes, he sometimes posts photos.) Does he ever play
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Presentation Plus: Fix it! page xxviii with your habits (e.g., Oh? I hardly ever do that.).
Instead of doing Part A, follow the steps for Fix it! to • Have Ss work in small groups to compare their online
practice adverbs of frequency. habits.
A • Go around the room and provide help as needed. Take
notes on errors in the use of adverbs of frequency.
• Go over the instructions and the example. • Write the errors you heard Ss make on the board.
• Have Ss rewrite the conversations with adverbs of Encourage Ss to correct them. Make sure Ss use
frequency. adverbs of frequency correctly.
• When Ss are finished, have them compare answers with • Finally, tell Ss to check the “can do” statement if they
a partner. can talk about their online habits. NOTE: If Ss feel they
• Go over the answers with the class. need more help, suggest they do the Additional practice
• Have Ss practice the conversations in pairs. activities.
B
Additional practice
• Go over the instructions and the example conversation.
For more practice, use:
• Model the activity. Call on a S and ask the first question.
Workbook pages 33–35
Elicit the answer.
Online Self-study Lesson A
T-47 Unit 5
unit
5
A Rewrite the conversations with the adverbs of frequency. Then practice with a partner.
1 A Do you watch movies online? (ever) Do you ever watch movies online?
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B Yes, I watch movies online. (oten) Yes, I often watch movies online.
2 A Do you check email in class? (ever) Do you ever check email in class?
B No, I check email in class. (never) No, I never check email in class.
PL
3 A Do you play games online? (ever) Do you ever play games online?
B Yes, I do. (usually) Yes, I usually do.
4 A Do you download apps? (ever) Do you ever download apps?
B No, I do that. (hardly ever) No, I hardly ever do that.
B PAIR WORK Ask and answer the questions in Part A. Answer with your own information.
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A Complete the chart with information about your online habits. Use the ideas
in Exercise 1 and your own ideas.
I oten … I sometimes … I never …
5 Keep talking!
Go to page 135 for more practice.
47
I can talk about my online habits. ✓
E
A: How much is this? A: How much are these? A: How much is that watch?
B: It’s $54.89. B: They’re $234.99. B: It’s only $109.25.
C
PL
PAIR WORK Practice the conversations again. Say the prices in a diferent way.
B Listen to the expressions. Then practice the conversations again with the new expressions.
Declining help
Accepting help
48
Prices Ask: Who do you see? (Two people.) Where are they?
(At the store.)
✩earning objective: Practice saying prices. • Play the audio. Have Ss listen and read silently. If
helpful, play the audio line by line and have Ss listen
A (Level 1, Track 70) and repeat.
• Direct the Ss to the prices. • Have Ss practice the conversation in pairs, then change
• Play the audio. Have Ss listen and read silently. roles and practice again.
• Play the audio again. Have Ss listen and repeat to
Presentation Plus: Language switch page xxix
E
practice pronunciation.
Instead of doing Part B with books open, follow the steps
B (Level 1, Track 71) for Language switch to practice accepting or declining
• Direct Ss’ attention to the questions and answers. help at the store.
PL
• Play the audio and have Ss listen and read silently.
B (Level 1, Track 73)
• Play the audio again. Have Ss listen and repeat to
practice pronunciation. • Point out the target expressions in the conversation (No,
• Option Play the audio line by line and have Ss repeat. thanks. I’m just looking. Yes, please.). Explain that there
• Have Ss practice the conversations in pairs, then are other ways to accept and decline help.
change roles and practice again. • Go over the expressions in the boxes. Explain that the
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repeat.
• Model the activity with a S. Say the salesperson’s lines
Extra activity: Extension in the first conversation and show how to substitute a
Have Ss think of five different prices. Call on Ss to say a different expression to decline help.
price as their classmates write it down. Have Ss compare • Have Ss practice the substitution conversation in pairs,
written prices in pairs. Elicit the prices from the class. then change roles and practice again.
• Go around the room and give help as needed.
E
• Play the audio again. Have Ss listen and repeat.
✪earning objective: Accept and decline help.
B (Level 1, Track 75)
• Direct Ss’ attention to the “can do” statement at the
PL
• Go over the instructions.
bottom of the page. (When they finish the speaking
• Play the audio and stop after the first conversation.
activity, they will hopefully be able to check the circle.)
Ask: Is it fourteen or forty? (Fourteen.)
• Direct Ss’ attention to the pictures and prices. Ask
• Continue playing the audio. Have Ss listen and circle
questions about the prices (e.g., How much is the cell
the prices they hear.
phone? $400.89.).
• Have Ss compare answers with a partner.
• Divide the class into two groups: A and B.
M
Presentation Plus: Tip how to ask for the price of one of the items in the pictures
Before class, hide the words in the chart so that only the (How much is the umbrella?). Elicit the answer ($9.25.).
digits are showing. In class, instead of doing Part C with • Have Ss stand and walk around the room to play the
books open, say a number and point to the same or a roles of salespeople and customers. Remind B Ss to
different number. If it is the same, have Ss raise their hands. decline help three times and accept help three times.
• Have Ss change roles.
C • Go around the room and give help as needed. Take notes
• Go over the instructions. on the errors you hear Ss make in saying numbers.
• Model the activity. Say a number from column A or B • Write the numbers you heard Ss say incorrectly on the
and have Ss point. board. Encourage Ss to say them correctly.
• Have Ss work in pairs to take turns saying a number as • Finally, tell Ss to check the “can do” statement if they
their partner points to it. can accept and decline help. NOTE: If Ss feel they need
more help, suggest they do the Additional practice
4 Listening Can I help you? activities.
unit
5
E
4 Listening Can I help you?
A Listen to four conversations in a store. Check (✓) the words you hear.
PL
1 ✓ camera 2 ✓ shirts 3 ✓ bag 4 scarf
cell phone skirt bags shorts
laptop T-shirt belt ✓ skirt
B Listen to a salesperson ofer help to four customers. Do the customers accept
or decline help? Circle the correct answers.
M
49
I can accept and decline help. ✓
E
PL
hang out play soccer watch movies
C PAIR WORK Do you do the activities in Part A? Where? Tell your partner.
50
LESSON C overview C
Vocabulary: ✱eisure activities and places • Go over the instructions and the example conversation.
Grammar: Simple present Wh- questions with do • Have Ss work in pairs to take turns talking about each
Speaking: Interview about leisure activities activity and where they do it.
Vocabulary Leisure
Presentation Plus: Show the word! page xxxi
After doing Part C, follow the steps for Show the word! to
activities and places practice vocabulary for leisure activities and places.
E
• Play the audio. Have Ss listen and read silently. with do in context.
• Play the audio again. Have Ss listen and repeat the
phrases to practice pronunciation. (Level 1, Track 80)
• Check comprehension. Ask: Do you always eat out?
PL
• Direct Ss’ attention to the picture to set the scene.
(No.) Do you hang out at work? (No.) Do you hang out Ask: Who do you see? (Two students.) What clothes and
with friends? (Yes.) other things do you see? (A bag, a T-shirt, a shirt, pants,
• Option Call on Ss and say the first word of each phrase books, a scarf.)
(e.g., play). Elicit the rest of the phrase (soccer). Then • Play the audio. Have Ss listen and read silently. If helpful,
have Ss work in pairs to take turns saying the first word play the audio line by line and have Ss repeat.
and completing the phrase.
M
E
2 Focus on use of question words: what = to ask
about things; where = to ask about a place; how = • Go over the instructions and the example conversation.
to ask about manner, means, or method; who = to • Have Ss work with different partners to take turns
telling about their first partners.
PL
ask about a person; when = to ask about a time or
day; why = to ask about a reason. • Go around the room and take notes on examples of the
• Refer Ss to the conversation in Exercise 2. Have Ss simple present used correctly, including statements,
underline the simple present Wh- questions with do. yes / no questions, Wh- questions, and adverbs of
• Check comprehension. Ask: What does Chad do for fun? frequency.
(He hangs out with friends.) Where does he hang out? (At • Call on Ss to tell the class one thing about one of their
the mall.) What does Annie do for fun? (She plays soccer.) partners’ leisure activities.
M
Who does she play with? (Her brother and his friends.) • Point out some examples of correctly used simple
• Play the grammar box audio. Have Ss listen and repeat present.
to practice pronunciation. • Finally, tell Ss to check the “can do” statement if they
can ask and answer questions about leisure activities.
A
SA
T-51 Unit 5
unit
5
A Read the answers. Write Wh- questions. Then practice with a partner.
1 How do you get to class? I take the bus to class.
2 What do you do on Friday night? I eat out on Friday night.
E
3 Who do you play sports with? I play sports with my brother.
4 Where do you go shopping? I go shopping at the mall.
5 When do you and your friends watch movies? My friends and I watch movies on Saturday.
PL
6 Who do you study with? I sometimes study with my friends.
B PAIR WORK Ask and answer the questions in Part A. Answer with your own information.
Questions Name:
1 When do you usually check your email?
2 What time do you go to bed on Sundays?
3 When do you chat with friends?
4 Who do you eat out with? Where do you go?
5 Where do you go shopping? How do you get there?
6 What do you do for fun on weekends? Why?
B PAIR WORK Tell another classmate about your partner’s answers. Are any of your
partners’ answers the same?
A: Celia usually checks her email at night.
B: Luis checks his email at night, too.
5 Keep talking!
Go to page 136 for more practice.
51
I can ask and answer questions about leisure activities. ✓
D Online fun
1 Reading
A Look at the pictures in the article. What do you see? See page T-52 for possible answers.
B Read the article. What’s the best title? Check (✓) the correct answer.
New Websites Chat ✓ Fun Online Activities
E
PL
Buy and Sell Find an Old Friend Share Photos and Videos
What do you want? A new Where is your best friend from Do you have pictures or
M
video game? A new phone? elementary school now? Does movies on your cell phone or
What don’t you want? Your old your friend live in your city? camera? Post them! Upload
jeans? Your old schoolbooks? Search his or her name, and your favorite photos and
Buy and sell things online! find your friend. videos for friends.
SA
C Read the article again. Where do the headings go? Write them in the article.
Map it! Take a Tour Share Photos and Videos
Get Music ✓ Buy and Sell Find an Old Friend
“I hardly ever sell things online, but I sometimes buy clothes online.”
52
E
• Elicit answers from the class.
• Go over the instructions and the headings.
Possible answers • Have Ss read the article again and write the headings
dresses, a picture of a girl, two people on a mountain, on the lines.
PL
a museum, a map, a cell phone • Have Ss compare answers with a partner.
• Go over the answers with the class.
B • Option If Ss enjoy reading aloud, have them take turns
reading the descriptions of online activities to the class.
• Pre-teach any unfamiliar vocabulary.
Presentation Plus: Tip
Vocabulary After doing Part C, have Ss close their books. Zoom in on
M
elementary school: school for children aged 5 to 11 the text. Have volunteers go to the board and highlight
tour: to visit or look around a place key words in the article that point to the correct headings
museum: a place with art or historical things for each section.
SA
E
B (Level 1, Track 83) ✼earning objective: Talk about favorite websites and
online habits.
• Go over the instructions.
• Play the audio again. Have Ss listen and correct the • Direct Ss’ attention to the “can do” statement at the
PL
false sentences. bottom of the page. (When they finish the speaking
• Have Ss compare answers with a partner. activity, they will hopefully be able to check the circle.)
• Go over the answers with the class. A
• Go over the instructions and the questions.
3 Writing Let’s chat! •
•
Have Ss work individually to add a question to the list.
Have Ss work in small groups to ask and answer the
M
• Go over the instructions. • Go around the room and give help as needed.
• Explain: A chat is people talking online. Have Ss choose B
a topic for a “chat.”
• Go over the instructions.
• Have Ss create a user name and then write a question
• Call on Ss to share their information with the class.
about their topics on the top of a new piece of paper or
• Finally, tell Ss to check the “can do” statement if they
on their cell phones.
can discuss how they use technology. NOTE: If Ss feel
• If helpful, brainstorm a list of example questions (e.g.,
they need more help, suggest they do the Additional
What do you do in your free time? What is your favorite
practice activities.
online activity? How do you use the Internet for school?).
B Additional practice
• Go over the instructions and the example chat. Students For more practice, use:
have the option to send a message to their classmates on Workbook page 40
their cell phones or on paper. If on paper, point out that Online Self-study Lesson D
the user name is in the left margin and that the questions
start each chat. Then other people add their answers and
comments.
• Have Ss work in groups. Tell them to pass their ques-
tions to the right, and then read and answer them.
Ss may also send questions in a group chat on their
phones that includes all the group members.
T-53 Unit 5
unit
5
3 2 1 4
E
B Listen again. Correct the false sentences.
photos
1 Michael looks at videos of Stephen Curry. 3 Michael shops on the website.
PL
New York City watches
2 The Museum of Modern Art is in Paris. 4 Helena oten uploads videos.
your topic.
B GROUP WORK Send your question to the classmate on the right in a text message or on paper. Read and
answer your classmate’s question. Continue to read and answer all of the questions in your group.
SA
B CLASS ACTIVITY Share your information. Which websites and apps are popular?
53
I can discuss how I use technology. ✓
Wrap-up
1 Quick pair review
Lesson A Brainstorm!
Make a list of online activities. How many do you know? You have one minute.
E
PL
Lesson C Find out!
What are three activities both you and your partner do for fun? You have two minutes.
A: I play soccer for fun. Do you?
B: No, I don’t play soccer. Do you go shopping for fun?
M
A: Yes, sometimes.
Lesson D Do you remember?
Complete the sentences with the correct words. You have one minute.
SA
Different Prices
A black belt is $29.99 at Style Shop.
It’s $20.00 at Kelly’s Accessories.
A downloaded song is …
54
E
After brainstorming, follow the steps for Guided
brainstorming to review vocabulary for online activities. write sentences about what they find out. Remind them
to include two prices and the names of the stores.
Lesson B Test your partner! • Have Ss work in pairs or small groups to read what they
PL
wrote.
• Go over the instructions.
• Call on Ss to read their sentences to the class. Ask
• Have Ss work in pairs to take turns saying three prices
questions: How much are sneakers? How much are
and writing what they hear. Set a time limit of two
laptops? Cameras? Where is a good place to buy an
minutes.
umbrella? Where is a good place for laptops?
• Elicit some prices.
M
the conversation.
• Have Ss work in pairs to find out three activities they
both do. Set a time limit of two minutes.
E
LESSON D Work and study Ss can . . .
Ss read an article about working in different places. They write a para- talk about study and work programs.
graph about their abilities.
PL
Warm-up B
• Go over the questions.
❄❅arning objective: Preview the topic and identify
• Have Ss work in pairs or groups to name the jobs in the
people and the places they work.
pictures and other jobs they know.
M
Answers
A doctor usually works in a hospital.
A flight attendant usually works on an airplane.
A musician usually works in a concert hall.
A cook / chef usually works in a kitchen.
T-55 Unit 6
6 LESSON A
Work and play
LESSON B LESSON C LESSON D
Jobs Asking for Abilities Reading: “Fun
Simple present someone on the Can for ability; Jobs”
Wh- questions with phone and, but, and or Writing: My
does Having someone abilities
wait
E
PL
M
SA
Warm Up
A Where do the people usually work? See page T-55 for answers.
B Do you know any of the jobs in the pictures? Do you know any other jobs?
55
3 b
E
1 f 5 h
6 e
7 l
PL
2 i
4 k
9 d
11 g
12 c
M
10 a
8 j
SA
B PAIR WORK Point to people in the pictures and ask what their jobs are. Your partner says
the jobs. Take turns.
A: What’s his job?
B: He’s a waiter.
Lucia Ortega works in a hospital from Henry Jenkins works in an ofice. He’s an accountant.
11:00 p.m. to 7:00 a.m. What does Lucia do? What company does Henry work for? He works for
She’s a nurse. A1 Accountants.
B What about you? Do you have a job? What is it? What jobs do you think are interesting?
56
E
to help them remember parts of speech. Point out that • Go over the instructions.
words that refer to people and what they do often end • Play the audio. Have Ss answer the question as they
in -er, -or, -ian, -ant, or -ess. listen and read silently.
• Have Ss work individually to match the jobs and the
PL
• Go over the answers with the class.
people.
• Option Have Ss check their answers with a partner. Answers
• Play the audio. Have Ss listen and check their answers. nurse, accountant
• Play the audio again. Have Ss listen and repeat the
words to practice pronunciation. • Option Have Ss take turns reading the profiles aloud
in pairs.
B
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B
• Go over the instructions and the example conversation.
• Model the activity. Call on a S and point to a picture. • Go over the questions.
Ask: What’s his (her) job? Elicit the answer. • Model the activity. Say: I have a job. I am a teacher.
• Have Ss answer the questions in pairs, groups, or as
SA
Wh- questions with does This activity will help Ss prepare for Exercise 4. Model
the activity. Tell Ss about someone you know with a
◆earning objective: Practice simple present job (e.g., My brother John is an electrician. He works for
Wh- questions with does. Speedy Electrics. He works Monday through Friday.
He sometimes works on Saturday.). Have Ss work
(Level 1, Track 86) individually to make three sentences about someone
• Books closed. Ask: What are the Wh- question words? they know who has a job. Have Ss share their sentences
(What, Where, How, Who, When, Why.) in pairs. Call on Ss to tell the class.
• Books open. Direct Ss’ attention to the grammar box.
Explain the rules for Wh- questions: 4 Speaking People’s jobs
1 Focus on form. Write on the board: question word
+ does + he, she, it + verb ◆earning objective: Identify and talk about jobs.
2 Point out that when we use does, we do not add an • Direct Ss’ attention to the “can do” statement at the
E
-s ending to the verb. bottom of the page. (When they finish the speaking
• Refer to the profiles in Exercise 2. Have Ss underline activity, they will hopefully be able to check the circle.)
does and circle the verb. • Go over the instructions and the example conversation
PL
• Check comprehension. Ask: What does Lucia do? (She’s under the chart.
a nurse.) Where does she work? (In a hospital.) What • Model the activity. Call on a S and ask: Do you know a
does Henry do? (He’s an accountant.) Where does he chef? If the answer is yes, ask for the name and for extra
work? (In an office.) What question do we ask to find out information. Pretend to write the information down. If
someone’s job? (What does he [she] do?) the answer is no, call on another S.
• Play the grammar box audio. Have Ss listen and repeat • Have Ss work individually to add two jobs to the chart.
to practice pronunciation. • Brainstorm questions to ask for extra information
M
T-57 Unit 6
unit
6
A Complete the conversations with the correct words. Then practice with a partner.
1 A What does your brother 2 A When does Sue work ?
do ? B On Mondays, Wednesdays, and Fridays.
B Oh, Tom’s a doctor. A And what company does she
E
A Really? Where does he work ? work for?
B He works in a hospital. B She works for Town Bank.
B PAIR WORK Write questions about Mr. Miller, Lisa, and Nicole. Then ask and answer them.
PL
M
What does Mr. Miller do ? What does Lisa do ? Where does Nicole work ?
Where does he work ? When does she work ? What company does she work?
for
SA
5 Keep talking!
Go to page 137 for more practice.
57
I can identify and talk about jobs. ✓
E
PL
Michael Good morning, Quality Hotel. Michael Just a minute, please. . . . Oh, I’m
Ashley Hello. Can I speak to Laura Diaz? sorry, Ms. Diaz is busy at the moment.
Michael Who is this, please? Ashley All right. Thank you.
M
C Listen to the expressions. Then practice the conversation again with the new expressions.
D PAIR WORK Practice the conversation again with the names below.
Interactions On the
to ask for someone on the phone.
• Have Ss practice the substitution conversation in pairs,
phone then change roles and practice again.
• Go around the room and give help as needed.
❖earning objective: Ask for someone on the phone;
D
have someone wait.
• Direct Ss’ attention to the photos. Set the scene. Ask:
A Who do you see? (Four people.) Where do they work? (At
• Direct Ss’ attention to the photos to set the scene. Ask: an office / a company.)
E
Who do you see? (Two people. / A man and a woman.) • Go over the instructions and the example conversation.
Where are they? (He is in a hotel. / She is outside. / They • Model the activity with a S. Have the S read A’s lines.
are on the phone.) Demonstrate how to ask about a different person.
PL
• Go over the instructions. Ask: Where does Michael • Have Ss practice the substitute conversation using
work? (In a hotel. / At Quality Hotel.) different names as well as their own information.
• Option Have a pair of Ss perform the conversation in
B (Level 1, Track 87)
front of the class.
• Play the audio and have Ss listen and read silently. If
helpful, play the audio again line by line and have Ss Extra activity: Extension
repeat.
M
E
strate how to ask someone to wait and how to say
• Go over the instructions. where someone is.
• Direct Ss’ attention to the pictures. Ask: Where is she? • Have Ss work in pairs to role-play the situation.
(At lunch, in a meeting, on another line, on vacation, • Go around the room and give help as needed. Take
PL
with a customer.) notes on errors in the use of expressions to ask for
• Option Say each place and have Ss repeat. someone on the phone and to have someone wait.
• Play the audio. Stop after the first phone call. Ask: • Write the errors you heard Ss make on the board.
Where is Ellen Astor? (In a meeting.) Point out that 1 is in Encourage Ss to correct them. Make sure Ss use the
the box for in a meeting. expressions correctly.
• Continue to play the audio. Have Ss listen and number • Finally, tell Ss to check the “can do” statements if they
M
the pictures from 1 to 5. can ask for someone on the phone and have someone
• Have Ss compare answers with a partner. wait. NOTE: If Ss feel they need more help, suggest they
• Go over the answers with the class. do the Additional practice activities.
B (Level 1, Track 89)
SA
Additional practice
• Go over the instructions.
For more practice, use:
• Play the audio again. Have Ss listen and number the
Workbook page 44
questions from 1 to 5.
Online Self-study Lesson B
• Have Ss compare answers with a partner.
• Go over the answers with the class.
T-59 Unit 6
unit
6
3 1
E 2
PL
at lunch in a meeting on another line
M
SA
5 4
on vacation with a customer
B Listen again. How does Kevin ask to speak to Ellen Astor? Number the questions
from 1 to 5.
5 Is Ms. Astor there? 3 Can I speak to Ellen Astor?
4 Could I please speak to . . . ? 2 Could I speak to Ms. Astor, please?
1 Can I please speak to Ellen Astor?
Student A: You are a receptionist at Sun Travel. Answer the phone. Tell the caller to wait,
and then say why the person can’t talk.
Student B: Call Sun Travel. Imagine someone you know works there. Ask to speak to the person.
A: Hello, Sun Travel.
B: Hi. Can I please speak to Jackie Miller?
A: Of course. Just a minute, please . . .
I’m sorry. Jackie’s with a customer.
B: Oh, OK. Thanks.
I can ask for someone on the telephone. ✓
59
I can have someone wait. ✓
E
PL
dance draw fix computers paint
Où est la piscine?
M
SA
B PAIR WORK What things do you sometimes do? Tell your partner.
60
Vocabulary Abilities • Direct Ss’ attention to the picture to set the scene.
Explain that Top Talent is the name of a show. Ask: Who
◗earning objective: Learn vocabulary for abilities. do you see? (A man and a woman.) Who is the man? (The
man is the host.)
Presentation Plus: Tip • Play the audio. Have Ss listen and read silently. If
Before class, hide two letters of each vocabulary item helpful, play the audio line by line and have Ss repeat.
under the pictures using the Pen tool. In class, before • Have Ss practice the conversation in pairs. Then call on
doing Part A, have students close their books and two pairs to act it out for the class.
• Tip To help Ss learn to sound more like native speakers,
E
zoom in on Part A. Play the audio, stopping after each
vocabulary item and eliciting the missing letters in have them pay attention to stressed words.
each word. Use the Eraser tool to reveal the words and
confirm the answers. Extra activity: Extension
PL
Copy the conversation onto strips of paper, one speaker’s
A (Level 1, Track 90)
exchange on each strip (nine strips total). Make enough
• Direct Ss’ attention to the words and the pictures. copies so each S will get a strip. Shuffle the strips. Put Ss
Explain that the pictures show abilities, or things that into groups of nine. Books closed. Have Ss say their lines
people can do. and get into the order of the conversation. If your class
• Play the audio. Have Ss listen and read silently. is large, you may want to write single sentences or even
M
• Play the audio again. Have Ss listen and repeat the words on the strips. When Ss are standing in order, have
words to practice pronunciation. them say their lines to re-create the conversation.
• Option Mime an action from the list (dance) and elicit
the word. Call on Ss to mime an action, and elicit the
SA
E
3 Focus on form in short answers to yes / no B (Level 1, Track 94)
questions. Write: yes / no + subject + can / can’t • Go over the instructions.
4 Focus on form in Wh- questions. Write on the • Play the audio. Have Ss circle can or can’t and then
PL
board: Wh- word + can + subject + verb compare answers with a partner.
• Refer Ss to Exercise 2. Have Ss underline can and can’t. • Go over the answers with the class.
• Check comprehension. Ask: Can Pamela sing well? (No,
she can’t.) Can she play the guitar? (No, she can’t.) Can
she dance? (Yes, she can.)
5 Speaking Can you paint?
And, but, and or ❘earning objective: Describe talents and abilities.
M
T-61 Unit 6
unit
6
A Read the answers. Write the questions. Then practice with a partner.
1 Can Jenny swim? No, Jenny can’t swim.
E
2 What can Billy do? Billy can fix computers.
3 Can Tom and Jill sing (well)? Yes, Tom and Jill can sing very well.
4 Can you play an instrument? No, I can’t play an instrument.
PL
5 What can you and Jay do? Jay and I can dance and speak French.
6 Can Sally paint (well)? No, Sally can’t paint at all.
B PAIR WORK Make six sentences about Frank with and, but, or or. Tell your partner.
Frank’s Abilities
M
B Listen to the conversations. Do you hear can or can’t? Circle the correct answers.
1 can / can’t 2 can / can’t 3 can / can’t 4 can / can’t
Can you . . . ?
paint cook sing in English ride a bicycle
draw dance play an instrument
swim drive fix a car
B PAIR WORK Tell another classmate about your partner’s abilities. Can your partner do something
that you can’t? What is it?
6 Keep talking!
Go to page 138 for more practice.
61
I can describe my talents and abilities. ✓
FUN JOBS
E
WATER SLIDE TESTER
Every new water slide needs a water slide tester! Your job: visit new water parks and be the
first person down the water slide. It’s fun, and you can swim every day on the job.
PL
PANDA NANNY
A panda nanny works with baby pandas in China. Usually, you hang out and play
games with pandas. You oten cook dinner for them, too. Sometimes you even wear
a panda suit!
M
oten work breakfast, lunch, and dinner – but you can travel to many countries and
meet lots of people.
D PAIR WORK Which job is your favorite? Which job sounds hard? Can you think of other
fun jobs? Tell your partner.
62
E
Ask: What do you see? (Four people.) • Have Ss compare answers with a partner.
• Go over the instructions and ask the question. • Go over the answers with the class.
• Elicit answers from the class.
Extra activity: Jigsaw reading
PL
Possible answers Have Ss work in groups of four. Give each S a number. S1
water park, zoo, cruise ship, restaurant, software / reads paragraph 1, S2 reads paragraph 2, S3 paragraph 3,
technology company, office and S4 reads paragraph 4. Then have Ss work together to
B ask and answer the questions. Each S answers the ques-
tions about the paragraph he or she has read.
• Pre-teach any unfamiliar vocabulary.
M
D
Vocabulary • Go over the questions.
tester: a person who checks if something works well • Have Ss discuss their ideas in pairs.
hang out: spend time at a place and/or with someone • Call on Ss to share their ideas with the class.
SA
B
2 Listening Exciting • Go over the instructions.
opportunities • Have Ss take turns sharing their paragraphs, and
asking and answering questions for more information.
❚earning objective: Develop skills in listening for main
• Call on Ss to tell the class about their partner’s abilities.
ideas and specific details.
E
• Go over the answers with the class. activity, they will hopefully be able to check the circle.)
• Go over the instructions and the questions.
B (Level 1, Track 96) • Model the activity. Tell Ss about the abilities you think
• Go over the instructions. you need for one of the programs in Exercise 1 or 2,
PL
• Play the audio again. Have Ss listen and complete the how well you can do each thing, and if the program is
sentences with the correct words. right for you.
• Have Ss compare answers with a partner. • Have Ss discuss their ideas in pairs.
• Go over the answers with the class. • Go around the room and give help as needed. Take
notes on errors you hear in the use of can and can’t.
• Call on Ss to share their ideas with the class.
3
M
Writing My abilities • Write the errors you heard in the use of can and can’t
on the board. Encourage Ss to correct them.
❚earning objective: Write a paragraph about abilities. • Finally, tell Ss to check the “can do” statement if they
A can talk about study and work programs. NOTE: If
SA
T-63 Unit 6
unit
6
to CRVolunteer@cup.edu
2 3 1
SA
3 Writing My abilities
A Make lists of things you can and can’t do well. Then write a paragraph about your abilities.
Use the model and your lists to help you.
My Abilities
I can play sports. I can play basketball and tennis
very well. My favorite sport is soccer, but I can’t
play it very well. I can’t play golf at all!
B PAIR WORK Share your paragraphs. Ask and answer questions for more information.
63
I can talk about study and work programs. ✓
Wrap-up
1 Quick pair review
Lesson A Guess!
Describe a job, but don’t say what it is. Can your partner guess it? Take turns.
You have two minutes.
A: This person drives a car.
B: Is he a police officer?
A: No. The car is yellow in New York City.
B: Is he a taxi driver?
E
A: Yes.
Lesson B Brainstorm!
PL
Make a list of ways to ask for someone on the phone and have someone wait.
You have two minutes.
Are the sentences true or false? Write T (true) or F (false). You have two minutes.
1 A water slide tester hangs out and plays games. F
2 A panda nanny travels to many countries. F
3 A cruise ship waiter meets lots of people. T
4 A video game designer works on a ship. F
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Lesson A Guess!
• Go over the instructions and the example. 2 In the real world
• Model the activity. Say: This person works in an office.
❯earning objective: Research a program in another
Elicit and answer a question to give more information
country and write about it.
(e.g., Is it a receptionist? No, she works with numbers. Is
it an accountant? Yes, it is.). • Go over the instructions, the questions, and the
• Have Ss work in pairs to take turns describing a job and example. Ask: What country do you want to work in?
guessing. Set a time limit of two minutes. What do you want to do? What international or volunteer
organizations do you know about?
E
• Option Call on Ss to describe a job to the class.
Elicit guesses. • Have Ss do research as an out-of-class assignment and
write sentences about what they find out. Suggest Ss use
Lesson B Brainstorm! a search engine and enter phrases such as “international
PL
• Go over the instructions. programs,” “work and study abroad,” and “volunteer
• Have Ss work individually or in pairs to brainstorm opportunities.”
ways to ask for someone on the phone and ways to • Have Ss work in pairs or small groups to read what
have someone wait. Set a time limit of two minutes. they wrote.
• Elicit the ways. • Call on Ss to read their sentences to the class. Ask:
Which programs are interesting to you? Where do
M
Presentation Plus: List that page xxix you want to go now? Do you think these programs
After brainstorming, follow the steps for List that to are good?
review ways to ask for someone on the phone and to
have someone wait.
SA
7 Food
unit
E
LESSON D Favorite food Ss can . . .
Ss read an article about people’s favorite food and write about a typical talk about their favorite food.
meal in their country.
PL
Warm-up B
• Go over the instructions.
❱earning objective: Preview the topic and talk
• Have Ss work in pairs or groups to say at least ten food
about food.
words they know. Set a time limit.
A • Have one S from each pair or group give different
M
T-65 Unit 7
7 LESSON A
Food
LESSON B LESSON C LESSON D
Food Expressing dislikes More food Reading: “My
Count and Expressing likes How oten; time Favorite Food”
noncount nouns; expressions Writing: A typical
some and any meal
A B
E
PL
M
SA
C D
Warm Up
A Match the words and the pictures.
1 Italian food c 2 Mexican food d 3 Chinese food b 4 Japanese food a
B Name ten food words you know.
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E
Dairy Vegetables Fruit
3 p
4 e 7 a
PL
2 k
1 g 5 n 6 b
c
M
12 i 16
Grains Meat and Protein
9 m 10 l 14 d
SA
8 f
11 o 15 h
13 j
B PAIR WORK Do you ever eat the food in Part A? Tell your partner.
I love breakfast. I usually eat some My favorite meal is lunch. I don’t My favorite meal of the day is
cereal, but I don’t have any milk have a lot of time, so I oten just dinner. A typical dinner for me is
with it. I also eat an apple. get some noodles. rice and beans with some beef.
B What about you? What’s your favorite meal of the day? What do you eat?
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they listen and read silently.
• Direct Ss’ attention to the pictures. Explain that the
• Go over the answers with the class.
pictures are grouped according to the food groups.
• Play the audio again. Have Ss listen and repeat to
• Go over the instructions and the example. Model the
PL
practice pronunciation.
activity. Point to the first group. Ask: What kind of food
is cheese? (Dairy.) What is another kind of dairy food? B
(Milk.) • Model the activity. Have a S answer the questions for
• Have Ss work individually or in pairs to match the the class.
words and pictures. Go around the room and give help • Have Ss discuss the questions in pairs or groups.
as needed. • Elicit ideas from the class.
M
• Option Have Ss check answers with a partner. • Option Do the activity as a class.
• Play the audio. Have Ss listen and check their answers. • Elicit answers from the class.
• Play the audio again. Have Ss listen and repeat the
words to practice pronunciation.
SA
B
• Have Ss work in pairs to tell each other what they eat
from Part A, and how frequently. Tell Ss to make a note
of the food their partner often eats.
• Call on Ss to tell the class about the food their partner
often eats.
❳♦♦❨ T-66
E
Explain:
Ss are going to replace the words with the new food
1 Count nouns use a / an (e.g., an apple, a tomato)
items. Model the conversation with a S.
or a plural (e.g., apples, tomatoes).
• Have Ss practice the conversation in Part B in pairs,
PL
2 Noncount nouns do not use a / an or plurals
using new food. Call on one or two pairs to act out their
(e.g., milk, cereal).
conversation for the class.
• Books open. Direct Ss to the noncount nouns in the
grammar box. Explain that there is no rule, but
noncount nouns are often:
Speaking What do
1 liquids (e.g., milk) you eat?
2 food that is too small to be counted separately
M
(e.g., cereal) ❛earning objective: Talk about food for each meal.
3 food that is too big for one serving (e.g., cheese, bread) • Direct Ss’ attention to the “can do” statement at the
• Check comprehension. Ask: Is the word banana count or bottom of the page. (When they finish the speaking
noncount? (Count.) Is pasta count or noncount? (Noncount.) activity, they will hopefully be able to check the circle.)
SA
unit
7
A Complete the chart with the food words from Exercise 1. Then compare with a partner.
E
Count nouns Noncount nouns
apples potatoes milk fish
tomatoes carrots cereal cheese
PL
noodles bananas beef pasta
beans eggs chicken rice
B GROUP WORK Interview two classmates. Complete the chart with their answers.
5 Keep talking!
Go to page 139 for more practice.
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I can say what meals I eat. ✓
E
PL
Maria Look! They have Italian food here. Maria How about Chinese food?
Tom Do you like Italian food? Tom Good idea. I like Chinese food!
M
Maria I don’t like pizza at all, but I love pasta. Maria I really like the noodles here.
Tom I don’t like Italian food. Tom Great! We can eat lunch at this restaurant.
C Listen to the expressions. Then practice the conversation again with the new expressions.
SA
Expressing dislikes
Expressing likes
D PAIR WORK Look at Maria’s and Tom’s likes and dislikes. Are they the same as yours? Tell your partner.
Tom cheese carrots Chinese food Italian food French food eggs
LESSON B overview D
Interactions: Expressing likes and dislikes
Presentation Plus: Tip
Pronunciation: Word stress
❢❣❤❝✐e class, hide the food words in the conversation in
Listening: Food preferences
Part B. In class, books closed, instead of doing Part D,
Speaking: Information exchange about food preferences
have Ss substitute the words from the chart in Part D
(for Maria) into the first part of the dialogue and give the
Interactions Likes correct response according to the chart. (e.g., A: Do you
and dislikes like cheese? B: Yes, I love cheese.) Have Ss change roles
and practice using Tom’s likes and dislikes.
❥earning objective: Express likes and dislikes.
• Model the activity. Say: Maria loves fish, but I don’t like
A fish at all. Explain that but is used to add information
that is very different. Point to the next box and give
• Direct Ss’ attention to the pictures to set the scene.
another example. Remind Ss that he and she verbs
Ask: Where are Maria and Tom? (On the street.) What
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end in -s.
kind of food can you see? (Italian food and Chinese food.)
• Have Ss work in pairs to practice the sentences.
B (Level 1, Track 100) Remind Ss to use the correct form of the expressions
• Play the audio. Have Ss listen and read silently. If like, really like, love, don’t like, don’t like at all, and hate.
PL
helpful, play the audio line by line and have Ss listen Go around the room and take notes on errors you hear
and repeat. in how Ss form the target expressions.
• Have Ss practice the conversation in pairs, then change • Write the errors you heard Ss make on the board.
roles and practice again. Encourage Ss to correct them. Make sure Ss use the
correct form of the expressions for likes and dislikes.
C (Level 1, Track 101)
M
• Point out the target expressions in the conversation Extra activity: Game
(don’t like . . . at all / love / don’t like / like / really like). Play a memory game. Have Ss sit in a circle. Ask S1 to
Explain that there are other ways to express likes and begin by saying something that he or she likes or dislikes,
dislikes. (e.g., I hate cheese.). S2 (the person on S1’s left) repeats
SA
• Go over the expressions in the boxes. Explain that and adds something, but with a different expression:
these expressions differ in degree, or how much. Point John hates cheese. I really like beef. S3 (the next person
out that in some situations, saying I hate a kind of on the left) continues the chain. If someone makes a
food might not be as polite as using one of the other mistake, begin the chain again with that person. NOTE:
expressions. Ss cannot write anything down!
• Play the audio and have Ss listen and focus on the
intonation. If helpful, exaggerate the like / dislike
words by using intonation, facial expressions,
and / or gestures.
• Model the activity with a S. Have the S play the role of
Maria. He or she must replace the phrases that Maria
uses with two new expressions from the list (e.g., I hate
and I like). Remind Ss about the differences in meaning
of the expressions.
• Have Ss practice the substitution conversation in pairs.
❜❝❝❞ T-68
•
each column and clap as you say the stressed syllable.
Explain the meaning of the circles at the top of each
Speaking What do
column: you like?
1 Words in the left column have one syllable.
2 Words in the middle column have two syllables ❦earning objective: Talk about likes and dislikes.
and the first is stressed. • Direct Ss’ attention to the “can do” statement at the
3 Words in the third column have three syllables and bottom of the page. (When they finish the speaking
E
the second syllable is stressed. activity, they will hopefully be able to check the circle.)
• Play the audio. Have Ss listen, paying particular atten- A
tion to word stress.
• Have Ss write three foods they like and three foods
PL
• Play the audio again. Have Ss listen and repeat.
• Tip Using word stress correctly will help Ss sound more they don’t like in the boxes. Encourage Ss to include
like native speakers. Suggest Ss underline or circle the food words from both Lessons A and B.
stressed syllable in new words so they remember it. B
B (Level 1, Track 103) • Read the model conversation with a S. Have the S read
• Go over the instructions and the words. B’s lines. Then point out how you added information
M
• Play the audio. Have Ss listen and write the words in when you answered the question.
the correct place in the chart. • Model the conversation with another S. Make a different
• Go over the answers with the class. statement (e.g., I hate meat.). Elicit follow-up questions
• Have Ss practice the words in pairs. and write them on the board.
SA
• Set the scene. Two people are talking about the food
they like and don’t like.
• Go over the instructions.
• Play the audio. Have Ss listen and check the food
words they hear.
• Have Ss compare answers with a partner.
• Go over the answers with the class.
T-69 Unit 7
unit
7
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dairy fruit Italian meat pasta
B Listen again. Do the two speakers like the same things? Circle the correct answers.
1 yes / no 2 yes / no 3 yes / no 4 yes / no
A Make a list of food you like and food you don’t like.
Food I like Food I don’t like
B PAIR WORK Tell your partner about the food you like
and don’t like. Ask and answer questions for more
information.
A: I really like fish.
B: Do you cook fish at home?
A: No, I don’t. I eat fish in restaurants.
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I can say what I like and dislike. ✓
C Meals
1 Vocabulary More food
A Label the pictures with the correct words. Then listen and check your answers.
E
soup 4 hamburgers 5 dumplings
PL
M
B PAIR WORK Which food in Part A do you like? Which food don’t you like? Compare your answers.
70
LESSON C overview B
Vocabulary: ♣♠qs t♠♠♥ • Go over the instructions and the example conversation.
Grammar: How often✉ ✈✇①s s②③qessions Model the activity with a S. Have the S read B’s line and
Speaking: Comparison of eating habits add another food. Tell Ss that dislike / dislikes means
the same as don’t / doesn’t like.
Vocabulary More food • Pre-teach the expressions: I don’t know. / I’m not sure. /
I don’t know that dish.
④earning objective: Use more food vocabulary. • Have Ss ask and answer questions about the food in
Part A. Encourage Ss to discuss all ten foods above.
A (Level 1, Track 105)
Have early finishers discuss food from Lesson A or
• Direct Ss’ attention to the words and the pictures. other food they know.
Explain that the pictures show more food. • Elicit answers from the class.
• Go over the instructions and the example.
• Have Ss label the pictures. Encourage Ss to start with
Conversation I eat pizza
E
the words they know and make guesses if they are
not sure. every day.
• Option Have Ss check answers with a partner.
• Play the audio. Have Ss listen and check their answers. ④earning objective: Practice a conversation about
PL
• Explain that sushi is food from Japan made with rice, food; see How often and time expressions in context.
seafood, and vegetables; dumplings are from China
(Level 1, Track 106)
and usually have meat inside.
• Play the audio again. Have Ss listen and repeat the Presentation Plus: Tip
words to practice pronunciation. Before class, hide the text in the conversation, leaving
only the picture showing. In class, books closed, zoom in
M
dogs, and hamburgers at stands on the street. • Direct Ss’ attention to the picture to set the scene. Ask:
Where are David and Megan? (Outside.) What’s David
eating? (Pizza.)
Presentation Plus: Show the word! page xxxi
• Play the audio. Have Ss listen and read silently. If
After doing Part A, follow the steps for Show the word!,
helpful, play the audio line by line and have Ss repeat.
Option 2, to practice more food vocabulary.
• Have Ss practice the conversation in pairs. Then call on
two pairs to act it out for the class.
Extra activity: Game
Divide the class into teams. Call a volunteer to the board
and whisper one of the vocabulary words. The S will draw
it on the board. The first team to guess the word correctly
earns a point. Continue with other words from Part A and
other words from the unit.
❧♠♠♥ T-70
E
(Not very often.)
has a new partner.
• Play the grammar box audio. Have Ss listen and repeat
• Tip Ss will sound more fluent if they connect their
to practice pronunciation.
ideas as they speak. Encourage Ss to use and when
PL
A adding similar information, and but when adding
• Go over the instructions and the example. different information.
• Have Ss work individually to look at Matt’s menu and • Have the new pairs exchange information about their
answer the questions. first partner. Encourage them to share information and
• Have Ss compare answers with a partner. to respond with natural expressions (Really? Wow!). Go
• Go over the answers with the class. around the room and take notes on errors you hear in
M
• Have Ss practice asking and answering the questions placement of time expressions as well as in the use of
in pairs. the expressions.
• Write the errors you heard Ss make in Part C on the
B board. Encourage Ss to correct them. Make sure Ss use
SA
• Go over the instructions and the example sentence. Then the correct placement of time expressions.
have Ss make six true sentences about their habits. • Finally, tell Ss to check the “can do” statement if they
• Have Ss work in pairs to tell each other their sentences. can talk about their eating habits. NOTE: If Ss feel
• Elicit examples of partners’ eating habits from the class. they need more help, suggest they do the Additional
practice activities.
Extra activity: Game
Have Ss write three true sentences and three false Additional practice
sentences about their eating habits. Have Ss read them For more practice, use:
in pairs and elicit which ones are false. Set a time limit of Workbook pages 53–55
two minutes, and then have Ss change roles. Online Self-study Lesson C
unit
7
A Look at Matt’s menu. Answer the questions. Then practice with a partner.
E
Matt’s menu
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
cereal eggs cereal eggs cereal pancakes pancakes
PL
Breakfast
Lunch soup pizza soup sushi soup tacos sushi
Dinner dumplings chicken beef chicken pizza spaghetti hamburgers
1 How oten does Matt eat hamburgers for dinner? He eats hamburgers once a week.
M
2 How oten does Matt eat soup for lunch? He eats soup (for lunch) three times a week.
3 How oten does Matt eat pancakes? He eats pancakes (for breakfast) twice a week.
4 How oten does Matt eat hot dogs? He never eats hot dogs.
SA
5 How oten does Matt eat sushi for lunch? He eats sushi (for lunch) twice a week.
6 How oten does Matt eat dumplings for dinner? He eats dumplings (for dinner) once a week.
5 Keep talking!
Go to page 140 for more practice.
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I can talk about my eating habits. ✓
D Favorite food
1 Reading
A Look at the pictures in the magazine article. Can you name the food? See page T-72 for possible answers.
B Read the article. What’s the best title? Check (✓) the correct answer.
Meal Times ✓ My Favorite Food Dinner Around the World
E
United States South Korea
Carlos Olga
Argentina Sweden
SA
C Read the article again. Complete the chart with the correct information.
Name Favorite food How oten they have it
Heather nachos once a week
Jae-sun dumplings four or five times a month
Carlos ice cream three times a month
Olga pancakes two or three times a month
D PAIR WORK Imagine you can have one food in Part A right now. Which food do you want?
Why? Tell your partner.
“I want dumplings. I love South Korean food. Vegetable dumplings are my favorite.”
72
Reading My Favorite
• Go over answers with the class and complete the chart
on the board. Alternatively, invite four Ss to come to
Food the board and write the answers. Have the rest of the
class check their answers.
➌earning objective: Read and discuss an article about • Option If your Ss enjoy reading aloud, have them
food; develop skills in reading for gist and specific practice reading one or two letters as a class.
information..
Extra activity: Jigsaw reading
A ❾➍❼❸el 1, Track 108)
Have Ss do a “jigsaw reading” in groups of four. Each
E
• Direct Ss’ attention to the pictures. Elicit names of food person reads just one paragraph from the article. Then
they know. they take turns exchanging information with the others in
their group, e.g., S1: Heather’s favorite food is nachos. She
Possible answers
PL
makes them once a week.
tortilla chips, cheese, beef, tomatoes, onions, dumplings,
ice cream, pancakes
Presentation Plus: Search and highlight page xxxi
B After doing Part C, follow the directions for Search and
highlight to review count and noncount nouns.
• Set the scene. Ask: Do you ever read food magazines?
How often? Elicit some ideas from the class. D
M
C
• Direct Ss’ attention to the chart. Go over the instructions.
• Option Read about Heather’s favorite food as a class
and answer her section.
⑥⑦⑦⑧ T-72
Listening A meal in
• Explain that Ss are going to write about a meal from
their country, using their notes from Part A.
Sweden • Have Ss work individually to write about a typical meal.
E
• Go over the answers with the class.
B (Level 1, Track 109) ➎earning objective: Ask and answer questions about a
favorite meal.
• Have Ss read the list of foods.
PL
• Go over the instructions and point out the example. • Direct Ss’ attention to the “can do” statement at the
• Play the audio again. Have Ss listen and circle all the bottom of the page. (When they finish the speaking
words they hear. activity, they will hopefully be able to check the circle.)
• Have Ss compare answers with a partner. A
• Go over the answers with the class.
• Go over the instructions.
M
unit
7
E
A Think of a typical meal in your country. Answer the questions.
1 What do people drink? A Japanese Breakfast
2 What do people eat?
PL
People in Japan usually drink green
3 Do you usually eat it? tea for breakfast. They eat fish, rice,
4 Why or why not? soup, salad, and pickles. It’s a healthy
B Write about a typical meal in your country. Use the model and and delicious breakfast, but I don’t eat
your answers in Part A to help you. this. I usually drink orange juice and eat
cereal and fruit for breakfast.
M
C CLASS ACTIVITY Post your writing around the room. Read your
classmates’ writing. Who describes similar meals?
A PAIR WORK Add two questions about food to the chart. Then interview
your partner. Take notes.
Questions Name:
What’s your favorite meal?
What’s your favorite kind of food?
How oten do you have it?
Who makes it?
Can you cook it?
What do you drink with it?
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I can talk about my favorite food. ✓
Wrap-up
1 Quick pair review
Lesson A Brainstorm!
Make a list of count and noncount food words. How many do you know? You have two minutes.
E
I don’t like beef. I really like breakfast.
love
PL
I hate milk! I carrots!
B: Yes, I do.
Lesson D Guess!
Describe your favorite food, but don’t say its name! Can your partner guess what it is?
Take turns. You have two minutes.
SA
A: I love this food. It’s Italian, and I eat it once in a while. I eat it at home.
B: Is it pasta?
A: Yes.
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or musician’s eating habits, or say: One of my favorite
movie stars is Penelope Cruz. She likes to eat pasta and
Lesson B Do you remember?
pizza, but she doesn’t eat them all the time.
PL
• Go over the instructions and the example. • Have Ss do research online as an out-of-class assignment.
• Have Ss work in pairs to complete the sentences. Set a Remind Ss to write down the information.
time limit of one minute. • When Ss return to class, have them work in pairs or
• Go over the answers with the class. small groups to read what they wrote.
• Option Ask volunteers to describe the food habits of
Lesson C Find out!
the person. Elicit guesses about who it is.
M
➏➐➐➑ T-74
8 In the neighborhood
unit
E
LESSON D A great place to visit Ss can . . .
Ss read an article about escape rooms. They create a poster about an give a presentation on a city attraction.
interesting place.
PL
Warm-up B
• Go over the question.
↕earning objective: Preview the topic and identify • Have Ss work in pairs or groups to say what other
places in the neighborhood and things you can do
places they can find in a city.
there.
M
Answers
You can buy flowers at a flower shop / store. You can buy
some vegetables at a farmer’s market. You can find an
ATM at a bank. You can eat lunch at a restaurant. You can
see a doctor at a hospital. You can see a movie at a movie
theater.
T-75 ➓➔→➣ ↔
8 In the neighborhood
LESSON A LESSON B LESSON C LESSON D
Places in the Asking for Places to visit Reading: “Escape
neighborhood directions There is, there are Rooms”
Prepositions of Writing: Group
location poster
A B C
E
PL
M
SA
D E F
Warm Up
A Look at the pictures. Where can you do these things? See page T-75 for answers.
buy flowers buy some vegetables find an ATM eat lunch see a doctor see a movie
B What other places can you find in a city? See page T-75 for possible answers.
“You can find a police station.”
75
A Around town
1 Vocabulary Places in the neighborhood
A Match the words and the places. Then listen and check (✓) your answers.
1 d 2 a 3 j
4 g
E 6 i
PL
5 h
8 f
7 c
M
9 b
10 e
SA
B What can you do at each place in Part A? See page T-76 for answers.
76
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only the picture showing. In class, books closed. Zoom in • Go over the answers with the class.
on the icon above each place in the picture. Find out how
many places the Ss already know. Ask the question Answers
What’s this? to elicit the words. restaurant, supermarket, coffee shop
PL
A (Level 1, Track 110) • Play the audio again. Have Ss listen and repeat to
practice pronunciation.
• Direct Ss’ attention to the words and the picture.
Explain that the map shows places in a neighborhood. B
• Go over the instructions and the example. • Go over the question.
• Have Ss match the words and the pictures.
M
• Go over the answers with the class. supermarket, drink coffee at a coffee shop.
• Option Have Ss work in pairs to take turns asking and
answering questions about the numbered items (What • Option Do the activity as a class.
is number 1? It’s a coffee shop.). • Option Check comprehension. Ask questions such
as: What kind of food do they have at Mama’s Place?
B (Italian.) What time does ABC supermarket open?
• Go over the instructions and the example sentence. (They’re always open.) . . .
• Model the activity. Tell Ss about places in your
neighborhood.
• Have Ss work in pairs to talk about places in your
school’s neighborhood.
• Elicit ideas from the class.
➧earning objective: Practice prepositions of location. Presentation Plus: Highlight and say it! page xxviii
After doing Exercise 4, zoom in on Exercise 3 and follow the
(Level 1, Track 112)
steps for Highlight and say it! to practice pronunciation of
• Tip To show Ss the purpose of your lesson, explain the places and prepositions.
connection between the exercises. For example, say:
You just learned the names of different places. Now you
will learn how to give their locations. 5 Speaking Where’s the
• Books closed. Demonstrate each preposition. For drugstore?
example, put your keys in your bag and say: My keys are
in my bag. Continue acting out or giving examples of each ➧earning objective: Give the locations of neighborhood
preposition. Say: My book is on the desk. My pen is next to places.
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my book. Room ____ is across from our classroom. Maria is • Direct Ss’ attention to the “can do” statement at the
between Jae-sun and Ly. The bookstore is on the corner of bottom of the page. (When they finish the speaking
____ and ____ . activity, they will hopefully be able to check the circle.)
PL
• Books open. Direct Ss’ attention to the pictures in the
A
grammar box.
• Focus on form. Point out that some prepositions are • Go over the instructions and the example conversation.
single words (in, on, between) and some are two or • Say each place and have Ss repeat.
more words (next to, across from, on the corner of). • Have Ss work individually to add the four places to the
• Focus on use. Say: We use prepositions of location to say map in Exercise 1. Point out that they will probably put
where things are. the places in different locations.
M
• Point out that between and on the corner of are followed • Have Ss work in pairs to take turns asking and answering
by two things, e.g., The hotel is between ____ and ____ . questions about the places on their maps.
• Refer to the ads in Exercise 2. Have Ss underline the • Call on Ss to tell the class about a place on their map.
prepositions of location.
B
SA
unit
8
The newsstand is in the park. The hotel is between the restaurant and
The gas station is on Second Avenue. the bookstore.
The supermarket is next to the bank. The cofee shop is on the corner of Main Street
and First Avenue.
E
The bus stop is across from the park.
Look at the map in Exercise 1. Complete the sentences with the correct prepositions.
in
PL
1 The newsstand is the park.
2 The subway station is across from the park.
3 The bookstore is next to the hotel.
4 Mama’s Place is on Second Avenue.
5 The gas station is on the corner of Second Avenue and Grand Street.
6 The library is between the cofee shop and the bus stop.
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6 Keep talking!
Student A go to page 141 and Student B go to page 142 for more practice.
77
I can give the locations of neighborhood places. ✓
B How do I get to …?
1 Giving directions
A Listen and repeat.
1
Go up Main Street.
Turn let on Ninth Street.
Go one block.
It’s on the right, next to
a school.
E 2
PL
Walk down Main Street.
Take a right on Fith Street.
Walk two blocks.
It’s on the let, across from
the park.
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B PAIR WORK Give directions from Start to the cofee shop and the bus station.
2 Interactions Directions
SA
B Listen to the expressions. Then practice the conversation again with the new expression.
78
E
Street, Eighth Street, Ninth Street.) • Option Have a pair of Ss perform the conversation in
• Play the audio. Have Ss listen and read silently. front of the class.
• Play the audio again. Have Ss listen and repeat to
practice pronunciation. Presentation Plus: Tip
PL
• Point out that in some places in North America, people Before class, open the Vocabulary section on page 76
also use the expression Make a right / left. and complete the answers using the Pen tool. In class,
• Option Call on Ss to read sentences in the directions. zoom in on the picture. Write an X and Start next to
number 10 (gas station). Have Ss work in pairs to take
B
turns asking for and giving directions to the other places.
• Go over the instructions.
M
• Have Ss work in pairs to take turns covering the Extra activity: Extension
directions as they give directions to the two locations.
Have Ss read the conversation in Exercise 2A and listen
for differences between what you say and what they
2 Interactions Directions read. Have Ss circle the differences as they listen.
SA
E
in Seattle play. B
A (Level 1, Track 117) • Put Ss in pairs, and assign one S to be partner A and
one S to be partner B.
PL
• Go over the instructions. Explain: GPS (global positioning
• Go over the instructions and descriptions of the roles
system) uses satellites and computers to give directions.
for A and B.
Many cars and phones have GPS. It tells you where to go.
• Go over the example conversation.
• Direct Ss’ attention to the map. Point out the landmarks
• Have Ss work in pairs to role-play the situation.
1 to 5 on the map.
• Go around the room and give help as needed. Take
• Play the audio. Have Ss listen and trace the route. Have
notes on errors in the use of ways to give directions
M
• Go over the instructions. Encourage Ss to correct them. Make sure Ss use the
• Play the audio. Have Ss listen and follow the route and expressions for giving directions and prepositions of
mark a ✓ at the market. location correctly.
• Have Ss compare maps with a partner. • Finally, tell Ss to check the “can do” statement if they
• Go over the answer with the class. can ask for and give directions. NOTE: If Ss feel they
need more help, suggest they do the Additional
C
practice activities.
• Go over the instructions.
• Have Ss work in pairs to take turns giving and following Additional practice
directions from Pioneer Square to other places on For more practice, use:
the map. Workbook page 60
• Go around the room and give help as needed. Online Self-study Lesson B
T-79 Unit 8
unit
8
t
ee
Str
eway
e
Pik
et
6
tre
th A
le Fre
tS
5
th A
ar
ve
4
ew
t
th A
nu
Seatt
ee
ve
Str
St
e
nu
3
e
rd
ve
Pin
e
nu
Av
2
nd
en
1
Av
ue
en
ue
✓ t
ee
tre
e t Str
nS ers
ity
Downtown
E
io niv et
Un U tre
S
1
eca
st A
Po tern y Via
We an W
et ✗ Seattle
Ala
n tre
st A Av
Se
ve
s
gS
sk
n
nu
pri
ven enu uct
t
S ee
Str
e
u
n
e
iso
a
d
PL
Ma et
tre 2
e
nS
d
o
Elliott M ari tre
et
Bay ia S
mb
Co
lu t eet
4 rr y
S 3e
tre
me
s Str
et
e Ja tre
Ch nS
Key o
ers
Jeff
1. Olympic Hotel Yesler Way
2. City Hall
M
6th Avenue
5th Avenue
4th Avenue
3. Smith Tower
1st Avenue
Alaskan Way
Street
South Weller Street
B Listen to Carl and Alice go from the library to Pike Place Market. Follow their route.
Then mark a ✓ at the market.
C PAIR WORK Give directions from Pioneer Square to other places on the map. Your partner
follows them. Take turns.
Student A: You are a tourist in town. Ask for directions to places in the neighborhood.
Student B: You meet a tourist in your town. Give him or her directions to places in your
neighborhood. Start at your school.
A: How do I get to the train station?
B: Walk down Main Street …
79
I can ask for and give directions. ✓
E
PL
amusement park aquarium movie theater museum
M
SA
B PAIR WORK How oten do you go to each place? Tell your partner.
80
E
• Play the audio. Have Ss listen and read silently.
• Play the audio again. Have Ss listen and repeat the Presentation Plus: Restoring text page xxx
words to practice pronunciation. After doing the conversation, books closed. Follow the
steps for Restoring text to review language.
PL
Extra activity: Guessing game
Divide Ss into two groups. Put two chairs with their backs
to the board. Have a S from each group sit on a chair.
Have the members of the group stand around the S. Write
one of the target vocabulary words on the board. The
members of the group give definitions of the word or
M
the board.
B
• Go over the instructions and the example.
• Model the activity. Tell about a place and how often
you go there.
• Have Ss work in pairs to talk about how often they go
to each place.
• Call on Ss to tell the class about their partner.
E
3 Focus on short answers to yes / no questions. Write there?).
on the board: yes / no + there is / isn’t or there are / • Model the activity with a S. Ask: Are there any movie
aren’t theaters in your neighborhood? Elicit the answer. If yes,
ask: Where is it? How often do you go there? Pretend to
PL
4 Focus on use. Say: There is and there are are often
used to say where things are. write the answer.
5 Point out that we use a / an with is there, and any • Have Ss work in pairs to take turns asking and answering
with are there. questions to complete the chart.
• Refer Ss to the conversation in Exercise 2. Have Ss • Go around the room and give help as needed. Take
underline all the forms of there is and there are. notes on errors in the use of there is and there are in
• Check comprehension. Ask: Is there a museum near questions and answers.
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T-81 Unit 8
unit
8
A Complete the questions about the city with Is there a / an … ? or Are there any … ?
Then compare with a partner.
1 Is there a zoo?
E
2 Are there any water parks?
3 Is there an aquarium?
4 Are there any museums?
PL
5 Is there an amusement park?
6 Are there any movie theaters?
A PAIR WORK Add two items to the chart. Then interview your partner. Check (✓) the places
that are in his or her neighborhood, and ask for more information.
Places Locations Extra information
movie theaters
museums
science center
swimming pool
5 Keep talking!
Go to page 143 for more practice.
81
I can talk about interesting places in my town. ✓
ESCAP E R O O MS
I
magine! You are in a room with nine other people. Is
E
PL
it a hotel room, an old library, or even a castle? he
door is closed, and you can’t leave …
Your job: ind a key and escape the room. You have
only 60 minutes. Is this a movie, a video game, or a bad
dream? No – it’s an escape room!
Every day, thousands of people visit escape rooms
M
in cities around the world. To ind the key and win the
game, players answer questions and do puzzles. Players
D PAIR WORK Do you want to visit an escape room? Why or why not?
What’s another fun adventure that you like?
82
E
Before class, hide the body of the article so that only the To review yes / no questions with is there / are there, put
title shows. In class, books closed. Before Part A, ask Ss students in pairs to make five questions about the article.
questions to preview the reading. What do you think an Have each pair join another pair to take turns asking and
escape room is? Is there an escape room in your city?
PL
answering their questions.
A D
• Direct Ss’ attention to the article. • Go over the questions.
• Go over the instructions and the questions. • Have Ss discuss their ideas in pairs.
• Elicit answers from the class • Call on Ss to share their ideas with the class.
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B
• Pre-teach any unfamiliar vocabulary.
Vocabulary
SA
E
• Play the audio. Have Ss listen and circle the places that C
are in the city.
• Go over the instructions and the example.
• Have Ss compare answers with a partner.
• Option Brainstorm a list of questions to ask to get
PL
• Go over the answers with the class.
more information (e.g., When is it open? Where is it?
Presentation Plus: Tip Are there interesting things there? What are they?).
Before class, complete the chart and circle some correct • Tip To help Ss become more confident in speaking
and some incorrect places that are in the city. In class, to large groups, have them practice in pairs or small
after doing Part B, zoom in on Exercise 2. Play the audio groups first.
• Have groups present their posters. Set a five-minute time
M
A
• Go over the instructions.
• Model the activity. Choose an interesting place in your
city that Ss are likely to know. Write a fact about the
place on the board. Elicit other facts from Ss, and write
them in the list.
T-83 Unit 8
unit
8
E
A GROUP WORK Choose an interesting place in your city. What do you know about it?
Make a list.
PL
B GROUP WORK Create and design a poster about the place. Use your list from Part A.
•
WE’RE OPEN EVERY DAY FROM 9:00 TO 6:00. THERE’S A FREE AUDIO TOUR IN TEN LANGUAGES.
•
THERE’S AN EXCELLENT CAFÉ IN THE MUSEUM. TRY OUR SCIENCE EXPERIMENTS.
•
LEARN ABOUT PLANT LIFE. THERE ARE OVER 10,000 BOOKS IN THE BOOKSTORE.
C CLASS ACTIVITY Present your posters. Ask and answer questions for more information.
83
I can give a presentation on a city attraction. ✓
Wrap-up
1 Quick pair review
Lesson A Brainstorm!
Make a list of places in a neighborhood. How many do you know? You have one minute.
E
B No, It’s not. Go / Turn two blocks on Elm Street. Then take / walk a right on
Main Street. The library is on / in the right.
A Thanks!
PL
Lesson C Find out!
What are two kinds of places both you and your partner like to visit in your city?
What are two kinds of places you don’t like to visit? You have two minutes.
A: I like museums. Do you?
B: Not really. How about water parks? I love those!
M
A: I do, too!
Lesson D Guess!
Describe a place to visit in your area, but don’t say its name! Can your partner guess
SA
84
E
Lesson B Do you remember? countries (San Diego, Washington, D.C., Calgary, Toronto).
Alternatively, suggest Ss use the Internet to search
• Go over the instructions and the example.
phrases such as “U.S. zoos” or “Canadian zoos.”
PL
• Have Ss circle the correct answers. Set a time limit of
• Have Ss do research as an out-of-class assignment
two minutes.
and write sentences about what they find out. Remind
• Go over the answers with the class.
them to answer the questions.
• Have Ss work in pairs or small groups to read what
Lesson C Find out!
they wrote.
• Go over the instructions and the example conversation. • Call on Ss to read their sentences to the class. Ask:
M
• Model the activity. Call on a S and say a place you like What do you like about this zoo? What animals are
to visit. Elicit whether the S likes it, too. Continue until there? Are there any special exhibits?
you find two places you both like to visit. Then find two
places you both don’t like to visit.
• Have Ss work in pairs to find out places they both like
SA
E
LESSON D What’s new? Ss can . . .
Ss read status updates on the Internet. They write status updates and discuss what people are doing.
respond to those of others.
PL
Warm-up Extra activity: Extension
åearning objective: Preview the topic and identify Have Ss work in pairs to prepare three false sentences
activities. about the picture. Have each pair join another pair
to take turns reading the sentences and eliciting the
M
Possible answers
A group of friends watches a sports game. A man listens
to music. A woman studies. Two men play video games. A
woman reads the newspaper. A woman eats a sandwich.
T-85 Unit 9
9 LESSON A
What are you doing?
LESSON B LESSON C LESSON D
Actions and Asking if someone Activities Reading: “Status
prepositions can talk now Present continuous Updates”
Present continuous Explaining that questions Writing: My status
statements you can’t talk now update
A B C
E
PL
M
SA
D E F
Warm Up
A Look at the pictures. Make six sentences about them. See page T-85 for possible answers.
B Which of these things do you do every day?
85
E
start hold look for wave
PL
sit stand run end
M
C PAIR WORK Tell your partner to sit and stand in diferent places in the classroom.
Use the prepositions. Take turns.
“Stand in front of the door.”
86
óearning objective: Use vocabulary for actions and • Direct Ss’ attention to the picture to set the scene. Ask:
prepositions. Where are they? (At a soccer game.) Who do you see?
(Two young men.) What color are their shirts? (Red.)
A (Level 1, Track 125) • Go over the instructions.
• Direct Ss’ attention to the words and the pictures. • Play the audio. Have Ss answer the question as they
Explain that the pictures show different actions. listen and read silently.
E
• Play the audio. Have Ss listen and read silently. • Go over the answers with the class.
• Play the audio again. Have Ss listen and repeat the
words to practice pronunciation. Answers
Amy is standing under the scoreboard.
PL
Extra activity: Extension Claudio is sitting in front of the big clock.
To help Ss review verbs from previous lessons and from • Play the audio again. Have Ss listen and repeat to
Part A, mime an action and elicit the verb. Call a S to the practice pronunciation.
front of the class. Whisper a verb and have the S act it out. • Option Have Ss read the conversation in pairs, then
Elicit the verb from the class. (Possible actions: Stand, sit, change roles and practice again.
M
raise your hand, hold your pencil, wave, eat cereal, drink
B
coffee, call someone on the phone.)
• Go over the questions.
B (Level 1, Track 126) • Model the activity. Tell the class where you meet
• Direct Ss’ attention to the words and the pictures. friends at a big event (e.g., I always meet my friends at
SA
Explain that the pictures show different prepositions the front entrance.).
of place. • Have Ss answer the questions in pairs or groups.
• Play the audio. Have Ss listen and read silently. • Elicit the answers from the class.
• Play the audio again. Have Ss listen and repeat the • Option Do the activity as a class.
prepositions to practice pronunciation.
C
• Go over the instructions and the example sentence.
• Model the activity. Say to a S: Stand next to your chair.
• Have Ss work in pairs to take turns telling their part-
ners to sit or stand in different places.
• Call on Ss to tell classmates to sit or stand in different
places.
B
3 Grammar Present
• Go over the instructions and the example.
continuous statements • Have Ss work in pairs to make ten sentences about
ôearning objective: Practice present continuous people in the class.
statements. • Call on Ss to tell a sentence to the class.
E
action (watching a game). Point out that watching a
3 Focus on use. Say: We use the present continuous to game is circled.
talk about what is happening right now. • Continue to play the audio. Have Ss listen and circle
Spelling the correct action.
PL
• Have Ss compare answers with a partner.
• Direct Ss’ attention to the right column. Explain the
• Elicit the answers from the class.
spelling rules:
1 For most verbs, add -ing. Elicit examples from the Extra activity: Extension
chart (starting, holding, standing, playing, ending). Call on a S. Say a verb (e.g., run) and a subject pronoun (e.g.,
2 For one-syllable verbs with the pattern consonant, we). Elicit the present continuous (we are running). Have that
M
vowel, consonant, double the last consonant, then S call on a classmate and say a verb and subject pronoun.
add -ing. Elicit examples from the chart (sitting, Continue until everyone has had a chance to participate.
running).
3 For verbs that end in -e, drop the -e and add -ing.
Elicit an example from the chart (waving).
5 Speaking Guess the
SA
unit
9
A Complete Claudio’s text messages with the present continuous forms of the verbs.
E
Amy and I are watching (watch) Amy and I are holding (hold)
PL
I’m looking (look) for you. the game. But where are you, signs. We ’re waving (wave)
The game is starting Tim? We ’re siting (sit) in in front of the TV cameras.
(start), but my favorite player row 56. Wait! I ’m get ing Can you see us?
is not playing (not / play) right (get) a message. Is it you?
now. Please text me.
M
B PAIR WORK Make ten sentences about people in your class with the present continuous.
Tell your partner.
“I’m siting behind Eva. Lily and Mei are wearing sweaters.”
SA
4 Listening Someone is …
Listen to the sound efects. What is happening? Circle the correct answers.
1 Someone is watching a game / watching a movie. 4 Some people are playing tennis /
2 Someone is getting up / going to bed. playing soccer.
3 Someone is walking / running. 5 The game is starting / ending.
6 Keep talking!
Go to page 144 for more practice.
87
I can describe what people are doing right now. ✓
E
PL
Amanda Hello? Amanda Oh, sorry. I can’t talk right now. I’m cooking
Justin Hi, Amanda. It’s Justin. Is this a good dinner. Can I call you back?
M
C Listen to the expressions. Then practice the conversation again with the new expressions.
SA
Is this a good time to talk? Can you talk right now? Do you have a minute?
I can’t talk right now. I’m busy right now. This isn’t a good time.
D PAIR WORK Practice the conversation again with the reasons below.
88
E
Ask: Where are they? (At home, outside, on the phone.) this sentence.
What’s the woman doing? (Talking on the phone, cook- • Have Ss practice the substitution conversation in pairs,
ing dinner.) then change roles and practice again. Remind them to
PL
use each of the four activities.
B (Level 1, Track 130)
• Play the audio. Have Ss listen and read silently. If helpful, Extra activity: Extension
play the audio again line by line and have Ss listen and Model the activity. Mime an action (e.g., cooking). Call on
repeat. a S to say why he or she can’t talk using that activity (e.g.,
• Have Ss practice the conversation in pairs, then change I can’t talk right now. I’m cooking.). Put Ss in pairs or small
roles and practice again.
M
A
2 Listening Do you have a
• Direct Ss’ attention to the picture. Ask: The mother
minute? can’t talk now. Why? (She’s holding her baby, she’s mak-
öearning objective: Develop skills in listening for ing food for her baby, she’s working on the
specific information. computer.)
• Go over the instructions.
A (Level 1, Track 132) • Have Ss work individually to complete the sentences
• Go over the instructions. with reasons they can’t talk on the phone.
• Play the audio. Stop after the first conversation. Ask:
Presentation Plus: Tip
What is the question? (Do you have a minute?) Point out
Open a Blank Page. Elicit answers from Part A and write
that 1 is on the line next to that question.
them on the page on the board. Have Ss refer to these
• Continue to play the audio. Have Ss listen and number
answers when role-playing in Part B.
the questions from 2 to 4.
• Have Ss compare answers with a partner. B
E
• Go over the answers with the class.
• Put Ss in pairs, and assign one S to be Student A and
B (Level 1, Track 132) one S to be Student B.
• Go over the instructions. • Go over the instructions and the descriptions of roles A
PL
• Play the audio again. Stop after the first conversation. and B.
Ask: Why can’t Eric talk now? (He’s having dinner.) Point • Have Ss work in pairs to role-play the situation.
out that is having dinner is on the line in number 1. • Go around the room and give help as needed. Take
• Continue to play the audio and have Ss listen and write notes on errors in the use of the expressions to ask if
the reasons. someone can talk and to explain they can’t talk.
• Have Ss compare answers with a partner. • Call on Ss and ask if they can talk. Elicit a reason why
M
Additional practice
For more practice, use:
Workbook page 68
Online Self-study Lesson B
T-89 Unit 9
unit
9
B Listen again. Why can’t each person talk right now? Write the reason.
1 Eric is having dinner . 3 Ji-won is driving .
2 Renee is studying . 4 Carmen is working .
E
I’m watching . I’m eating .
I’m studying . I’m .
PL
B PAIR WORK Role-play the situations. Then change roles.
Student A: Answer the phone. Explain that you can’t talk now and say why. Use the reasons from part A.
Student B: Call Student A. Identify yourself and ask if he or she can talk right now.
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SA
C These days
1 Vocabulary Activities
A Listen and repeat.
study Italian take a dance class take tennis lessons tutor a student
SA
B PAIR WORK Which activities are fun? Which are not fun? Compare answers with a partner.
90
E
• Play the audio. Have Ss listen and read silently. • Point out that the expression these days doesn’t mean
• Play the audio again. Have Ss listen and repeat the at this moment. It means in this present time period.
phrases to practice pronunciation. • Check comprehension. Ask: Is Wendy learning to drive?
• Option Have Ss work in pairs to take turns saying the
PL
(Yes, she is.) Is Jill taking a dance class? (No, she’s not.)
first word of the phrase as their partner completes it. What is Jill doing? (She’s studying Italian.)
B • Have Ss practice the conversation in pairs. Then call on
two pairs to act it out for the class.
• Go over the instructions.
• Model the activity. Tell the class which activity you
think is a lot of fun (e.g., Take a dance class is a lot of
M
preference.
E
but we do in answers.
3 Focus on form in statements. Write on the board:
subject + be + verb + -ing
5 Speaking Busy lives
PL
Yes / no questions and answers øearning objective: Describe what people are doing
these days.
• Direct Ss’ attention to the right side of the grammar box.
• Direct Ss’ attention to the “can do” statement at the
• Explain the rules for yes / no questions and short answers:
bottom of the page. (When they finish the speaking
1 Focus on form in questions. Write on the board:
activity, they will hopefully be able to check the circle.)
be + subject + verb + -ing
• Go over the instructions.
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T91 Unit 9
unit
9
A Complete the questions with the present continuous forms of the verbs. Then compare with a partner.
1 Are you taking (take) music lessons
these days?
E
2 What classes are you taking (take)?
3 Are you and your friends buying (buy)
new music these days?
PL
4 What are your classmates learning (learn)
in this class?
5 What languages are you studying (study)?
6 Are you learning (learn) to drive?
Listen and repeat. Notice the intonation of yes / no and Wh- questions.
Are you watching a lot of TV? What TV shows are you watching?
6 Keep talking!
Go to page 145 for more practice.
91
I can describe what people are doing these days. ✓
D What’s new?
1 Reading
A What are you and your classmates doing right now?
B Read the status updates. Which two people are waiting for other people? See page T-92 for answers.
E
Hank Jones I’m standing in line. Donna, please wait!! I’m in a
store on First Avenue. The line isn’t moving.
apr 19 8:50 p.m.
PL
Fernando Sanchez I’m studying English. I’m doing grammar
exercises online. I’m getting them all correct. Yay!
apr 19 9:05 p.m.
Jessica King I’m looking for a good French dictionary. I’m taking
a French class and need help with my vocabulary.
apr 19 9:44 p.m.
Arthur Henderson I’m waiting for my daughter to come home. It’s almost 10:00 p.m.
Where are you, Lisa? You know the rules!
apr 19 9:58 p.m.
Lisa Henderson I’m at a basketball game. Sorry, Dad. My favorite player is playing.
15 more minutes?
apr 19 10:02 p.m.
C Read the updates again. Complete the sentences with first names.
1 Zack is on vacation. 4 Lisa is watching a basketball game.
2 Hee-jin is having dinner. 5 Fernando and Jessica are students.
3 Hank is standing in line. 6 Hank and Lisa are late.
D PAIR WORK How oten do you write messages like the ones above? What do you
write about? Tell your partner.
“I love status updates. I write them twice a day. I usually write about
the new music I find online.”
92
LESSON D overview D
Reading: “Status Updates” (a micro-blog) • Go over the questions and the example.
Writing: My status update • Have Ss discuss their ideas in pairs.
Speaking: Speculations about someone’s activities • Call on Ss to share their ideas with the class.
Reading Status Updates Presentation Plus: Search and highlight page xxxi
After doing Part D, follow the steps for Search and
ùearning objective: Read and discuss status updates; highlight to review the present continuous and preposi-
develop skills in reading for main ideas. tions from the unit (behind, in, in front of, on, under) in the
status updates.
A (Level 1, Track 137)
• Go over the question. Extra activity: Focus on language
• Elicit answers from the class. In this unit, Ss have learned two ways to use the present
B continuous – to talk about things people are doing right
E
now, and to talk about things people are doing these
• Go over the instructions and the question. Have Ss
days. Have Ss work in pairs to find the examples of the
read the status updates.
present continuous for right now and these days in the
• Elicit the answer.
status updates.
PL
Answer These days: I’m enjoying Singapore; I’m taking a French
Donna Bristol and Arthur Henderson. class.
The rest of the updates are for right now.
C
• Tip A change in formatting of a text often signals
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E
• Go over the instructions and the example. Bring in pictures from magazines that show several
• Have Ss pass their papers to the right or read the people doing something. Make sure the pictures show
messages in the group chat. different activities. Ss work in groups of three. Give each
PL
• Have Ss respond to the update. group a picture. Ask: What is happening in the picture?
• If Ss have written on paper, have them continue three Have Ss discuss the picture for three minutes. Take the
more times. pictures away. Give each group a new picture to discuss
• Option Have Ss return the papers to the original writer. for three minutes. Repeat two more times. Elicit
Call on Ss to read the papers or group chat to the class. descriptions of one picture at a time from each group.
The group that can say the most sentences in the
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T-93 Unit 9
unit
9
Group chat
Peter
I’m studying Italian on the weekends.
E
B GROUP WORK Pass your paper to the classmate on your right or send an update to the group.
Read and respond to your classmate’s update. Continue to pass, read, and respond to each
classmate’s update three times with diferent actions.
PL
Group chat
Peter
I’m studying Italian on the weekends.
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Michelle
I’m not studying Italian, but I’m learning to drive.
SA
93
I can discuss what people are doing. ✓
Wrap-up
1 Quick pair review
Lesson A Find out!
What are three things both you and your partner did ater class yesterday?
What are three things you didn’t do? You have two minutes.
A: I walked home after class yesterday. Did you?
B: Yes, I did. I watched TV at home. Did you?
A: No, I didn’t. I listened to music.
Lesson B Do you remember?
E
Circle the correct answers. You have two minutes.
1 A I listened to all of Taylor Swit’s songs today. 3 A Charlie’s band played at The Red Room
B Oh? / You’re kidding! All of them? downtown on Saturday night!
PL
She has a lot! B What? / Oh? No way! That’s so cool!
2 A Janet uploaded photos from the party. I didn’t know that.
B Uh-huh. / Really? I know. I looked at them 4 A I visited my grandmother last weekend.
this morning. B You’re kidding! / Oh, yeah? How is she doing?
Say eight irregular verbs in the simple present. Can your partner write the simple past forms
of the verbs correctly? Check his or her answers. You have two minutes.
1 3 5 7
2 4 6 8
SA
Lesson D Guess!
Make two true sentences and one false sentence about your activities last week. Can your
partner guess the false sentence? Take turns. You have two minutes.
A: I watched 20 movies last week. I played basketball in the park. I saw a play.
B: You didn’t watch 20 movies.
A: You’re right. I only watched 12.
Bloggers and Me
I played basketball yesterday. Three bloggers also played basketball yesterday.
Diego is from California. He played basketball with his brother.
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expressions. Set a time limit of two minutes.
• Elicit the expressions. • Have Ss visit a mall or park as an out-of-class assign-
ment and write sentences about the people they see
Presentation Plus: Guided brainstorming page xxviii and what they are doing. Suggest Ss write at least ten
PL
After brainstorming, follow the steps for Guided sentences.
brainstorming to review phone expressions. • Have Ss work in pairs or small groups to read what
they wrote.
• Call on Ss to read their sentences to the class.
Lesson C Find out!
• Go over the instructions and the example conversation.
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10 Past experiences
unit
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LESSON D I saw a great movie. Ss can . . .
Ss read a blog about movies. They write blog posts. talk about past activities.
PL
Warm-up •
•
Elicit sentences from the class.
Option Do the activity as a class.
üearning objective: Preview the topic and compare
past and present. Possible answers
Benjamin is 16 years old. Benjamin is playing the guitar.
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T-95 Unit 10
10 Past experiences
LESSON A LESSON B LESSON C LESSON D
Weekend activities Showing that Things to do Reading: “Matt’s
Simple past regular you’re listening Simple past Movie Reviews”
verbs Expressing irregular verbs; Writing: A blog
surprise yes / no questions post
A B
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Benjamin, age 43
Benjamin,
age 16
PL
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SA
C D
Luz, age 14
Luz, age 29
Warm Up
A Look at the pictures. Make three sentences about each one. See page T-95 for possible answers.
B How are you different now?
95
A Last weekend
1 Vocabulary Weekend activities
A Listen and repeat.
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listen to music play basketball play in a band shop for new clothes
PL
stay home stay out late visit relatives watch an old movie
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B PAIR WORK Do you do any of the activities in Part A? When do you do them? Tell your partner.
A Listen to Carmen talk about last weekend. Number the pictures from 1 to 3.
1 Last Saturday morning, my 2 I stayed out late on Saturday night. 3 On Sunday aternoon, I stayed
brother Pedro called me. We Pedro and I watched an old movie. home. I watched another movie.
talked for hours. I uploaded some We laughed a lot. We loved it! I didn’t like the ending at all.
photos, and I listened to music. I cried.
3 1 2
B What about you? What do you usually do on weekends?
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Explain that the pictures show weekend activities. • Play the audio again. Have Ss listen and repeat to practice
• Play the audio. Have Ss listen and read silently. pronunciation.
• Play the audio again. Have Ss listen and repeat the B
PL
phrases to practice pronunciation.
• Option Have Ss work in pairs to take turns saying the • Go over the question.
first word of the phrase as their partner completes it. • Model the activity. Tell the class what you usually do
on weekends.
Extra activity: Collocation diagrams • Have Ss answer the question in pairs or groups.
• Elicit the answers from the class.
Draw a circle on the board with lines radiating from it.
• Option Do the activity as a class.
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B
• Go over the instructions and the example.
• Model the activity. Say the things you do from Part A
and when you do them.
• Have Ss work in pairs to take turns talking about the
activities they do and when.
B
3 Grammar Simple past • Go over the instructions.
regular verbs • Model the activity. Make true sentences about your
weekend (e.g., I didn’t watch a movie. I watched TV.
þearning objective: Practice simple past regular verbs.
I didn’t play basketball. I played tennis.).
(Level 1, Track 140) • Have Ss work in pairs to take turns telling their sentences.
• Call on Ss to tell a sentence to the class.
Simple past regular verbs
• Books open. Direct Ss’ attention to the grammar box. 4 Pronunciation Simple
• Explain the rules for the simple past regular verbs:
1 Focus on form in affirmative statements. Write on past -ed endings
the board: subject + verb + -ed
þearning objective: Pronounce simple past -ed endings.
2 Focus on form in negative statements. Write on the
board: subject + did not / didn’t + verb A (Level 1, Track 141)
3 Focus on use. Say: We use the simple past to talk • Go over the instructions.
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about past actions. • Explain: We only add an extra syllable after words with
• Option Explain that we use the simple past with the ending sound /t/ or /d/.
expressions such as yesterday, and last _____ (night, • Play the audio. Have Ss listen, paying particular attention
PL
week, Thursday, and so forth). to -ed endings.
Spelling • Play the audio again. Have Ss listen and repeat.
B (Level 1, Track 142)
• Explain the spelling rules:
1 For most verbs, add -ed. • Go over the instructions.
2 For verbs that end in -e, just add -d. • Play the audio. Have Ss listen and complete the chart
with the correct verbs.
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unit
10
A Write sentences about the things Pedro did and didn’t do last weekend.
1 Pedro called Carmen.
Things to Do 2 Pedro watched a movie.
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✓ call Carmen ✗ listen to music 3 Pedro didn’t play basketball.
✓ watch a movie ✓upload photos 4 Pedro didn’t listen to music.
Pedro uploaded photos.
PL
✗ play basketball ✗ shop for new clothes 5
6 Pedro didn’t shop for new clothes.
B PAIR WORK Make true sentences about your weekend with the past forms of the verbs in Part A. Tell your partner.
A Listen and repeat. Notice that some verbs have an extra syllable in the past tense.
Same syllable (most verbs) Extra syllable (verbs ending in t and d)
call / called shop / shopped chat / chat·ted download / download•ed
SA
B PAIR WORK Tell your partner about the things you did and didn’t do last weekend. Use the phrases
from Part A to help you.
A: I chated online with my friends last weekend. How about you?
B: I didn’t chat online with my friends, but I called them.
6 Keep talking!
Go to page 146 for more practice.
97
I can say what I did last weekend. ✓
B You’re kidding!
1 Interactions Expressing surprise
A Look at the pictures. What do you think Diego and Jasmine are talking about?
B Listen and practice.
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PL
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C Listen to the expressions. Then practice the conversation again with the
new expressions.
Expressing surprise
D PAIR WORK Check (✓) the best responses. Then practice with a partner.
1 I watched a movie last night. ✓ Uh-huh. Really?
2 I listened to 500 songs yesterday. ✓ You’re kidding! Oh?
3 I didn’t study for the big test. Oh, yeah? ✓ What?
4 I played tennis with friends on Sunday. You’re kidding! ✓ Oh, yeah?
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Interactions Expressing
• Option Play the audio and have Ss listen and repeat.
• Model the activity with a S. Have the S read Diego’s
surprise lines. Show how to substitute another way to show
you’re listening and another way to express surprise.
ÿearning objective: Practice showing that you’re • Have Ss practice the substitution conversations in
listening; express surprise. pairs, then change roles and practice again.
• Option Have a pair of Ss perform the conversation in
A
front of the class.
• Direct Ss’ attention to the pictures to set the scene.
D
E
Ask: Where are they in the first picture? (At school.) What
are they doing? (Talking.) Where is the second picture? • Go over the instructions.
(Walt Disney World.) • Have Ss check the best responses and then compare
PL
• Ask the question. Elicit Ss’ ideas. answers with a partner.
• Go over the answers with the class.
B (Level 1, Track 143)
• Have Ss work in pairs to take turns saying the sentences
• Play the audio. Have Ss listen and read silently. If and responding.
helpful, play the audio again line by line and have
Ss repeat.
• Have Ss practice the conversation in pairs, then change
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appropriate (e.g., after the speakers discuss each day). • Put Ss in pairs and designate one S to be partner A and
It may be helpful to mark where you plan to pause the one S to be partner B.
audio program in this book. • Go over the instructions and the descriptions of the
PL
• Go over the instructions. roles for A and B.
• Play the audio. Stop after Diana says, “Yeah. I just didn’t • Go over the example conversation.
answer them. Numbers 8, 9, and 10.” Ask: Which picture • Have Ss work in pairs to role-play the situation, then
is it? (The one where she’s taking the test.) Point out that change roles and practice again.
the number 1 is in the box. C
• Continue to play the audio. Have Ss listen and number
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• Go over the instructions. that is surprising (e.g., I watched TV until 4 in the morning.).
• Play the audio again. Stop after the same line as in Elicit a response (e.g., Really?).
Part A. Point out that answer and questions are on • Have Ss role-play new situations using their own ideas.
the lines. • Go around the room and give help as needed. Take
• Continue to play the audio and have Ss listen and notes on the errors you hear Ss make in showing they
complete the sentences. are listening and expressing surprise. Write the errors
• Have Ss compare answers with a partner. you heard Ss make on the board. Encourage Ss to cor-
• Go over the answers with the class. rect them. Make sure Ss use the expressions correctly.
• Finally, tell Ss to check the “can do” statements if
they can show that they are listening and can express
surprise. NOTE: If Ss feel they need more help, suggest
they do the Additional practice activities.
Additional practice
For more practice, use:
Workbook page 76
Online Self-study Lesson B
T-99 Unit 10
unit
10
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2 4
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1 3
B Listen again. What surprises Diana’s friend? Complete the sentences.
SA
3 Speaking Really?
A Match the sentences. Then compare with a partner.
1 Last night, I studied for my English test for five hours. b a I watched them with my dad.
2 I just checked my email. d b But I didn’t get a good score.
3 Last week, I streamed two movies. a c I’m learning Chinese.
4 On Thursday, I started a new class. c d I have 100 new messages.
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PL
go grocery shopping have a party make dinner
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SA
B PAIR WORK How oten do you do the things in Part A? Tell your partner.
100
earning objective: Use vocabulary for things to do. • Direct Ss’ attention to the picture to set the scene. Ask:
Who do you see? (A couple.) Where are they? (At home.)
A (Level 1, Track 146) • Play the audio. Have Ss listen and read silently. If
• Direct Ss’ attention to the phrases and the pictures. helpful, play the audio line by line and have Ss repeat.
Explain that the pictures show things to do. • Point out that yesterday means the day before today.
• Play the audio. Have Ss listen and read silently. Mime the past by putting your hand over your shoulder.
• Play the audio again. Have Ss listen and repeat the • Have Ss practice the conversation in pairs. Remind Ss
to use their voices to express surprise.
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phrases to practice pronunciation.
• Ss often confuse make and do. Point out that they need • Then call on one pair to act the conversation out for
to remember which verb goes with which activity. Say: the class.
We do dishes and laundry, but we make dinner.
PL
Presentation Plus: Find the match page xxviii
• Option Have Ss take turns saying the verbs as their
After talking about the picture, follow the steps for Find
partner completes the phrase. Point out that more
the match to practice vocabulary for things to do. Hide
than one noun may complete the phrase.
laundry, haircut, grocery shopping. Have Ss listen for the
B answers. Reveal the correct answers on the board.
• Go over the instructions.
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• Model the activity. Tell the class how often you do Extra activity: Extension
some of the things in Part A. Model the activity with a S. Have the S read Mindy’s lines.
• Have Ss work in pairs to take turns telling how often With your book closed, respond appropriately to Mindy’s
they do the things in Part A. questions. You don’t have to say Pete’s lines exactly, just
SA
• Call on Ss to tell the class about their partner’s routines. give the same information that is in the conversation. Have
Ss practice the conversation in pairs, with one person
Presentation Plus: Choose ABC page xxvii
reading the lines and the other person with book closed.
After doing Part B, follow the steps for Choose ABC to
Then change roles and practice again.
practice vocabulary for things to do.
B
3 Grammar Simple past
• Go over the instructions and the example.
irregular verbs; yes / no • Have Ss work individually to put the words in order to
questions make questions.
• Have Ss compare questions with a partner.
✁earning objective: Practice simple past irregular • Go over the questions with the class.
verbs and yes / no questions.
C
(Level 1, Track 148, Track 149)
• Go over the instructions and the example conversation.
Simple past irregular verbs • Have Ss work in pairs to take turns asking and answering
• Direct Ss’ attention to the left side of the grammar box. the questions in Part B.
• Explain the rules for the simple past of irregular verbs: • Call on Ss and ask the questions. Elicit the answers.
1 Focus on form in affirmative statements. Write on
the board: subject + past tense form
4 Speaking Did you?
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2 Focus on form in negative statements. Write on the
board: subject + didn’t + verb ✁earning objective: Use past time expressions to talk
3 Focus on use. Say: As with regular verbs, we use the about routine events in the past.
simple past tense of irregular verbs for actions that
PL
• Direct Ss’ attention to the “can do” statement at the
happened at a specific time in the past, for example,
bottom of the page. (When they finish the speaking
last night or last week.
activity, they will hopefully be able to check the circle.)
• Direct Ss’ attention to the box of common irregular verbs.
• Point out that Ss need to memorize the past tense A
forms of irregular verbs. • Go over the instructions and the example conversation.
Yes / no questions and answers • Have Ss work individually to add two past time
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T-101 Unit 10
unit
10
A Complete the conversation with the simple past tense form of the verbs. Common irregular verbs
Then practice with a partner. buy → bought have → had
A Hey, Pablo. Did you do (do) today’s homework? do → did make → made
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B I didn’t .I didn’t have (not / have) time. drink → drank meet → met
A Really? Why not? drive → drove read → read
saw ate eat → ate see → saw
B I (see) some friends yesterday. We (eat)
PL
went fall → fell sleep → slept
lunch, and then we (go) to the mall.
get → got take → took
A Oh, yeah? Did you buy (buy) any clothes? go → went write → wrote
B I didn’t buy (not / buy) anything! So, did you
Go to page 152 for a list of more
do (do) your homework?
irregular verbs.
A Yes, I did. And no, you can’t see it!
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B Put the words in order to make questions. Then compare with a partner.
1 last night / you / see / did / your friends Did you see your friends last night?
2 go / last weekend / you / did / grocery shopping Did you go grocery shopping last weekend?
SA
3 watch / you / a movie / did / last night Did you watch a movie last night?
4 yesterday / stay home / you / did Did you stay home yesterday?
5 make dinner / did / on Thursday / you Did you make dinner on Thursday?
6 you / did / last Saturday / have a party Did you have a party last Saturday?
C PAIR WORK Ask and answer the questions in Part B. Answer with your own information.
5 Keep talking!
Go to page 147 for more practice.
101
I can talk about routine events in the past. ✓
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On Friday, my friend Naomi and I hung out together. We
had a very good time. We saw a great old movie at the
Cineplex. They are showing old movies all month. Did
anyone see Too Young to Love? I loved it! It’s a story
PL
about two young people who are in love. Their parents
think they are too young, so they can’t get married. It’s not
a sad movie. It’s really funny! We laughed a lot.
MONDAY, 11:00
CGIRL I saw Too Young to Love. I also saw the play. Both are good. See the movie and the play.
MONDAY, 11:26 A.M
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OSCAR Too Young to Love?! You’re kidding! I hated the movie, but I liked the music. The sound
track had some really good old songs. MONDAY, 1:00 P.M.
TOMAS My friend and I saw it. She laughed. I cried because I paid for the tickets, and I didn’t like
SA
JOE C I liked Too Young to Love. I saw three old movies at the Cineplex last month, and I really
liked all of them. TUESDAY, 12:45 P.M.
MARIA What?! Too Young to Love?! I hated the movie, but I loved the book. TUESDAY, 1:15 P.M.
102
LESSON D overview C
Reading: “Matt’s Movie Reviews” (blog posts) • Tip Tell Ss that when they read something they can
Writing: A blog post often tell how the writer feels by the words and expres-
Speaking: “Find someone who” activity about past sions they use. Have Ss notice the expressions in the
activities blog posts that tell how someone feels.
• Go over the instructions.
Reading Matt’s Movie • Have Ss read the blog again and correct the false
sentences.
Reviews • Have Ss compare answers with a partner.
• Go over the answers with the class.
✂earning objective: Read and discuss a blog; develop
skills in reading for details. D
A (Level 1, Track 150) • Go over the questions and the example.
• Have Ss discuss their ideas in pairs.
• Go over the questions.
• Call on Ss to share their ideas with the class.
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• Elicit answers from the class.
B Extra activity: Extension
• Pre-teach unfamiliar vocabulary. Have Ss look for movie reviews in English in a newspaper,
PL
in a magazine, or online. Have Ss take notes on the name
Vocabulary of the movie, the opinion of the reviewer, and any
be in love: to love someone romantically, such as a expressions that tell them what that opinion is. Have Ss
boyfriend / girlfriend or husband / wife talk about the reviews in pairs or small groups. Elicit
examples from the class.
get married: become husband and wife
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sad: not happy, the way you feel when something bad
Presentation Plus: Search and highlight page xxxi
happens
After doing Part D, follow the steps for Search and
funny: a quality that makes you laugh highlight to review simple past regular and irregular verbs
sound track: the music in a movie or TV show and yes / no questions in the blog. Say: Find an irregular
SA
Answers
Matt, cgirl, and Joe C liked the movie.
A
2 Writing A blog post
• Go over the instructions and the example conversation.
✄earning objective: Write blog posts and talk about • Have Ss work individually to add two past activities to
them. the chart.
• Have Ss walk around the room to ask and answer
A
questions to complete the chart.
• Go over the instructions. • Go around the room and provide help as needed. Take
• Model the activity. Say a day, the activity, the place, notes of the errors you hear Ss make in statements and
and other information. yes / no questions with the simple past.
B B
• Go over the instructions and the example. • Go over the instructions and the example.
• Check comprehension. Ask: What did she do after class? • Call on Ss to share what they learned with the class.
(She went shopping.) Did she buy a sweater? (No, she • Write the errors you heard Ss make on the board.
didn’t. She bought a watch.) Did she go home Encourage Ss to correct them. Make sure they use the
E
at 8:00 p.m.? (Yes, she did.) simple past correctly.
• Have Ss write a blog post about a day last week. • Finally, tell Ss to check the “can do” statement if they
C can talk about past activities. NOTE: If Ss feel they
PL
need more help, suggest they do the Additional practice
• Go over the instructions and the example.
activities.
• Have Ss work in pairs to take turns sharing their posts,
and asking and answering questions. Presentation Plus: Tip
After doing Part B, zoom in on the chart. Ask the class
Did you play in a band last year? Raise your hand. Write
3 Listening A busy week
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the total into the chart on the board. Repeat for each
✄earning objective: Develop skills in listening to main activity to review question formation and find out the
ideas. most popular activities in the class.
Additional practice
4 Speaking I played in a For more practice, use:
Workbook page 80
band last year. Online Self-study Lesson D
✄earning objective: Talk about past activities.
• Direct Ss’ attention to the “can do” statement at the
bottom of the page. (When they finish the speaking
activity, they will hopefully be able to check the circle.)
T-103 Unit 10
unit
10
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PAIR WORK Share your post. Ask and answer
questions for more information. We went shopping at the mall. I bought
“Did you have a good time? Did you eat out?” a new watch. I didn’t pay much for it,
but I really like it. I went home at 8:00 p.m.
PL
3 Listening A busy week
A Listen to Matt talk about last week. What activities did he do? Check (✓) the correct answers.
✓ did laundry ✓ made dinner read books
✓ got up early played soccer stayed out late
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A CLASS ACTIVITY Add two past activities to the chart. Then find classmates who did each thing.
Write their names and ask questions for more information.
Find someone who … Name Extra information
bought a cell phone last year
got a haircut last week
saw a friend yesterday
made dinner last night
watched a game on TV last weekend
wrote a blog post yesterday
103
I can talk about past activities. ✓
Wrap-up
1 Quick pair review
Lesson A Find out!
What are three things both you and your partner did ater class yesterday?
What are three things you didn’t do? You have two minutes.
A: I walked home after class yesterday. Did you?
B: Yes, I did. I watched TV at home. Did you?
A: No, I didn’t. I listened to music.
Lesson B Do you remember?
E
Circle the correct answers. You have two minutes.
1 A I listened to all of Taylor Swit’s songs today. 3 A Charlie’s band played at The Red Room
B Oh? / You’re kidding! All of them? downtown on Saturday night!
PL
She has a lot! B What? / Oh? No way! That’s so cool!
2 A Janet uploaded photos from the party. I didn’t know that.
B Uh-huh. / Really? I know. I looked at them 4 A I visited my grandmother last weekend.
this morning. B You’re kidding! / Oh, yeah? How is she doing?
Say eight irregular verbs in the simple present. Can your partner write the simple past forms
of the verbs correctly? Check his or her answers. You have two minutes.
1 3 5 7
2 4 6 8
SA
Lesson D Guess!
Make two true sentences and one false sentence about your activities last week. Can your
partner guess the false sentence? Take turns. You have two minutes.
A: I watched 20 movies last week. I played basketball in the park. I saw a play.
B: You didn’t watch 20 movies.
A: You’re right. I only watched 12.
Bloggers and Me
I played basketball yesterday. Three bloggers also played basketball yesterday.
Diego is from California. He played basketball with his brother.
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same activities they did.
Lesson B Do you remember?
• Have Ss write three or four sentences about what they
• Go over the instructions. found out.
PL
• Have Ss circle the correct answers. Set a time limit of • Have Ss work in pairs or small groups to read what
two minutes. they wrote.
• Go over the answers with the class. • Call on Ss to read their sentences to the class.
11 Getting away
unit
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LESSON D Travel experiences Ss can . . .
Ss read and discuss travel blog posts. They write a postcard about an describe a vacation.
experience they had on vacation.
PL
Warm-up B
• Go over the questions.
✆earning objective: Preview the topic and discuss
• Have Ss work in pairs or groups to answer the
popular places to visit.
questions.
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T-105 Unit 11
11 G-etting away
LESSON A LESSON B LESSON C LESSON D
Adjectives Reacting to good Vacation activities Reading: “Travel
Past of be news Simple past Wh- Tales”
Reacting to bad questions Writing: A postcard
news
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PL
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SA
Warm Up
A Do you know any of these places? Which ones?
B What are some popular places to visit in your country? In your city?
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exciting / fun / great all right / OK / so-so awful / terrible
PL
boring interesting noisy quiet
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B PAIR WORK Think of things that each adjective describes. Discuss your ideas.
4 2 1 3
B Did each person like his or her trip? Why or why not?
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words to practice pronunciation. picture is it? (Actors in a play.) Point out that 1 is in
• Option Have Ss work in pairs. One S says the adjective, the box.
the other S says the synonym or the antonym. • Continue to play the audio. Have Ss match the pictures
B
PL
to the sentences as they listen and read silently.
• Go over the instructions and the example conversation. • Go over the answers with the class.
• Model the activity. Say one thing that an adjective • Play the audio again. Have Ss listen and repeat to
describes. practice pronunciation.
• Have Ss work in pairs to take turns using the adjectives B
to describe things.
• Call on Ss to use an adjective to describe something. • Go over the questions.
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Answers
an activity (e.g., going to a museum) and have Ss stand Olivia liked it. The play was exciting and the actors
to show where on the line between exciting and boring were great.
they think the activity is. Continue with other places and Ichiro’s trip was fun, but the hotel was terrible.
adjectives (awful / great, fun / terrible, boring / interesting). Brian didn’t like it. It was quiet and boring.
Eleanor liked the trip because it was interesting, but the
Presentation Plus: Swipe and guess page xxxi bus was awful and noisy.
After doing Part B, follow the steps for Swipe and guess to
review adjectives.
E
• Have Ss work in pairs to take turns asking and answer-
4 Focus on use. Say: We use the simple past for
ing the questions to complete the chart.
situations in the past.
• Refer to the sentences in Exercise 2. Have Ss underline B
PL
the simple past forms of be. • Go over the instructions.
• Check comprehension. Ask: Did Olivia see a play last • Have Ss work in small groups to share their partner’s
week? (Yes, she did.) Was it exciting? (Yes, it was.) Was answers. Go around the room and give help as needed.
Ichiro’s hotel nice? (No, it wasn’t.) Was the trip fun? (Yes, Take notes on errors you hear Ss make in the simple
it was.) Was Brian’s trip to his brother’s apartment fun? past of be.
(No, it wasn’t. It was boring.) Were Eleanor and her • Call on Ss to tell the class about their partner’s answers.
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friend on a day trip last week? (Yes, they were.) • Write any errors you heard Ss make on the board.
• Play the grammar box audio. Have Ss listen and repeat Encourage Ss to correct them. Make sure they use the
to practice pronunciation. simple past of be correctly.
A • Finally, tell Ss to check the “can do” statement if they
SA
• Direct Ss’ attention to the guest comment card. Ask: can describe where they were in the past. NOTE: If Ss
Where do you see these cards? (At a hotel.) feel they need more help, suggest they do the
• Go over the instructions and the example. Additional practice activities.
• Tip Encourage Ss to read or skim the text before they
complete the exercise. This will help them understand Extra activity: Extension
the context and suggest which verb forms are correct. Model the activity. Tell Ss an exciting place you were and
• Have Ss complete the card with was, were, wasn’t, and when (e.g., On my 25th birthday I was in Tokyo. It was very ex-
weren’t. citing.). Tell about a boring place you were and when (My 30th
• When Ss are finished, have them compare answers birthday was very boring. I was in the hospital.). Have Ss write
with a partner. two sentences on a slip of paper: one about an exciting place
• Go over the answers with the class. and one about a boring place. Remind Ss to include when
B they were there. Collect the slips of paper and redistribute
them. Call on Ss to read the sentences. Elicit guesses from
• Go over the instructions and the example.
the class as to who wrote them. If your class is large, put Ss in
• Have Ss work individually to write the questions for the
groups before you collect and redistribute the sentences.
answers.
• When Ss are finished, have them compare questions
with a partner. Additional practice
• Go over the questions with the class. For more practice, use:
C Workbook pages 81–83
• Go over the instructions. Online Self-study Lesson A
• Model the activity. Call on a S and ask: How was your
weekend? Elicit the answer.
T-107 Unit 11
unit
11
3 Grammar Past of be
Where were you last weekend? Was your trip interesting?
I was at my brother’s apartment. Yes, it was. No, it wasn’t.
How was your weekend? Were the people nice?
It was quiet and kind of boring. Yes, they were. No, they weren’t.
I / he / she / it you / we / they Contractions
was were wasn’t = was not weren’t = were not
A Complete the guest comment card with was, were, wasn’t, or weren’t. Then compare with a partner.
Guest comments
E
My wife, son, and I were guests at your hotel last week. Unfortunately, we weren’t happy with our
room. The room wasn’t clean, and the beds were awful. And the room was near the
PL
street. The noise was terrible in the early morning. But the people at the hotel were great, so
B Read the answers. Write the questions. Then practice with a partner.
1 How was your weekend? It was great.
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C PAIR WORK Ask and answer the questions in Part B. Answer with your own information.
B GROUP WORK Tell your group about your partner’s answers. Who was in an
interesting place? Who did interesting things?
5 Keep talking!
Go to page 148 for more practice.
107
I can describe where I was in the past. ✓
B That’s great!
1 Good news, bad news
A Listen and repeat.
I got a promotion. I lost my wallet. I missed my flight. I was sick. I won a contest.
E
B PAIR WORK Which things are good news? Which are bad news? Can you think of other examples?
Discuss your ideas.
PL
2 Interactions Reacting to news
A Listen and practice.
M
SA
Meg Did you have a good weekend? Joe And how was your weekend?
Joe Yes! It was my sister’s birthday, Meg It wasn’t so good. I lost my phone.
so we went to the beach. Joe Oh, no! What happened?
Meg Really? That’s great!
B Listen to the expressions. Then practice the conversation again with the new expressions.
C PAIR WORK Practice the conversation again with the examples from Exercise 1. React to the news.
E
bad news. then change roles and practice again.
• Play the audio. Have Ss listen and read silently. • Option Have a pair of Ss perform the conversation in
• Play the audio again. Have Ss listen and repeat the front of the class.
sentences to practice pronunciation.
PL
Presentation Plus: Tip
B
Instead of doing Part C, zoom in on Exercise 1 and
• Have Ss work in pairs to discuss which things are good Exercise 2 in Part A. Highlight It was my sister’s birthday
news and which are bad. and I lost my phone in the conversation. Ss practice
• Elicit other examples from the class. the conversation again, substituting in the vocabulary
presented in Exercise 1.
M
2 Interactions Reacting C
to news • Go over the instructions and the example conversation.
• Model the activity with a S. Have the S read A’s question.
✘earning objective: Practice reacting to good and
SA
E
at twelve o’clock. I thought it was at two o’clock.” • Go over the instructions and the example conversation.
Ask: What picture is it? (The one with the clock and the • Have Ss walk around the room to practice asking and
airplane.) Point out that 1 is in the box. answering questions about their week. Remind Ss to
PL
• Continue to play the audio. Have Ss listen and number react appropriately.
the pictures from 2 to 6. • Option Have Ss work in pairs to practice telling and
• Have Ss compare answers with a partner. reacting to the good and bad things that happened to
• Go over the answers with the class. them.
• Go around the room and give help as needed. Take
B (Level 1, Track 158)
notes on the errors you hear Ss make in reacting to
M
• Go over the instructions. good and bad news. Write the errors you heard Ss
• Play the audio again. Have Ss listen and answer the make on the board. Encourage Ss to correct them.
question. Make sure Ss use the expressions correctly.
• Have Ss compare ideas with a partner. • Finally, tell Ss to check the “can do” statement if they
SA
• Go over the answer with the class. can react to news. NOTE: If Ss feel they need more
help, suggest they do the Additional practice activities.
Answer
Sam’s trip was good. Additional practice
For more practice, use:
Extra activity: Extension Workbook page 84
Have Ss work in pairs to retell the story of Sam’s trip. Online Self-study Lesson B
Remind them to use the correct simple past forms.
Encourage partners to ask questions for more information.
T-109 Unit 11
unit
11
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3 2 1
PL
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SA
5 6 4
B Listen again. Was Sam’s trip great, good, bad, or awful? See page T-109 for the answer.
B CLASS ACTIVITY Ask your classmates about their week. React to the news.
109
I can react to news. ✓
C My vacation
1 Vocabulary Vacation activities
A Listen and repeat.
E
buy souvenirs go sightseeing go to a festival go to the beach
PL
M
B PAIR WORK Did you do any of the activities in Part A on your last vacation? Tell your partner.
SA
“On my last vacation, I bought souvenirs and took pictures. I didn’t go to the beach.”
110
E
Explain that the pictures show different vacation
activities. ✫earning objective: Practice a conversation about a
• Play the audio. Have Ss listen and read silently. vacation; see use of simple past Wh- questions.
PL
• Play the audio again. Have Ss listen and repeat the
(Level 1, Track 160)
phrases to practice pronunciation.
• Option Have Ss take turns saying the noun as their • Direct Ss’ attention to the picture to set the scene.
partner says the complete phrase. Ask: Where is the woman? (On the street. In a parade.)
What is she doing? (She is dancing. She is smiling.)
B • Play the audio. Have Ss listen and read silently. If help-
• Go over the instructions and the example. ful, play the audio line by line and have Ss repeat.
M
• Model the activity. Tell the class what activities in • Have Ss practice the conversation in pairs. Remind Ss
Part A you did on your last vacation. to use their voices to express surprise.
• Have Ss work in pairs to take turns telling which of the • Then call on one pair to act the conversation out for
activities in Part A they did on their last vacation. the class.
SA
B
3 Grammar Simple past
• Go over the instructions.
Wh- questions • Model the activity. Ask: Where did you go on vacation?
✬earning objective: Practice simple past Wh- questions. Use the reduction of did you.
• Have Ss practice the questions in the grammar chart in
(Level 1, Track 161) pairs.
• Books closed. Elicit Wh- question words from Ss (Where, • Go around the room and give help as needed.
When, Who, What, Why, How). • Tip To hear if Ss are using correct pronunciation or
• Books open. Direct Ss’ attention to the grammar box. intonation, ask them to repeat the word, sentence, or
• Focus on the form of Wh- questions. Write on the board: question individually.
Wh- question word + did + subject + verb?
• Refer to the conversation in Exercise 2. Have Ss under-
line all simple past Wh- questions.
5 Speaking What a
• Check comprehension. Ask: What city did Kate visit? vacation!
E
(Veracruz.) Who did she travel with? (Her sister.) When did
she get back? (Last night.) What did she do there? (She ✬earning objective: Talk about your last vacation.
went to Carnaval. She shopped and took lots of pictures. • Direct Ss’ attention to the “can do” statement at the
bottom of the page. (When they finish the speaking
PL
She bought Dave a souvenir.)
• Play the grammar box audio. Have Ss listen and repeat activity, they will hopefully be able to check the circle.)
to practice pronunciation. A
• Go over the instructions for the grammar practice • Go over the instructions.
activity and the example. • Option Say each question, using reductions of did you,
• Have Ss work individually to match the questions and have Ss repeat.
and answers.
M
• Call on Ss and ask the questions. Elicit the answers. • Have Ss work in small groups to take turns asking and
answering questions about their last vacation.
• Go around the room and give help as needed. Take
4 Pronunciation notes on errors you hear Ss make in using simple past
Reduction of did you Wh- questions.
• Call on Ss to tell the class about their last vacation.
✬earning objective: Practice reduction of did you in Elicit questions from the class.
questions. • Write any errors you heard Ss make on the board.
Encourage Ss to correct them. Make sure they use
A (Level 1, Track 162)
simple past Wh- questions correctly.
• Go over the instructions. • Finally, tell Ss to check the “can do” statement if they
• Play the audio. Have Ss listen, paying particular can talk about their last vacation. NOTE: If Ss feel they
attention to the reduction of did you. need more help, suggest they do the Additional practice
• Play the audio again. Have Ss listen and repeat. activities.
Presentation Plus: Highlight and say it! page xxviii Additional practice
Instead of doing Part B, zoom in on the grammar box
For more practice, use:
and follow the steps for Highlight and say it! to practice
Workbook pages 85–87
pronouncing the reduction of did you.
Online Self-study Lesson C
T-111 Unit 11
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Match the questions and the answers. Then practice with a partner.
1 Where did you go on vacation? f a We got back last week.
2 Who did you go with? e b We took the bus and the train.
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3 When did you get back? a c We relaxed and took pictures.
4 What did you do on vacation? c d Because I have friends there.
5 Why did you go to Vietnam? d e I went with my brother.
PL
6 How did you travel in Vietnam? b f I went to Vietnam.
B PAIR WORK Practice the questions in the grammar chart. Reduce did you
to /dɪdʒə/ ater Wh- question words.
SA
6 Keep talking!
Go to page 149 for more practice.
111
I can talk about my last vacation. ✓
D Travel experiences
1 Reading
A How oten do you go on vacation? Where do you go?
B Read the travel blog posts. What country is each person visiting? See page T-112 for answers.
TRAVEL TALES
I’m here in Chiang Mai, Thailand. Yesterday, I went on a short elephant ride. There was a man
on the elephant in front of me. His name was Alan Johnson. My name is Alan Johnson, too!
posted on october 12, 10:30 a.m.
E
ALAN JOHNSON 3
PL
My sister and I are in Paris, France. It’s our first trip overseas. We went to an outdoor café
the other day, and Johnny Depp was at the next table. How exciting!
posted on october 14, 6:48 p.m.
MARY O’CONNOR 2
I’m here with my parents at a hotel in Miami, Florida. We came to visit our relatives. We all
M
went to bed last night at about midnight. At 3:00 in the morning, we heard a fire alarm.
posted on october 15, 8:06 a.m.
ANITA GONZALEZ 4
SA
I’m in Granada, Nicaragua. I came here to help build houses. It’s a great country. We finished
our first house yesterday. We’re not staying in a hotel. We’re staying in a school.
posted on october 21, 9:12 p.m.
DIANE NICHOLSON 1
C Read the blog posts again. What is the last sentence of each post? Number the
posts from 1 to 4.
1 Last night, we all slept in one big room!
2 He was nice to us, and I have a cool photo now.
3 I can’t believe that we have the same name!
4 We ran down to the street and were fine.
D PAIR WORK What adjectives describe each travel experience? Discuss your ideas.
112
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• Elicit answers from the class. • Have Ss read the blog posts again and number the
B posts from 1 to 4.
• Have Ss compare answers with a partner.
• Pre-teach unfamiliar vocabulary. • Go over the answers with the class.
PL
Vocabulary Presentation Plus: Search and highlight page xxxi
tale: story After doing Part C, follow the steps for Search and
elephant ride: a ride on the back of an elephant highlight to review vacation activities.
outdoor café: a coffee shop with tables outside
relatives: family members D
M
fire alarm: a noise that warns people of a fire • Go over the question and the example.
build: to make, as in a house • Have Ss discuss their ideas in pairs.
• Call on Ss to share their ideas with the class.
• Go over the instructions and the question.
• Have Ss read the travel blog posts and identify the
SA
Answers
Alan Johnson is visiting Thailand. Mary O’Connor is
visiting France. Anita Gonzalez is visiting the United
States. Diane Nicholson is visiting Nicaragua.
A
2 Listening Three different
• Go over the instructions.
trips • Direct Ss’ attention to the picture. Ask: What do you
✺earning objective: Listen to three people talk about see? (A market, a man selling hats, a woman shopping
their vacations; develop skills in listening for main ideas for souvenirs.)
and details. • Have Ss read the postcard.
• Option Check comprehension. Ask: Where did Sofia go?
A (Level 1, Track 164) (Morocco.) Who did she go with? (Linda.) Where did they
• Go over the instructions. go last night? (To a big “souk,” or market.) What did she
• Play the audio. Stop after the female speaker says, buy? (A souvenir for Jack.)
“Yeah. It was great.” Ask: How was her vacation? (Great.) B
Point out that great has a check mark.
• Go over the instructions.
• Play the audio. Have Ss listen and check the adjectives.
• Have Ss write a postcard to a friend or family member
• Have Ss compare answers with a partner.
about an experience they had on vacation.
E
• Go over the answers with the class.
C
Presentation Plus: Tip
• Go over the instructions and the example questions.
Before class, complete the left column of the chart by
PL
• Have Ss post their postcards around the room.
randomly checking off different boxes. In class, after
• Have Ss walk around the room to read their classmates’
doing Part A, zoom in on the chart and have Ss go to the
postcards and write questions about five postcards that
board and correct the answers.
interest them.
B (Level 1, Track 164)
D
• Go over the instructions.
M
3 Writing and speaking can describe a vacation. NOTE: If Ss feel they need
more help, suggest they do the Additional practice
A postcard activities.
T-113 Unit 11
unit
11
How were their vacations? What was one thing they liked?
1 awful ✓ great shopping
boring so-so
2 fun OK
the food
✓ interesting terrible
3 awful ✓ exciting
the people
boring great
E
B Listen again. What did they like about their trips? Write one thing for each
person in the chart.
PL
3 Writing and speaking A postcard
A Read Sofia’s postcard to Jack about her vacation.
Dear Jack,
Linda and I are having a great time here in
M
B Write a postcard to a friend or family member about an experience you had on vacation.
Use the model in Part A to help you.
C CLASS ACTIVITY Post your postcards around the room. Read your classmates’ postcards.
Then write questions about five postcards that interest you.
D CLASS ACTIVITY Find the classmates who wrote the five postcards. Ask them your questions.
113
I can describe a vacation. ✓
Wrap-up
1 Quick pair review
Lesson A Brainstorm!
Make a list of adjectives. How many do you know? You have one minute.
E
4 Charlie met Leonardo DiCaprio. Oh, no! ✓ That’s great!
Lesson C Find out!
PL
What are two things both you and your partner did on your last vacation?
You have two minutes.
A: Did you go sightseeing on your last vacation?
B: Yes, I did. How about you?
A: Yes, I went sightseeing, too.
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E
Lesson B Do you remember? example.
• As an out-of-class assignment, have Ss go online to
• Go over the instructions.
research a travel blog in English. Suggest that Ss use a
PL
• Have Ss check the correct answers. Set a time limit of
search engine and enter travel blog English. Encourage
one minute.
Ss to find a blog about a place they would like to visit.
• Go over the answers with the class.
• Have Ss write three or four sentences about what they
Lesson C Find out! found out.
• Have Ss work in pairs or small groups to read what
• Go over the instructions and the example conversation.
they wrote.
• Model the activity. Call on a S and say something you
M
two minutes.
• Call on Ss to share what they found out with the class.
12 Time to celebrate
unit
E
LESSON D Birthdays Ss can . . .
Ss read and discuss an article on birthday traditions. They write a describe birthday traditions in their
thank-you note. culture.
PL
Warm-up B
• Go over the question.
❅earning objective: Preview the topic and discuss
• Have Ss work in pairs or groups to answer the
special events.
question.
M
T-115 Unit 12
12 Time to celebrate
LESSON A LESSON B LESSON C LESSON D
Months and dates Declining an Party checklist Reading: “Birthday
Be going to; invitation Wh- questions Traditions”
yes / no questions Accepting an with be going to; Writing: A thank-
invitation object pronouns you note
E
PL
M
wedding graduation
SA
holiday birthday
Warm Up
A Label the pictures with the correct words.
birthday graduation holiday ✓ wedding
B What special events do you celebrate?
115
E
3rd third 11th eleventh 19th nineteenth 27th twenty-seventh
B CLASS ACTIVITY When is your birthday? Stand in the order of your birthdays,
from the first to the last in the year.
A: My birthday is July twenty-eighth.
SA
I’m going to graduate from high My eightieth birthday is on August My boyfriend, Kenta, and I are going
school on June 8th. I’m going to 21st. I’m going to go skydiving for to get married on October 16th.
start college in September. the first time. I can’t wait! We’re going to have a big wedding.
–Sarah –Walter –Mari
B What about you? What days of the year are special to you? Why?
116
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• Ss often have difficulty saying dates because of the
• Call on Ss to tell the class about their partner’s special
consonants at the end of ordinal numbers. Remind Ss
days and why they are special.
to say all the consonants they hear. Point out that the
• Option Do the activity as a class.
PL
pronunciation of February is challenging.
• Play the audio again. Have Ss listen and repeat the
Cultural note
words to practice pronunciation.
• Call on a S and say a number (e.g., twenty). Elicit the In Canada, the school year begins after Labor Day in
ordinal number (e.g., twentieth). September, runs for 190 days, and ends at the end of
• Option Have Ss work in pairs to take turns saying June. The length of the school year in the United States
numbers and having their partner say the ordinal varies from state to state, with most about 175 to 180
M
2 Language in context
Special days
❑ earning objective: See be going to in context.
E
to + verb • Have Ss practice saying the sentences from the gram-
3 Focus on use. Say: We use be going to to talk about mar chart in pairs.
future plans. • Call on Ss to say a sentence.
PL
Yes / no questions
5 Speaking Three special
• Direct Ss’ attention to the right side of the grammar box.
• Explain the rules for yes / no questions with be going to: days
1 Focus on form in questions. Write on the board:
▼earning objective: Talk about plans for specific dates.
simple present of be + subject + going to + verb
• Direct Ss’ attention to the “can do” statement at the
2 Focus on short answers for yes / no questions. Write on
M
• Check comprehension. Ask: Is Mari going to graduate from • Model the activity. Tell the class about the dates and
high school on June 8th? (No, she’s not.) Is Sarah going to your plans for three special days next year.
start college in September? (Yes, she is.) Is Walter going to • Have Ss work individually to complete the chart.
be eighty years old on August 21st? (Yes, he is.)
B
• Play the grammar box audio. Have Ss listen and repeat
to practice pronunciation. • Go over the instructions.
• Have Ss work in pairs to talk about three special days,
A
and ask and answer questions.
• Direct Ss’ attention to the picture. Ask: What do you • Go around the room and give help as needed. Take
see? (A graduation.) notes on errors you hear Ss make in be going to.
• Go over the instructions and the example. • Call on Ss to tell the class about their partner’s answers.
• Have Ss complete the conversation with the correct • Write any errors you heard Ss make on the board.
forms of be going to. Encourage Ss to correct them. Make sure they use be
• When Ss are finished, have them compare answers going to correctly.
with a partner. • Finally, tell Ss to check the “can do” statement if they
• Go over the answers with the class. can talk about their plans for specific dates. NOTE: If
• Have Ss practice the conversation in pairs. Ss feel they need more help, suggest they do the
B Additional practice activities.
unit
12
E
A Are you going to graduate (graduate)
from college this year?
B Yeah, on May 30th. My parents are going to have (have)
PL
a big party for me.
A Great! Is the party going to be (be)
at their house?
B No, it ’s not going to be (not / be) at the house.
They ’re going to have (have) it at a restaurant.
A Are you going to get (get) a job right away?
M
B PAIR WORK Ask and answer three Are you going to … ? questions.
SA
B PAIR WORK Practice the sentences in the grammar chart. Reduce going to
to /gənə/.
B PAIR WORK Tell your partner about your special days. Ask and answer questions for more information.
6 Keep talking!
Go to page 150 for more practice.
117
I can talk about my plans for specific dates. ✓
E
PL
M
C Listen to the expressions. Then practice the conversation again with the
new expressions.
Declining an invitation
I’m sorry. I can’t. I’m afraid I can’t. I’m really sorry, but I can’t.
Accepting an invitation
Sure. I’d love to. Sounds good. Yeah. That sounds great.
D PAIR WORK Practice the conversations again with the activities below.
get some ice cream hang out play video games watch TV
A: Hello?
B: Hey, Bill. It’s Brandon. Listen, do you want to get some ice cream tonight?
118
E
• Elicit answers from the class. question. Show how to substitute an activity from
B (Level 1, Track 169) the box. Elicit a way to decline the invitation. Practice
again and elicit a way to accept the invitation.
• Direct Ss’ attention to the pictures to set the scene.
PL
• Have Ss work in pairs to take turns inviting their
Ask: What are the people doing? (Talking on the phone.)
partner to do an activity, as their partner practices
• Play the audio. Have Ss listen and read silently. If
declining and accepting invitations.
helpful, play the audio again line by line and have Ss
• Option Have two pairs of Ss perform their conversations
listen and repeat.
for the class.
• Have Ss practice the conversation in pairs, then change
roles and practice again.
Extra activity: Extension
M
C (Level 1, Track 170) Have Ss work in groups of three to practice accepting and
• Point out the target expressions in the conversation declining the invitations in Part D. Assign roles A, B, and C
(I’m sorry. I can’t. Sure. I’d love to.). Explain that there so Ss know who they are. In the first round, A will invite B,
are other ways to decline and accept invitations. B will decline, A will invite C, and C will accept. Have the Ss
SA
• Go over the expressions in the boxes. Explain that the do the activity. In the second round, B invites, C declines,
expressions for declining an invitation are a little more and A accepts. In the third round, C invites, A declines, and
formal than the ones for accepting an invitation. B accepts. Go around the room and give help as needed.
• Play the audio and have Ss listen and read silently.
• Option Play the audio line by line and have Ss listen
and repeat.
• Model the activity with a S. Have the S read Brandon’s
lines. Show how to substitute another way to decline
an invitation, and another way to accept an invitation.
E
• Tip To help Ss become comfortable with more than
• Go over the instructions.
one way to say something, have them practice each
• Play the audio. Stop after the first conversation. Ask:
option in pairs first.
What was the invitation? (Go to a soccer game.) Point
PL
• Have Ss walk around the room to practice making invi-
out that 1 is in the box for the soccer game.
tations and accepting or declining with excuses with at
• Continue to play the audio. Have Ss listen and number
least five classmates. Remind Ss to respond to excuses
the pictures from 2 to 4.
appropriately.
• Have Ss compare answers with a partner.
• Go around the room and give help as needed. Take
• Go over the answers with the class.
notes on the errors you hear Ss make in inviting,
B (Level 1, Track 171)
M
a check mark.
• Continue to play the audio. Have Ss listen and check • Write the errors you heard Ss make on the board.
accept or decline. Encourage Ss to correct them. Make sure Ss use the
• Have Ss compare answers with a partner. expressions correctly.
• Go over the answers with the class. • Finally, tell Ss to check the “can do” statement if they
can accept or decline an invitation. NOTE: If Ss feel
Extra activity: Extension they need more help, suggest they do the Additional
To review simple present and past, have Ss work in pairs practice activities.
to ask and answer questions about each conversation.
Extra activity: Extension
Call on Ss and ask questions (e.g., Where did Pete invite
Vanessa? Did she accept? Did David decline the invitation? Have Ss work in pairs. Student A makes an invitation.
Does Jeremy know the new Italian restaurant?). Student B accepts or declines. If Student B declines, then
he or she must make an invitation to Student A. Student
A then accepts or declines. Have Ss walk around the room
to practice with ten classmates.
Additional practice
For more practice, use:
Workbook page 92
Online Self-study Lesson B
T-119 Unit 12
unit
12
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4 3
PL
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1 2
B Listen again. Do the friends accept or decline the invitations? Check (✓) the
correct answers.
SA
A: Hello?
B: Hi, it’s me. Do you want to go to the mall?
A: I’m really sorry, but I can’t. I’m not feeling well.
B: OK, I understand. Maybe next time.
119
I can accept or decline an invitation. ✓
C Planning a party
1 Vocabulary Party checklist
A Match the things on the checklist and the pictures. Then listen and check your answers.
THINGS TO DO
1 g bake a cake
2 d buy a git
3 f choose the music
4 e decorate the room a b c
5 a make a guest list
E
6 c plan the menu
7 h prepare the food
8 b send invitations
PL
d e
Dance Party
Party Mix
01:00
M
f g h
B PAIR WORK When is a good time to do each thing in Part A? Discuss your ideas.
2 weeks before the party 2–3 days before the party the morning of the party
SA
1 week before the party the day before the party 1 hour before the party
“A good time to make a guest list is two weeks before the party.”
120
E
see? (Names, invitation, menu, sweater, happy birthday • Direct Ss’ attention to the picture to set the scene.
sign, music, cake, sandwich.) Ask: What are they doing? (Working together at the
• Go over the instructions. Explain that a checklist is a computer.)
PL
list of things to do. • Play the audio. Have Ss listen and read silently. If
• Have Ss match the things on the checklist and the helpful, play the audio line by line and have Ss repeat.
pictures. • Have Ss practice the conversation in pairs.
• Option Have Ss check their answers with a partner. • Then call on one pair to act the conversation out for
• Play the audio. Have Ss listen and check their answers. the class.
• Play the audio again. Have Ss listen and repeat the
words to practice pronunciation. Extra activity: Extension
M
• Option Have Ss work in pairs to take turns saying the Copy the lines of the conversation onto strips of paper
verb as their partner says the noun. Then they change (one strip for each chunk of dialogue, 12 strips total).
roles. Books closed. Put Ss into groups of 12. Give each S a strip
to memorize. Have Ss say their lines to the other members
SA
B
of the group and then organize themselves to stand in the
• Go over the instructions and times in the box. order of the conversation. When Ss are in order, have each
• Go over the example. S say his or her line to recite the conversation.
• Have Ss work in pairs to discuss when it is a good time
to do each thing.
• Call on Ss to tell the class about their ideas.
C
3 Grammar Wh- questions
• Go over the instructions.
with be going to; object • Model the activity. Call on a S and ask: What are you
pronouns going to do tonight? Elicit his or her plans.
• Have Ss walk around the room and take turns asking
❥earning objective: Practice Wh- questions with be and answering the question with ten classmates.
going to and object pronouns. • Call on Ss to tell the class about a classmate’s plans.
(Level 1, Track 174)
Presentation Plus: Revealing grammar page xxx
Wh- questions with be going to After doing Part C, follow the steps for Revealing
• Direct Ss’ attention to the left side of the grammar box. grammar to review object pronouns. Hide him, it, and
• Focus on form in Wh- questions. Write on the board: them from the top of the grammar chart and any (or all)
Wh- question word + simple present of be + going to + verb object pronouns from the bottom.
• Focus on use. Say: We use Wh- questions with be going
E
to to get information about future events. 4 Speaking Let’s decide
Object pronouns together.
• Direct Ss’ attention to the right side of the grammar
PL
box. Say the first question and answer. Ask: Who is him
❥earning objective: Discuss and agree on plans.
in this sentence? (Eric.) Say the second question and • Direct Ss’ attention to the “can do” statement at the
answer. Ask: What is it in this sentence? (The cake.) Say bottom of the page. (When they finish the speaking
the third question and answer. Ask: What is them in this activity, they will hopefully be able to check the circle.)
sentence? (The invitations.) A
• Direct Ss’ attention to the bottom of the grammar box.
M
T-121 Unit 12
unit
12
A Complete the conversation with the correct forms of be going to. Then practice with a partner.
A What time are you going to go (go) to Eric’s birthday party?
B I ’m going to go (go) to the party at 6:45.
E
A How are you going to get (get) there?
B My friend Jason is going to drive (drive). Do you want a ride?
A Um, sure, thanks! What are you going to do (do) ater the party?
PL
B Jason and I are going to go (go) out. I think we are going to see (see) a movie.
B Rewrite the sentences. Use object pronouns. Then compare with a partner.
1 He’s not going to invite Mary. He’s not going to invite her.
2 Let’s call Bill and Ami again. Let’s call them again.
I’m going to see him tomorrow.
M
C CLASS ACTIVITY Ask your classmates what they’re going to do tonight. Answer with your own information.
Your classmate Masao is in the You’re planning your friend’s You want music for your
hospital. He has nothing to do. birthday party. Where is it going teacher’s birthday party. What
What are you going to bring to be? What are you going to songs are you going to play?
him? eat and drink? How are you going to listen
to them?
5 Keep talking!
Go to page 151 for more practice.
121
I can discuss and agree on plans. ✓
D Birthdays
1 Reading
A What was the last party you went to? What did you do at the party?
B Read the article. Which birthdays are special in each country? See page T-122 for answers.
JA PA N
NIGERIA The third, fifth, and seventh birthdays
In Nigeria, the first, fifth, tenth, and are very important in Japan. Every
fifteenth birthdays are very spe-
E
year on November 15th, three-year-
cial. To celebrate these birthdays, old boys and girls, five-year-old boys,
people have big parties and invite and seven-year-old girls celebrate
up to 100 people. They eat “jollof the Shichi-go-san (Seven-five-three)
rice.” This is rice with tomatoes, red Festival. They usually wear traditional
PL
peppers, onions, and cassava, a clothes and eat “thousand-year
kind of potato. candy” for a long life.
122
C
Reading Birthday • Go over the instructions.
Traditions • Have Ss read the article again and answer the
questions.
⑧earning objective: Read and discuss an article on
• Have Ss compare answers with a partner.
birthday traditions; develop skills in reading for main
• Go over the answers with the class.
ideas and details.
E
Have Ss work in pairs to create eight more questions (two
• Go over the questions.
per text) about the article. Have pairs join another pair to
• Have Ss answer the questions in pairs.
take turns asking and answering their questions. Call on
• Elicit answers from the class.
Ss to ask a classmate a question. Elicit the answer.
PL
Presentation Plus: Tip
D
Before class, hide the text leaving only the pictures
showing. After doing Part A, books closed. Zoom in on • Go over the question and the example.
the article and have Ss focus on the pictures. Ask the • Have Ss discuss their ideas in pairs.
questions in the notes for Part B below to set the scene. • Call on Ss to share their ideas with the class.
Additional questions: How old are the children? What are
M
Ask: Who and what do you see? (Children and food.) from Unit 11 if they need help. Have Ss work in pairs to
Where do you think they are from? (Ecuador, Japan, take turns asking and answering their questions. Call on
South Korea.) Ss to tell the class about their partner’s last birthday.
• Pre-teach unfamiliar vocabulary.
Vocabulary
tradition: an action or a way of behaving of a group of
people for a long time
traditional: following the ways of behaving of a group
of people
high-heeled shoes: shoes that are not flat
C
2 Listening Sweet 16
• Go over the instructions.
⑨earning objective: Listen to someone tell about her • Have Ss share their thank-you notes in small groups.
“Sweet 16” birthday party; develop skills in listening for • Elicit whether Ss wrote about similar gifts.
specific information.
A 4
(Level 1, Track 176)
Speaking How we
• Go over the instructions.
• Play the audio. Stop after Amanda says “My birthday is
celebrate
July 14th.” Ask: When is her birthday? (July 14th.) Point ⑨earning objective: Describe birthday traditions in
out that Amanda’s birthday is July 14th. has a check your culture.
mark because it is true. • Direct Ss’ attention to the “can do” statement at the
• Play the audio. Have Ss listen and check the true bottom of the page. (When they finish the speaking
sentences. activity, they will hopefully be able to check the circle.)
• Have Ss compare answers with a partner.
E
• Go over the answers with the class. A
B (Level 1, Track 176) • Direct Ss’ attention to the picture. Ask: What are they
celebrating? (A birthday.) Where is the party? (Mexico.)
PL
• Go over the instructions. • Go over the instructions and the questions.
• Play the audio. Have Ss listen and correct the false • Have Ss work in small groups to discuss the ways
sentences. people celebrate birthdays in their culture. Remind
• Have Ss compare answers with a partner. them to use the questions.
• Go over the answers with the class. • Call on Ss to tell the class about how they or someone
in their group celebrates birthdays.
M
3 Writing A thank-you B
note • Go over the instructions.
• Have Ss work in their small groups to take turns telling
⑨earning objective: Write a thank-you note for a gift.
SA
T-123 Unit 12
unit
12
2 Listening Sweet 16
A Listen to Amanda, a 16-year-old American girl, describe her “Sweet 16” birthday party.
Check (✓) the true sentences.
1 ✓ Amanda’s birthday is July 14th. 5 ✓ She had pizza, ice cream, and cake.
She Fourteen
2 Her parents made a guest list. 6 Forty of her friends came.
Her parents
3 She sent the invitations. 7 ✓ She got a git from her parents.
mother
4 She and her father decorated the room. 8 ✓ She’s going to have a party on her 18th birthday.
B Listen again. Correct the false sentences.
E
3 Writing A thank-you note
A Think of a birthday git (or any git) you received.
Answer the questions.
Dear Liz,
PL
What is the git? Thanks a lot for the birthday
gift. I love the sweater. Blue
Who is it from?
and green are my favorite
Why did you get it?
colors. Thank you for coming
What do you like about it? to my party!
Thanks again,
M
B Write a thank-you note for the git. Use the model and
your answers in Part A to help you. Sun-hee
C GROUP WORK Share your thank-you notes. Did any of you write
about similar gits?
SA
123
I can describe birthday traditions in my culture. ✓
Wrap-up
1 Quick pair review
Lesson A Guess!
Say three dates when you are going to do something special. Can your partner
guess what you are going to do? Take turns. You have three minutes.
A: I’m going to do something special on June 17th.
B: Are you going to graduate?
A: Yes, I am!
Lesson B
E
Do you remember?
Read the sentences. Write A (accepting an invitation), D (declining an invitation),
or E (making an excuse). You have one minute.
1 I’d love to. A 4 I’m really sorry, but I can’t. D
PL
2 I’m studying for an exam. E 5 I’m working late tonight. E
3 That sounds great. A 6 I’m afraid I can’t. D
Lesson C Brainstorm!
Make a list of things you do to plan a party. How many do you know?
You have two minutes.
M
My Birthday
My birthday is December 17th. On this day in
1903, the Wright brothers flew an airplane for 12
seconds. This was important because ...
124
E
• Have Ss write A, D, or E next to each sentence. Set a example.
time limit of one minute. • As an out-of-class assignment, have Ss go online to
• Go over the answers with the class. research events that happened on their birthdays.
PL
Suggest that Ss use a search engine and enter This day
Lesson C Brainstorm! in history (date).
• Go over the instructions. • Have Ss write three or four sentences about what they
• Have Ss work individually or in pairs to make a list of found out.
things they do to plan a party. Set a time limit of two • Have Ss work in pairs or small groups to read what
minutes. they wrote.
M
• Elicit examples from the class. • Call on Ss to read their sentences to the class.
• Elicit which birthday is the most interesting.
Presentation Plus: List that page xxix
After brainstorming, follow the steps for List that to
SA
Keep talking!
Unit 1, Lesson A unit
1 Lesson A Keep talking!
Learning objective: Practice saying
names and possessive adjectives. Name circle
Refer Ss to page 125. A GROUP WORK Stand in a circle. Go around the circle and say your first names. Repeat your
classmates’ names before you say your own name.
A
• Go over the instructions and the
example conversation. Say: My
name is Eduardo. Have a S read the
E
next line: His name is Eduardo. My His name is Eduardo.
Her name is Ming-mei.
name is Ming-mei. Continue with My name is Teresa.
My name is Eduardo.
two more Ss.
• Have Ss work in groups to practice
PL
the activity. Have Ss stand in a
circle. His name is Eduardo.
My name is Ming-mei.
• Go around the room and provide
help as needed. Make sure Ss use
the correct possessive adjectives His name is Eduardo.
Her name is Ming-mei.
and forms of be. Her name is Teresa.
M
My name …
B
• Go over the instructions and the
example sentences.
SA
Unit 1, Lesson C
unit
1 Lesson C
Learning objective: Talk about
Entertainment awards people, jobs, and cities.
Student A Put Ss in pairs. Designate one S as A and one
PAIR WORK You and your partner have pictures of the same people, but some of S as B. Refer A Ss to page 126. Refer B Ss to
the jobs and cities are diferent. Ask questions to find the diferences. Circle them.
page 128.
E
coats or bags (different). Explain to
Jun Sasaki
Singer Ss that they have to circle things
Osaka
that are different.
David Mason
• Go over the instructions and the
PL
Actor
London
example conversation (they are the
same on both pages).
Antonio Loren • Model the activity. Ask: Is Antonio
Model Alice Johnson
Rome Maria Lopez
Lucy Chen
Artist Musician
a model in your picture? Is that the
Actress New York City
Los Angeles
Hong Kong
same or different? (Yes, that’s the
same.) Is Maria an actress? Is that
M
Answers
Student A:
Antonio Loren is from Milan.
Lucy Chen is an actress.
Maria Lopez is a singer.
David Mason is from Boston.
Student B:
Antonio Loren is from Rome.
Lucy Chen is an artist.
Maria Lopez is an actress.
David Mason is from London.
A Canada Reykjavik
Germany
Moscow
Russia Provideniya
London Berlin
Vancouver Astana
United Kingdom
Toronto Paris Kazakhstan
Spain
Rome
Madrid
Italy China
Beijing
Seoul
Tokyo
E
Panama Egypt
(e.g., ask: Where is Dakar? [Senegal.] Panama City Bogotá
Colombia
Senegal
Nairobi Thailand
Kenya
Where is Havana? [Cuba.] What Peru
Lima
Brazil
Sydney
Argentina
Vancouver.]). Auckland
PL
New Zealand
Japan.).
• Have Ss work individually to com-
M
B
SA
Unit 1, Lesson C
unit
1 Lesson C
continued
Entertainment awards
Answers
Student B
PAIR WORK You and your partner have pictures of the same people, but some of the
➁➂➃➄➅➆➂ ➇➈
jobs and cities are diferent. Ask questions to find the diferences. Circle them. ➇➆➂➉➆➊➉ ➋➉➌en is from Milan.
Lucy Chen is an actress.
Maria Lopez is a singer.
David Mason is from Boston.
Student B:
E
Jun Sasaki
Artist
Antonio Loren is from Rome.
Osaka
Lucy Chen is an artist.
David Mason Maria Lopez is an actress.
PL
Actor
Boston David Mason is from London.
Antonio Loren
Model Lucy Chen
Maria Lopez Actress
Milan
Singer Alice Johnson
Hong Kong
Los Angeles Musician
Chicago
M
SA
128
Keep talking!
A
• Go over the instructions.
• Direct Ss’ attention to the family
tree. Check comprehension. Ask:
E
This is Roberto. Who is his father?
(César.) Who is his wife? (Claudia.)
Who is their daughter? (Isabel.) Who
is Isabel’s brother? (Iván.)
PL
• Have Ss work individually to draw My Family Tree
Tell about someone in your family. A: My grandfather is George. He’s 72 years old. My grandmother is Anna.
Have the S ask questions. B: How do you spell ”Anna”?
A: A-N-N-A.
• Have Ss work in pairs to take turns B: OK, thanks.
talking about their family tree as A: She’s 68. Their kids are ...
their partner draws it. C PAIR WORK Compare your drawing with your partner’s family tree. Are they the same?
C Keep talking!
129
Unit 3, Lesson A
unit
3 Lesson A
Learning objective: Talk about
Cleaning the closet everyday items.
PAIR WORK Look at Dean and Lucy’s closet. What things are in their closet?
Refer Ss to page 130.
• Direct Ss’ attention to the picture.
Elicit some of the items they see.
• Go over the instructions and the
example conversation.
• Model the activity. Point to an item
E
and ask: What’s that? Elicit the
answer.
• Have Ss work in pairs to take turns
asking and answering questions
PL
about the items in the closet.
• Option Have Ss work in pairs to
make a list of items and the
number of each.
S as B. Refer A Ss to page 131. Refer B Ss to A PAIR WORK You and your partner have pictures of the same people, but some of their
clothes are diferent colors. Describe the clothing to find the diferences. Circle them.
page 132.
A
• Go over the instructions and the
example conversation (they are the
E
same on both pages).
• Direct Ss’ attention to Ben’s
clothes. Ask A Ss: Are Ben’s pants
PL
gray? (Yes, they are.) Ask B Ss: Are
Ben’s pants gray? (Yes, they are.)
Say: That’s the same. Ask both: Is
his cap yellow? Elicit the differences
(A: Yes, it is. B: No, it isn’t.). Say:
That’s different.
M
B
• Go over the instructions and the
example partial conversation. Answers
• Elicit the completion of B’s line Similarities: Alice’s brown boots; Ben’s
(Ben’s pants are gray.). gray pants and white tennis shoes;
• Have Ss look at the picture to Vanessa’s pink dress and black boots;
remember as much as they can. José’s blue and white shirt; Jane’s
Set a one-minute time limit. blue jacket and green and white
• Have Ss cover the picture and talk shirt; Liam and Leo’s purple sweaters,
about what is the same. brown shorts, and gray tennis shoes.
• Option Have Ss write notes about
the people’s clothes.
• Elicit what is the same.
Unit 3, Lesson C
unit
3 Lesson C
continued
What color?
Answers
Student B
A PAIR WORK You and your partner have pictures of the same people, but some of their
➍➎➏➏➐➑➐➒➓es: Alice’s pants; Ben’s cap
clothes are diferent colors. Describe the clothing to find the diferences. Circle them. and T-shirt; Vanessa’s scarf; José’s suit
and belt; Jane’s skirt, shoes, and hat;
Liam and Leo’s caps.
Answers
E
Similarities: Alice’s brown boots; Ben’s
gray pants and white tennis shoes;
Vanessa’s pink dress and black boots;
PL
José’s blue and white shirt; Jane’s
blue jacket and green and white
shirt; Liam and Leo’s purple sweaters,
brown shorts, and gray tennis shoes.
M
SA
132
Keep talking!
E
students drive to school, does that
mean all, half, or none of the Note: % = percent
Ask: How do people get around in How people in Washington, D.C. get to work
Los Angeles? (They drive.) % drive alone
Unit 4, Lesson C
unit
4 Lesson C
Learning objective: Ask and answer
Routines questions about routines.
A CLASS ACTIVITY Find classmates who do each thing. Write their names.
Refer Ss to page 134.
Find someone who … Name Find someone who … Name
gets up before 6:00 sleeps a lot on weekends A
studies in the morning walks to class
takes a shower at night has a red bike • Direct Ss’ attention to the pictures.
has cofee at home reads on the bus Say each new activity and have Ss
reads every day takes a bath in the morning
goes to bed early drives a sports car
repeat.
E
watches TV ater midnight doesn’t cook • Go over the instructions and the
example conversation. Point to
the first line on the Find someone
who . . . activity and say: Michael
PL
gets up before 6:00.
• Model the activity. Ask a S: Do you
get up before 6:00? If the S answers
yes, pretend to write his or her
take a shower study on the bus drive a sports car name on the first line. If the S
A: Do you get up before 6:00, Donna? answers no, keep asking until a
M
E
repeat. listen to podcasts
B PAIR WORK Interview your partner. Complete the chart with his or
• Have Ss work individually to add her answers. Use adverbs of frequency.
A: Naoko, do you ever read people’s blogs?
two more questions to the chart.
B: Oh, yes. I often do. Do you?
• Have Ss work in pairs to take C PAIR WORK Tell another classmate about your partner’s answers.
Unit 5, Lesson C
unit
5 Lesson C
Learning objective: Ask and answer
Follow-up questions follow-up questions.
A Add two more questions about each topic to the charts. Refer Ss to page 136.
Sports and games Questions Name:
Do you ever play sports? A
What do you play?
Who do you play with?
• Go over the instructions.
• Direct Ss’ attention to the charts.
Point out that the first question in
E
Shopping Questions Name: each section is a yes / no question,
Do you ever go shopping?
and the follow-up questions are
Where do you shop?
What do you buy there? Wh- questions.
• Have Ss work individually to add
PL
two more questions to each topic.
Getting around Questions Name:
Do you ever take the bus? B
Why do you take the bus?
When do you take it?
• Go over the instructions and the
example conversation.
• Model the activity. Call on a S and
M
B CLASS ACTIVITY Find a classmate who does each activity. Then ask the follow-up ask: Do you ever go shopping? If the
questions. Take notes.
A: Do you ever play sports, Samantha? S answers yes, ask the follow-up
B: Yes, I sometimes do. questions, including one more
A: What do you play?
B: I play tennis. (e.g., Who do you go with?). Pretend
SA
C Share your information. What answers are popular in your class? to write the answers down.
• Have Ss walk around the room to
ask and answer questions to
complete their charts. Remind
them to write the names and the
136 answers.
Keep talking!
C
• Go over the instructions.
• Have Ss share their information in
pairs or small groups.
• Call on Ss to share their informa-
tion with the class.
A
• Go over the instructions. Luis
E
as they can. Set a time limit of two
minutes.
Paul
Jane
B Gino
PL
• Go over the instructions and the Mei-Li
questions.
M
C B PAIR WORK Cover the picture. Ask the questions and answer with the information
you remember.
• Go over the instructions. What does Ana do? What does Luis do?
• Option Give Ss one minute to look Where does she work? Where does Mei-li work?
Who does she work with? What does she do?
at the picture and think of two
SA
What does Paul do? What company does Mitch work for?
more questions. How does Jane get to work? What does Carla do?
A: What does Ana do?
• Have Ss cover the picture. Then B: I think she’s a waitress.
have Ss work in pairs to take turns A: Yes, I think so, too. Where does she work?
C PAIR WORK Ask and answer two more questions about the picture.
asking and answering two more
questions about the picture. 137
Keep talking!
Unit 6, Lesson C
unit
6 Lesson C
Learning objective: Play a game
Start to finish to practice questions and answers
GROUP WORK Play the game. Put a small object on Start. Toss a coin. with ➔→➣.
Move 1 space. Move 2 spaces.
Refer Ss to page 138.
Heads Tails
• Go over the instructions.
Read the question. Can you do what it says? Take turns.
Yes. Move forward. No. Move back. • Direct Ss’ attention to the game
Can you spell your
Can you whistle?
Can you name the
board.
first name backward? days of the week in • Model the activity. Toss a coin. If
START English?
E
Carlos:
S-O-L-R-A-C. Monday, . . . it’s heads, read the first question
1 space 2 spaces 2 spaces 1 space 2 spaces 1 space
aloud (Can you spell your first name
Can you read music? Can you name nine colors? backward?), and spell your name
Can you answer this
backward. If it’s tails, say: Can you
PL
question? Can you name eight
nationalities?
What time is it? whistle? Whistle. Pretend to move
your piece as directed.
2 spaces 1 space 1 space 3 spaces 1 space 1 space 3 spaces 1 space
Can you shoot a Can you sing karaoke
Can you name eight
• Have Ss work in groups of three or
basketball? in English?
countries in alphabetical
What can you do online? order?
four to play the game.
Name two things.
Australia, Brazil, • Go around the room and give help
Canada . . .
as needed.
M
A
• Go over the instructions. Model
the activity. Choose seven items
from the picture. Have the class
E
ask you questions (e.g., Do you
have any . . . ? [Yes, I have some. /
No, I don’t have any.]) to find out
which seven items you chose. Ss
PL
continue until they find out which
seven items you have in your
basket. B PAIR WORK Find out what is in your partner’s basket. Can you make the dishes
below with the food in your baskets?
• Have Ss circle seven items. Help
with vocabulary if necessary. Spaghetti
Fruit
and
Stew smoothie
B meatballs
M
beef apples
beef
carrots bananas
cheese
noodles milk
• Go over the instructions. pasta
tomatoes
• Point out the three recipes. Ask:
What food do you need for each A: I have beef and noodles. Do you have any carrots?
SA
carrots, etc.) C PAIR WORK What else can you make with the food in your baskets?
Unit 7, Lesson C
unit
7 Lesson C
Learning objective: Talk about
How often do you eat standing up? eating habits.
GROUP WORK Add two eating habits to the list. Then discuss how oten you do each thing.
Refer Ss to page 140.
• Go over the instructions.
• Explain that candy is a food with
a lot of sugar and that fast food is
food you get very quickly, such as
hot dogs and hamburgers.
E
drink cofee in the morning drink tea eat alone
• Have Ss read the eating habits
under the pictures.
• Model the activity. Tell the class
two examples of your eating habits
PL
(e.g., I eat only fruit for dinner.). Tell
Ss to add two more ideas. These
eat junk food in class eat fast food for breakfast eat on the street
can be unusual, e.g., eat cold pizza,
eat cereal for dinner, eat food in
? ?
the middle of the night. Elicit some
ideas from the whole class.
M
A: Do you ever drink cofee in the morning? the conversation with them.
SA
S as B. Refer A Ss to page 141. Refer B Ss to A PAIR WORK You and your partner have pictures of the same neighborhood, but
diferent places are missing. Ask questions to get the names. Write them.
page 142.
A
• Go over the instructions and the
model conversation.
E
• Have Ss work in pairs to take turns
asking and answering questions to
write the names of missing places
PL
on their maps.
B
• Go over the instructions and the
example conversation.
• Have Ss cover the picture. Then
have Ss work in pairs to take turns
M
Unit 8, Lesson A
unit
8 Lesson A
continued
What’s missing?
Student B
A PAIR WORK You and your partner have pictures of the same neighborhood, but
diferent places are missing. Ask questions to get the names. Write them.
E
PL
M
B: Parkview Hotel.
B PAIR WORK Cover the picture. Tell your partner six things you remember.
142
Keep talking!
E
• Model the activity. Say another
tiger
sentence about the picture: There’s monkeys
alligators
Unit 9, Lesson A
unit
9 Lesson A
Learning objective: Talk about what
Neighbors people are doing.
A PAIR WORK Look through the windows. What are the people doing? Discuss your ideas.
Refer Ss to page 144.
A
• Go over the instructions and the
model conversation.
• Have Ss work in pairs to say what
E
they think the people are doing.
1 2 3
Encourage Ss to think of more than
one idea.
B
PL
• Go over the instructions.
• Have Ss check their answers on
page 153.
4 5 6
144
Keep talking!
A
I’m tutoring a student. I’m taking tennis lessons. I’m not studying every night!
E
sentences about what you are
doing these days.
• Have Ss work individually to write
three sentences about what they
PL
are doing these days on three
pieces of paper.
• Go around the room and give help
as needed.
B
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• Go over the instructions and the A: Who are you tutoring these days, Ken?
B: I’m tutoring a friend of mine. His name is Luke.
example. C: Are you tutoring him in English?
• Have Ss put their papers on a table B: No, I’m not. I’m tutoring him in Japanese.
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• Option Direct Ss’ attention to the
pictures, and elicit the actions
they see.
• Have Ss work in pairs to say what
PL
they think David and Emma did
last Saturday.
Possible answers
They cleaned the house.
Emma fixed the bike.
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They danced.
A: David and Emma cleaned the house.
B: Emma fixed her bike. They stayed out late.
B PAIR WORK Cover the pictures. What did David and Emma do last weekend? Answer
with the information you remember.
B
146
Keep talking!
• Go over the instructions.
• Have Ss cover the pictures and say
what they remember. Alternatively,
have Ss close their books and say
what David and Emma did and
didn’t do.
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son.) What is he holding? (A bowl of
soup.) Did the woman cook? (No,
she didn’t. The son did.)
• Model the activity. Say a sentence
PL
about what you did yesterday.
Encourage Ss to ask follow-up
questions.
• Have Ss work in groups to take
turns telling about past activities
and asking and answering
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questions.
• Go around the room and give help
as needed.
SA
147
Keep talking!
E
• Go over the instructions.
5 Did you take a bus there? 10
• Model the activity. Tell the class
about a trip you took and answer
the questions.
PL
• Have Ss add three more questions
to the list.
• Have Ss work in pairs to take
turns asking and answering the
questions. Remind Ss to take notes
on their partner’s answers.
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B
• Go over the instructions and the
example.
SA
E
• Direct Ss’ attention to the picture.
Ask: What do you see? (A boarding
pass, a ticket to a club, a postcard of
a zoo, a T-shirt, a hotel key card, two
PL
photos, a brochure for a museum.)
• Model the activity. Ask: What
museum did she go to? (Modern Art
Museum.)
• Have Ss work individually to write RED H
OT CLUB
g
Adriana’s vacation.
The Bi 11 Oct.,
9:00 p.m. $25
B
• Go over the instructions.
SA
E
watch a movie • Direct Ss’ attention to the pictures.
work
Say each phrase and have Ss
repeat.
• Model the activity. Tell the class
PL
about your plans using the phrases
(e.g., I’m going to eat out tomorrow.
I’m not going to eat out tonight.
We’re going to hang out and watch
a movie tonight.).
• Have Ss work individually to make
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A
• Go over the instructions and the
Food and drink Decorations Music
conversation.
• Direct Ss’ attention to the picture.
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Ask: What do you see? (A classroom,
students talking casually.)
• Have Ss work in groups to plan a
party and take notes.
PL
• Go around the room and give help
as needed.
B
• Go over the instructions.
• Call on Ss from each group to share
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• Have the class vote on their A: We’re going to have our party on Friday at 8:00.
B: It’s going to be here at our school.
favorite plan. C: Which room is the party going to be in?
C CLASS ACTIVITY Vote for your favorite plan.
151
Keep talking!
Irregular verbs
Base form Simple past Base form Simple past
➜➝ ➞as, were lose lost
become became make made
build built meet met
buy bought pay paid
can could read read
choose chose ride rode
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come came run ran
do did say said
draw drew see saw
PL
drink drank sell sold
drive drove send sent
eat ate sing sang
fall fell sit sat
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Answer Key
Unit 9 Lesson A e 144)
➟➠➡➢
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PL
1 2 3
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SA
4 5 6
7 8 9
Additional resources
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PL
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SA
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1. Mr. 4. family 2. Yue Minjun is from China. He’s an Exercise 1
2. first 5. full artist. Marina, Tiago, Jacob, Marcos, Olivia
3. names 3. Ryan Gosling is from Canada. He’s an
actor. Exercise 2
PL
Exercise 4 4. Maria Rita is from Brazil. She’s 1. T 3. F 5. T
1. d 3. c 5. f a singer. 2. F 4. T 6. F
2. e 4. a 6. b 5. Octavia Spencer is from the United
Exercise 5 States. She’s an actress.
1. is 3. are 5. are
6. Carlos Santana is from Mexico. He’s Unit 2
a musician.
2. is 4. are 6. is Lesson A
Exercise 3
Exercise 6 Exercise 1
1. He is from Canada.
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Exercise 6 Exercise 2
1. ➨➩➫ 5. is 9. aren’t 1. Victoria is my wife.
Unit 3
2. am 6. is 10. is 2. Lucia is my sister. Lesson A
3. are 7. are 11. is 3. Ricardo is my grandfather.
4. Alonso is my father. Exercise 1
4. are 8. Are 12. am
5. Felipe is my brother. t d i c t i o n a r y d
Exercise 7 6. Sofia is my daughter. n p h e k b o s u l m u
1. Where are 4. What
2. What 5. Where Exercise 3 o a c l y b a g m s z e
3. Are 6. Are 1. 12 twelve t w a l t c i h b f p r
2. 15 fifteen e l a p t o p z r y d a
Exercise 8 3. 16 sixteen
1. No, they aren’t. 4. 29 twenty-nine
b d b h h v e t e e r s
2. She’s from Dallas. 5. 38 thirty-eight o n n o g l n o l e o e
3. Yes, he is. 6. 41 forty-one o w h n c q y r l l x r
4. They’re from Canada. 7. 54 fifty-four k b w e s u j w a t c h
5. He’s from Memphis. 8. 67 sixty-seven
6. He’s from Turkey. a c t g a u s s i m r l
9. 76 seventy-six
l g s u n g l a s s e s
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7. No, he isn’t. 10. 85 eighty-five
8. No, they aren’t. 11. 93 ninety-three Exercise 2
12. 102 one hundred and two
Lesson B 1. a laptop 6. a cell phone
Exercise 1 Exercise 4 2. a watch 7. a pen
PL
1. nine-zero / oh-three, two-five-two- 1. b 3. c 5. a 3. a bag 8. a dictionary /
one 2. a 4. b 4. sunglasses a book
2. five-eight-eight, six-seven-one-three 5. an umbrella 9. a notebook
Exercise 5 10. an eraser
3. four-zero / oh-two, one-three-five- 1. How old is Mr. Haik?
nine He’s thirty-nine. Exercise 3
4. two-six-six, five-zero / oh-one-two 2. How old is Paula? 1. umbrellas 6. actresses
Exercise 2 She’s forty-five. 2. books 7. dictionaries
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1. What’s your last name? 3. How old are Mr. and Mrs. Ryu? 3. addresses 8. keys
2. How do you spell your last name? They’re seventy-two and sixty- 4. laptops 9. erasers
3. What’s your phone number? eight. / He’s seventy-two, and she’s 5. watches 10. cell phones
4. What’s your email address? sixty-eight.
Exercise 4
5. What city are you from in Thailand? 4. How old is Jake?
1. a cell phone 5. it is
SA
He’s eleven.
Exercise 3 5. How old are Cora and Steven? 2. They’re 6. keys
Alice Hey, Victor. How do you spell your They’re thirteen and twenty. / 3. What’s that 7. What are these
last name? She’s thirteen, and he’s twenty. 4. Is this 8. Is this
Victor R-A-Z-A. Exercise 5
Alice OK. What’s your phone number? / Exercise 6
1. What’s your last name? 1. A: Is that your bag?
What’s your email address? B: No, it’s not. / Yes, it is.
Victor It’s 296-572-9813. / It’s 2. I’m 27.
3. who are they? / what are their 2. A: What’s that?
VTRaza@email.com. B: It’s my key.
Alice Thanks. What’s your email names?
4. He’s my husband. 3. A: What’s this?
address? / What’s your phone B: It’s my dictionary.
number? 5. How old is he?
6. How old are they? 4. A: Is this your bag?
Victor It’s VTRaza@email.com. / B: Yes, it is. / No, it’s not.
It’s 296-572-9813.
Alice Thanks. Lesson D Exercise 6
Exercise 1 1. A: Are those your bags?
Lesson C 1. She’s ninety-two. B: No, they’re not. / Yes, they are.
Exercise 1 2. She’s six. 2. A: What are those?
1. grandmother 6. brother B: They’re my keys.
Exercise 2
2. grandfather 7. husband 3. A: What are these?
1. His family name is Baran.
3. father 8. son B: They’re my dictionaries.
2. He’s from the United States.
4. mother 9. daughter 4. A: Are these your bags?
3. No, they aren’t.
5. sister B: Yes, they are. / No, they’re not.
4. Yes, they are.
5. Yes, he is. Lesson B
6. No, he isn’t.
Exercise 1
A. 1. this called
2. an alarm clock
B. 1. say this 3. They’re Ron’s sunglasses. They’re 3 . Three people take a taxi to work. One
2. a hairbrush Ron’s. They’re his sunglasses. person takes a taxi to school.
C. 1. the word They’re his. 4. One person rides a bicycle to work.
2. a coin 4. It’s Neil and Jane’s flash drive. It’s Three people ride a bicycle to school.
Neil and Jane’s. It’s their flash drive. 5. Thirty-two people drive a car to work.
Exercise 2
It’s theirs. Eighteen people drive a car to school.
1. Fran Excuse me. What’s this called in
5. It’s Oliver’s wallet. It’s Oliver’s. It’s his 6. One person walks to work. Five
English?
wallet. It’s his. people walk to school.
Pat It’s a flash drive.
6. It’s Sylvia’s camera. It’s Sylvia’s. It’s
Fran Thanks. Exercise 6
her camera. It’s hers.
2. Gabe Excuse me. What’s this called in Answers will vary.
English? / How do you say this Lesson D
in English? / What’s the word Lesson B
for this in English?
Exercise 1
a. 2 b. 1 c. 4 d. 3 Exercise 1
Tim It’s a comb. 1. It’s at eight-fifty a.m. / ten to nine.
Gabe Thanks. Exercise 2 2. It’s at nine-thirty a.m. / half past nine.
3. Jill Excuse me. What’s this called in Product Two items Colors 3. It’s at ten forty-five a.m. / a quarter to
English? / How do you say this eleven.
1. Sca-hat scarf and blue, black,
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in English? / What’s the word 4. It’s at one p.m. / one o’clock.
hat green,
for this in English? yellow 5. It’s at two-seventeen p.m.
Yuka It’s a marker. 6. It’s at three fifty-five p.m. / five
2. Hat-brella hat and blue, purple,
Jill Thanks. to four.
umbrella orange
PL
7. It’s at four-forty p.m. / twenty to five.
Lesson C 3. Pho-hat cell phone red, brown,
and hat white 8. It’s at six-fifteen p.m. / a quarter after
Exercise 1 / past six.
1. red 7. white 4. Hat-glasses hat and black, gray,
2. yellow 8. black sunglasses purple Exercise 2
3. gray 9. purple 1. is it 4. to
4. blue 10. pink 2. It’s 5. late
5. orange 11. brown Unit 4 3. time
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6. green Exercise 3
Lesson A A: What time is it? / What’s the time?
Exercise 2
Answers for colors will vary. Exercise 1 B: It’s 6:00 / six o’clock.
1. bus 5. car / cab A: What time is the train to Norfolk?
Exercise 3 2. train 6. walk B: It’s at 6:15 / six-fifteen / a quarter
SA
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at 8:30. 6. Do you ever download apps? 3. When do you
4. Yes, they do. 4. go
Exercise 6 C. 1. What do you do
5. No, they don’t. They watch TV on
1. Yes, she sometimes does. 2. Where do you hang
weekends.
PL
2. No, she never does.
6. No, she doesn’t. She goes to bed Exercise 6
3. Yes, she often does.
at 10:30. ReporterWhere do you work?
4. Yes, she often does.
Exercise 7 5. No, she hardly ever does. Sandra I work at Beth’s Restaurant.
Answers will vary. 6. No, she never does. ReporterHow do you get to work?
Sandra I walk.
Lesson D Exercise 7 ReporterWhy do you walk to work?
Answers will vary. Sandra Because I don’t have a car.
Exercise 1
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Exercise 5 3. A: Can they sing? 4. a 9. some
1. He’s an electrician. B: Yes, they can. 5. an 10. some
2. He works for Mac Electrics. 4. A: Can she speak French?
3. He works from 8:00 a.m. to 5:30 p.m. Exercise 7
B: No, she can’t. Order of sentences will vary.
PL
4. He plays soccer and watches movies. 5. A: Can he swim?
5. She’s a flight attendant. 1. Andrea has some tomatoes.
B: No, he can’t. 2. She doesn’t have any apples.
6. She works for Go Air. 6. A: Can they paint?
7. She takes a bus. 3. She has some milk.
B: No, they can’t. 4. She has some carrots.
8. She listens to music and goes
dancing. Exercise 5 5. She has some cheese.
1. Julia can paint, but she can’t play the 6. She has some eggs.
Exercise 6 guitar. 7. She doesn’t have any pasta.
Answers will vary.
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2. Doug can sing, and he can swim. 8. She doesn’t have any fish.
3. Emma can’t paint, but she can swim. 9. She doesn’t have any beans.
Lesson B 10. She doesn’t have any rice.
4. Marcos can’t sing or play the guitar.
Exercise 1 Exercise 8
JoeGood afternoon, TYA Air. Exercise 6
Answers will vary. Answers will vary. Sample answers:
Pam Hello. Can I speak to Jack Johnson?
SA
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Exercise 6 Gatlinburg. / There are (some) movie
4. The café is in the bookstore. / The theaters in Gatlinburg.
1. She eats Brazilian food once a week. bookstore is in the café.
2. She never eats Colombian food. 5. There’s a ski area in Gatlinburg. /
5. The library is between the bank and There’s one ski area in Gatlinburg.
3. She eats Japanese food twice a week. the school.
PL
4. She eats Korean food twice a month. 6. There’s an amusement park in
6. The hotel is on the corner of Market Gatlinburg. / There’s one amusement
5. She eats American food every day. Street and First Avenue / First Avenue
6. She eats Italian food once a week. park in Gatlinburg.
and Market Street.
7. She eats Greek food once in a while. Exercise 4
Exercise 5 1. Are there any museums in this city?
Exercise 7 A. Places from left to right: supermarket,
Answers will vary. 2. Yes, there are.
hotel, coffee shop, bank, library 3. there aren’t
1. Yes, it is.
Lesson D 4. Is there a swimming pool
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2. Isabel’s mother
3. veggie pizza 1. The newsstand. Answers will vary.
2. The bookstore.
Exercise 3 3. Yes, it is. Lesson D
1. NI 3. F 5. F 7. T 4. No, it isn’t. Exercise 1
2. T 4. NI 6. NI 8. T No, it isn’t. (It’s closed on Sundays.)
Lesson B
Exercise 1 Exercise 2
Unit 8 1. Walk 3. up 5. blocks 1. Friday
2. left 4. Turn 6. Take 2. Monday
Lesson A 3. Wednesday
Exercise 1 Exercise 2 4. Tuesday
1. library 6. newsstand A: Excuse me. How do I get to the 5. Thursday
2. subway station 7. coffee shop drugstore? 6. Saturday
3. bank 8. gas station B: Go up Oak Street and turn left on First
Avenue. Exercise 3
4. supermarket 9. bus stop 1. It’s $5 / five dollars per person.
5. bookstore A: Turn left on First Avenue?
B: Yes. 2. It’s 6:00–8:00 p.m. / It’s at 6:00 p.m.
Exercise 2 A: Great. Thank you very much. 3. Yes, there is.
Answers may vary depending on what 4. They take a bus. / They get there by
places in your country have each item. Lesson C bus. / They get to the amusement
Possible answers (based on the United park by bus.
Exercise 1
States): 5. It’s on (the corner of) Main Street and
Across Down
1. At a coffee shop, a bookstore, a gas Orchid Street / Orchid Street and Main
2. movie 1. zoo
station, or a supermarket. Street.
3. water 2. museum
2. At a newsstand, a supermarket, a 5. aquarium 4. amusement
bookstore, a gas station, or a coffee 6. swimming
shop. 7. center
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We’re having a great time in Spain. We’re you back? Exercise 2
at a museum now. I’m writing in the café. Marc OK, sure. Talk to you later. 1. Paul
My husband is looking for the Picasso Dan Thanks. Bye. 2. Julie
paintings. My daughter is watching a
Exercise 3
PL
movie about Spanish art. My son’s not Lesson C
watching the movie. He’s playing a video 1. Yes, he is.
game here in the café. The baby isn’t Exercise 1 2. His son is helping him. / Paul is
here. She’s sleeping at the hotel with my 1. learn to drive helping him.
mother. Well, my mother’s / is not 2. take a dance class 3. He’s learning soccer.
sleeping. I think she’s watching TV! 3. create a website 4. Mr. Gonzalez is tutoring Ron’s
4. look for a job daughter / Molly.
Exercise 5 5. study Italian 5. Yes, she is.
1. Matt’s not / Matt is not / Matt isn’t 6. tutor a student 6. No, she isn’t.
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6. listened 6. took
7. watched 3. We were at a museum.
7. got
8. didn’t watch 4. It was fun and exciting.
8. sat
9. didn’t talk 5. Yes, they were.
9. read
10. loved 6. How was Jim’s weekend?
PL
10. went
11. laughed 7. No, she wasn’t.
11. slept
12. cried 8. Where were you and Chris on Friday
Exercise 6 afternoon?
Exercise 5 1. Yes, he did.
Answers will vary. 2. No, he didn’t.
Exercise 4
1. A: Was Lola in class on Monday
3. No, he didn’t.
Lesson B morning?
4. Yes, he did.
B: No, she wasn’t.
5. No, he didn’t.
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Lesson C 2. I was . . . years old. skydiving on July 23rd.
3. I saw . . . 6. Brian and Nicole are going to start
Exercise 1 4. I traveled with . . . college on September 10th.
1. Tim shopped in markets and bought 5. I got there by . . . 7. Amy and Ken are going to get married
souvenirs in Tokyo.
PL
6. I . . . on October 11th.
2. Donna went to a festival in Cuzco. 7. I ate . . . 8. Heather is going to have a big party
3. Eric went to the beach and relaxed 8. I bought . . . on December 13th.
in Rio. 9. I got up . . .
4. Tina took pictures of the Eiffel Tower Exercise 5
10. It was . . .
in Paris. 1. A: Are you going to take a taxi to
5. Laura took a tour of the Taj Majal Lesson D work?
in Agra. B: Yes, I am.
Exercise 1
6. Rick and Lisa went sightseeing in 2. A: Are they going to get married next
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1. Make a Schedule
San Francisco. week?
2. Remember Your Wallet
B: No, they aren’t.
Exercise 2 3. Check the Weather
3. A: Is he going to create a website
1. pictures (You can’t say go pictures.) 4. Get a Hotel
for me?
2. to a festival (You can’t say take to a Exercise 2 B: No, he isn’t.
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2. send the invitations Can you bake it? Dad is going to be here Lesson D
3. make a guest list tomorrow. I can tell him about the party.
Exercise 1
4. plan the menu I’m going to call you after the soccer
A birthday / Joe’s birthday
5. bake a cake game. Are you going to be home?
PL
6. decorate the room Exercise 2
Exercise 5
7. buy a gift 1. What are you going to buy Jen? 1. T 3. T 5. T
8. prepare the food 2. Who’s going to help Henry and me? 2. NI 4. F 6. NI
Exercise 2 3. When are you going to see John?
1. Tonya is going to make a guest list. 4. How is Sonya going to send the
Danilo is going to plan the menu. invitations?
2. Ben is going to send the invitations. 5. What time is he going to call Paul and
Vera?
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Man Kelly?
Woman No. It’s Kerry. Lesson B, Exercise 3, Part A [p. 1 9 ]
Man How do you spell that? Level 1, Track 29
Woman K-E-R-R-Y. 1 Woman Directory Assistance. What city?
4 Woman What’s your name?
PL
Man West Hollywood.
Man It’s Bryan. B-R-Y-A-N. Woman What name, please?
Woman Nice to meet you, Bryan. Man Uh, Carlos Moreno.
Man Nice to meet you, too. Woman The number is . . . three-two-three, eight-two-
two, one-six-zero-seven.
Lesson B, Exercise 3, Part B [p. 9 ] 2 Woman 1 Good morning, Directory Assistance.
Level 1, Track 13 Woman 2 I need the number for Lucy Chang, please.
1 Man 1 Hi. I’m George. Woman 1 How do you spell the last name?
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Lesson B, Exercise 3, Part B ➳➵➸ ➺➻➼ Woman ➭➯➲’s from Paris. She’s French.
Man Is he your father?
Level 1, Track 30
Woman No, my grandfather.
1 Woman Your name, please? Man Oh?
Man Michael Kensington. Woman Yeah. His name is Henry.
Woman Michael Kensington. . . . OK. How do you spell Man Henry?
Kensington? Woman Yeah.
Man K-E-N-S-I-N-G-T-O-N. Man How do you spell it?
Woman OK, Michael. What’s your middle name? Woman H-E-N-R-Y.
Man John. Man And who’s she? Your mother?
Woman J-O-H-N? Woman No. That’s Ms. Parker, my English teacher.
Man Yes. Man Oh? Is she American?
Woman And what’s your phone number? Woman No, she’s from Canada.
Man My cell phone number is, um, six-oh-eight,
nine-eight-five, six-eight-three-one.
Woman OK. . . . And your email address?
Man It’s M-J-K-7-8-at-C-U-P-dot-org.
Unit 3
Woman M-J-K-7-8-at-C-U-P-dot-org? Lesson B, Exercise 1 [p. 2 8 ]
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Man Yes.
Level 1, Track 41
2 Man What’s your name, please?
1 Bo What’s this, Marta?
Woman Lydia Jackson. L-Y-D-I-A, J-A-C-K-S-O-N.
Marta It’s a remote control.
Man And your middle initial?
Bo What?
PL
Woman P for Paula.
Marta Two words: remote control.
Man OK. And your phone number?
Woman It’s eight-one-three, two-six-five, 2 Marta What’s this, Bo?
one-three-five-six. Bo It’s a marker.
Man Thank you. And what is your email address? Marta A marker?
Woman It’s Lydia-underscore-J-at-cambridge-dot-org. Bo Yes.
Man Lydia-underscore-J-at-cambridge-dot-org? 3 Bo Marta, what’s this?
Woman Yes, correct. Marta It’s a map.
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Unit 4 Unit 5
Lesson B, Exercise 4 [p. 3 9 ] Lesson B, Exercise 3, Part B [p. 4 9 ]
Level 1, Track 58 Level 1, Track 75
1 Man What’s the time? 1 Man Excuse me. How much is this video game?
Woman Um, it’s a quarter to ten. Woman It’s fourteen dollars.
Man Oh, I’m early. The movie is at ten o’clock. Man Forty dollars?
2 Woman What time is your Japanese class, Rod? Woman No, fourteen. It’s on sale today.
Man It’s at four o’clock. What time is it now? Man Oh!
Woman It’s four-oh-five. 2 Woman 1 Mom, look at those boots!
Man Oh, no! Woman 2 How much are they?
3 Woman What time is the train? Am I late? Woman 1 Just sixty dollars!
Man Twelve-twenty. It’s only eleven fifty-five now. Woman 2 Sixty dollars . . .
Woman Oh, good. Woman 1 Oh, Mom, pleeeease . . .
4 Woman What time is the bus to the city? Woman 2 Oh, well, OK.
Man At noon. Woman 1 Thanks, Mom!
3 Woman Hmm . . . that’s a nice scarf.
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Woman What time is it now?
Man It’s only ten-thirty! Man Nah . . . I don’t like it.
5 Man Susan, what time is your dance class? Woman It’s only seventeen dollars.
Woman It’s at nine forty-five. Man Seventeen dollars? That’s not bad.
4 Woman Can I help you?
PL
Man Um, it’s nine-fifty now.
Woman Nine-fifteen or nine-fifty? Man Yes, please. How much is this belt?
Man Nine-fifty. Woman It’s ninety dollars.
Man Nineteen dollars?
Lesson D, Exercise 2 [p. 4 3 ] Woman No, sir. Ninety dollars. It’s Italian.
Level 1, Track 65 Man I see.
Max So, Angela, do you work on the weekend? Lesson B, Exercise 4, Part A [p. 4 9 ]
Angela Yes, I work on Saturdays.
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Angela Oh, after work, I watch TV at home. Man Yes, thanks. I like these shirts. Are they
Max Do you go to class on the weekend, too? on sale?
Angela I have classes from Monday to Friday, but not on 3 Man How much is this in blue?
the weekend. Woman The blue bag is thirty dollars.
Max Do you go to bed late? 4 Woman I like this skirt. Do you have it in brown?
Angela Yeah. Man Yes, we do.
Max And do you get up late on Sundays?
Angela Yes, I do. I get up at ten-thirty or so. Lesson B, Exercise 4, Part B [p. 4 9 ]
Max Yeah, me, too. I also exercise on Sundays.
Level 1, Track 77
Do you?
Angela No, I don’t. I read the news, and I study. I have a 1 Woman 1 Can I help you, ma’am?
busy week, and Sunday is a good time to study. Woman 2 Yes, please. How much are these?
Max Do you cook on the weekend? 2 Woman Can I help you, sir?
Angela I cook on Sunday. Man I’m just looking, thanks.
3 Woman 1 Can I help you?
Woman 2 Um, I’m fine, thank you.
4 Woman Can I help you?
Man Yes, please. Do you have this in green?
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Michael The Museum of Modern Art, in New York City. Level 1, Track 94
They have a great site. See? A museum tour. 1 Man That’s my favorite song! Let’s dance!
Helena That’s fun. Woman I can’t dance.
Michael Here’s another site I like. 2 Man My computer doesn’t work.
Helena Oh, I know this site. I sometimes shop on
PL
Woman I can fix it.
this site.
3 Woman Hey. Let’s start a band.
Michael Right. I sell my old books.
Man I can play guitar.
Helena I have a favorite site.
Michael Oh yeah? 4 Woman [in French] Bonjour. Comment allez-vous?
Helena Look here. Man I can’t speak French.
Michael What are those?
Helena Cool videos. People from all over the world
Lesson D, Exercise 2 ➪➶➹ ➘➴➷
Level 1, Track 96
M
upload them.
Michael Oh, yeah. Do you ever upload videos? Man Hey, Celia. Look at these online ads for programs.
Helena No, never. I just watch them. Let’s watch this Here’s one in Italy. I can study Italian and work in
one, OK? a restaurant in the evening. I can also see the city
in my free time.
Woman At a restaurant? Really? As a chef in an Italian
SA
Unit 6 restaurant?
Man I don’t know. I think I help the chef.
Lesson B, Exercise 2 ➪➶➹ ➬➮➷ Woman Can you speak Italian?
Level 1, Track 89 Man Um, no.
1 Woman Good afternoon, Star Computers. Woman What’s the salary?
Man Hello. My name is Kevin Geary. Can I please Man The salary? It doesn’t say. Ah . . . It says
speak to Ellen Astor? “good” salary.
Woman One moment, please. Woman Or here’s one. You’re interested in animals.
Man Thank you. Can you swim?
Woman I’m sorry, sir. Ms. Astor is in a meeting. Man Swim? Sure.
Man Oh, OK. Thank you. Woman “Work with turtles . . . Tuesday to Saturday . . .”
Man What time do I work?
2 Woman Good morning, Star Computers.
Woman From six a.m. to one-thirty p.m.
Man Hello. This is Kevin Geary again. Could I speak
Man That’s not bad. And Costa Rica is a very nice
to Ms. Astor, please?
country. Oh, look here.
Woman Yes. One moment. I’m sorry, Mr. Geary. She’s
Woman What does it say?
on another line.
Man Are you 18 to 22 years old?
Man On another line? Oh, OK.
Woman Yes.
3 Woman Star Computers.
Man Can I speak to Ellen Astor?
Woman Who is this, please?
E
Woman I like it, too. I can eat it every day. Lesson D, Exercise 2 [p. 8 3 ]
3 Man Yum! I love potatoes.
Level 1, Track 123
Woman Yeah. They’re one of my favorite vegetables.
1 Man Can I help you, ma’am?
4 Woman Great! Bananas and cereal for breakfast.
Woman Uh, yes, thank you. Is there a movie theater
PL
Man Not again! Let’s eat something else. Pleeeease!
near here?
Lesson D, Exercise 2 [p. 7 3 ] Man A movie theater? Sure. There’s one on First
Street. It’s called Hollywood Theater.
Level 1, Track 109 Woman OK, thanks. And is there a coffee shop?
Olga Hi, Matt. Man Yes. See, there’s one across the street.
Matt Oh, good morning, Olga. How’s it going? Woman Oh, I see it. Thank you very much.
Olga Good, thanks. Let’s have some breakfast Man You’re welcome. Have a nice day.
before class.
M
Matt What about pancakes? Woman Yes, there is. The address is 348 (three forty-
Olga Swedes love pancakes, but we hardly ever eat eight) Main Street. It’s across from the park.
them for breakfast. We usually eat them after Man Can I walk there?
dinner, for dessert. Woman Yes, it’s not far.
Matt What other food is typical for breakfast in Sweden? Man Thank you.
Olga Swedes also eat cereal and eggs for breakfast. And
a lot of fruit. 3 Man Hello. Can I help you?
Matt How healthy. Woman Yes, thanks. Are there any bookstores
Olga Oh, it is. near here?
Matt It sounds like a lot of food. Man Yes, there’s a nice one on the corner of Third
Olga Well, hotels sometimes have big buffets, but we and Elm. It’s called Bookworm. Here’s a map.
usually eat a small breakfast at home. Then we Woman Oh, I see. Is it far?
have a light lunch and a big dinner. Man Not really. You can walk or take the subway.
The subway station is here, on this corner.
Woman Great, thank you. And is there a science center
in this city?
Man A science museum?
Woman No, a science center.
Man No, I’m afraid not.
Unit 9 Unit 10
Lesson A, Exercise 4 [p. 8 7 ] Lesson B, Exercise 2 [p. 9 9 ]
Level 1, Track 129 Level 1, Track 145
1 Man 1 [ from the TV ] He shoots. He scores! Woman 1 Oh, what a week!
Man 2 Yes! Woman 2 Are you OK?
2 [sound effects of someone going to bed ] Woman 1 Yeah, thanks. But I’m glad it’s Friday!
3 [sound effects of someone running] Woman 2 What happened this week?
Woman 1 Well, I learned something on Monday.
4 [sound effects of some people playing tennis]
Woman 2 Uh-huh.
5 Man 1 Thank you for coming. See you next time. Woman 1 I didn’t answer three questions on my test.
Woman 2 What? Last Friday’s test?
Lesson B, Exercise 2, Part A [p. 8 9 ] Woman 1 Yeah. I just didn’t answer them. Numbers
Level 1, Track 132 8, 9, and 10.
1 Man 1 Hello? Woman 2 Why not?
Man 2 Hi, Eric. It’s Mark. Do you have a minute? Woman 1 I don’t know. I just didn’t. And then on Tuesday,
Man 1 Um, this isn’t a good time. I’m having dinner. I watched a movie with my new boyfriend, Josh.
E
Can I call you back? Woman 2 Oh?
Man 2 Oh, sure. Talk to you later, Eric. Woman 1 And my old boyfriend called me.
Man 1 OK. Talk to you later. Bye, Mark. Woman 2 Really? Your old boyfriend, Rick?
2 Woman Hello? Woman 1 Yeah, but I didn’t answer the phone. I didn’t
PL
Man Renee? want to talk to him. Then on Wednesday, I
Woman Yes. designed a webpage for my sister Julie.
Man It’s Steve. How’s it going? Woman 2 Oh, yeah?
Woman OK. Woman 1 But she didn’t like the colors.
Man Is this a good time to talk? Woman 2 What?
Woman No, I can’t talk right now. I’m studying. Can I Woman 1 So I fixed it. Then on Friday –
call you back? Woman 2 What about Thursday?
Man Sure, no problem. Woman 1 Oh, I fixed the webpage all day on Thursday.
M
fifteen minutes? I’m driving. This isn’t a good Woman 1 I know, I know . . .
time to talk.
Lesson D, Exercise 3 [p. 1 0 3 ]
Woman Oh, sure.
Man Talk to you later. Level 1, Track 151
Woman OK. Bye. Tomás Hi, Matt.
4 Woman Good morning. Winston Industries. Matt Oh, hi, Tomás. How’s it going?
Man Hi, Carmen. It’s Ralph. Is this a good time? Tomás Fine. Thanks. How are you?
Woman Sorry, Ralph. I’m working. Can I call you Matt Great, but tired. I had a busy week last week.
back later? Tomás Really? What did you do?
Man Later? Matt Well, I got up early every day. We’re very busy at
Woman Yes, later. I’m not able to talk right now. work, so I went to work early all week.
Man No problem. Tomás Oh, yeah?
Woman Thanks. Talk to you later. Matt Yeah. I worked about forty-five hours. I’m
very tired.
Tomás Forty-five hours? That’s a lot.
Matt After work on Wednesdays, I usually play soccer,
but last week I didn’t.
Tomás Why not?
Matt Well, I didn’t have any clean clothes, so I did my Woman ➱✃❐ ❒ou miss your flight again?
laundry on Wednesday night. Man No, I got the flight this time.
Tomás That’s no fun. Woman It sounds like an awful weekend.
Matt I know. . . . I also made dinner every night. I Man No, it wasn’t so bad. It was good. I was just happy
tried some new recipes and ate some really to get away.
great new meals.
Tomás Sounds good. Lesson D, Exercise 2 [p. 1 1 3 ]
Matt Yeah, I really like cooking. Level 1, Track 164
Tomás Wow. It sounds like you did a lot last week. 1 Man So how was your trip to Brazil? You went there
Did you play your guitar? I know you practice for two weeks, right?
every day. Woman Yeah. It was great. We went to Rio.
Matt Yes, I did. I played for about an hour every night. Man Really? But two weeks, just in Rio?
It’s my favorite thing to do. I also usually read a Woman Yeah. What’s wrong with that?
book every week, but I didn’t have time to read Man Sorry, it just . . . sounds . . . a little boring.
last week. Maybe this week . . . Woman Not at all. Think about it – swimming, running,
playing volleyball every day!
Man That’s true. How was the shopping?
Unit 11
E
Woman I really liked the shopping. It was excellent. I
bought a lot of souvenirs. Look! This is for you.
Lesson B, Exercise 3 [p. 1 0 9 ] Man Um, what is it?
Level 1, Track 158 2 Woman Welcome home! How was Japan? Did you
Woman Hi, Sam. How’s it going? enjoy your vacation?
PL
Man Oh, hi. Fine, thanks. Man Yeah, It was interesting.
Woman How was your weekend? Woman That’s good.
Man Oh, it was . . . interesting. You know, I won a trip Man And now I can speak a little Japanese, too.
last year. Woman You can speak Japanese?
Woman Yeah, I remember. Did you take the trip last Man So desu ne.
weekend? Woman Huh? Well, anyway, what did you really
Man Uh-huh. It was just a one-night trip. I went to enjoy there?
the airport for my flight, but I missed it! The flight
M
Man The hotel was excellent. I had a nice room. And Man What did you do?
the people at the hotel were great. Woman I did all kinds of outdoor activities.
Woman That’s good. How was the food? Man How nice! What did you like about the trip?
Man Well, I ate dinner at the hotel restaurant. Then Woman The people. They were really nice. I made some
I went for a walk and went to bed. But in the good friends there.
morning, I was sick. Man That’s great.
Woman That’s terrible. Do you think it was the food at the
restaurant?
Man I think so.
Woman That’s too bad.
Man These things happen. I got up early and took a
taxi to the airport.
Woman Uh-huh.
Man The taxi was about twenty dollars.
Woman Really? That’s not bad.
Man But I didn’t have my wallet!
Woman You’re kidding! You lost your wallet?
Man I took the taxi back to the hotel, and they had it.
Woman Oh, that’s good. So you went back to the airport?
Man That’s right.
E
Man Sure. She’s very nice. took photos of my friends and then posted them
Woman Well, we’re going to meet for coffee tonight. Do online for my friends to see. I’m not going to have a
you want to come? party for my next birthday – my seventeenth – but I
Man Oh, I’m afraid I can’t tonight. Sorry. am going to have one for my eighteenth birthday!
PL
Woman That’s OK. Maybe some other time.
3 Woman Jeremy, do you know that new Italian place?
Man The one on Tenth Street?
Woman Yeah.
Man I do. The food is really great.
Woman Do you want to go there tonight?
Man Tonight? Oh, I’d love to, but I can’t. I’m going to
have dinner at my friend’s house. Sorry.
M
unit
1 Famous names
E
1. 2. 3.
PL
While you watch
A Label the pictures with the correct names.
1 2 3 4
E
first full last nickname real
B Write a famous person’s real name in the center. Then complete the sentences.
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unit
2 Surprise!
3.
5.
E
PL
1. 4.
2. Danielle
M
1 is Peter’s mother.
2 is Danielle’s brother.
3 is Peter’s wife.
4 is Peter and Wendy’s daughter.
5 is Irma’s son.
6 is Wendy’s husband.
7 is Max’s sister.
8 is Danielle and Max’s mother.
E
PL
M
SA
B PAIR WORK Who is in your family? What are their names and ages?
Which family members live in your home? Tell your partner.
unit
3 My favorite things
E
PL
a. b. c.
3 What is a robe?
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a. b. c.
SA
E
6 Nick’s teddy bear is years old.
a 9 b 19 c 20
PL
After you watch
A Which of Nick’s things is your favorite? Why?
B GROUP WORK Tell your group about your favorite things.
unit
4 My busy Monday
E
PL
1. 2. 3.
M
4. 5. 6.
SA
Ben
B ect answers.
❈☎✆✝✞✟ ✠✡✟ ✝☛✆✆
E
C Write T (true) or F (false).
1 Ben has orange juice, tea, cereal, and milk
PL
for breakfast.
2 Ben’s favorite class is English.
3 Ben is early for class.
4 Ben exercises at the park at 3:30.
5 Lila rides a bike to school and runs in
M
the park.
6 Ben texts with his friends in the
aternoon.
SA
B GROUP WORK How is your daily routine the same as Ben’s? How is it diferent?
“I get up late every morning. I don’t have cereal for breakfast like Ben. I don’t have
time to eat!”
unit
5 What do you do for fun?
E
PL
1 2
New Jersey, U.S.A. Make a list of things you think they do for fun.
A Check (✓) the correct answers. (More than one answer is possible.)
Soon-mi Danielle
1 Who oten goes dancing?
E
a takes the train b walks c takes the subway
unit
6 Hidden talent
a mime b play the harmonica c play the guitar d play the kazoo
E
1. 2. 3. 4.
B What is a hidden talent? Check (✓) your guess. Then compare with the class.
PL
Something you can do well, and people know about it
Something you can do well, but people don’t know about it
Something you can’t do well, and people know about it
A Who does each thing in the video? Check (✓) the correct answers.
(More than one answer is possible.)
SA
4 Who mimes?
5 Who sings?
E
1 Emi is a reporter for Street Talk.
2 Alicia can dance very well.
3 Christine doesn’t have a hidden talent.
PL
4 Joey is a taxi driver.
M
Who do you know with the same hidden talents? Tell your partner.
unit
7 My favorite meal
B In the video, Ben makes a meal with the food in Part A. What meal do you
E
think he makes? Check (✓) your guess. Then compare with the class.
breakfast lunch dinner
PL
C Write a, an, or some. Then compare with a partner.
1 apple 5 honey 9. raisins
2 banana 6 milk 10. tea
3 egg 7 nuts 11. tomato
4 granola 8 oats 12. yogurt
M
E
A How does Ben make granola? Complete the sentences with the correct words.
. I usually like
on my granola. And I always
have some on it.
SA
B What do you usually have for breakfast? Make a list of the food.
C PAIR WORK Tell your partner about your breakfast. Do you eat the same food?
unit
8 Kim’s Coffee Shop!
E
PL
1 The picture is from a commercial. What is a commercial?
a an advertisement on TV b a magazine review c a newspaper article
2 Where are the people?
M
B What kind of information about the place do you think is in the commercial? Make a list.
Then compare with a partner.
SA
Information
the name of the place
B Who talks about each thing? Draw a line from each thing to Marco or Danielle.
the cofee
the Internet
the woman’s laptop
the snacks
the music
Marco Danielle
E
3 It is open six days a week.
4 Kim’s Cofee Shop opens at 7:00 a.m.
5 It closes at midnight.
PL
After you watch
A Answer the questions.
1 What is your favorite cofee shop?
M
2 Where is it?
B GROUP WORK Tell your group about your favorite cofee shop. Ask and answer
questions for more information.
unit
9 What are you doing these days?
E
■❏❑▲◆❖te the sentences with the present continuous forms of the verbs.
PL
answer hold interview stand wear
4 Bo a T-shirt.
5 He Emi’s question.
SA
5 Who is shopping?
E
PL
C Circle the correct answers.
1 Emi is not taking lessons these days.
a dance b piano c tennis
2 Bo does not say anything in in the video.
M
unit
10 I had a party last night.
E
PL
M
E
a a video game b a book c a party
B GROUP WORK Tell your group about the last party you had or went to.
Ask and answer questions for more information.
unit
11 Danielle Down Under!
E
PL
a national park an opera house a tour guide
1 and are animals.
M
5 is an example of a souvenir.
B Where do you think the pictures in Part A are from? Check (✓) your guess.
Africa Asia Australia
Darwin
Cairns
Sydney
Canberra
Melbourne
E
2 The Sydney Opera House was .
comfortable
3 Sleeping on Amy’s floor was .
c excellent
4 The drive to Uluru was .
PL
d hot, but quiet
5 Their tour in Uluru was .
and relaxing
6 The tour guide was .
e a little boring
7 The Great Barrier Reef was .
f amazing
g fun, but tiring
M
B PAIR WORK Interview your partner about a trip he or she took. Complete the
chart with his or her answers.
Questions Name:
1 Where did you go?
unit
12 A graduation party
1 2 3
E 4
PL
B Answer the questions. Then compare with a partner.
1 What months of the year do students go to class in your school?
4 When do most people in your country look for their first job?
SA
E
3 Nick is going to travel with Marco this summer.
4 They’re going to fly to Toronto in August.
5 Before their trip, they’re going to look for a job.
PL
M
SA
1 Famous names
Story summary
③④
⑤⑥ Street Talk, host Emi K. interviews people to see if they can name famous people.
We find people.
famous out if people
We find
canout
recognize
if peoplecelebrities
can recognize
(Jay Z.,
celebrities
Bono, Jennifer
(Jay Z.,Aniston,
Bono, Jen-
nifer
P. Diddy)
Aniston,
by their
P. Diddy)
real names
by their
(Shawn
real names
Corey(Shawn
Carter, Paul
CoreyHewson,
Carter, Paul
Jennifer
Hewson,
Jennifer Anastassakis,
Anastassakis, Sean Combs).
Sean Combs).
Language summary
Grammar Vocabulary Interactions
• The verb be
be • Names and titles • Asking for spelling
• Possessive adjectives • Interesting jobs
E
• Subject pronouns
• Yes / no questions with be
PL
Before you watch (page T-173)
• Check answers Go over the answers with the class.
partner. Go over the answers with the class. Point to the instructions. Have Ss read the incomplete sentences
illustrations in random order and have Ss name them. and possible answers. Explain what is short for means
and what a nickname is, if necessary.
Answers • Play the video Have Ss circle the answers as they
1. c 2. a 3. b watch. Give Ss time to complete the activity and play
the video again, if needed.
• Option Elicit examples of the vocabulary words; for
• Check answers Go over the answers with the class.
example, have Ss name a local TV reporter or a
well-known park. Answers
1. c 2. a 3. b 4. c 5. a
While you watch (pages T-173–174) C
A In this activity, Ss listen for specific information about
In this activity, Ss watch to learn the names of the the celebrities’ names.
characters in the video. • Preview the activity Explain that Ss are going to listen
• Preview the activity Tell Ss that they are going to for specific facts about the celebrities. Go over the
watch a series of interviews. Explain that they should instructions. Explain the concepts of true and false, if
listen for the names of people pictured in Part A. Go necessary.
over the instructions. • Play the video Have Ss write T or F as they watch. Play
• Play the video Have Ss write the names of the characters the video again, if necessary.
under the corresponding pictures as they watch. Play the
video again, if needed.
E
A
C
In this activity, Ss focus on key vocabulary about names
with the characters and names in the video. In this activity, Ss work in pairs and share their
information from Part B.
PL
• Preview the activity Go over the instructions.
• Do the activity Have Ss complete the sentences. • Preview the activity Go over the instructions.
• Check answers Go over the answers with the class. • Do the activity Have Ss discuss the celebrity they
wrote about in Part B with a partner.
Answers • Follow-up Have Ss report to the class about their
1. full 2. real 3. last partner’s information.
4. nickname 5. first
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2 Surprise!
Story summary
In this home movie, Danielle surprises her family by coming home unannounced
and by bringing a mysterious guest. Danielle introduces her father, mother,
grandmother, and brother to the guest who is operating the camera. Finally, she
turns the camera around and we learn that the guest is her boyfriend.
Language summary
Grammar Vocabulary
• Plural subject pronouns • Family members
• Questions with be
E
• Who and How old with be
Before you watch (page T-175) While you watch (pages T-175–176)
PL
A A
In this activity, Ss label the picture with the correct In this activity, Ss identify the relationships between the
words to identify family members and friends. characters in the video.
• Preview the activity Direct Ss’ attention to the picture • Preview the activity Explain that Ss will identify the
of Danielle’s family. Explain that Ss will watch a home relationships between the family members in the video.
M
movie about Danielle and meet her family. Go over the Go over the instructions. Have Ss read the sentences.
instructions. Explain the use of initials for names, if necessary.
• Do the activity Have Ss write the words from the box • Play the video Have Ss write the first letter of each
next to the corresponding people in the picture. name to complete the sentences as they watch. Play
SA
• Check answers Have Ss compare answers with a the video again, if necessary.
partner. Go over the answers with the class. • Check answers Go over the answers with the class.
Explain any answers, if necessary.
Answers
1. boyfriend 2. Danielle 3. father Answers
4. grandmother 5. mother 1. I 2. M 3. W 4. D
5. P 6. P 7. D 8. W
B
In this activity, Ss identify the person in Part A who is B
not a family member. In this activity, Ss answer facts about the family.
• Do the activity Elicit which person in Part A is not a • Preview the activity Go over the instructions. Have Ss
member of Danielle’s family. Go over the answer with read the incomplete sentences and possible answers.
the class. Explain that boyfriend does not mean the • Play the video Have Ss circle the answers. Play the
same as a male friend. The opposite of boyfriend is video again, if necessary.
girlfriend. Boyfriends and girlfriends are not married,
so they’re not family members.
• Check answer Go over the answer with the class.
Answer
Danielle’s boyfriend
• Check answers Go over the answers with the class. they will choose two correct answers.
• Do the activity Have Ss do the activity.
Answers • Check answers Have Ss compare answers with a
1. a 2. c 3. a 4. c 5. b partner. Go over the answers with the class.
• Option Have Ss answer the questions from memory.
Answers
Then play the video for Ss to check their answers.
1. Danielle is home from college.
C 2. Paul is Danielle’s new boyfriend.
E
• Preview the activity Go over the instructions. Have Ss
families.
read the questions.
• Preview the activity Go over the questions. Explain
• Play the video Have Ss write Y for yes or N for no.
any terms that Ss don’t understand.
• Check answers Go over the answers with the class.
PL
• Do the activity Have Ss discuss their family with a
Answers partner.
1. Y 2. N 3. Y 4. N 5. N • Follow-up Have Ss share information about their family
with the class.
• Option Have Ss answer the questions from memory. • Option Have Ss talk with a partner about a time when
Then play the video for them to check their answers. they surprised someone or were surprised by someone.
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3 My favorite things
Story summary
⑦⑧My Favorite Things, Ben is making a video for his parents. After saying hello, Ben
playfully turns the camera on his roommate, Nick. We learn a little bit about Nick
through some of his favorite things.
Language summary
Grammar Vocabulary Interactions
• Demonstratives • Everyday items • Asking what something is
• Articles a and an • Clothing and colors
• Plurals
E
• Possessive pronouns
• Whose
• ’s and s’
PL
Before you watch (page T-177) B
In this activity, Ss preview a few new vocabulary items In this activity, Ss will focus on specific details in
that appear in the video. the video.
• Preview the activity Go over the instructions and vo- • Preview the activity Explain that Ss will listen for details
M
cabulary words. Model the pronunciation, if necessary. from the video. Go over the instructions. Have Ss read
• Do the activity Have Ss circle their answers. the sentences.
• Option Have Ss work in pairs to answer the questions.
• Play the video As they watch the video, have Ss write T
• Check answers Go over the answers with the class. for the true sentences and F for the false ones. Give Ss
SA
Answers
1. T 2. F (New York) 3. T
While you watch (pages T-177–178)
4. F (Vermont) 5. F (Nick’s grandparents)
A
C
In this activity, Ss watch to learn some of Nick’s favorite
In this activity, Ss listen for specific information about
things.
Nick.
• Preview the activity Tell Ss that they are going to
• Preview the activity Go over the instructions. Have Ss
watch Ben interview his roommate Nick. Explain that
read the incomplete sentences and possible answers.
they should listen for Nick’s favorite things. Go over the
• Play the video Have Ss circle the answers as they
instructions. Have Ss read the list of items.
watch the video. Play the video again, if necessary.
• Play the video Have Ss check the correct answers as
• Check answers Go over the answers with the class.
they watch. Play the video again, if necessary.
• Check answers Go over the answers with the class.
Answers
1. a 2. b 3. c 4. c 5. b 6. c
Answers
his cap, his picture, his robe, his teddy bear • Option Before you play the video, have pairs complete
the activity from memory. Then play the video and
have Ss check their answers.
B
After you watch (page T-178)
In this activity, Ss discuss some of their favorite things.
A
• Preview the activity Go over the instructions. Model
In this activity, Ss decide which of Nick’s things is their the activity by talking about one of your own favorite
favorite. things.
• Preview the activity Go over the instructions. • Do the activity Have Ss work in groups to talk about
Encourage Ss to note what it is, where it’s from, and their favorite things.
why they like it. • Follow-up Have Ss share information about their
• Do the activity Have Ss make notes about which of group’s favorite things with the class.
Nick’s things is their favorite. • Option Before checking answers, elicit one answer
E
• Check answers Have Ss compare answers with a from each group, and write the favorite thing on the
partner. Call on Ss to tell the class about which of board. Have other groups guess whose favorite thing
Nick’s things they like most. it was.
PL
Action video note
Instruct Ss to make their own videos about
their favorite things. For further instructions,
visit www.cambridge.org/fourcorners/teacher
M
SA
4 My busy Monday
Story summary
⑨⑩ My busy Monday❶ ❷❸⑩ ❹❸❺❻❹ds his daily life for a school video project. His
roommate Nick is behind the camera. Ben leads us through his routine from the
time he gets up in the morning until he goes to bed at night. We see how he gets
around, visit his English class, and meet his friend Lila.
Language summary
Grammar Vocabulary Interactions
• Simple present statements • Ways of getting around • Asking the time
• Simple present yes / no questions • Days of the week and routines
E
(page T-179) B
In this activity, Ss focus on specific facts in the video.
PL
In this activity, Ss preview vocabulary that appears in
the video. • Preview the activity Explain that Ss will listen for
• Preview the activity Go over the instructions and details from the video. Go over the instructions.
phrases. Model the pronunciation, if necessary. Have Ss read the incomplete sentences and possible
• Do the activity Have Ss write the letters next to the answers.
corresponding pictures. • Play the video Have Ss circle the answers as they
watch the video. Give them time to complete the
M
1. a 2. b 3. b 4. b 5. c
C
While you watch (pages T-179–180)
In this activity, Ss listen for specific information about
A Ben’s day.
In this activity, Ss watch to learn what Ben does on • Preview the activity Explain that Ss are going to
Mondays. listen for specific facts about Ben’s day. Go over
the instructions. Have Ss read the sentences.
• Preview the activity Tell Ss that they are going to
• Play the video As they watch the video, have Ss write T
watch Ben’s routine on Mondays. Explain that they
for the true sentences and F for the false ones. Play the
should listen for the order of events in his day. Go over
video again, if necessary.
the instructions. Have Ss read the sentences.
• Check answers Go over the answers with the class.
• Play the video Have Ss number the sentences as they
watch. Play the video again, if necessary.
Answers
• Check answers Go over the answers with the class.
1. F 2. T 3. F 4. F 5. T 6. F
Answers • Option Before you play the video, have Ss work in
4, 7, 2, 6, 5, 1, 3 pairs to complete the activity from memory. Then play
the video and have Ss check their answers.
B
After you watch (page T-180)
In this activity, Ss will work in groups to compare their
A daily routine to Ben’s.
In this activity, Ss make a list of their own routine • Preview the activity Go over the instructions. Model the
activities. activity by talking about some of your daily activities.
• Preview the activity Go over the instructions. Elicit Compare your routine to Ben’s.
examples of routine activities. Encourage Ss to note • Do the activity Have Ss work in groups to compare
specific times that they do activities. their routines to Ben’s.
• Do the activity Have Ss make a list of their daily • Check answers Call on Ss to share their answers with
routines. the class.
E
• Check answers Have Ss compare answers with a partner. • Option Have groups decide whose routine is most
Call on Ss to tell the class about their routines. like Ben’s.
Language summary
Grammar Vocabulary
E
• Adverbs of frequency • Online activities
• Simple present Wh- questions with do • Leisure activities and places
PL
Before you watch (page T-181) While you watch (pages T-181–182)
A A
In this activity, Ss identify which country the images In this activity, Ss listen for the leisure activities Soon-mi
are from. and Danielle do.
• Preview the activity Tell Ss that one group of pictures • Preview the activity Go over the instructions. Have Ss
M
is of New Jersey, U.S.A., and the other is of Seoul, read the list of questions.
South Korea. Ask Ss what they see in the pictures. • Play the video Have Ss check the correct answers as
Elicit words, phrases, and ideas. they watch the video. Play the video again, if necessary.
• Do the activity Have Ss write the name of the place • Check answers Go over the answers with the class.
SA
B B
In this activity, Ss list what they think each girl does In this activity, Ss focus on specific details in the video.
for fun. • Preview the activity Go over the instructions. Have Ss
• Preview the activity Tell Ss that Soon-mi is from Seoul, read the incomplete sentences and possible answers.
South Korea, and Danielle is from New Jersey, U.S.A. • Play the video Have Ss circle the correct answer as
They will use information from the pictures and their they watch the video. Give Ss time to complete the
own ideas to list the activities they think each girl does activity. Play the video again, if necessary.
for fun. • Check answers Go over the answers with the class.
• Do the activity Have Ss write their lists.
• Check answers Go over the answers with the class. Answers
1. c 2. a 3. c 4. a 5. b
Answers
• Option Before you play the video, have Ss complete
Soon-mi: go out at night, eat out, play video games
the activity from memory.
Danielle: play video games, have people over
C B
In this activity, Ss listen for specific information from In this activity, Ss sing songs in English.
the video. • Preview the activity Go over the instructions. Model
• Preview the activity Explain that Ss are going to listen how to do the activity by singing a song for the class
for specific facts. Go over the instructions. Have Ss read to guess.
the sentences. • Do the activity Have Ss work in groups to sing songs
• Play the video As they watch the video, have Ss write T for the others to guess.
for the true sentences and F for the false ones. Play the • Follow-up Have Ss tell the class the song titles that
video again, if necessary. their group members sang.
• Check answers Go over the answers with the class. • Option If your Ss enjoy singing, have groups write
E
down song titles on slips of paper. Ss draw a song and
Answers then try to sing it for the group. The group guesses the
1. F 2. F 3. T 4. F 5. F 6. T song title.
PL
• Option Before you play the video, have Ss complete
Action video note
the activity from memory. Then play the video and
have Ss check their answers. Instruct Ss to make their own videos that show
what they do for fun. For further instructions, visit
www.cambridge.org/fourcorners/teacher
After you watch (page T-182)
M
A
In this activity, Ss work in pairs to discuss their leisure
activities.
• Preview the activity Go over the instructions. Model
SA
6 Hidden talent
Story summary
➊➋ Hidden talent, Street Talk host Emi K. is back to ask, “What’s your
hidden talent?” She interviews a guitar player, a waitress / actress, and
a taxi driver. Each person has a hidden talent and isn’t shy about showing it off.
Language summary
Grammar Vocabulary
• Simple present Wh- questions • Jobs
with does • Abilities
• Can for ability
E
• And, but, and or
Before you watch (page T-183) While you watch (pages T-183–184)
PL
A A
In this activity, Ss learn the hidden talents of the four
In this activity, Ss preview vocabulary that appears in
characters in the video.
the video.
• Preview the activity Go over the instructions. Have Ss
• Preview the activity Go over the instructions and
read the list of questions. Explain that more than one
M
Answers
1. c 2. b 3. a 4. c
C B
In this activity, Ss listen for specific information. In this activity, Ss interview group members to find their
• Preview the activity Go over the instructions. Have Ss hidden talents.
read the sentences. • Preview the activity Go over the instructions. Model
• Play the video As they watch the video, have Ss write T the activity with a volunteer. Ask: What’s your hidden
for the true sentences and F for the false ones. Play the talent? If needed, prompt the S by asking specific
video again, if necessary. questions: Can you sing? Can you dance?
• Check answers Go over the answers with the class. • Do the activity Have Ss work in groups to talk about
their hidden talents.
Answers
C
E
1. T 2. F 3. F 4. T
In this activity, Ss share interesting activities with
• Option Before you play the video, have Ss work in
the class.
pairs to complete the activity from memory. Then play
PL
• Preview the activity Go over the instructions.
the video and have Ss check their answers.
• Do the activity Have Ss share interesting activities
from their group with the class. If your Ss enjoy
After you watch (page T-184) performing, ask them to perform for the class.
• Option Before groups reveal their members’ hidden
A
talents, elicit their abilities and write them on the
In this activity, Ss work in pairs and compare their board, for example, sings karaoke, paints portraits.
M
hidden talents to those of the characters in the video. Have Ss guess each group member’s talent.
• Preview the activity Go over the instructions. Model
the activity by talking about one of your own hidden Action video note
talents compared to a character’s. Instruct Ss to make their own videos about
SA
• Do the activity Have Ss work in pairs to discuss how hidden talents. For further instructions, visit
their talents are similar or different from the talents of www.cambridge.org/fourcorners/teacher
the characters.
• Follow-up Have Ss share interesting information about
their partners with the class.
7 My favorite meal
Story summary
Ben stars in My favorite meal. In this video, Ben demonstrates an unusual morning
routine that combines his exercises with making his favorite meal: breakfast.
He leads us through the steps he takes to make granola while exercising.
Language summary
Grammar Vocabulary Interactions
• Count and noncount nouns • Food • Expressing likes
• Some and any • More food
• How often
E
• Time expressions
• Option Poll the class. Count how many people in the In this activity, Ss number the steps Ben takes to make
class like or don’t like each food. Compare the results granola.
to find out which food items are popular or unpopular.
• Preview the activity Tell Ss that they are going to
B watch Ben make granola. Go over the instructions.
Explain that they should number the pictures in order
In this activity, Ss guess what can be made with the
from 1 to 5 as Ben does them in the video.
foods in Part A.
• Play the video Have Ss number the pictures as they
• Preview the activity Go over the instructions.
watch the video. Play the video again, if necessary.
• Do the activity Have Ss check their guesses.
• Check answers Go over the answers with the class.
• Check answers Go over the answer with the class.
Answers
Answer
4, 3, 1, 5, 2
breakfast
B
C
In this activity, Ss focus on specific details in the video.
In this activity, Ss write the correct article for the count
• Preview the activity Go over the instructions. Have Ss
and noncount nouns.
read the incomplete sentences and possible answers.
• Preview the activity Go over the instructions. Explain
• Play the video Have Ss circle the correct answer as
how to use a, an, or some, if necessary.
they watch the video. Give Ss time to complete the
• Do the activity Have Ss write a, an, or some in front of
activity. Play the video again, if necessary.
each food word.
E
A breakfast.
• Preview the activity Go over the instructions.
In this activity, Ss complete the sentences to summarize
• Do the activity Have Ss work in pairs to share their
the steps Ben takes to make granola.
PL
information from Part B.
• Preview the activity Go over the instructions. • Follow-up Have Ss share information about their
• Do the activity Have Ss complete the sentences with partner’s breakfasts with the class.
the correct words.
• Check answers Go over the answers with the class. Action video note
Instruct Ss to make their own videos about how
Answers
to make something. For further instructions, visit
M
Language summary
Grammar Vocabulary Interactions
• Prepositions of location • Places in the neighborhood • Asking for directions
• There is, there are • Places to visit
E
• Check answers Go over the answers with the class.
Before you watch (page T-187)
Answers
A
PL
dance, drink coffee, eat a snack, listen to music, read the
In this activity, Ss preview a scene from the video. newspaper, use the Internet
• Preview the activity Go over the instructions.
B
• Do the activity Have Ss circle their answers.
• Check answers Have Ss compare answers with a In this activity, Ss focus on the main characters in
partner. Then go over the answers with the class. the video.
M
In this activity, Ss predict the kind of information they complete the activity. Pause the video at each topic,
will find in the commercial. if necessary.
• Preview the activity Go over the instructions. • Check answers Go over the answers with the class.
• Do the activity Have Ss make a list of information they
expect to hear and see in the commercial. Answers
• Check answers Have Ss compare ideas with a partner. the coffee (Marco); the Internet (Danielle); the woman’s
Then elicit ideas from the class. laptop (Danielle); the snacks (Marco); the music (Danielle)
C
While you watch (pages T-187–188) In this activity, Ss listen for specific information.
A • Preview the activity Go over the instructions. Have Ss
read the sentences.
In this activity, Ss watch what takes place in the
• Play the video Have Ss write T for the true sentences
commercial.
or F for the false ones as they watch the video. Play the
• Preview the activity Tell Ss that they are going to
video again, if necessary.
watch what happens in the commercial. Go over the
• Check answers Go over the answers with the class.
instructions. Have Ss read the list of items.
• Play the video Have Ss check the correct answers as Answers
they watch. Play the video again, if necessary. 1. T 2. F (Second Avenue and Elm Street)
3. F (every day) 4. T
5. F (11:00 at night)
E
Ss to elaborate on their answers.
• Do the activity Have Ss write their answers to the Action video note
questions. Instruct Ss to make their own commercials for a product, a
PL
service, or a place they know. For further instructions, visit
www.cambridge.org/fourcorners/teacher
M
SA
Language summary
Grammar Vocabulary
E
• Present continuous statements • Actions and prepositions
• Activities
PL
Before you watch (page T-189)
B
In this activity, Ss focus on specific facts from the video.
In this activity, Ss complete sentences about the video.
• Preview the activity Go over the instructions. Have Ss
• Preview the activity Go over the instructions. If help-
read the sentences.
ful, explain any of the words in the box.
• Play the video As they watch the video, have Ss write Y
• Do the activity Have Ss write the verbs from the box in
M
E
• Follow-up Elicit a few examples from the class. www.cambridge.org/fourcorners/teacher
B
In this activity, Ss work in pairs to tell new classmates
PL
what their partner is doing these days.
• Preview the activity Go over the instructions. Model
the activity by talking about one of the Ss’ activities.
M
SA
Language summary
Grammar Vocabulary
• Simple past of regular verbs • Weekend activities
• Simple past of irregular verbs • Things to do
E
• Yes / no questions in the simple past
1. a 2. b 3. c 4. c 5. b
Answers
1. had 2. invited 3. danced • Option Before you play the video, have Ss work in
4. ate, drank 5. played pairs to complete the activity from memory. Then play
the video and have Ss check their answers.
E
• Follow-up Elicit examples from a few volunteers.
past experiences. For further instructions, visit
B www.cambridge.org/fourcorners/teacher
In this activity, Ss tell their groups about the last party
PL
they went to or had.
• Preview the activity Go over the instructions. Model
the activity by talking about the last party you went to
or had. Encourage the class to ask you questions, and
answer their questions.
M
SA
Language summary
Grammar Vocabulary
• Past of be • Adjectives
• Simple past Wh- questions • Vacation activities
E
While you watch (pages T-193–194)
PL
A A
In this activity, Ss preview vocabulary that appears in In this activity, Ss listen for specific details of the trip.
the video. • Preview the activity Go over the instructions. Have Ss
• Preview the activity Go over the instructions. Model read the list of places.
the pronunciation of the new words, if necessary. • Play the video As they watch the video, have Ss check
• Do the activity Have Ss complete the sentences with the places where Danielle went and mark an X on places
M
the correct words. she didn’t go. Play the video again, if necessary.
• Check answers Have Ss compare their answers with a • Check answers Go over the answers with the class.
partner. Then go over the answers with the class.
Answers
SA
B B
In this activity, Ss guess where they think the pictures in In this activity, Ss complete the sentences about the
Part A are from. different places in Australia.
• Preview the activity Go over the instructions. Point out • Preview the activity Explain that Ss will complete the
the continents of Asia, Africa, and Australia on a map, if sentences with the names of places from Part A. Have
necessary. Ss read the incomplete sentences.
• Do the activity Have Ss check their guess. • Play the video Have Ss write their answers. Give Ss
• Check answer Have Ss compare their answers with a time to complete the activity. Play the video again, if
partner. Then go over the answer with the class. necessary.
• Check answers Go over the answers with the class.
Answer
Australia Answers
1. Sydney 2. Alice Springs
3. Ayers Rock (Uluru) 4. Ayers Rock (Uluru)
5. Cairns 6. the Great Barrier Reef
7. Sydney
E
In this activity, Ss tell their groups about their
Answers partner’s trip.
1. f 2. e 3. b 4. d 5. g 6. a 7. c • Preview the activity Go over the instructions.
PL
• Do the activity Have Ss work in groups to share the
• Option Before you play the video, have Ss complete information they learned in Part B.
the activity from memory. Then play the video and • Follow-up Have the groups report to the class about
have Ss check their answers. the most interesting trips.
12 A graduation party
Story summary
➎➏ A graduation party, Alicia makes a video as a present for Bo’s graduation. As
Alicia interviews Bo’s parents and friends, and finally Bo himself, it becomes
apparent that not everyone has the same plans in mind for Bo’s summer!
Language summary
Grammar Vocabulary
• Be going to • Months and dates
• Yes / no questions • Party plans
• Wh- questions with be going to
E
• Object pronouns
Before you watch (page T-195) While you watch (pages T-195–196)
PL
A A
In this activity, Ss preview vocabulary that appears in In this activity, Ss complete sentences about Bo’s
the video. parents.
• Preview the activity Go over the instructions and • Preview the activity Tell Ss that they are going to
vocabulary words. Model the pronunciation, if necessary. watch to see what Bo’s parents think he should do.
M
• Do the activity Have Ss write the words under the Go over the instructions. Have Ss read the list of
corresponding pictures. incomplete sentences and possible answers.
• Check answers Go over the answers with the class. • Play the video Have Ss circle the correct answers as
they watch the video. Play the video again, if necessary.
SA
Answers
1. d 2. b 3. f 4. e 5. a 6. c
C B
In this activity, Ss identify whether or not information In this activity, Ss will write three things they think their
about the video is true or false. partner is going to do next year and find out whether or
• Preview the activity Explain that Ss are going to listen not their guesses are correct.
for specific facts. Go over the instructions. Have Ss read • Preview the activity Go over the instructions. Model
the sentences. the activity with a volunteer. Put Ss in pairs and give Ss
• Play the video As they watch the video, have Ss write T time to write their three guesses about their partner’s
for the true sentences and F for the false ones. Play the future plans.
video again, if necessary. • Do the activity Have Ss find out if their guesses are
• Check answers Go over the answers with the class. correct.
E
• Follow-up Have a few Ss report to the class about their
Answers guesses and whether or not they were correct.
1. T 2. F 3. T 4. F 5. T
C
PL
• Option Before you play the video, have Ss work in
In this activity, Ss tell their real plans to their partner.
pairs to complete the activity from memory. Then play
• Preview the activity Go over the instructions. Model
the video and have Ss check their answers.
the activity by telling the class three of your own plans.
• Do the activity Have Ss work in pairs to complete the
After you watch (page T-196) activity.
• Follow-up Have Ss tell the class about their partner’s
M
A
plans.
In this activity, Ss discuss what they think Bo will do.
• Preview the activity Go over the instructions. If Action video note
helpful, model the discussion with a volunteer. Instruct Ss to make their own videos about
SA
• Do the activity Have Ss work with a partner to discuss future plans. For further instructions, visit
what they think Bo will do. Encourage them to explain www.cambridge.org/fourcorners/teacher
their opinions.
• Follow-up Have Ss share their ideas and explanations
with the class.
Video scripts
Irma He uses a lot of nicknames: Diddy, P. Diddy, Puff
Unit 1 Daddy . . .
Famous names Emi Wow, you’re a real hip-hop fan!
Irma Yeah. My nickname is DJ Irma! Listen! “My name is
Emi K., a reporter for ➐➑➒➓➓➑ ➔→➣↔, quizzes Bo, Irma, and Irma and I’m here to say you spell my first name I-R-
others on the street about celebrities’ real names. M-A. I’m not from Miami, I’m not from L.A., I’m from
New York in the U.S.A. . . .”
Emi ↕➓➙, I’m Emi K. Emi is short for Emiko. My full name is Emi OK, everybody! See you next time on Street Talk.
Emiko Kawasaki, but everyone calls me Emi K. I’m a Good-bye!
reporter for Street Talk. So, today’s question is: “Can
you name the celebrity?” Some celebrities do not
use their real names. For example, this celebrity is Unit 2
an American hip-hop singer. His real name is Shawn
Corey Carter, but his nickname is Jay-Z! OK. So, let’s Surprise!
E
ask people about celebrities and their real names. Danielle makes a home video in which she comes home
Ready? Let’s go! from college for a surprise visit with her new boyfriend,
Paul. Peter, her father, Wendy, her mother, and Irma, her
Emi Excuse me, miss? Miss? grandmother, are very surprised.
PL
Amanda Yes?
Emi Hi, I’m Emi from Street Talk. Can I interview you, Danielle OK, is the camera on? Ready? All right. Hey, it’s
please? Danielle, and I’m home from college. And this is
Amanda Yeah, sure. my house. Well, this is my family’s house. My
Emi Great, thanks. What’s your name? family doesn’t know I’m here. Hello? Hello?
Amanda Amanda. Peter Danielle? Is that you?
Emi Good. So, Amanda, today’s question is, “Can you Danielle Surprise! This is my father. His name is Peter,
and he’s 47 years old. Oh, and his nickname is
M
Amanda Oh! Oh. He’s Bono from U2? Wendy Danielle! You’re home!
Emi That’s right! He’s Bono from the band U2. Danielle Surprise! This is my mother, Wendy. She’s really
Amanda Wow, that’s amazing. He’s on my MP3 player cool. She’s 44.
right now. Listen. Wendy Who’s your friend?
Danielle See you later, Mom! Grandma? I’m home.
Surprise!
Emi OK, everybody, this is Bo. So, Bo, this person Irma Not now. I’m busy.
is a famous actress. Her real name is Jennifer Danielle This is my grandmother, Irma. She’s 67. My dad
Anastassakis. Can you name the celebrity? is her son.
Bo Jennifer Anastass – what? Irma Hey, who’s that?
Emi Jennifer Anastassakis. She’s a famous actress. Danielle Let’s go over here. Bye, Grandma.
Bo Oh! Oh! Right! I know! I don’t know. I’m sorry.
Emi It’s OK, Bo. The celebrity is Jennifer Aniston.
Bo Jennifer Aniston? Oh, right. Danielle This is my brother. His name is Max, and he’s
a student, too. His college is in Canada. It’s in
Toronto.
Emi This is Irma, everybody. Peter Uh, Danielle?
Irma Hey! How’s it going? Danielle Yes? Yes?
Emi OK, your question is . . . oh. Hmm. This question is Wendy Who’s your friend with the camera?
difficult. It’s about a hip-hop singer. Danielle Oh, sorry. Let me introduce you. Um, this is Paul.
Irma Oh, hip-hop? Cool! I’m ready. He’s a student in film school. He’s 21. And he’s
Emi OK. His real name is Sean Combs. Can you name my new boyfriend!
the celebrity? Paul Hi.
Irma Ha! That’s easy. Diddy! Peter Hi.
Emi Wow! That’s right! Danielle Surprise!
Unit 3 Unit 4
My favorite things My busy Monday
Ben makes a home video for his parents to introduce them Ben and Nick do a video project for their English class on
to his new roommate, Nick, and to tell them all about Nick’s what a day in the life of Ben is like.
favorite things.
Ben Oh, Nick, it’s you.
Ben Hi, Mom and Dad. Come meet my new Nick Good morning, Ben. It’s video day, right?
roommate. Mom and Dad, this is Nick. Ben Yeah. OK. Good morning. I’m Ben. This is our video
Nick Hi, Ben’s mom and dad. project for our English class: a day in my life. It’s
Ben OK. So, Nick, what’s your last name? Monday today. I get up early on Mondays, around
Nick Lee. 7:30. I’m awake!
Ben How do you spell that?
Nick L-E-E.
Ben Right! And where are you from? Ben I eat breakfast every morning. I have coffee. I have
Nick I’m from New York. N-E-W Y-O-R-K. orange juice. I have cereal, and I have milk, too.
Ben New York. Cool! And what’s your major? Nick How is your cereal with orange juice?
E
Nick English. Ben It’s not bad.
Ben English, yeah, that’s cool. And how old are you?
Twenty. He’s 20! OK. Let’s ask Nick about his
Ben I ride my bike to school. I don’t take the bus. I
favorite things. What’s this?
have English class at 9:00 every Monday. It’s my
PL
Nick It’s called a yukata. It’s from my trip to Japan.
Ben The color’s nice. But what’s it called in English? favorite class, but today I’m late.
Nick It’s a robe. Lila Oh, hey.
Ben Right! That’s cool! And what’s this? Ben Oh, hi, Lila! Hey, wait up!
Nick It’s a cap from my old baseball team. Teacher Who has the answer to number 1?
Ben It looks too small. Ben I have English class at 9:00 every Monday. It’s my
Nick Yeah. Well, it’s old. It’s from high school. favorite class.
Ben What’s that? Teacher Ben?
Ben Yes, Lila? I mean, yes, Miss Flores?
M
Unit 5 Unit 6
What do you do for fun? Hidden talent
Danielle and Soon-mi talk over their webcams and discuss Emi K. interviews Alicia and others she meets on the street
what they like to do for fun. about their hidden talents for her show, ➛➜➝➞➞➜ ➟➠➡➢. Each
person is asked to display their talent.
Danielle Oh, Soon-mi, thank you for the Korean lesson.
Kam sa ham ni da! Emi ➤➞y, I’m Emi K., and this is Street Talk. Today’s
Soon-mi You’re welcome. question is: “What’s your hidden talent?” Now,
Danielle What time is it in Seoul now? “hidden talent,” what is that? A hidden talent is
Soon-mi It’s about 8:30 at night here. something you can do, but other people don’t
Danielle Oh, it’s early morning here. So what do you do know about. For example, I have a hidden
for fun at night? talent. I can speak French. Salut! Je m’appelle
Soon-mi Well, tonight is my sister’s birthday. We always Emi. Comment ça va?
eat out on her birthday at this cool restaurant. Passerby Ça va bien!
It’s a little expensive, but the food is great. Then Emi Wow. Pretty good, right? OK, let’s ask some
we go dancing. other people about their hidden talents.
E
Danielle Wow, that’s nice. Do you often go dancing? Ready? Let’s go!
Soon-mi Yeah. I often go dancing at a club on weekends
with my friends. Sometimes on weeknights, too.
What about you, Danielle? What do you do in Emi OK, so here are three people with hidden
talents. So what’s your name?
PL
your free time?
Danielle Not much. I usually hang out at home. I Alicia I’m Alicia Martinez.
sometimes cook dinner for my friends, and we Emi Can you play the guitar?
watch a DVD or play video games. Alicia Yes.
Soon-mi Video games are fun. I sometimes go to an Emi And this is Christine. She’s a waitress.
arcade near the subway station. Christine And an actress.
Danielle Really? We don’t have a subway here or a Emi Right. And this is Joey. What do you do, Joey?
video arcade. Joey I’m a taxi driver.
M
Soon-mi No subway? Do you have trains? Emi Uh, Joey? That’s not a taxi. It’s a bicycle.
Danielle No. Joey I know. It’s Tuesday, and I don’t work on
Soon-mi Buses? Taxis? Tuesdays.
Danielle No, I live in a very small town. Emi Oh, OK. So today’s question is: “What’s your
Soon-mi How do you get around? hidden talent?”
Danielle I usually drive. Sometimes I walk. Alicia My hidden talent. Well, I can dance.
SA
Soon-mi Oh, I see. Do you ever go dancing? Emi Great! Let’s see.
Danielle No, I hardly ever do. We don’t have dance clubs Alicia Um, OK.
around here. Christine Wait, I can dance, too. And I can sing.
Soon-mi What about karaoke? Do you ever go to a “The birds in the sky, they flap and sing as
karaoke club? they go by.”
Danielle No, I never do. We don’t have karaoke clubs. But Joey Hey, I can dance and sing, and I can play the
I love to sing karaoke at home sometimes. harmonica. “I’m tore down, I’m almost level
Soon-mi Really? I love karaoke, too! with the ground. Yeah, I’m tore down, I’m
Danielle Yeah? Do you ever sing any English songs? almost level with the ground. Well, I feel like
Soon-mi Yes. I know a lot of English songs. this when my baby can’t be found.”
Danielle Hey! Do you know this one? “Hearts are often Emi Wow. Those are some great hidden talents!
broken, love is never free. I sometimes leave Alicia Wait! Wait! I can dance and play the kazoo.
you lonely, but you’re always here for me. Christine Wait. I can mime.
You’re here for me, here for me. Hearts are Joey Wait. I can do another song.
often broken, love is never free. I sometimes Emi OK, that’s enough of hidden talents. Thanks
leave you lonely, but you’re always here for for watching Street Talk. See you guys later.
me. Here for me, you’re here for me. You’re Good-bye.
here for – ” Oh. Thanks. Now you know what I
do with my free time.
Unit 7 Unit 9
My favorite meal What are you doing these days?
Ben makes a home video about his favorite meal, breakfast, Emi K. of ➥➦➧➨➨➦ ➩➫➭➯ interviews Bo, Soon-mi, and Alicia
and how to make one of his favorite breakfast foods, about what they’re doing these days.
granola.
Emi Hi, everybody. This is Street Talk, and I’m Emi.
Ben Hi, I’m Ben. Breakfast is my favorite meal. I love Today’s question is: “What are you doing these
granola for breakfast in the morning. It’s a kind of days?” Well, I’m doing a lot of things these days. For
cereal. I also like to exercise in the morning. But in example, I’m learning to drive.
the morning, I don’t always have time to do both. So
sometimes I exercise and make granola at the same
time. Let me show you. I have some oats, some nuts, Emi And I’m taking tennis lessons.
some raisins, a banana . . . uh, some yogurt, and some
honey. OK, let’s make some granola. First, I put oats in
Emi I’m also reading a good book.
a bowl. Now, I add some nuts and some raisins. Then, I
add the banana. I love bananas. They aren’t expensive,
E
and they’re delicious. Granola is good. Add a banana, Emi Let’s ask some other people what they’re doing
and it’s great. OK. And I usually like some yogurt in my these days. Ready? Let’s go.
granola. And I always have some honey on it. OK, there
it is. My granola is ready to eat, and I am done with my
PL
exercises. Mmm! That is really good! And I am really Emi Bo! Long time, no see!
tired! Bo Do I know you?
Emi I’m Emi from Street Talk. Remember?
Bo Emi, Street Talk. Oh, yeah. How’s it going?
Unit 8 Emi Good. Thanks. So, can I interview you again?
Bo Um, OK.
Kim’s Coffee Shop Emi Great! So, Bo, today’s question is: “What are you
Marco, Danielle, and other patrons of Kim’s Coffee Shop star doing these days?”
M
Marco The coffee is really good! Ahhhh! Now that’s your French!
fresh! Bo ¡Gracias!
Worker It’s the best coffee in town!
E
his birthday started as a small dinner celebration, and wasn’t very comfortable, but it was free. Awww!
ended as a big, noisy party. We saw this koala bear at the nature park. Isn’t he
cute? And we saw this kangaroo. He’s cute, too!
One day we flew from Sydney to Alice Springs.
Marco Hey, everyone. This is Marco’s video blog for
PL
Then we rented a car and drove to a place called
Saturday, October 4th, at, um, 7:17 a.m. I had a
Uluru, or Ayers Rock. The drive took about four
party last night – a birthday party. What a great
hours. It was very hot, but quiet and relaxing.
party. Look. Wow. That’s me. So I had a big, noisy
Ayers Rock is a national park in the middle of
birthday party. But I didn’t really want a party. I
Australia. The park is a very famous place. What
wanted a nice, quiet evening. On my birthday, I
did we do there? Well, we stayed in the park for
usually read a good book. So yesterday morning, I
two days. And we took a tour. It was fun, but
went to the library, and I got this. I saw my friends
very tiring! Our tour guide was very cute. We flew
Nick and Ben at the library. Nick and Ben
M
E
Alicia Congratulations, Mr. and Mrs. Wilson. You a girlfriend.
look very happy. Bo’s mom He doesn’t have a girlfriend now. He’s going to
Bo’s mom Oh, thank you, Alicia. We are very happy. meet his girlfriend in medical school.
Bo’s dad This is a special day for Bo.
Alicia Yes, it is. So what is Bo going to do this
PL
summer? Alicia So, Bo, what are you going to do next
Bo’s dad This summer? Well, this summer Bo is going to year?
get a job. And he is going to take some science Bo Well, I don’t have any money. So I guess I’m
classes. going to listen to my parents and get a job so
Bo’s mom Yes, he is. He’s going to take science classes I can go to . . .
for medical school. He’s going to be a doctor Bo’s parents To medical school!
someday. Bo Yeah.
M
unit
1 Language summary
Grammar Vocabulary
The verb ➲➳; possessive adjectives Names Jobs
name actor
What questions Possessive adjectives
first name actress
What’s your name? My name is John. middle name artist
What’s my name? Your name is Liz. last name model
What’s his name? His name is Paul. family name musician
What’s her name? Her name is Laura. full name singer
What’s its name? Its name is Max.
Titles
What are your names? Our names are John and Liz.
Miss
What are their names? Their names are Paul and Laura.
Mrs.
Ms.
Subject pronouns; statements with be
Mr.
E
Affirmative statements Negative statements
Other
I am / I’m I’m not single man / woman
You are / You’re You’re not / You aren’t married man / woman
PL
He is / He’s from Peru. He’s not / He isn’t from Peru.
She is / She’s She’s not / She isn’t
It is / It’s It’s not / It isn’t Function
Asking for spelling
Yes / no questions with be How do you spell your first name?
Yes / no questions Short answers Short answers How do you spell your last name?
Affirmative Negative
M
• In affirmative short answers, use the full forms above, NOT contractions:
Yes, you’re. / Yes, I’m. / Yes, he’s.
unit
2 Language summary
Grammar Vocabulary
W h - questions; plural subject pronouns Nationalities Numbers 0–101
American 0 zero
Wh- questions Plural subject pronouns
Australian 1 one
Where ➵➸➺ ➻➼➽ ➵➾➚ ➪➼shi from? We’re from Japan. Brazilian 2 two
What city are Luis and Maria from? They’re from Manaus. British 3 three
What city are you from? We’re from Tokyo. Canadian 4 four
Who are they? They’re my parents. Chilean 5 five
How old are they? They’re 60 and 63. Chinese 6 six
Colombian 7 seven
• In questions with who and how old with singular subject pronouns,
Ecuadorian 8 eight
use the same form: Who / How old + is / am / are + subject pronoun
• Remember that you can use the contractions we’re and they’re in Greek 9 nine
statements. Japanese 10 ten
E
Mexican 11 eleven
Yes / no questions with be Peruvian 12 twelve
Yes / no questions Short answers Short answers Saudi 13 thirteen
Affirmative Negative South Korean 14 fourteen
PL
Spanish 15 fifteen
Are you Japanese? Yes, we are. No, we aren’t. Thai 16 sixteen
Are they Brazilian? Yes, they are. No, they aren’t. Turkish 17 seventeen
• In affirmative short answers use the full forms above, NOT 18 eighteen
Family
contractions: Yes, they’re. / Yes, we’re. 19 nineteen
brother
• Remember that you can use the contraction ’re not in short negative 20 twenty
children
answers: No, we’re not. / No, they’re not. 21 twenty-one
daughter
M
30 thirty
father
40 forty
grandfather
50 fifty
grandmother
60 sixty
grandparents
70 seventy
husband
SA
80 eighty
kids
90 ninety
mother
100 one hundred
parents
101 one hundred
sister
(and) one
son
wife
Functions
Asking for someone’s phone number
What’s your phone number?
What’s your number?
Asking for someone’s email
What’s your email address?
What’s your email?
unit
3 Language summary
Grammar Vocabulary
Demonstratives Everyday items Clothing
an alarm clock belt
Wh- questions Answers
a bag blouse
What’s this? It’s my bag. a book boots
What’s that? It’s my bag. a camera coat
What are these? They’re my English books. a coin dress
What are those? They’re my English books. a comb hat
a cell phone jacket
• Use this and these for near objects, that and those for far objects.
a dictionary jeans
an eraser pants
Yes / no questions Short answers Short answers
a flash drive scarf
Affirmative Negative
a hairbrush shirt
E
Is this your bag? Yes, it is. No, it isn’t. a key shoes
Is that your bag? Yes, it is. No, it isn’t. a keychain shorts
a laptop skirt
Are these your English books? Yes, they are. No, they aren’t. a magazine socks
PL
Are those your English books? Yes, they are. No, they aren’t. a map suit
a marker sweatshirt
Articles a and an; plurals a newspaper tie
Articles a / an a notebook T-shirt
a pen
Colors
a + consonant sound a bag a poster
black
an + vowel sound an eraser a remote control
blue
M
sunglasses
Plurals brown
an umbrella
gray
a book ➔ two books a wallet
green
a watch ➔ two watches a watch
orange
a dictionary ➔ two dictionaries pink
SA
purple
• Sunglasses and glasses are always plural.
red
Possessive pronouns; whose; ’s, s’ white
yellow
Possessive pronouns
It’s my bag. It’s mine.
It’s your bag. It’s yours. Function
It’s his bag. It’s his. Asking what something is
They’re her bags. They’re hers. What’s this called in English?
They’re our bags. They’re ours. What’s the word for this in English?
It’s their bag. It’s theirs. How do you say this in English?
Whose ’s, s’
Whose bag is this? It’s Greg’s bag.
Whose bag is that? It’s the student’s bag.
Whose bag is that? It's Greg and Ana’s.
Whose bags are those? They’re the students’ bags.
• Use ’s with singular nouns, and s’ with plural nouns.
unit
4 Language summary
Grammar Vocabulary
Simple present statements Getting around Days of
drive a car the week
Affirmative statements Negative statements
ride a bicycle / bike Monday
➶ drive I do not ride a motorcycle Tuesday
➹➘➴ drive You do not take a taxi / cab Wednesday
He drives He does not take the bus Thursday
to work. walk.
She drives She does not take the subway Friday
We drive We do not take the train Saturday
They drive They do not walk Sunday
weekdays
• Use the contractions don’t (do not) and doesn’t (does not) in speech. Telling time
weekend
• Use the simple present to talk about routines. It’s twelve o’clock.
It’s noon. Routines
E
Irregular verb have in the simple present It’s twelve p.m. cook dinner
Affirmative statements Negative statements It’s midnight. drink coffee
It’s twelve a.m. eat breakfast
I have I do not
It’s twelve-oh-five. exercise
PL
You have You do not
It’s five after twelve. get up
He has He does not
a car. have a car. It’s twelve-fifteen. go to bed
She has She does not
It’s a quarter go to school
We have We do not
after twelve. read the news
They have They do not
It’s twelve-thirty. study
It’s half past twelve. watch TV
Irregular verb go in the simple present
It’s twelve-forty.
M
Function
Asking the time
What time is it?
What’s the time?
unit
5 Language summary
Grammar Vocabulary
Adverbs of frequency Online activities
use social media
In statements Yes / no questions with
check email
ever and answers
download apps
always 100% Do you ever check your email? play games
usually stream music
often Yes, I sometimes check my email. watch videos
➷ ➬➮➱➬✃ ❐❒ ➱❐❮❰Ï . shop online
sometimes Yes, I sometimes do.
hardly ever No, I never check my email. post photos
never 0% No, I never do. Prices
How much is this?
• Put the adverb of frequency after the subject and before the verb. How much are these?
E
Simple present Wh- questions with do How much is that . . . ?
at a restaurant
at home
at the mall
at the park
SA
Functions
Declining help
No, thanks. I’m just looking.
No. I’m fine, thanks.
Accepting help
Yes, please.
Yes, thanks.
unit
6 Language summary
Grammar Vocabulary
Simple present Wh- questions with does Jobs Abilities
accountant dance
Wh- questions with does Answers
cook / chef draw
What does ÐÑÒÓÔ do? She’s a nurse. doctor fix computers
When does she work? She works from 11:00 to 7:00. electrician paint
Where does Henry work? He works in an office. flight attendant play the guitar
What company does Henry work for? He works for A1 Accountants. nurse sing
pilot speak French
Can for ability police officer swim
Affirmative statements Negative statements receptionist
taxi driver
I I waiter
E
You You waitress
He He
can dance well. can’t dance well.
She She
We We Functions
PL
They They Asking for someone on the phone
Can I speak to . . . ?
• Use the base form of the verb after can and can’t.
• Can’t is the contraction of cannot. Could I please speak to . . . ?
Is . . . there?
Yes / no questions with can
Having someone wait
Yes / no questions Short answers Short answers Just a minute, please.
Affirmative Negative Hold on, please.
M
we you you
they they they
unit
7 Language summary
Grammar Vocabulary
Count and noncount nouns Food milk
dairy noodles
Count nouns Noncount nouns
fruit pasta
ÕÖ ×ØÕÖgÙ ×ØÕÖgÙs rice grains potatoes
a banana bananas cereal meat and protein rice
vegetables tomatoes
I eat an orange every day. I eat rice every day.
More food
I eat bananas every day. I eat cereal every day. apples
dumplings
bananas
• Use an or a with singular count nouns. hamburgers
beans
I eat an orange every day. hot dogs
I eat a banana every day. beef
pancakes
• You can use a number with plural count nouns. carrots
pizza
E
I eat two bananas every day. cereal
salad
• Noncount nouns are always singular. cheese
soup
We have cereal. NOT We have cereals. chicken
spaghetti
eggs
S ÚÛÜ and ÝÞß sushi
PL
fish
tacos
Questions Answers
oranges? Yes, I have some (oranges / rice).
Do you have any Functions
rice? No, I don’t have any (oranges / rice).
Expressing dislikes
What do you often eat for lunch? I often eat some cheese and bread. I don’t like . . .
I don’t eat any meat. I don’t like . . . at all.
M
• Use any in questions and negatives. Do not use any in affirmative statements. I hate . . . !
I have some apples. NOT I have any apples. Expressing likes
H Úà often; time expressions I like . . .
I really like . . .
How often
SA
I love . . . !
I eat cereal every day.
I eat cereal once in a while.
I eat cereal twice a month.
How often do you eat cereal?
I eat cereal three times a month.
I don’t eat cereal very often.
I never eat cereal.
unit
8 Language summary
Grammar Vocabulary
Prepositions of location Places in the Places to visit
neighborhood amusement park
bank aquarium
in bookstore movie theater
bus stop museum
coffee shop science center
gas station swimming pool
hotel water park
on library zoo
newsstand
subway station
supermarket
E
Giving directions
next to go up / down
on the left / right
take a right / left
PL
turn left / right
walk down / up
across from
Function
Asking for directions
How do I get to . . . ?
M
on the corner of
unit
9 Language summary
Grammar Vocabulary
Present continuous statements Actions Activities
end create a website
Affirmative statements Negative statements
hold learn to drive
ä am I am not look for look for a job
åæç are You are not run study for an exam
He is He is not sit study Italian
She is standing. She is not standing. stand take a dance class
It is It is not start take tennis lessons
We are We are not wave tutor a student
They are They are not
Prepositions
• You can use ’m, ’s, and ’re instead of am, is, and are in affirmative statements. behind
• You can use the contractions ’s not or isn’t, and ’re not or aren’t in in
E
negative statements. in front of
• Use the present continuous to talk about an action happening now. on
• Use the present continuous to talk about an action happening these days. under
PL
Present continuous yes / no questions and answers
Yes / no questions Short answers Short answers Functions
Affirmative Negative Asking if someone can talk now
Am I you are. you aren’t. Is this a good time to talk?
Are you I am. I’m not. Can you talk right now?
Is he he is. he isn’t. Do you have a minute?
Is she playing now? Yes, she is. No, she isn’t.
M
Spelling
stand ➔ standing
sit ➔ sitting
wave ➔ waving
play ➔ playing
unit
10 Language summary
Grammar Vocabulary
Simple past regular verbs Weekend activities Things to do
listen to music do laundry
Affirmative statements Negative statements
play basketball do the dishes
è called I didn’t call play in a band get a haircut
éêë called You didn’t call shop for new clothes go grocery
He called He didn’t call stay home shopping
my sister. my brother.
She called She didn’t call stay out late have a party
We called We didn’t call visit relatives make dinner
They called They didn’t call watch an old movie see a play
see friends
• Use the simple past for completed actions in the past.
sleep
Spelling of simple past regular verbs Past time
E
expressions
listen + ed ➔ listened
last night
play + ed ➔ played
yesterday
shop + ed ➔ shopped
last week
PL
love + ed ➔ loved
last weekend
cry + ed ➔ cried
unit
11 Language summary
Grammar Vocabulary
Past of ìí Adjectives Vacation
all right activities
Affirmative statements Negative statements
awful buy souvenirs
î was I was not boring go sightseeing
You were You were not exciting go to a festival
He was He was not fun go to the beach
She was at home. She was not OK. great relax
It was It was not interesting shop in markets
We were We were not noisy take a tour
They were They were not OK take pictures
quiet
• You can use the contractions wasn’t or weren’t instead of was not and were not.
so-so
• Use the past of be to talk about locations and adjectives in the past.
E
terrible
Yes / no questions with be Good / bad news
Yes / no questions Short answers Short answers I got a promotion.
Affirmative Negative I lost my wallet.
PL
I missed my flight.
Was I you were. you weren’t.
I was sick.
Were you I was. I wasn’t.
I won a contest.
Was he he was. he wasn’t.
Was she she was. she wasn’t.
interesting? Yes, No,
Was it it was. it wasn’t. Functions
Were you we were. we weren’t.
Reacting to good news
M
Oh, no!
Where were you last week? I was on vacation. That’s too bad.
How was the trip? It was great. That’s terrible!
unit
12 Language summary
Grammar Vocabulary
B e going to statements Months Party checklist
January bake a cake
Affirmative statements Negative statements
February buy a gift
ï am I am not March choose the music
You are You are not April decorate the room
He is He is not May make a guest list
going to buy a gift. going to buy a gift.
She is She is not June plan the menu
We are We are not July prepare the food
They are They are not August send invitations
September
• You can use ’m, ’s, and ’re instead of am, is, and are in affirmative statements. Special days
October
• You can use the contractions ’s not or isn’t, and ’re not or aren’t in birthday
negative statements. November
graduation
E
• Use be going to to talk about future plans. December
holiday
Ordinal wedding
Yes / no questions with be going to
numbers
Yes / no questions Short answers Short answers 1st–31st
PL
Affirmative Negative 1st first
2nd second
Am I you are. you aren’t.
3rd third
Are you I am. I’m not.
4th fourth
Is he he is. he isn’t.
5th fifth
Is she she is. she isn’t.
going to leave? Yes, No, 6th sixth
Is it it is. it isn’t.
7th seventh
Are you
M
we are. we aren’t.
8th eighth
Are we you are. you aren’t.
9th ninth
Are they they are. they aren’t.
10th tenth
• In affirmative short answers use the full forms above, NOT contractions: 11th eleventh
Yes, you’re. / Yes, I’m. / Yes, he’s. 12th twelfth
SA
13th thirteenth
Wh- questions with be going to 20th twentieth
Wh- Questions 21st twenty-first
30th thirtieth
What am I get him?
31st thirty-first
Where are we buy it?
Who is he invite?
going to
How are we send the invitations? Functions
Why are you have the party?
How are they get there? Declining an invitation
I’m sorry. I can’t.
I’m afraid I can’t.
Object pronouns
I’m really sorry, but I can’t.
Subject Object
Accepting an invitation
pronouns pronouns
Sure. I’d love to.
I me Sounds good.
you you Yeah. That sounds great.
he him
she her
it it
we us
you you
they them
Credits
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identify the sources of all the material used, or to trace all copyright holders. If any omissions are
brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting
and in the next update to the digital edition, as applicable.
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Ventura/PhotoAlto Agency RF Collections; andresr/iStock/Getty Shutterstock; Neale Cousland/Shutterstock; U1 2 : dam eastland/
Images Plus; PRImageFactory/iStock/Getty Images Plus; Caiaimage/ Alamy; dbimages/Alamy; Frank Veronsky; End Matter: ©Judith
Paul Bradbury; BLOOMimage; JeanUrsula/E+; Image Source; robbie Collins/Alamy; ©Hugh Threlfall/Alamy; ©Holger Burmeister/Alamy;
jack/Corbis Entertainment; istock/Getty Images; MangoStar_Studio/ ©David Lee/Alamy; imageBROKER/Alamy; dbimages/Alamy.
iStock/Getty Images Plus; andrej_k/iStock/Getty Images Plus;
Manuel-F-O/iStock/Getty Images Plus; Andersen Ross/Blend Images; Teacher’s Edition
Jon Feingersh/Stone; ©Otto Stadler/; visualspace/iStock/Getty U1 : wdstock/iStock/Getty Images Plus; Rob Maynard/Moment;
Images Plus; Westend61; Hector Vivas/Jam Media/LatinContent PeopleImages/DigitalVision; CSA Images/B&W Icon Collection;
Editorial; Thomas Barwick/Taxi; Ferdaus Shamim/WireImage; U3 : Lynn_Bystrom/iStock/Getty Images Plus; WesAbrams/
Glow Images, Inc/Glow; Ariel Skelley/DigitalVision; Rohan Van Twest; iStock/Getty Images Plus; Radius Images; Hemera Technologies/
VisitBritain/Britain on View; PhotoAlto/Ale Ventura/PhotoAlto PhotoObjects.net/Getty Images Plus; rolleiflextlr/iStock/
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Agency RF Collections; U1 2 : Sam Edwards/OJO Images; Burke/Triolo Getty Images Plus; Taek-sang Jeong/iStock/Getty Images Plus;
Productions/The Image Bank; Stephanie Keith/Getty Images News; U4 : fabianaponzi/iStock/Getty Images Plus; mapodile/E+;
xavierarnau/E+; Jose Luis Pelaez Inc/Blend Images; Steve Fitchett/ Maskot; SolStock/E+; DaydreamsGirl/iStock/Getty Images Plus;
Photographer’s Choice; Christian Kober/AWL Images; PhotoAlto/ AndreyPopov/iStock/Getty Images Plus; U5 : Sanghoon Kim/EyeEm;
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Laurence Mouton/Getty Images; Jose Luis Pelaez Inc/ Liba Taylor/Corbis Documentary; Lonely Planet Images; MarioGuti/
MNPhotoStudios/Blend Images; Westend61; PhotoAlto/Ale Ventura/ iStock/Getty Images Plus; Monkey Business Images/Getty Images
PhotoAlto Agency RF Collections; fotografixx/iStock/Getty Images Plus; Yuri_Arcurs/DigitalVision; U6 : Peter Glass/Stockbyte; 101cats/
Plus; Photo and Co/The Image Bank; Luis Alvarez/Taxi; Amy Eckert/ iStock/Getty Images Plus; Keiko Tanaka/EyeEm; i love images/
Taxi; Michael Powell/Photolibrary/Getty Images; YOSHIKAZU TSUNO/ Juice Images; U7 : exopixel/iStock/Getty Images Plus; Barcin/
AFP; kali9/iStock; Ann Ronan Pictures/Print Collector/Hulton iStock/Getty Images Plus; Gabriel Vergani/EyeEm; ribeiroantonio/
Archive; End Matter: VisionsofAmerica/Joe Sohm/Photodisc; iStock/Getty Images Plus; belchonock/iStock/Getty Images Plus;
Jefrey Greenberg/Universal Images Group; David Harrigan/Canopy; U1 1 : Grotmarsel/iStock/Getty Images Plus; Simon McGill/Moment;
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hedgehog94/iStock/Getty Images Plus; Car Culture/Car Culture ® Steve Clancy Photography/Moment; Laszlo Peto/iStock/Getty
Collection; JerryPDX/iStock/Getty Images Plus; Radius Images/ Images Plus; andresr/iStock Unreleased; Image Source/Vetta;
Getty Images Plus; pop_jop/DigitalVision Vectors; 4x6/iStock/Getty U1 2 : imagenavi; GlobalStock/E+; monkeybusinessimages/iStock/
Images Plus; RichLegg/iStock/Getty Images Plus; baona/iStock/ Getty Images Plus; mediaphotos/E+.
Getty Images Plus; alikemalkarasu/E+; Hemera Technologies/
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PhotoObjects.net/Getty Images Plus; Rawpixel/iStock/Getty Images Front Cover by Sergio Mendoza Hochmann/Moment;
Plus; ©Daniel Grill/Tetra; ©E+; ©imagesource; ©Tetra Images; Betsie Van der Meer/DigitalVision; andresr/E+.
©istock; ©Greg Elms/StockFood Creative; ©PhotoAlto; ©Stockbyte; Back Cover by Monty Rakusen/Cultura.
anna1311/iStock/Getty Images Plus; nicmifsud/iStock; McIninch/
iStock/Getty Images Plus; vgajic/E+; Mikael Vaisanen/Corbis;
iPandastudio/iStock/Getty Images Plus; Jonathan Knowles/The Illustration
Image Bank; Wavebreakmedia/iStock/Getty Images Plus; Student’s Book
Clerkenwell/Vetta; kali9/E+; Image Source RF/DreamPictures; Fraser Front Matter: Kim Johnson; John Goodwin; U1 : Kim Johnson;
Hall/robertharding; JGI/Jamie Grill/Blend Images; PeopleImages/E+; QBS Learning; U2 : Peter Ellis; QBS Learning; Dani Geremia/Beehive
Neil Beckerman/Getty Images; Hero Images. Illustration; U3 : Dani Geremia/Beehive Illustration; Peter Ellis;
Rob Schuster; Kim Johnson; QBS Learning; U4 : QBS Learning;
The following images are sourced from other libraries: U6 : Dani Geremia/Beehive Illustration; QBS Learning; U8 : QBS
U1 : ©Allstar Picture Library/Alamy; U2 : ©Joana Lopes/Shutterstock; Learning; U9 : Szilvia Szakall/Beehive Illustration; Garry Parsons;
©RubberBall/Alamy; Alamy; ©Derek Trask/Alamy; U3 : ©Media Peter Ellis; QBS Learning; U1 0 –1 2 : QBS Learning; End Matter: Dani
Bakery; ©Shutterstock; Frank Veronsky; Oleksiy Maksymenko/ Geremia/Beehive Illustration; QBS Learning.
Alamy; Squared Studios/Ocean/Corbis; ©slon1971/Shutterstock;
©Helene Rogers/Alamy; U4 : ©Liu Xiaoyang/Alamy; ©Patrick Eden/ Teacher’s Edition
Alamy; ©David Gee/Alamy; © Frank Veronsky; Shutterstock; Media Illustrations by QBS Learning.
Bakery; Pushish Images/Shutterstock; U5 : © Frank Veronsky;
©Robert Clayton/Alamy; ©DavidSanger/Alamy; ©Alex Segre/ Art direction, book design, and layout services: QBS Learning
Alamy; U6 : ©Golden Pixels/Alamy; ©Pinnacle Pictures/Media Audio production: CityVox, NYC and John Marshall Media
Bakery; U7 : ©Evlakhov Valeriy/Shutterstock; ©Adrianna Williams/ Video production: Steadman Productions
Corbis; ©Frank Veronsky; ©ampFotoStudio/Shutterstock;
Credits T-240
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