Oxford - Smart Choice 2 Teacher - S Book 3rd Edition

Starter 2
TEACHER’S
BOOK
Third Edition
SMART
CHOICE Smart learning
on the page and on the move
Ken Wilson 1
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NEW
FOR SMART CHOICE!
More ways to keep learning outside the classroom.
Smart Choice Online Practice with On The Move provides a wealth of media-rich
skill-building practice for each Student Book unit. An intuitive Learning Management System
(LMS) allows students, teachers, and administrators to track and report on student, class,
and institutional performance.
online ON THE
PRACTICE MOVE
With Smart Choice Online Practice, With Smart Choice On The Move,
students can use their computer to: students can use their smartphone
or tablet to:
• Experience 30 hours of additional practice,
with 12 interactive practice activities for • Extend their learning with five practice
each Student Book unit activities for each Student Book unit
• Complete grammar, vocabulary, video- • Practice their vocabulary, grammar, and
based listening comprehension, and listening skills
record-and-playback speaking activities
• Get instant feedback and challenge
• Go online to research Student Book topics themselves to improve their score
and share their findings with their
classmates • Stream all the Student Book audio
and video
• Download all the Student Book and
Workbook audio and video • Practice anywhere!
• Connect with their teacher and view and

print their progress reports at any time
Third Edition
SMART CHOICE Starter
1
Third Edition
SMART CHOICE
ii
© Copyright Oxford University Press
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The Online Practice Learning Third Edition
SMART CHOICE
Management System is an easy-to-use Smart Choice Level 1
tool for monitoring and tracking student,

class, and institutional progress.
Students Total Practice Tests
•E
asily create classes, hide and assign All Students
content, and track students’ progress Activity Completion 17/168 17/144 4/5
• See your students’ achievements Total Score 76% 76% 70%
at a glance Total Seat Time 124 min 124 min 24 min
Jose
• Use progress reports as invaluable Activity Completion 19/168 19/144 5/5
records for student evaluation Total Score 54% 54% 65%
Total Score Time 138 min 138 min 28 min

• Track progress and see reports for both Kayla
Online Practice and On The Move Activity Completion 10/168 10/144 2/5
Total Score 93% 93% 36%
Total Score Time 42 min 42 min 16 min
Alexis
Activity Completion 3/168 3/144 5/5
Total Scoreotas 0% 0% 85%
GET STARTED Third Edition
SMART CHOICE
It’s easy to get started with
Smart Choice Online Practice.
•O
nline Practice is password protected: a
Student access code card is packaged with
each Student Book and a Teacher access
code card comes with each Teacher’s Book
• Administrator access code cards are
available upon request from Oxford
University Press sales representatives
• Student access codes are valid for one
year after registration; Teacher and
Administrator access codes do not expire
Third Edition
SMART CHOICE Home Edit Profile Log Out Help
Students and teachers can register

for Smart Choice Online Practice
and On The Move in ten languages –
English, Spanish, Portuguese,
Japanese, Chinese, Korean, 2
Vietnamese, Thai, Turkish, or Arabic.
iii
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TESTING PROGRAM
The Smart Choice Online Practice Testing Program includes a comprehensive

range of tests to meet all of your assessment needs.
Interactive tests
• Four interactive, auto-scored
Progress Tests for each level
• Tests cover the core vocabulary,
grammar, and functional
language taught in the
Student Book
• Teachers stay in control – easily
hide and assign the tests and
view students’ results
Downloadable tests Unit 5 Test

• Each level includes 12 Unit Tests, Name:____________________________ Date: ___________________
plus a Midterm and Final Test Vocabulary

Midterm Test
Use the following to answer questions 1-4:
• Comprehensive coverage of all the Name:_____________
Look at the picture. Complete the activity label. Use a word or phrase from the box.
_______________
Date: __________
_________
language and skills taught in the a book homework on the phone Vocabulary
a computer game
Use the following
Student Book 1 3. Look at the pictu

to answer ques
re. Choose True

tions 1-6:
or False.
1
• Language- and skills-based tests 4.
assess vocabulary, grammar, reading, read __________________

play __________________
writing, listening, and speaking This is pizza.
ATrue He's reading a
2 4. book.
B False A True
B False
2
5.
do __________________ talk __________________
This is sushi.
Use the following to answer questions 5-8:
ATrue She's cooking
spaghetti.
Choose the best word or phrase to complete the sentence. B False A True
B False
5. I take ____ every morning. 3
A) TV 6.
B) tablet
C) a nap
© Oxford University Press. Permission granted to reproduce for classroom use. Smart Choice Level 1—Unit 5 Test 1
The bus is late.
ATrue He's lost.
B False A True
B False
© Oxford Univers
ity Press. Permis
sion granted to
reproduce for
classroom use.
Midterm Test
1
Third Edition
SMART CHOICE Home Edit Profile Log Out Help
Tests are downloadable

from the Online Practice
Teacher's Resources area.
iv
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INTRODUCTION
WELCOME TO SMART CHOICE Workbook with Self-Study Listening

THIRD EDITION! The Workbook is designed for self-study, although
the exercises can also be used in class as review.
Smart Choice Third Edition is a four-skills course for The Workbook contains additional practice of all
adult and young adult learners who are looking to the vocabulary and grammar presented in the
improve their ability to communicate in English. The Student Book, as well as extra reading, listening,
four levels of Smart Choice take students from beginner and pronunciation practice. The Workbook audio
to intermediate level. Each level contains 60–90 hours is available on Online Practice.
of classroom material. In addition to the Student Book,
teachers will find a wealth of supplementary presentation Teacher’s Book with Testing Program
and practice materials in the Teacher’s Book with The interleaved Teacher’s Book includes notes on how to
Testing Program, the Workbook with Self-Study use each Student Book activity. The Teacher’s Book also
Listening, and the Classroom Presentation Tool. contains answers to all the Student Book and Workbook
exercises, language notes, and extra ideas. The Online
SMART CHOICE 2 Practice Testing Program includes interactive, auto-scored
Smart Choice 2 is for low intermediate students with progress tests and downloadable unit, midterm, and final
a good basic knowledge of English. Low intermediate tests.
students have been exposed to a limited range of
foundational structures and language functions. Level 2 Classroom Presentation Tool
takes students to the mid-point of B1 of the Common Classroom Presentation Tool provides teachers with
European Framework of Reference (CEFR). audio, video, answer keys, and scripts.
Student Book
Each Student Book unit contains vocabulary and KEY FEATURES OF SMART CHOICE
grammar input, pronunciation work, plus practice Success in the classroom
in all four skills: speaking, listening, reading, and
writing. There are also four review units that feature On each page, material is carefully staged to move
an additional conversation and reading text. In the from controlled to less-controlled activities. Attention
back, there’s a Grammar Reference section, Audio is paid at every step to maintain a balance of challenge
Script, and Vocabulary List. and support. Smart Choice lets students have real
success communicating in English in contexts that
Online Practice with On The Move are educationally and personally rewarding. Now I
can statements at the end of each unit signal student
An access code for Online Practice and On The Move achievement and reinforce success.
activities is included with each Student Book.
Designed to be used outside of class, these activities Choice
provide automatic scoring and feedback. Five new
On The Move activities, optimized for smartphones, Personalization activities on every page encourage
enable students to practice their grammar, vocabulary, students to bring their own ideas and opinions into class.
and listening skills anywhere, anytime. Progress With Online Practice, On The Move, and Workbook
reports allow students to track their own progress, with Self-Study Listening, Smart Choice extends this
and teachers and administrators to track scores of freedom of choice to out-of-class study as well. Smart
individuals, classes, and institutions. Choice has also been designed to allow teachers
maximum flexibility in adapting the material to their
Class Audio own teaching styles and classroom needs.
The Class Audio for each Smart Choice level can
be downloaded from Online Practice and includes
the Vocabulary, Conversation, Language Practice,
Pronunciation, Listening, and Reading from each
Student Book unit, as well as the Conversation and
Reading from the Review Units. The Class Audio
is also available to teachers on the Classroom
Presentation Tool.
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HOW SMART CHOICE WORKS Listening
Each unit of Smart Choice follows the same The Listening page features a variety of genres, including
familiar and reliable format. conversations, interviews, and radio shows, and includes
both native and non-native speakers. A pre-listening
Vocabulary task introduces a second set of vocabulary and helps
Students first of all need words, the building blocks of students predict the kinds of things that they will hear.
language. Therefore, every Smart Choice unit begins by Then students listen to the recording twice. The first
introducing words or phrases that relate to the topic of time they listen to get the main idea; the second time
the unit. First, students engage in a warm-up activity they listen for specific information. The Listening Plus
on the topic. Next, they look at a picture that features section features a new, more challenging recording that
the vocabulary in context, match the words and completes the story or gives it an unexpected twist.
images, and listen to check their answers. Finally,
The Smart Talk information-gap activity at the end of
a short speaking or writing activity allows students
this page provides a fun way for students to practice the
to practice using the new vocabulary items. The
key language of the unit.
Vocabulary Tips present practical strategies to help
students learn new vocabulary.
Reading
Conversation The Reading page features a colorful, magazine-style
article that students can relate to. The activities build
The Conversation is designed to build students’
students’ reading skills while providing input for
confidence in their ability to speak and understand
classroom discussion. The first activity usually exploits
everyday English. Each Conversation is also available
the images and, where appropriate, the title and headings
as a video clip for teachers to play on the Classroom
of the text. This allows students to activate their
Presentation Tool in class or for students to watch
previous knowledge of the topic and prepare them for
through the Online Practice component. Using the
the exercises that follow. A variety of tasks practice key
vocabulary students have just learned, the Conversation
reading skills, such as skimming, scanning, and reading
introduces the grammar and function of the unit.
for main ideas.
First, students read the conversation and add the
missing words. Then they listen to check their answers
Writing
and practice the conversation with a partner. Finally,
students practice the conversation again, adding new The writing activities in Smart Choice are in the back
words and their own ideas. The Conversation Tips at the of the book and can be done either in class or assigned
bottom of the page present practical strategies to help as homework. Writing tasks are carefully controlled,
students develop their conversation skills. with model texts that offer students clear guidance and
opportunities to express their opinions.
Language Practice
Speaking
The correct use of grammar is an essential element
of communicative competence. The Language Practice The Speaking page allows students to work in pairs and
page features presentation, practice, and personalization. groups on games, activities, quizzes, and class surveys
First, a Language Practice box presents new grammar that combine the language they have just learned with
in context. (A Grammar Reference in the back of the the English they already know. There are also speaking
book provides more comprehensive explanations and tasks throughout each unit to build students’ fluency.
additional exercises.) Next, carefully staged activities,
moving from controlled to less-controlled, practice Review units
the form, meaning, and use of each structure. This Review units after every three units feature a conversation
page ends with Pronunciation activities that focus that incorporates new grammar and vocabulary and an
on features of spoken English, including stress, additional reading, both designed to offer slightly more
intonation, reductions, and linked sounds. challenge.
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USEFUL CLASSROOM LANGUAGE
VOCABULARY
1 Listen and repeat.
I don’t understand Do you know
the activity. what I mean?
1. 2.
Which role do you How did you answer What did you write
Who’s going to want to take? number one? for the next one?
be Student A?
3. 4.
Who’s going to What do we

Do you want to What are we
report to the class? do next?
speak for the group? supposed to do?
5. 6.
2
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USEFUL CLASSROOM LANGUAGE
Vocabulary
The goal of this section is to encourage students to use
English in class by presenting and practicing essential
expressions.
WARM-UP
• Books closed. Elicit English phrases and words
that students already know. Point to things in the
classroom, such as the door, windows, books, etc.
Elicit the words and write them on the board.
• Elicit expressions such as What’s that? What’s your
name? Write them on the board. Try to fill the
board with English that students already know.
Activity 1
• Books open. Focus attention on the pictures.
Model the expressions. Have students repeat the
expressions after you.
• Play the recording. Have students practice the
expressions again.
Extension
• Have students look carefully at the pictures in the
Student Book and role-play the situations. For
example, have students pick up their notebooks and
pens, as in the first picture. Have students practice
asking and answering the questions.
• Have students walk around the room, practicing
the expressions in the Student Book. Encourage
students not to look at their books. If students have
trouble, write the expressions on the board.
EXTRA IDEA
Encourage students to use excuse me, please, thank you,
and you’re welcome when asking and answering the
questions.
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Conversation Activity 2
• Focus attention on the five conversations. Model
The goal of this section is to present and practice them for the class.
more expressions to enable students to use English in
the classroom. • Have students make groups and practice the
conversations. Make sure students change roles so
they practice each part.
WARM-UP
• Books closed. Elicit the expressions that students
learned on page 2. Elicit the responses. Write the
students’ responses on the board in the form of a
model conversation. For example:
A Who’s going to be Student A?
B Which role do you want to take?
A I’ll be Student A.
B OK. I’ll be Student B.
A OK.
• Have students make pairs. Demonstrate the
conversation with a student. Then have students
practice in pairs.
Activity 1
• Books open. Focus attention on the first picture.
Write the conversation beneath the picture on the
board. Read the conversation for the class. Have
students repeat after you.
• Write an incorrect phrase in the first line. Elicit that
this is incorrect. Repeat this procedure with the
correct answer Who’s going to be Student A?
• Explain that students should complete the
conversations with expressions from page 2. Then
have students do the activity on their own.
• As students work, walk around the class to check
progress and offer help as necessary.
• Play the recording. Allow time for students to
change incorrect answers. Then check answers.
ANSWERS
1. Who’s going to be Student A?
2. Who’s going to report to the class?
3. How did you answer number one?
4. I don’t understand the activity.
5. What do we do next?
VARIATION
Before playing the recording, have students make pairs
or small groups. Have students read the completed
conversations for the class. Have other students
decide whether the pair or group has completed the
conversation correctly. Then play the recording and
have students check their answers.
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Useful Classroom Language
CONVERSATION
1 Complete the conversations. Then listen and check your answers.
1. A 2. A
B I’ll be Student A. B I’ll do it. You took notes.
A OK. Then I’ll be Student B.
3. A 4. A Do you?
B I wrote the coast for the first one. B No, not really. Let’s ask the teacher.
A I think that’s right. C Excuse me, can you explain it again?
5. A We’re finished.
B I don’t know. Let’s ask for help.
C I think we’re supposed to start over.
2 GROUP WORK. Practice the conversations.

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1 How was your vacation? WARM
UP
What was your
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G favorite vacation?
Vacations Agreeing/disagreeing Activities and plans Unusual vacation article
VOCABULARY
1 Look at the pictures. What are the activities? Write the correct letter.
Then listen and check your answers.
a. rock climbing d. camping g. fishing

b. hiking e. sailing h. horseback riding
c. sightseeing f. kayaking i. scuba diving
My Vacation
3
a
1
4 6
5
ONLINE
PRACTICE
2 PAIR WORK. Which activities above did you do in the past?

Which activities do you want to do? Tell your partner.
I went scuba diving last year.

Really? How was it?
VOCABULARY TIP
Make flashcards to
learn new words.
I want to go rock climbing.

Me, too! fishing
trying to
catch fish
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1 How was your vacation?
SPEA KIN G
Vacations
G R A MM A R
Agreeing/disagreeing
L istening
Activities and plans
R ea d ing
Unusual vacation article
Vocabulary: camping, fishing, hiking, horseback riding, kayaking, rock climbing, sailing,
scuba diving, sightseeing; art class, cooking class, music class
Conversation: Talking about vacations
Language Practice: Agreeing and disagreeing
Pronunciation: Word stress when agreeing and disagreeing
Listening: Conversations about activities and plans
Smart Talk: An information gap activity about personal differences
Reading: An article about an unusual vacation
Writing: A conversation about your likes and dislikes
Speaking: A board game about vacation activities
Vocabulary Activity 2
• Write the example conversations on the board. Elicit
The goal of this section is to present and practice the other follow-up questions about the activities and
target vocabulary: vacation activities. write them on the board. For example: When did
you do it? Who did you do it with? Why do you want
Warm-Up to do it?
• Books closed. Elicit places where students went on • Model the example conversations with a student.
vacation. Write them on the board. Then elicit some • Have students make pairs and do the activity. As
activities that students did in these places. Write the students work, walk around the class to make sure
activities on the board. Then ask What was your they are using the correct tenses and to offer help as
favorite vacation? Elicit answers and reasons. necessary.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their ANSWERS
comments now with the class. Answers will vary.
Activity 1 EXTRA IDEA

• Books open. Focus attention on the pictures. Check Elicit some places where people do the activities
to see which activities the students already know. presented in Activity 1. For example, for fishing, elicit
• Model the target vocabulary items: rock climbing, the ocean, a lake, a river, etc.
hiking, etc.
• Have students complete the activity on their own. Vocabulary Tip
• Play the recording. Allow time for students to • Focus attention on the Vocabulary Tip box. Have a
change incorrect answers. Then check answers. student read the tip aloud.
• LANGUAGE NOTE: Explain that we use go, rather • Model making a flashcard for a vocabulary word.
than play or do, with all the activities listed in Write the word on one side and the definition on
Activity 1. the other.
ANSWERS • Show the side with the word to a student and elicit
1. a 4. c 7. i
the definition. Turn the card around for the student
2. b 5. d 8. e to check.
3. f 6. g 9. h
Smart Choice Online

Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.
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CONVERSATION Activity 2
• Focus attention on the chart. Explain that the chart
The goal of this section is to present and practice the is color-coded and that items in the green column,
target vocabulary and grammar of the unit in a typical for example, can be substituted into the green box
conversation. in the conversation. Demonstrate this with studied.
Point out the other colors and the corresponding
WARM-UP columns in the chart and boxes in the conversation.
• Books closed. Set the scene. Ask What do you say to • Preteach or elicit the meaning of forest, river, hostel,
other students when you return to class after a long and campground.
break or vacation? Elicit questions and responses • Elicit other words or phrases that can go in each
such as How was your vacation? What did you do on column. Explain to students that they can practice
vacation? Where did you go? I had a great vacation. with their own ideas as well as those in the book.
I went to Europe.
• Have students make pairs and practice the
• You can extend this activity by teaching or eliciting conversation. Make sure pairs change roles so they
idiomatic greetings, such as How’s it going? Long practice each part.
time no see.
EXTRA IDEA
Activity 1 Have students describe what they did during the last
• Books open. Focus attention on the model vacation or holiday period. Have students vote for the
conversation. most enjoyable and least enjoyable vacation.
• Preteach words and phrases students might not
be familiar with. For example: beach resort, real SMART CHOICE ONLINE
vacation, etc.
Remind students that there are extra Conversation
• Have students read the conversation silently, practice activities on Online Practice and On The Move.
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
conversation. Make sure pairs change roles so they
practice each part.
• CULTURE NOTE: The academic year in the United
States traditionally starts in late August or early
September. Students usually have a long summer
vacation between May or June and August, and
they often have part-time or full-time jobs during
this period.
ANSWERS
1. d 2. b 3. c 4. a
VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Brad’s lines and have students say his lines. Repeat
this procedure for Clare’s lines.
T–5
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How was your vacation? • Unit 1
CONVERSATION
ONLINE
PRACTICE
1 Complete the conversation. Then listen and check your answers.

Practice the conversation with a partner.
a. scuba diving b. at the beach c. beach resort d. worked
Brad So, Clare! How was your summer vacation?

Clare It was OK. I 1 most of the time.
Brad So did I. I didn’t have money for a real vacation.
Clare Neither did I. But I spent one weekend 2 .
Brad Really? So did I. Where did you stay?
Clare I was at a 3 called “The Breezes.”
Brad No way! So was I!
Clare Really? How strange! What did you do there?
Brad I went 4 .
Clare Hey! So did I! Did you like it?
Brad I loved it. I can’t wait to go next year.
Clare Neither can I!
2 PAIR WORK. Practice the conversation again. Use the ideas below.
Add your own ideas.
1 2 3 4
studied in a forest hostel hiking
stayed home by a river campground kayaking
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LANGUAGE PRACTICE
Agreeing and disagreeing Grammar Reference page 125
Agree Disagree
I’m going on vacation. So am I. Really? I’m not.
I was at the beach. So was I. Oh, I wasn’t.
I like to go hiking. So do I. Really? I don’t.
I stayed at a nice hotel. So did I. I didn’t.
I’m not going on vacation. Neither am I. Really? I am.
I don’t like to go camping. Neither do I. Well, I do.
I can’t wait until next year. Neither can I. Oh, I can. ONLINE
PRACTICE
1 Match the statements and responses.

1. I didn’t take a vacation this year. e a. So do I.
2. I want to visit Europe next year. b. Oh, I do.
3. He doesn’t want to go sailing. c. Really? I’m not.
4. I’m planning to go sightseeing. d. So did I!
5. I can’t wait for the trip! e. Neither did I.
6. We went horseback riding. f. Neither can I.
2 Complete the conversations.

1. A I want to travel to different countries.
B It’s the best thing to do.
2. A I’m not going to the beach this year.
B I’m going to the mountains.
3. A I went to the Grand Canyon on vacation.
B You’re so lucky!
3 PAIR WORK. Respond to the statements in Activity 2 with information about you.
I want to travel to
different countries. Oh, I don’t. I want to
spend my vacations here.
PRONUNCIATION—Word stress
1 Listen. Notice the stress on subject words when agreeing or disagreeing.
1. I was at the beach yesterday. So was I!
2. I like to go swimming. Really? I don’t.
3. Ted can’t play the guitar. Well, Sara can.
4. I don’t have a car. Neither do I.
2 Listen again and repeat. Be sure to stress the subject words correctly.
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LANGUAGE PRACTICE back on the Language Practice box.
ANSWERS
The goal of this section is to present and practice the
target grammar: agreeing and disagreeing. 1. So do I. 2. Neither am I. 3. Really? I didn’t.
• Books closed. Divide the board into four squares.

In the top left square, write So am I. In the top right
square, write I’m not. Activity 3
• Elicit statements using I am from the class. For • Focus attention on the example conversation. Make
example: I’m from Tokyo. I’m 20 years old. sure students understand that the statement in the
Agree and disagree with these statements using So first speech bubble is A’s line in the first item in
am I and I’m not to explain the difference. When Activity 2.
disagreeing, give information that is true for you. • Explain that students should agree or disagree
For example: I’m not. I’m from Toronto, Canada. with A’s statements in Activity 2 using the short
• Write Neither am I and Really? I am in the bottom responses from the Language Practice box and
left and bottom right squares of the grid on the adding some more information.
board, respectively. Repeat the above procedure • Have students do the activity in pairs.
with negative statements. Elicit statements such as
I’m not from Canada. ANSWERS
• Books open. Focus attention on the Language Answers will vary.

Practice box. Show how the statements and the
responses, agreeing and disagreeing, use the same
verb tense. For example: I stayed … So did I.
• Direct students to page 125 of the Grammar PRONUNCIATION
Reference for more information and practice. The goal of this section is to focus on word stress when
agreeing and disagreeing.
Activity 1
• Explain that students need to match the statements Activity 1
and the responses. Have students notice the same • Model the examples. Make sure students notice that
tense in the first statement and its response. Ask if the subject words, such as I and Sara, are stressed in
the response agrees or disagrees with the statement. the responses.
• Have students complete the activity on their own. • Play the recording.
Then check answers.
ANSWERS Activity 2
1. e 2. a 3. b 4. c 5. f 6. d • Play the recording again.
• Have students practice saying the examples in
Activity 1.
EXPANSION
Have students change the statements from affirmative
to negative or from negative to affirmative. Then have SMART CHOICE ONLINE
students change the responses. Remind students that there are extra Language Practice
Activity 2
• Write the first conversation on the board. Elicit
the response and why the correct answer is So do I.
(The speaker agrees with the statement I want to
travel to different countries, which is indicated by the
additional statement, It’s the best thing to do.)
• Have students complete the activity on their own.
• If students have difficulty with the activity, briefly
go through the items and elicit from students
whether speaker B agrees or disagrees with
speaker A. Next, have students focus on the tenses
used in speaker A’s statements. Then focus attention
T–6
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Listening ANSWERS
1. It was wonderful.
The goal of this section is to practice listening for the 2. Languages.
main idea, to practice listening for specific information, 3. To take cooking classes.
and to discuss the listening passages. 4. No, they didn’t.
5. They visited their grandparents in Florida.
6. To take more cooking classes.
Activity 1—Before you listen
• This activity introduces three new vocabulary items:
art class, cooking class, music class. Activity 4
• Model each new vocabulary item and have students • In this activity, students listen to a continuation of
repeat. the conversation in Activity 2.
• Focus attention on the three pictures. Have students • Preview the true/false statements. Explain any
describe where the people are and what they are vocabulary as necessary.
doing. Ask several students Would you take these • Play the recording and have students do the activity.
classes during your vacation? Then ask follow-up Then check answers.
questions such as Which class would you take? Why?
Why not? ANSWERS
1. False 4. True
ANSWER
2. False 5. False
Answers will vary. 3. False
EXTENSION
Activity 2 Have students rewrite the false statements in Activity 4
• Focus attention on the instructions and the picture. to make them true. For example: Tom didn’t recognize
Ask What are these people’s names? What are they Lisa when he saw her, or Lisa recognized Tom when she
doing? saw him.
• Focus attention on the instructions and the items.
Explain that students will write the initial of the EXTRA IDEA
person next to each item. Sometimes both initials
will be possible. Make sure students understand that • Write one more question about the Listening Plus
Tom is a male name and Joanne is a female name. conversation on the board. For example: Where
did Lisa go on vacation? Elicit answers. (Barcelona,
• Preview the words in the items and teach their Spain)
pronunciation if necessary.
• Have students write three more comprehension
• Play the recording and have students do the activity. questions about the Listening Plus conversation.
Then check answers. Then have students make pairs to exchange and
ANSWERS answer the questions.
1. J 4. J 7. J • Play the recording again and have students check
2. T 5. T 8. T their answers.
3. J, T 6. T, J 9. T
Smart Talk
Activity 3 Teaching notes for the Smart Talk activity begin on
• Focus attention on the questions. Explain any page T–84.
vocabulary as necessary. Then explain that students
will listen to the conversation again and write short
answers to the questions. Smart Choice Online
• Play the recording again. If necessary, pause the Remind students that there are extra Listening practice
recording after every few lines to give time for activities on Online Practice and On The Move.
students to write their answers. Then check answers.
T–7
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LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Would you take these classes
during your vacation?
art class cooking class music class
2 Listen to two students talking about their vacation. Write T (Tom)

and/or J (Joanne) next to the places they visited and the subjects
they are interested in.
1. Italy J 4. art 7. Italian
2. Spain 5. cooking 8. Portuguese
3. Florida 6. languages 9. Japanese
3 Listen again. Answer the questions.

1. How did Joanne describe her vacation?
2. What does she want to study this semester?
3. Why did Tom go to Europe?
4. Did Tom and Joanne travel to other places in Europe?
5. Who did they visit when they returned to the US?
6. Why does Tom want to go to Brazil?
4 Listening PLUS. Listen to more of the conversation.

Choose (✓) True or False.
True False
1. Tom recognized Lisa when he saw her.
2. Tom and Lisa were in the same class last semester.
3. Lisa and Joanne met in Europe.
4. Lisa probably saw Tom in a hostel.
5. Lisa didn’t like Barcelona very much.
SMART TALK
Student A: Turn to page 84.
How are you different? Student B: Turn to page 96.
7
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READING
1 BEFORE YOU READ Look at the pictures. What are the people doing?
A TOUGH VACATION
My friend Garry called me about three months ago.
“What are you doing in June?” he asked.
“Going on vacation,” I replied.
“Excellent! So am I,” he said. “I’m going to do a
Tough Mudder in New Jersey. And so are you!”
Tough Mudder is a really hard endurance test. You
have to be a little crazy to do it. But you also have
to be very fit.
“Wait a second,” I said to Garry. “I’m not fit enough
to do a Tough Mudder.”
“Neither am I,” he replied. “So let’s get fit.”
So we got fit. Last week, we finally did the Tough
Mudder. And it was tough!
There were about 20 weird obstacles on the course.
The first was a dumpster full of ice cold water. We dove
into it. It was terrible; I almost died. Next, we crawled
across a muddy field with live electric wires over our
heads. I was terrified of getting an electric shock. Then
there was Everest. You run up a quarter pipe covered in
mud. It’s impossible if you don’t work as a team. Your
friends at the top must help you.
At the end, I was exhausted, cold, wet,
and covered in mud.
“How do you feel?” asked Garry.
“Great,” I replied.
“So do I,” he said. “When do we start training for
the next one?”
ONLINE
PRACTICE
2 Read the article. Answer these questions.

1. What is Tough Mudder?
2. Who suggested doing the Tough Mudder?
3. What did they have to do first?
4. Can you do the Everest obstacle alone?
5. How did they feel at the end?
3 GROUP WORK. Discuss these questions with your group.

1. Is there anything like this challenge in your country?
2. Do you think the challenge is a good idea? Why or why not?
I don’t think it’s

a good idea. Neither do I. It’s dangerous.
WRITING
Turn to page 108.
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Reading CHALLENGE WORDS
• Focus attention on the words in blue in the article
The goal of this section is to practice reading and explain that these are challenge vocabulary
comprehension. terms.
• Write each sentence containing blue words on the
board.
Activity 1—Before you read
• If these challenge terms haven’t been defined by
• Books closed. Ask students When you go on this point, ask students to use the context of the
vacation, do you like to be active or do you prefer to sentence to guess the definition of each one and
relax? What kinds of things do you like to do? Why? then check their guesses in a dictionary. Elicit and
• Books open. Focus attention on the pictures. Ask write the correct definitions on the board.
What are they doing? Have students describe what • Have students create new sentences for each
they see in each picture. challenge term and share them with the class.
POSSIBLE ANSWERS
Someone is in very cold water.
They are crawling under wires/in the mud/on the ground.
Activity 3
They are climbing over a curved wall. Focus attention on the questions. Have students discuss
them in groups.
ANSWERS
Activity 2 Answers will vary.
• Read the article aloud to the class or play the
recording. Tell students not to be concerned if they
do not understand every word. EXTENSION
• Have students read the article individually and Ask students to share their own experience of a similar
answer the questions. Then check answers. challenge.
• Read the article aloud again. This time, have
students stop you when there is a word they don’t
understand. Have other students provide the Writing
answers by paraphrasing, drawing, or miming. Teaching notes for the Writing section are on
• CULTURE NOTE: The first Tough Mudder was held page T–108.
in the United States in 2010. Since then, more than
2 million people have competed in the events around
the world.
ANSWERS
1. It’s a really hard endurance test.
2. (The narrator’s friend) Garry suggested it.
3. They had to get fit.
4. No, you can’t. Your friends have to help you.
5. They felt great.
EXTENSION
Ask more comprehension questions, for example:
When did they do the Tough Mudder? (last week/in
June)
How many obstacles were there? (about 20)
What was the narrator terrified of? (getting an electric
shock)
T–8
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SPEAKING TESTING PROGRAM
Print Unit 1 Test from the Testing Program
The goal of this section is to practice the language in the
for an end-of-unit assessment.
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the game board. Tell students
they are going to play a game about vacation
activities.
• Focus attention on the instructions. Read them to
the class and explain any vocabulary if necessary.
• Have students make pairs, write the numbers 1 to 9
on pieces of paper, and put them in a bag or box.
• Focus attention on the example conversation in
the speech bubbles. Model the conversation with
a student. Then have another student choose
a number and ask you a question about the
corresponding activity on the board. Answer the
question and then have the student ask you for
more information.
• Have students play the game in pairs, taking turns
asking and answering questions. Remind them to
ask for more information and to take notes so that
they can report on their partner in Activity 2.
Activity 2
• Focus attention on the instruction and the example
conversation in the speech bubbles. Model the
conversation with a student.
• Have each pair of students join another pair. Then
have students take turns telling about their partner’s
vacation. Encourage students to ask for more
information.
VARIATION
With small classes, have students tell the class about
their partners. Have the other students ask for more
information.
• Have students go online to find an unusual and

interesting activity to do on vacation. Suggest that
students can search on websites of travel agencies
specializing in adventure tours, or look for articles
on cool things to do on vacation, for example.
• Have students write a text with the information or
present it to the class.
• Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
T–9
4602723_SC3e_TB2_U01.indd 9 29/11/2019 10:57

SPEAKING — What did you do on vacation?
1 PAIR WORK. Follow the instructions to play the board game.

� Write numbers 1 to 9 on pieces of paper and put them in a bag or box.
� Take a number and ask your partner about the activity on the board.
� Respond to your partner's answer, agreeing or disagreeing, and ask for
more information.
� Take turns asking questions. Make notes of your partner’s information.
Did you study on your vacation?

No, I didn’t.
Neither did I. So, what

did you do? I went to the beach.
1 1
SC3e_SB2_U01_10a
2 2
SC3e_SB2_U01_10b
3 3
SC3e_SB2_U01_10c
Play any Go hiking Meet interesting
sports people
play any sports go hiking meet interesting people
4 5 6
4 5 6
SC3e_SB2_U01_10d SC3e_SB2_U01_10e SC3e_SB2_U01_10f
Go to the Study Go to the

mountains
go to the mountains study beach
go to the beach
7 8 9
7 SC3e_SB2_U01_10g
Passport
8 SC3e_SB2_U01_10h
9 SC3e_SB2_U01_10i
Travel to to another country

travel Go sightseeing
go sightseeing Visit family
visit family
another country
2 GROUP WORK. Join another pair. Tell the group about your partner’s
vacation. Ask for more information about the other students’.
Mario went to Rio last summer.

He went sightseeing. Mario, did you go to
Copacabana beach?
Go Find an unusual and interesting activity to do on vacation.

oNLINE Share the information with the class.
Now I CaN
SPEAK I N G G R A MM A R LISTEN IN G REA dIN G
describe a agree and disagree understand activities understand an article about
vacation. with others. and plans. an unusual vacation. 9
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5/13/16 12:57
1:42 PM
2 I think it’s exciting! WARM
UP
What’s the last
SPEAKIN G G R A MM A R LISTEN IN G REA D IN G movie you saw?
Giving opinions -ing/-ed adjectives Making movies and music Movie reviews
VOCABULARY
1 Look at the picture. What are the movie and music styles? Write the correct letter.
a. action movie d. martial arts movie g. classical music j. jazz

b. animation e. horror movie h. country music k. rap
c. romantic comedy f. science fiction movie i. heavy metal l. soul music
1 c 2 8
3 7 10
5
4
11 12
ONLINE
PRACTICE
2 PAIR WORK. What kinds of movies and music do you like?

A Do you like action movies? B Do you like jazz?
B Yes, I do. A No, I don’t.
A So do I! B Neither do I.
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2 I think it’s exciting!
SPEA KIN G
Giving opinions
G R A MM A R
-ing/-ed adjectives
L istening
Making movies and music
R ea ding
Movie reviews
Vocabulary: action movie, animation, classical music, country music, heavy metal, horror movie,
jazz, martial arts movie, rap, romantic comedy, science fiction movie, soul music; make a movie,
play in a band, record a song
Conversation: Giving opinions
Language Practice: -ing /-ed adjectives
Pronunciation: Final ed sounds
Listening: Interviews about making movies and music
Smart Talk: An information gap activity about preferences
Reading: An article about movies
Writing: A letter about movies
Speaking: A survey about movies
Vocabulary Activity 2
• Write the example conversations on the board.
The goal of this section is to present and practice the Review the language for agreeing and disagreeing
target vocabulary: movie and music genres. using the Language Practice box on page 6, in
Unit 1, if necessary.
Warm-Up • Have two pairs of students model the example
• Books closed. Ask students to name a movie they conversations, using their own information.
saw recently, or the last movie they saw. Ask follow- • Have students make pairs and do the activity. As
up questions such as Who was in it? What was it students work, walk around the class to offer help as
about? necessary.
Board as part of the Online Practice, look at their EXTENSION
comments now with the class.
• Elicit other questions and answers about movies and
music and write them on the board. For example:
Activity 1 Who is your favorite singer? What’s your favorite
movie?
• Books closed. Elicit the kinds of movies and music
students know. Write these on the board in two • Have students make pairs and take turns asking and
columns. answering the questions.
• Books open. Focus attention on the picture.
Model the target vocabulary items: action movie, Extra Idea
animation, etc. Put the class into groups. Have each group brainstorm
• Have students complete the activity on their own. examples of the types of movies and music in
Activity 1. Encourage students to find the English
titles of the movies.
• LANGUAGE NOTE: Movie is a count noun. Different
kinds of music, however, are noncount nouns. Smart Choice Online
When making a general statement about likes and Remind students that there are extra Vocabulary practice
dislikes, we use the plural form of count nouns. For activities on Online Practice and On The Move.
example: I like action movies. However, we don’t say
I like raps. We say I like rap (music).
ANSWERS
1. c 3. e 5. b 7. j 9. h 11. k
2. a 4. f 6. d 8. g 10. i 12. l
T–10
4602723_SC3e_TB2.indb 10 5/12/16 8:50 AM

CONVERSATION • When students are familiar with the conversation,
The goal of this section is to present and practice Anthony’s lines and have students say his lines.
the target vocabulary and grammar of the unit in a Repeat this procedure for Ana’s lines.
typical conversation.
WARM-UP
Activity 2
Books closed. Write some of the kinds of music and is color-coded and that items in the green column,
movies from page 10 on the board. Take a vote to see for example, can be substituted into the green box
whether most students in the class like or dislike the in the conversation. Demonstrate this with an
different types. action movie. Point out the other colors and the
corresponding columns in the chart and boxes in
the conversation.
Activity 1
• Books open. Focus attention on the model
• Elicit other words or phrases that can go in each
column. Explain to students that they can practice
conversation.
with their own ideas as well as those in the book.
• Preteach words and phrases students might not be
familiar with. For example: can’t stand, I’m not really
a movie fan, etc.
practice each part.
• Have students read the conversation silently,
EXPANSION
Have the students replace the adjectives exciting,
• Play the recording. Allow time for students to relaxing, and boring with other appropriate adjectives
change incorrect answers. Then check answers. they know. For example: thrilling, fascinating, etc.
correct pronunciation and intonation. Conversation Tip
• Have students make pairs and practice the • Focus attention on the Conversation Tip box.
conversation. Make sure pairs change roles so they Explain that in the conversation, expressions like I
practice each part. can’t stand and I think they’re terrible are examples
• LANGUAGE NOTE: We often use prefer when we are of strong language. The sentence in the tip, I’m not
comparing two things. For example: I prefer pop really a movie fan, is much softer and friendlier.
music to classical music. In the conversation, Ana is Elicit reasons why speakers might soften their
comparing listening to music to watching movies. language when expressing dislike or disagreement.
• Elicit softer expressions for those used in the
ANSWERS conversation and write them on the board. For
1. a 2. b 3. d 4. c example: I don’t like those movies very much instead
of I can’t stand those movies, I don’t think they’re very
good instead of I think they’re terrible, I don’t think
EXTENSION it’s very interesting instead of I think it’s boring. Write
• Books closed. Dictate the lines from the them on the board.
conversation in random order and have students
write them on a piece of paper.
SMART CHOICE ONLINE
• Then have students work in pairs to put the lines in
the correct order. Remind students that there are extra Conversation
• Books open. Have students check answers in the practice activities on Online Practice and On The Move.
book. Then have some pairs read the conversation
to the class.
VARIATION
Play the video instead of the recording when

the conversation. Pause after each line of the
T–11
4602723_SC3e_TB2_U02.indd 11 29/11/2019 11:00

I think it’s exciting! • Unit 2
CONVERSATION
ONLINE
PRACTICE

a. a horror movie b. fun c. classical music d. terrible
Ana What’s that noise?

Anthony I’m watching 1 .
Ana Oh, I can’t stand those movies!
Anthony Why? They’re 2 . And this one is really exciting!
Ana I think they’re 3 .
Anthony OK, so what kinds of movies do you like?
Ana Well, I’m not really a movie fan. I prefer listening to music.
Anthony What kind of music?
Ana I love 4 . I think it’s very relaxing.
Anthony I don’t. I think it’s boring!
2 PAIR WORK. Practice the conversation again. CONVERSATION TIP

Use the ideas below. Add your own ideas.
EXPRESSING DISLIKES
1 2 3 4 Use softer language
an action to express dislike.
cool violent soul music
movie
a romantic
interesting boring rap What kinds of
comedy
movies do you like?
Well, I’m not

really a movie fan.
11
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LANGUAGE PRACTICE
Adjectives ending in –ing and –ed Grammar Reference page 126
I think horror movies are frightening. I’m frightened by horror movies.
They’re frightening movies.
I think action movies are interesting. I’m interested in action movies.
They’re interesting movies.
Do you like jazz?
Yes. I think it’s very relaxing. Yes. It makes me feel relaxed.
ONLINE
PRACTICE
1 Complete the sentences with a pair of words.

amazed - amazing bored - boring
excited - exciting disappointed - disappointing
1. Her new CD is amazing ! I’m amazed by her voice! How does she make that sound?
2. I’m about this weekend. Going to a concert is really !
3. That’s ! I’m really the concert is sold out.
4. This music is so ! I always get when I listen to jazz.
2 Write your opinion about these things.

1. live concerts:
2. music festivals:
3. movie theaters:
4. classic old movies:
3 PAIR WORK. Compare your answers.

I think live concerts
are very exciting.
Really? I think they’re
usually disappointing.
PRONUNCIATION—Final ed sounds
1 Listen. Notice how the final ed sounds like /d/, /t/, or /d/. What sound
does each word end with? Choose the correct sound.
1. bored /d/ /t/ /ɪd/
2. relaxed /d/ /t/ /ɪd/
3. interested /d/ /t/ /ɪd/
4. frightened /d/ /t/ /ɪd/
5. excited /d/ /t/ /ɪd/
2 Listen again and repeat. Be sure to say the final ed correctly.

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LANGUAGE PRACTICE ANSWERS
Answers will vary.
target grammar: adjectives ending in -ing and -ed.
• Books closed. Write on the board: Activity 3
Ana is bored. Have students compare their answers in Activity 2 in
The book is boring. pairs. Then elicit answers from the class.
Underline the -ed in bored and the -ing in boring.
Ask students if they can explain the difference in EXTRA IDEA
meaning between the two sentences.
Have a few students write their sentences on the board.
• Explain that we use bored to describe how we feel.
Give other examples, such as I am excited. I am
frightened.
• Explain that we use boring to describe something
PRONUNCIATION
that makes us feel bored. For example: The book The goal of this section is to focus on final ed sounds.
is boring. The movie is boring. Tell students that
adjectives that end in -ing describe a quality of
something or someone. Activity 1
• Books open. Focus on the examples in the Language • Model the three possible sounds for the ed ending.
Practice box. Make sure students understand the • Elicit or explain when we use each sound:
difference between adjectives ending in -ing and -ed /d/ when the word ends in vowel sounds and voiced
by eliciting contextually related example sentences consonants, such as /b/, /g/, /l/, /m/, /n/, /r/, /v/, /z/;
of each. For example: The movie was exciting. /t/ after unvoiced consonants, such as /f/, /k/, /p/, /s/;
I was excited. /ɪd/ after /t/ or /d/.
• Direct students to page 126 of the Grammar • Play the recording and have students do the activity.
Reference for more information and practice. Then check answers.
ANSWERS
Activity 1 1. /d/ 2. /t/ 3. /ɪd/ 4. /d/ 5. /ɪd/
• Focus attention on the sentences and the words in
the box. Explain that students need to write -ing
adjectives and -ed adjectives in the correct blank Activity 2
of each line. Do the first item on the board as Play the recording again. Have students practice saying
an example. the examples in Activity 1.
• Review the adjectives in the box.
Then check answers. SMART CHOICE ONLINE
Remind students that there are extra Language Practice
ANSWERS
1. amazing, amazed
2. excited, exciting
3. disappointing, disappointed
4. boring, bored
Activity 2
• Explain to students that they should write their own
opinions of the topics related to music and movies
listed in the activity.
• LANGUAGE NOTE: There is a difference between
classical, as in classical music, and classic. Classical
music refers to music by composers such as Mozart
and Beethoven. Classic, as in a classic old movie,
means that the movie is very good and well known.
T–12
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LISTENING • Have students answer the questions individually.
Then have them compare answers with a partner
The goal of this section is to practice listening for the before checking answers with the class.
main idea, to practice listening for specific information,
and to discuss the listening passages.
Activity 4
• Explain that students will listen to a later episode
Activity 1—Before you listen of the program they listened to in Activity 2 and
• This activity introduces three new vocabulary items: answer the questions.
make a movie, play in a band, record a song. • Focus attention on the questions. Explain any
• Focus attention on the words in the box. Model vocabulary items as necessary.
each phrase and have students repeat. • Play the recording and have students do the activity.
• Focus attention on the pictures. Have students Then check answers.
describe what they see. ANSWERS
• Have students write the phrases under the correct
1. They were very excited about it.
pictures. Then check answers. 2. Because his performance was terrible.
ANSWERS 3. They didn’t have enough time.
4. All of them.
A. make a movie B. play in a band C. record a song
EXTRA IDEA
Activity 2 • Have students listen again and write three true/false
statements about the Listening Plus interviews.
• Focus attention on the pictures in Activity 1 again.
Explain that students will listen to three interviews • Play the recording again, pausing after each
with people talking about the activities in the interview, and have students write their statements.
pictures. Students should number the pictures in the • Have students make pairs to exchange statements
order they hear about the activities. and identify if they are true or false.
• Play the recording and have students do the activity. • Elicit some statements and answers from students.
Then check answers.
ANSWERS
A. 1 B. 2 C. 3
SMART TALK
Teaching notes for the Smart Talk activity begin on
page T–86.
Activity 3
• Focus attention on the sentences and answer SMART CHOICE ONLINE
choices. Explain that students will listen again and
choose the correct ending to the sentences. Remind students that there are extra Listening practice
• Preteach any words students might not be familiar
with. For example: direct, studio, violin, tour, etc.
• Play the recording and have students do the activity.
Then check answers.
ANSWERS
1. b 2. a 3. a 4. b 5. a 6. b
EXTRA IDEA
• Write some comprehension questions about the
recording on the board. For example:
How old is Sandra?
Who acts in Sandra’s movies?
What is Andy going to learn to play?
What is he going to do next week?
What kinds of songs do Briana and Enrique write?
What instrument does Enrique play?
T–13
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LISTENING
1 BEFORE YOU LISTEN Look at the pictures. What are the people in red doing?
Label each picture with an activity from the box.
play in a band make a movie record a song
A. B. C.
2 Listen to three interviews. Number the pictures above.

3 Listen again. Choose the correct ending to the sentences.
1. Sandra wants to ____.
a. act in a horror movie b. direct a horror movie
2. She’s planning to do it ____.
a. at a beach house b. in a movie studio
3. Andy can play ____.
a. piano and guitar b. guitar and violin
4. He wants to ____.
a. start his own band b. tour with a famous band
5. Briana and Enrique ____.
a. write songs together b. sing songs together
6. Next week, they’re going to record their songs ____.
a. on a computer b. in a studio
4 Listening PLUS. Listen to more interviews with the people above.

Answer the questions.
1. How did Sandra’s friends feel about the movie?
2. Why was Andy disappointed?
3. What was the problem in the studio for Briana and Enrique?
4. Which of the four people want to try the activity again?
SMART TALK
What’s interesting and what’s boring? Student B: Turn to page 97.
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READING
1 BEFORE YOU READ Look at the posters. What do you know about these movies?
Movie disasters!
Disaster movies are about typhoons or tsunamis, but movie disasters are not
about disasters. They’re about losing money.
Making blockbuster movies is an expensive business. Movies like Avatar
and Titanic cost a fortune, but they also make a lot of money for the studios.
One of the most expensive movies in Hollywood history was Pirates of the
Caribbean: On Stranger Tides, the fourth film in the series starring Johnny
Depp as Jack Sparrow. It cost almost $400 million! Fortunately, it made more
than a billion dollars worldwide, so the producers were really happy.
Viewers said:
“On Stranger Tides is fast moving and exciting, and Penelope Cruz
is really astonishing.”
“The first Pirates movie was innovative and surprising. The fourth one isn’t so much.”
However, some movies are costly but not successful, and the studios lose a lot
of money. One of these movies was 47 Ronin. It’s a fictional story of a group
of samurai warriors in eighteenth-century Japan. It stars experienced actors
Keanu Reeves and Hiroyuki Sanada, and it has some impressive epic scenes
of samurai battles. According to estimates, it cost $225 million to make, but it
only made $151 million.
Viewers said:
“This is a colorful and exciting story. The sword-fighting scenes are incredible.”
“Great atmosphere, but the acting is a little disappointing.”
Another disaster was Mars Needs Moms, a 3-D animated

science fiction comedy. A nine-year-old boy named Milo has to rescue his
mom after Martians abduct her. The producers wanted to make the perfect
family movie, but some people think it wasn’t funny enough for adults or
exciting enough for kids. According to estimates, it cost more than $150
million. Unfortunately, it made less than $40 million.
Viewers said:
“The visuals are absolutely spectacular, and the Martians are a lot of fun.”
“The movie starts very well, but in the end, I was disappointed. The story
wasn’t very imaginative.”
The message seems clear: spending a lot of money on a movie doesn’t

guarantee its success. ONLINE
PRACTICE
2 Read the text and answer the questions.

1. What’s the difference between disaster movies and movie disasters?
2. Why were the producers happy with the fourth Pirates of the Caribbean?
3. Is 47 Ronin a true story?
4. What did the two viewers like about 47 Ronin?
5. What is Mars Needs Moms about?
3 GROUP WORK. Do you know any other movie disasters? Why

do you think the movies were not successful? Tell your group. WRITING
Turn to page 108.
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Reading Activity 3
• Have students make groups.
The goal of this section is to practice reading
comprehension. • Focus on the questions. Then have students discuss
their ideas in groups.
• Have the groups share some of their opinions with
Activity 1—Before you read the class.
Focus attention on the posters. Ask What movies are
they? What do you know about these movies? Elicit Extra Idea
answers. • Elicit a list of topics that movie and music reviews
could cover and write them on the board. Movie
ANSWERS
reviews could mention, for example, the acting, the
Answers will vary. costumes, the direction, etc. Music reviews could
mention the instruments, the music, the singing,
and the lyrics (if appropriate). For each topic,
Activity 2 elicit adjectives students could use and write them
• Focus attention on the title and the first paragraph. on the board.
Ask What is the article about? (Movie disasters, that • Have students write a review of their favorite movie
is, movies that lose money.) or music album for homework.
do not understand every word. Writing
• Have students read the article individually and Teaching notes for the Writing section are on
answer the questions. Then check answers. page T–108.
understand. Have other students provide the
answers by paraphrasing, drawing, or miming.
ANSWERS
1. Disaster movies are about typhoons or tsunamis.
Movie disasters are movies that lose money.
2. Because it made more than a billion dollars worldwide.
3. No, it’s fictional.
4. It was a colorful and exciting story, with incredible
sword-fighting scenes and great atmosphere.
5. A nine-year-old boy has to rescue his mom after
Martians abduct her.
CHALLENGE WORDS
and explain that these are challenge vocabulary
terms.
board.
• If these challenge words haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.
T–14
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SPEAKING • Then focus attention on the second set of questions
and answer choices. Tell students that they should
The goal of this section is to practice the language in the answer the questions in as much detail as they can.
unit in an enjoyable, meaningful, and personalized way. • Have students do the activity in groups.
EXTRA IDEA
Activity 1 Have students work in groups to write similar surveys
• Focus attention on the survey. relating to other topics. For example: What sporting
• Review the survey questions and answer choices. events do you go to? How often do you go to a concert?
Explain any words or phrases students might not be Write some sample survey questions on the board.
familiar with. For example, local movies are movies
that are made in the country or region in which
students are living.
• Have students do the activity on their own. As they
• Have students go online to find three reviews of one
complete the activity, walk around the class to offer
of their favorite movies. Suggest they can search on
help as necessary.
a movie review website, or look at three different
• LANGUAGE NOTE: The masculine noun actor is online newspapers or magazines.
often used for males and females.
• Have students tell the class or write a text
summarizing the opinion and arguments in each
Activity 2 review and saying which they agree with.
• Have students make groups. • Remind students that they can also share the
• Focus attention on the first question in the survey: Online Practice. You might also want to ask them
How often do you watch a movie? Give your own to use the Discussion Board for the next unit’s
answer. Then ask a student the question. Ask a Warm-Up activity.
follow-up question, such as Really? You never watch
movies? Why?
• Focus attention on the model conversation. Have TESTING PROGRAM
three students read it to the class. Print Unit 2 Test from the Testing Program
• Have students do the activity. for an end-of-unit assessment.
• Once students complete the activity, give them
a few minutes to discuss who has the most
in common.
EXTRA IDEA
Have students extend the survey by writing three more
survey questions and answer choices.
Activity 3
• Focus attention on the first question. Write the four
answer choices on the board.
• First, elicit the features of movie posters that
students find persuasive. Use the posters on pages
10 and 14 as examples. For example, the writing
(the font), the picture, a picture of a particular
actor, etc.
• Next, focus attention on reviews. Ask students
where they read or see reviews, and the names of
their favorite reviewers.
• Then ask students to describe what is persuasive
about a trailer. For example: The trailer shows my
favorite actor.
• Finally, ask students to explain why their friends’
opinions do or do not make a difference.
T–15
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SPEAKING — You and the movies
1 Complete the survey with information about you.

MOVIE SURVEY
1. How often do you watch a movie?
a. every week c. never
b. once a month d. other
2. Which movies do you prefer to watch? Why?

a. local movies c. movies in another language
b. movies in English d. other
3. Who are your favorite actors? Why?

Male:
Female:
4. Which actors do you not like? Why?

Male:
Female:
5. What’s your favorite movie? Why?
6. How many times did you watch your favorite movie?
2 GROUP WORK. Compare your answers. Who has the most in common with you?
A How often do you watch a movie?
B I usually watch one every week. What about you?
C I never watch movies!
3 GROUP WORK. Discuss these questions.

1. Why do you go to see a new movie? Because of…
a. the poster? b. the reviews? c. the trailer? d. your friends’ opinions?
2. Where do you prefer to watch a movie? Why?

a. in a movie theater? b. on TV? c. on a computer screen? d. on a smartphone?
GO Find three reviews of one of your favorite movies. Describe them to the class.
ONLINE Which do you agree with?
NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
understand and use -ing/-ed understand interviews about understand an article with
give opinions. adjectives. making movies and music. short movie reviews. 15
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3 Do it before you’re 30! WARM
UP
Have you ever
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G done these
Personal experiences Present perfect Personal experiences Extreme sports article things?
VOCABULARY
1 Look at the pictures. What are the extreme sports and
activities? Write the correct letter. Then listen and check
your answers. a. bungee jumping
b. driving a racecar
c. zip-lining
d. parasailing
e. windsurfing
f. riding a motorcycle
g. hang-gliding
a h. skydiving
1. 2.
3. 4. 5.
ONLINE
6. 7. 8. PRACTICE
2 PAIR WORK. Which things in the pictures do you want to try?

Compare your answers.
Do you want to
try zip-lining?
Yes, I do. Do you want to
try bungee jumping?
VOCABULARY TIP
Make word associations
No, I don’t.
to learn new words.
Why not?
It looks
dangerous! jump
skydiving
plane
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3 Do it before you’re 30!
SPEA KIN G
Personal experiences
G R A MM A R
Present perfect
L istening
Personal experiences
R ea ding
Extreme sports article
Vocabulary: bungee jumping, driving a racecar, hang-gliding, parasailing, riding a motorcycle,

skydiving, windsurfing, zip-lining; cave diving, snowboarding, whitewater rafting
Conversation: Talking about personal experiences
Language Practice: The present perfect
Pronunciation: Linked sounds with consonants and vowels
Listening: Phone conversations about personal experiences
Smart Talk: An information gap activity about experiences
Reading: An article about an extreme sport
Writing: An interview with a celebrity
Speaking: A survey about activities and experiences
Vocabulary • Have two students read the example conversation

for the class. Then model the conversation with a
The goal of this section is to present and practice the student and show how to adapt it. Have the student
target vocabulary: extreme sports and activities. read the first line. Respond with No, I don’t, and
elicit Why not? from the student. Give a reason and
ask the student about the next activity.
Warm-Up
• Books closed. Elicit words related to extreme sports • Have students make pairs and do the activity.
and activities. Write examples on the board. Then ANSWERS
have students describe the extreme sports and give
Answers will vary.
examples. Ask Have you ever done these things?
Board as part of the Online Practice, look at their EXTRA IDEA
comments now with the class. Have students make groups and rank the activities in
Activity 1 from most dangerous to least dangerous.
Then have students rank the activities from most
Activity 1 difficult to least difficult.
• Books open. Focus attention on the pictures. Check
to see which activities the students already know by
eliciting the sports. Vocabulary Tip
• Model the target vocabulary items: bungee jumping, • Focus attention on the Vocabulary Tip box and
driving a racecar, etc. the three items in the example: jump, skydiving,
• Have students complete the activity on their own. and plane. Ask What’s the connection between these
words? Elicit They are all connected to skydiving.
change incorrect answers. Then check answers. • Choose another sport, for example, skiing. Elicit
words that are connected, such as skis, pole,
• LANGUAGE NOTE: We use go, rather than do or
mountain, snow.
play, with bungee jumping, zip-lining, parasailing,
windsurfing, hang-gliding, and skydiving. Dangerous • Explain to students that trying to remember words
sports are called extreme sports. that are connected is a useful strategy, as it makes
the vocabulary items easier to remember.
ANSWERS
1. a 3. d 5. c 7. f
Smart Choice Online
2. g 4. b 6. h 8. e
Activity 2
• Focus attention on the question and the example
conversation in the speech bubbles. Elicit reasons
why students might or might not want to try the
sports in Activity 1.
T–16
4602723_SC3e_TB2.indb 16 5/12/16 8:50 AM

CONVERSATION for example, can be substituted into the green
box in the conversation. Demonstrate this with a
The goal of this section is to present and practice the roller coaster. Point out the other colors and the
target vocabulary and grammar of the unit in a typical corresponding columns in the chart and boxes in
conversation. the conversation.
• Preteach words as necessary, such as roller coaster
WARM-UP and electric car.
Books closed. Set the scene. Ask students what chores • Elicit other words or phrases that can go in each
they have to do regularly. Elicit examples and write column. Explain to students that they can practice
them on the board. For example: do the laundry, do the with their own ideas as well as those in the book.
cooking, etc. • Have students make pairs and practice the
practice each part.
Activity 1
• Books open. Focus attention on the model EXTRA IDEA
conversation. Have students practice the conversation with different
• Preteach words and phrases students might not emotions. For example, students can practice Clare’s
be familiar with. For example: vacuuming, ridden, lines with impatience, anger, disinterest, etc.
driven, gone, by the way.
SMART CHOICE ONLINE
• Have students do the activity on their own. Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.
practice each part.
• LANGUAGE NOTE: We use the verb drive for cars
and other vehicles with four or more wheels. We use
ride with two-wheeled vehicles, such as motorcycles,
and animals, such as horses.
ANSWERS
1. b 2. c 3. d 4. a
VARIATION
conversation, and have students repeat.
Doug’s lines and have students say his lines. Repeat
this procedure for Clare’s lines.
Activity 2
is color-coded and that items in the green column,
T–17
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Do it before you’re 30! • Unit 3
CONVERSATION
ONLINE
PRACTICE

a. vacuuming b. a motorcycle c. a racecar d. skydiving
Doug Have you read this article called “Things to do before you’re 30”?
Clare No, I haven’t. What’s it about?
Doug It’s a list of things to try. For example, have you ever ridden
1 ?
Clare No, I haven’t.
Doug Neither have I. The next question is, have you ever driven
2 ?
Clare No, I haven’t.
Doug OK. Question three: Have you ever gone 3 ?
Clare No, I haven’t. I’ve never done anything!
Doug That’s not true! You’ve done a lot of things. They’re just not on this list.
Clare By the way, have you ever tried 4 ?
Doug No, I haven’t.
Clare Do you want to start now? I’m really busy.
Add your own ideas.
1 2 3 4
a roller coaster a sports car zip-lining cleaning the windows
a horse an electric car hang-gliding doing the laundry
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LANGUAGE PRACTICE
The present perfect Grammar Reference page 127
Have you ever ridden a motorcycle? Have you ever gone skydiving?
Yes, I have. I rode one yesterday. Yes, I have. I went last summer.
No, I haven’t. But I’ve ridden a bicycle. No, I haven’t. But I’ve gone parasailing.
Has she ever driven a sports car?
Yes, she has. She drove one on vacation.
No, she’s never driven a car. ONLINE
PRACTICE
1 PAIR WORK. Complete the conversations. Then practice them with a partner.
1. A Have you ever eaten Moroccan food? (eat) REGULAR VERBS
B Yes, I .I it in France. (try) jump jumped
2. A Have you ever windsurfing? (go) play played
visit visited
B Yes, I .I last year. (go)
try tried
3. A Have you ever a movie star? (meet) IRREGULAR VERBS
B No, I . But my sister one yesterday. (see) be been
buy bought
4. A Have you ever a marathon? (run)
do done
B No, but I to catch a bus this morning! (run) drive driven
eat eaten
2 PAIR WORK. Write sentences about you. Then compare fly
go
flown
gone
them with a partner.
meet met
1. (ride a horse) I’ve never ridden a horse. / I rode a horse last summer. ride ridden
run run
2. (visit a national park) .
see seen
3. (see an elephant) .
4. (fly in an airplane) .
3 PAIR WORK. Answer the questions in Activity 1 with information about you.
Have you ever eaten Moroccan food?
No, I haven’t. Is it good?
PRONUNCIATION—Linked sounds
1 Listen. Notice how consonant sounds link to words that begin with vowel sounds.
1. Have you ever ridden a horse?
2. Have you ever bought a car?
3. Have you ever run a marathon?
4. Have you ever seen an elephant?
2 Listen again and repeat. Be sure to link the words.

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LANGUAGE PRACTICE POSSIBLE ANSWERS
1. I’ve never ridden a horse. / I rode a horse...
The goal of this section is to present and practice the 2. I’ve never visited a national park. / I visited a national
target grammar: the present perfect. park...
• Books closed. Write the following on the board: 3. I’ve never seen an elephant. / I saw an elephant...
4. I’ve never flown in an airplane. / I flew in an airplane...
I rode a bicycle yesterday. (the simple past)
I have ridden a motorcycle. (the present perfect)
• Explain that we usually use the simple past to Activity 3
describe an event that took place at a specified time
in the past. Elicit other examples, such as: I took the
• Focus attention on the questions in Activity 1.
train this morning. I cooked spaghetti last night. • Write the model question and answer in the speech
bubbles on the board. Show students how to
• Books open. Write the sentences from the Language change the model in the bubbles by replacing eaten
Practice box on the board. Explain that we form the
Moroccan food with gone windsurfing. Repeat this
present perfect with have + past participle. Explain
procedure for the model answer.
that we often use the present perfect to describe an
event that took place at an unspecified time up to • Have students make pairs and take turns asking and
the present. answering the questions in Activity 1 with their own
information. Encourage students to ask follow-up
• Point out the answers in the simple past. For questions.
example: I rode one yesterday. Explain that when we
mention a specific time or event, we use the simple ANSWERS
past and not the present perfect.
Answers will vary.
• Direct students to page 127 of the Grammar
Reference for more information and practice.
PRONUNCIATION
Activity 1 The goal of this section is to focus on linked sounds
• Focus attention on the four conversations. Explain with consonants and vowels.
that students need to complete the sentences with
the present perfect or the simple past. Complete the
first conversation on the board as an example. Activity 1
• Have students fill in the blanks on their own. Model the examples. Explain that the consonant n at
Then check answers. the end of ridden links to the vowel a, making ridden a
• Model the regular and irregular verbs in the box. sound like one word, riddena. Then play the recording.
Then have students practice the conversations in
pairs.
Activity 2
ANSWERS
Play the recording again. Have students practice saying
1. eaten, have, tried 3. met, haven’t, saw the examples in Activity 1.
2. gone, have, went 4. run, ran
SMART CHOICE ONLINE

Activity 2 Remind students that there are extra Language Practice
• Explain that students should write sentences that are activities on Online Practice and On The Move.
true for them using the correct form of the phrases
in parentheses.
• Focus attention on the examples. Ask why the first
example is in the present perfect and the second one
is in the simple past. Elicit or explain that we often
use the present perfect to make general statements
about our past experiences. In the second example,
the writer mentions a specific time (last summer).
• Then have students make pairs to compare their
answers. Elicit several answers from students.
T–18
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LISTENING Activity 4
• In this activity, students listen to a continuation of
The goal of this section is to practice listening for the the conversation in Activity 2.
and to discuss the listening passages. • Preview the questions. Preteach vocabulary as
necessary. For example, students may not be
familiar with the word news in a personal context,
Activity 1—Before you listen or the word worried.
• This activity introduces three new vocabulary items: • Play the recording. Pause after key points of the
cave diving, snowboarding, whitewater rafting. conversation to give time for students to write their
answers. Then check answers.
• Model the vocabulary and have students repeat.
• Focus attention on the pictures. Have students
• LANGUAGE NOTE: We use the expression out of
practice when we haven’t done something in a while.
describe what they see. Then ask Have you ever tried
these activities? Can you do them in your area? Elicit ANSWERS
answers from the class.
1. He got the job.
ANSWERS 2. He’s out of practice with swimming. / He doesn’t go
swimming very often.
Answers will vary. 3. Find a swimming pool and practice again.
4. He doesn’t have a driver’s license.
5. Her confidence.
Activity 2
• Focus attention on the sentences. Explain any words EXTRA IDEA
or phrases students might not be familiar with. For • Elicit the kinds of sports or other activities students
example: applied for a job, summer camp, confident. do in school and college. For example: soccer,
• Explain that students will listen to a phone softball, track and field.
conversation and choose the sentence that best • Have students write five true/false statements about
summarizes the situation discussed. their experience with sports. For example: I have
• Play the recording and have students do the activity. tried skydiving. I went skydiving three months ago.
Then check answers. I was a basketball player. I played on my high school
• CULTURE NOTE: Many children in the US go to team. I have never tried hang-gliding.
camp during the summer, often staying for weeks. • Then have students read their statements to a group
Teenagers and young adults often have summer jobs or to the class. The other students guess whether
as camp counselors, supervising the children and they are true or false.
leading activities like swimming and hiking.
ANSWER
d
SMART TALK
page T–88.
Activity 3
• Focus attention on the statements. Explain any SMART CHOICE ONLINE
vocabulary items students may not be familiar with.
Remind students that there are extra Listening practice
• Play the recording again. Have students choose activities on Online Practice and On The Move.
whether the statements are true or false. Then check
answers.
ANSWERS
1. False 3. True 5. False
2. False 4. True 6. False
EXTENSION
Play the recording again. Have students rewrite the
false statements to make them true.
T–19
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LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Have you ever tried these activities?
Can you do them in your area?
snowboarding whitewater rafting cave diving
2 Listen to a phone conversation between two friends. Choose the best summary.
a. Matt applied for a job at a summer camp, but he didn’t get it.
b. He applied for a job at a summer camp, and he got it.
c. He’s applying for a job at a summer camp, but he doesn’t want it.
d. He’s applying for a job at a summer camp, but he isn’t confident about getting it.
e. He’s applying for a job at a summer camp, and he’s confident about getting it.
3 Listen again. Choose (✓) True or False.

True False
1. Matt has never traveled outside the US.
2. He once went skydiving in Colorado.
3. He went snowboarding last month.
4. Amanda wants to try cave diving.
5. Matt’s parents have never been to Florida.
6. Matt went cave diving ten years ago.
4 Listening PLUS. Listen to a second conversation between Matt and Amanda.

1. What news did Matt have about the job?
2. What is the first thing he’s worried about?
3. What does Amanda tell him to do?
4. What is the second thing Matt is worried about?
5. What does he like about Amanda?
SMART TALK
Have you ever seen a celebrity? Student B: Turn to page 98.
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READING
1 BEFORE YOU READ Look at the picture. What’s happening?
Have you ever seen

anything like this?
In 1966, two American skydivers named
Michael Pelkey and Brian Schubert parachuted
from the top of the El Capitan rock formation in
Yosemite National Park, California, and inspired
the BASE jumping phenomenon.
BASE jumping is leaping from a fixed structure
and then opening a parachute. “BASE” stands for
Building, Antenna, Span (for example, a bridge),
and Earth (usually a cliff).
One of the most famous BASE events is the Kuala Lumpur Tower International Jump in
Malaysia. Every year, people jump from the 335-meter-high roof of the KL Tower. In 2015,
117 people from 26 different countries did the jump.
Another favorite building for BASE jumping in Malaysia are the Petronas Twin Towers,
which are about 450 meters high. The first person to jump off the Petronas Towers was
Felix Baumgartner, from Austria. When he did it in 1999, he set a new world record for the
highest parachute jump from a building. The same year, he also set the world record for the
lowest BASE jump, when he jumped 29 meters from the hand of the Christ the Redeemer
statue in Rio de Janeiro, Brazil.
BASE jumpers have often made appearances in movies, including several James Bond
movies. One of the most dramatic jumps was in the opening sequence of A View to a Kill,
when stuntman B. J. Worth jumped off the Eiffel Tower in Paris, 300 meters above the ground.
It looks very easy when professionals do it, but BASE jumping is extremely dangerous
and illegal in many places. Everyone should think twice before trying it.
ONLINE
PRACTICE
2 Read the article. Complete the questions. Then match them with the answers.
1. did Pelkey and Schubert jump from El Capitan? a. 117.
2. people jumped from the KL Tower in 2015? b. Felix Baumgartner.
3. are the Petronas Towers? c. In 1966.
4. was the first person to jump off the towers? d. The Eiffel Tower.
5. did B. J. Worth jump from in A View to a Kill? e. About 450 meters.

1. Which words do you think describe BASE jumping and jumpers? Why?
a. brave b. crazy c. dangerous d. exciting e. other
2. Do you want to try something like this? Why or why not?
I think these
people are crazy! So do I. I don’t want to
try something like that.
WRITING
Turn to page 109.
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Reading EXTRA IDEA
Have students research BASE jumping and BASE
The goal of this section is to practice reading jumpers on the Internet. They can research the
comprehension. following, for example: What other places and structures
do people BASE jump from? Who are some of the most
famous BASE jumpers?
Focus attention on the picture. Ask What do you see?
Elicit answers such as I see someone falling down. He’s Activity 3
above the buildings. Then ask What’s happening? Elicit • This activity has three steps. First, students choose
responses such as I think he’s jumping from a building/ an adjective that they think best describes BASE
plane. jumping and BASE jumpers. Then, in groups, they
discuss the reason for their choice of adjective.
ANSWER
Finally, students discuss whether they would like to
The man is jumping from the Kuala Lumpur Tower, in do the same kind of extreme activity.
Malaysia.
• Focus attention on the first question. Review the
list of adjectives. Teach any words students do not
understand. Then elicit other adjectives students
Activity 2 can use and write them on the board.
• Explain that this activity has two parts: completing • Show students how to use the model in the speech
questions with question words and then matching bubbles. Write the example conversation on the
them to the correct answers. board and demonstrate how crazy can be replaced
• Read the article aloud to the class or play the by brave, or any other adjective. Repeat this
recording. Tell students not to be concerned if they procedure with the example response.
do not understand every word. • Have students make groups and do the first part of
• Have students read the article individually and the activity.
complete the questions. Then check answers. • Then have students discuss whether they would like
• Then have students match the questions to the to try this activity. Make sure students give reasons
answers. Check answers again. for their answer.
• Read the article aloud again. This time, have ANSWERS
Answers will vary.
• CULTURE NOTE: The tallest side of El Capitan is
over 3,000 feet (about 900m). This cliff is one of the Writing
favorite challenges for BASE jumpers, although it is
illegal and several people have died jumping from Teaching notes for the Writing section are on
there. page T–109.
ANSWERS
1. When; c 3. How high; e 5. Where; d
2. How many; a 4. Who; b
CHALLENGE WORDS
terms.
board.
T–20
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SPEAKING Activity 3
• Have students make groups and discuss what they
The goal of this section is to practice the language in the learned about their classmates. Each group should
unit in an enjoyable, meaningful, and personalized way. vote on the best story they heard.
• Have one student in each group share the story with
Activity 1 the class.
• Books closed. Ask some warm-up questions. For
example: EXTRA IDEA
What is the most interesting thing you’ve ever done? Have students work in pairs or small groups to write
10 more survey questions and do the activities again.
What is the most interesting place you’ve ever been?
Have you ever won a prize?
EXTRA IDEA
• Books open. Focus attention on the survey
• Ask students Who in the class is the most
questions. Model the questions and have students
adventurous?
repeat.
• Explain any vocabulary students might not be
• Have students make groups and discuss who in
their group is adventurous and why. Each group
familiar with, for example: helicopter, award, poem,
should select one student to become a finalist.
etc.
• Ask some students the first question: Have you
• Invite the finalist from each group to the board.
Have other students ask the finalists questions, such
ever run a marathon? Elicit answers such as No, I
as Have you ever done anything dangerous?
have never run a marathon, or Yes, I have. I ran a
marathon in New York last year. • Have students elect one of the finalists as the most
adventurous in the class.
• Elicit some possible questions for the two your
choice rows and write them on the board. Then have
students complete the survey by adding the last two
items. As students write, walk around the class to
offer help as necessary. • Have students go online to find information about
an extreme sport they are interested in. Suggest they
can search for one of the sports mentioned in the
Activity 2 unit or for extreme sports to find lists of these sports
• Focus attention on the questions and the two other in English. Students can find answers to questions
columns in the survey chart. Explain that students such as What do people do when practicing this
need to ask the questions in the survey to several sport? Who are some famous people who practice
classmates until they complete the survey. For the sport? Do you need special equipment? Where do
example, students ask the question Have you ever people usually do it?
run a marathon? to several classmates. When they • Have students write a text with the information or
find a student who has done the activity, students present it to the class.
complete the chart with the classmate’s name and • Remind students that they can also share the
any other information they can find out. Encourage information they find on the Discussion Board on
students to write a different name for each item. Online Practice. You might also want to ask them
• Write the example conversation in the speech to use the Discussion Board for the next unit’s
bubbles on the board. Show students how to adapt Warm-Up activity.
the model question by replacing run a marathon
with tried bungee jumping. Repeat this procedure for
the example answer and the follow-up question. TESTING PROGRAM
• Before students do the activity, elicit examples of Print Unit 3 Test from the Testing Program
extra information. For example: I loved it. I hated it. for an end-of-unit assessment.
I want to do it again.
• Have students stand up and move around the
classroom to do the activity. Encourage them to ask
and answer follow-up questions and take notes.
T–21
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SPEAKING — Find someone who…
1 Look at the questions in the survey. Add two more activities to the list.
Have you ever… Name Extra information
1. run a marathon?
2. tried bungee jumping?
3. taken dance lessons?
4. flown in a helicopter?
5. won an award?
6. sung in public?
7. visited another country?
8. written a poem?
9. (your choice) ?
10. (your choice) ?
2 CLASS ACTIVITY. Ask classmates the survey questions. Write the names
of students who say “yes.” Try to get extra information!
Have you ever run

a marathon? Yes, I have. I ran a
marathon last year.
Where did you

do it? In New York.
3 GROUP WORK. Choose the best story from your group.

Share the story with the class.
Eric ran a marathon in New York

last year. It was really exciting...
GO Find out about an extreme sport that you find interesting.

ONLINE Share the information with the class.
NOW I CAN
SPEAK I N G G R A MM A R LISTEN IN G REA D IN G
talk about personal use the present understand conversations understand an article
experiences. perfect. about personal experience. about extreme sports. 21
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REVIEW Units 1–3
1 Read the conversation. Choose the correct answer.
Luis Aya, do you like music?
Aya I love it! I go to concerts all the time.
Luis So do I! / So am I! We should go together.

1
Aya Sure, anytime. But I don’t like classical music.
Luis Oh, so do I. / neither do I.

2
Aya And I don’t like country music.
Luis Me, neither. It’s not very interested / interesting.

3
Aya But most of all, I don’t like jazz. [SAY MORE]
Luis What? Really? But jazz is so interesting,

especially modern jazz!
Aya I think it’s strange and bored / boring.

4
Luis Have you ever been / being to a jazz concert?
5
Aya No, I haven’t.
Luis So how do you know you don’t like it?
Aya Oh, I’ve listened to jazz albums.
Luis OK, so what kind of music do you like?
Aya Rap. [SAY MORE]
Luis Really? How can you like rap? [SAY MORE]
Aya Have you ever been to a rap concert?
Luis No, I guess not.
2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the music types in the conversation. Practice the
conversation again. Use your own ideas for the music types.
4 Practice the conversation again. This time add information and [ SAY MORE].
Aya But most of all, I don’t like jazz. [It sounds terrible.]
Luis What? Really? But jazz is so interesting, especially modern jazz!
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REVIEW Units 1–3
CONVERSATION
Review Objectives
• Vocabulary: types of music
• Grammar: agreeing and disagreeing, adjectives ending in -ing /-ed,
the present perfect
The goal of this section is to review and practice Activity 3

the language presented in Units 1–3 in a fun and
meaningful way.
• Focus attention on the conversation in Activity 1.
Explain that students should identify and put a
box around the kinds of music in the conversation.
Warm-Up Students then change these words with their own
Books closed. Write the following questions on the ideas.
board: Do you like music? Do you prefer live concerts or • Have students make pairs and put a box around the
listening to recorded music? Elicit answers. words. Then check answers.
• Elicit some ideas for types of music and write them
Activity 1 on the board before students do the next part of the
activity. Point out that they might need to change
• Books open. Focus attention on the people in the other parts of the conversation. For example, the
picture. Ask Where are they? What do you think they adjectives describing the types of music.
are talking about? Elicit answers. Encourage students
to guess and have fun with the activity. • Have students practice the conversation again, this
time using their own ideas for the types of music.
• Focus attention on the conversation. Preteach words
and phrases students might not be familiar with. For ANSWERS
example: anytime, especially, modern, strange, etc. A box should be put around the following music types:
• Have students read the conversation silently. At classical music, country music, jazz, jazz, (modern) jazz,
this time, students should ignore the [say more] jazz, jazz, Rap, rap, rap
instruction. Then have students choose the
correct answers.
Activity 4
Activity 2 • Focus attention on the conversation in Activity 1
again. Explain that [say more] means that students
• Play the recording. Allow time for students to should provide more information in order to
change incorrect answers. Then check answers. explain their opinions more clearly.
• Have students make pairs and practice the • Use the example (It sounds terrible.) to show how
conversation. Make sure pairs change roles so they the speaker is providing more information.
practice each part.
• Have students practice the conversation again,
ANSWERS adding more information at [say more].
1. So do I 3. interesting 5. been
2. neither do I 4. boring Extra Idea
Have students do Activity 3 again. However, this time
have students replace the kinds of music with kinds of
movies. Students will need to change other parts of the
conversation. For example, I’ve listened to jazz albums
will need to change to something related to movies.
T–22
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READING
Review Objectives
• Vocabulary: extreme sports and activities, vacation activities
• Grammar: adjectives ending in -ing /-ed, the present perfect
Activity 5 Activity 7
Focus attention on the pictures. Have students describe • Have students make groups.
what they see. Then ask What do you think the woman • Focus attention on the example. Ask What kind
is like? Elicit answers. of activity did this person want to try? Elicit
ANSWERS
mountain climbing.
Answers will vary.
• Have students tell their group about something
they’ve always wanted to try. Encourage the other
students to ask for more information.
Activity 6 ANSWERS
• Read the article aloud to the class or play the Answers will vary.
do not understand every word.
Extension
• Review the questions. Explain any vocabulary
students might not be familiar with. Have each group tell the class the most interesting
activity someone in their group wants to try.
• Have students read the article silently and answer
the questions. Then check answers.
understand. Have other students explain the word
by paraphrasing, drawing, or miming.
• CULTURE NOTE: A Harley-Davidson is a famous
American motorcycle brand.
ANSWERS
1. She rode her father’s motorcycle, and she loved being
scared and doing something a little dangerous.
2. She felt frightened but very excited.
3. Skydiving, because it is exciting, and parasailing,
because she likes flying over water.
4. She had a rock climbing accident.
5. She goes sailing, kayaking, or fishing.
EXtension
Have students show where in the article they found
the answer for each question. For example, for the first
answer, elicit the passage When I was 16, he let me ride
the motorcycle with him and that was the beginning.
T–23
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Review • Units 1–3
5 Look at the pictures. What do you think the woman is like?

SUNDAY PROFILES
Jen Jones,
extreme sports enthusiast water, so flying over the water is a great
feeling, too. I’ve gone a few times on
vacation with my family.
This week’s sports
Have you ever tried something
lover is Jen Jones,
too dangerous?
21, from Newport
Hmm. That’s a good question. Well, last
Beach, California. We
summer I went rock climbing, and I had
interviewed her after
a pretty big accident. I was in the hospital
her fifth bungee jump
for a week. For now, I think it’s too
in Whistler, Canada.
dangerous for me. I need more practice!
How did you
What’s the next thing you want
become interested
to try?
in extreme sports?
I’ve never flown a plane! I’ve wanted to
Growing up, my dad
try that for a really long time. I want to
had a motorcycle. It
get lessons, but it’s pretty expensive.
was a big, shiny Harley-
Davidson. I wasn’t allowed to ride it, but my How do you relax in your free time?
dad would let me watch when he cleaned it and That’s a good question. I don’t do extreme
made repairs. When I was 16, he let me ride the sports all the time! I love to be outdoors and
motorcycle with him and that was the beginning. near the water. So I love sailing, kayaking,
I loved being scared and doing something a and even fishing! As long as I’m close to
little dangerous! water, I’m happy.
Which was the first extreme sport you
tried alone?
Believe it or not, it was bungee jumping when
I was 17. I was really frightened but also super
excited at the same time. When I jumped, it was
the best feeling ever! I’ve jumped five times now.
What’s your favorite extreme sport?
Probably skydiving! It’s so exciting. I’ve gone
twice now, and I’m doing it again next month. I
also really like parasailing. I love being on the
6 Read the article. Answer the questions.

1. How did Jen Jones become interested in extreme sports?
2. How did Jen feel when she bungee jumped for the first time?
3. What are Jen’s favorite extreme sports? Why?
4. Why does Jen think rock climbing is too dangerous?
5. How does Jen relax in her free time?
7 GROUP WORK. What is something you’ve always wanted to try? Tell your group.
Since I was little, I have always wanted to climb Mt. Everest.
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4 The best place in the world! WARM
UP
What is the most
SPEAK IN G GRAMMAR LISTEN IN G REA D IN G beautiful place
Describing places Superlative adjectives Geography game show Deadly animals article in your country?
VOCABULARY
1 Look at the pictures. Match them with the words in the box.
Write the correct letter. Then listen and check your answers.
a. island f. river
b. ocean g. rainforest
c. continent h. waterfall
d. mountain range i. desert
b e. lake j. volcano
1. 2.
3. 4. 5. 6.
ONLINE
7. 8. 9. 10. PRACTICE
2 PAIR WORK. Complete the chart with places you know.

Then compare your chart with a partner.
Oceans Rainforests Waterfalls Islands

Pacific
Lakes Mountain ranges Deserts Rivers
What did you write for “oceans”?

I wrote Pacific.
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4 The best place in the world!
SPEA KIN G
Describing places
GRAMMAR
Superlative adjectives
L istening
Geography game show
R ea d ing
Deadly animals article
Vocabulary: continent, desert, island, lake, mountain range, ocean, rainforest, river, volcano,
waterfall; Africa, Antarctica, North America
Conversation: Describing places
Language Practice: Superlative adjectives
Pronunciation: Reduction of t
Listening: A game show about world geography
Smart Talk: An information gap activity/quiz about world geography
Reading: An article about the most dangerous place on the planet
Writing: An email describing your city
Speaking: A quiz about world geography
VOCABULARY Activity 2
• Focus attention on the example in the chart, Pacific.
The goal of this section is to present and practice the Elicit one or two other examples for other sections
target vocabulary: geographical features. of the chart.
• Focus on the example conversation in the speech
Warm-Up bubbles. Model the conversation with a student.
• Books closed. Ask students to name a beautiful place • Have students complete the chart individually and
in their country. Write these places on the board. then compare their answers with a partner. Then
• If students are from the same country, have a class elicit answers.
vote to see which place the class thinks is the most • LANGUAGE NOTE: Names of geographical features
beautiful. If students are from different countries, are proper nouns. Like other proper nouns, they
have students name the most beautiful place in their are capitalized. For example: Niagara Falls. Usually,
country and describe some details about this place. proper nouns do not take articles. However, the is
• If students contributed to the Warm-Up Discussion often used with the names of certain geographical
Board as part of the Online Practice, look at their features, such as rivers, mountain ranges, deserts,
comments now with the class. and oceans. For example: the Nile, the Alps, the
Sahara, the Pacific. We don’t usually use the article
the with the names of lakes, waterfalls, continents,
Activity 1 or volcanoes.
• Books closed. Elicit geographical features
POSSIBLE ANSWERS
(mountains, rivers, etc.) that students know and
write them on the board. Oceans: Pacific, Atlantic, Indian
• Draw a simple map of the world, or the country Lakes: Superior, Titicaca, Victoria
Rainforests: Amazon, Congo, Madagascar
where you are, on the board. Then elicit the names Mountain ranges: Himalayas, Alps, Rockies
of geographical features and draw them on the map. Waterfalls: Niagara, Angel, Victoria
For example, in North America: the Colorado River, Deserts: Sahara, Gobi, Atacama
the Rocky Mountains, the Great Lakes. Islands: Hawaii, Bali, Jeju
• Books open. Focus attention on the pictures. Model Rivers: Amazon, Congo, Mississippi
the target vocabulary items: island, ocean, etc.
• Play the recording. Allow time for students to Smart Choice Online
change incorrect answers. Then check answers. Remind students that there are extra Vocabulary practice
ANSWERS
1. b 3. i 5. d 7. f 9. e
2. a 4. h 6. j 8. c 10. g
T–24
4602723_SC3e_TB2.indb 24 5/12/16 8:50 AM

CONVERSATION for example, can be substituted into the green box
in the conversation. Demonstrate this with Chile.
The goal of this section is to present and practice the Point out the other colors and the corresponding
target vocabulary and grammar of the unit in a typical columns in the chart and boxes in the conversation.
conversation. • Elicit other words or phrases that can go in each
WARM-UP with their own ideas as well as those in the book.
Books closed. Ask students to name famous • Have students make pairs and practice the
personalities, actors, writers, scientists, politicians, etc. conversation. Make sure pairs change roles so they
Then follow up with questions such as Where is he (or practice each part.
she) from? What’s that city (or country) like? Have you • CULTURE NOTE: The Andes are the longest
ever been there? mountain range in the world and run down the
western side of South America. This mountain
range passes through Venezuela, Colombia,
Activity 1 Ecuador, Peru, Bolivia, Chile, and Argentina. It
• Books open. Focus attention on the model passes through the entire length of Chile, which is
conversation. one of the longest countries in the world. Bali is one
• Preteach words and phrases students might not be of the many islands of Indonesia. It is famous for its
familiar with. For example, reason and someday. rich culture and natural beauty.
without doing the activity. Conversation Tip
• Have students fill in the blanks on their own. • Focus attention on the example in the Conversation
• Play the recording. Allow time for students to Tip box. Explain that in the conversation, the
change incorrect answers. Then check answers. question What’s it like? keeps the conversation going
• Play the recording again. Pause after each line of the by showing interest and giving the first speaker a
conversation and have students repeat. Be sure to chance to say more about a topic.
correct pronunciation and intonation. • Have students look at the conversation on page 17,
• Have students make pairs and practice the in Unit 3. Have them identify opportunities when a
conversation. Make sure pairs change roles so they speaker could ask a question to show interest.
practice each part.
• LANGUAGE NOTE: The Amazon can refer to the SMART CHOICE ONLINE
entire Amazon region, the Amazon River, or the
Amazon rainforest. Remind students that there are extra Conversation
ANSWERS
1. b 2. c 3. a
VARIATION
Chris’s lines and have students say his lines. Repeat
this procedure for Ana’s lines.
Activity 2
T–25
4602723_SC3e_TB2_U04.indd 25 29/11/2019 11:27

The best place in the world! • Unit 4
CONVERSATION
ONLINE
PRACTICE

a. rainforest b. Brazil c. the Amazon
Chris So, where are you from, Ana?

Ana I’m from 1 .
Chris Really? I’ve always wanted to go there.
Ana That’s nice to hear. Any reason?
Chris I really want to see 2 . Have you been there?
Ana Of course! It’s one of the most popular places in my country.
Chris What’s it like?
Ana It’s amazing! I think it’s the most beautiful 3 in the world!
Chris Well, I want to go there someday.
Ana You’re going to love it!

Use the ideas below. Add your own ideas. EXTEND THE CONVERSATION
Keep the conversation going
1 2 3 by expressing interest.
Chile the Andes mountain range
It’s one of the
Indonesia Bali island
most popular places
in my country.
What’s it like?
25
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LANGUAGE PRACTICE
Superlative adjectives Grammar Reference page 128
Which ocean is larger, the Atlantic or the Pacific?
The Pacific is larger than the Atlantic.
The Pacific is the largest ocean in the world.
What is the biggest desert in the world?
The Sahara is the biggest desert in the world.
Which city is the most beautiful: Venice, Florence, or Rome?
I think Venice is the most beautiful city!
NOTE: good better best; bad worse worst ONLINE
PRACTICE
1 Complete the sentences with superlative adjectives. Use the words in the box.
cold deep dry large
1. Lake Baikal is the deepest lake in Russia.

2. Is Australia island in the world, or is it a continent?
3. Is the Arctic place on earth?
4. I think the Atacama Desert is place on the planet.
2 Complete the conversations. Use the adjectives in parentheses.

1. A What’s the biggest city in China? (big)
B I think it’s Chongqing, isn’t it?
2. A Is the Grand Prismatic spring in Yellowstone? (hot)

B I really don’t know, but it’s certainly . (colorful)
3. A Are the Andes mountain range in the world? (long)

B I think so, but mountains are in the Himalayas. (high)
4. A What are forests on the planet? (humid)

B The rainforests, right?
PRONUNCIATION—Reduction of t
1 Listen. Notice how the final t can be reduced when words ending in st
are followed by a consonant sound.
Unreduced Reduced
1. the largest city the larges city
2. the driest place the dries place
3. the best way the bes way
4. the most beautiful the mos beautiful
2 Listen again and repeat. Be sure to say the reduced sounds.

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LANGUAGE PRACTICE •
in parentheses.
Focus attention on the example. Elicit why biggest
The goal of this section is to present and practice the has a double g.
target grammar: superlative adjectives. • Have students complete the activity on their own.
• Books closed. Write the following on the board: Then check answers.
is the tallest student in the class. ANSWERS
Have students stand up. Choose three students
1. the biggest 3. the longest,
to present tall, taller, and tallest. Find the tallest 2. the hottest, the highest
student and write his or her name in the blank on the most colorful 4. the most humid
the board.
• Books open. Write the examples from the Language
Practice box on the board. Explain that superlative EXTRA IDEA
adjectives are often formed by adding -est or -iest • To give more practice with superlatives, elicit ideas
to the end of the adjective. However, the superlative for a classroom survey and write them on the board.
forms of adjectives of three syllables or more, such Ideas can include the student with the longest hair,
as beautiful, are usually formed by putting most the tallest student, the student who lives the farthest
before the adjective, as in the most beautiful. away from school, etc.
• Explain that we usually put the before the • Have students walk around the classroom,
superlative form, as in the biggest, the most beautiful, comparing information with other students. Have
and the best. students write the information they learn about
• Point out that good and bad are irregular. The their classmates.
superlative forms are best and worst. • When students finish interviewing each other, elicit
• Direct students to page 128 of the Grammar the names of the students who are the tallest, who
Reference for more information and practice. live farthest away, etc.
Activity 1 PRONUNCIATION
• Explain that students need to complete the The goal of this section is to focus on the reduction of t
sentences with the superlative form of the adjectives when words ending in st are followed by a consonant.
in the box. Focus on the adjectives. Explain or elicit
their meaning and pronunciation.
• Focus on the example and check that students Activity 1
understand why the deepest is the correct phrase to Show students that in the examples, the words ending
complete the sentence. in st are followed by a consonant. Model how the final
• If necessary, review the vocabulary items on t sound is reduced. Contrast this by modeling examples
page 24 before students start the activity. Also make where the final t sound is not reduced. For example: the
sure students know the places mentioned and their largest area, the best idea. Then play the recording.
main characteristics. For example, that the Arctic
is cold.
Activity 2
Then check answers. Play the recording again. Have students repeat
the examples.
ANSWERS
1. the deepest 3. the coldest SMART CHOICE ONLINE
2. the largest 4. the driest
Activity 2
• Focus attention on the conversations. Explain
that students need to complete the conversations
with the superlative forms of the adjectives
T–26
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The goal of this section is to practice listening for the the game show in Activity 2.
and to discuss the listening passages. • Preview the sentences and the answer choices.
Explain any vocabulary items as necessary.
• Play the recording. Have students choose the correct
Activity 1—Before you listen answer to complete the sentences. Then check
• This activity introduces three new vocabulary answers.
items: Africa, Antarctica, North America. • CULTURE NOTE: Aconcagua is in the Andes,
• Model each new vocabulary item and have students in Argentina. It is the highest mountain in
repeat. the Americas.
• Focus attention on the pictures. Have students ANSWERS
describe what they see. Explain that students should
1. b 2. b 3. b 4. a
label each picture with the name of one of the
continents listed.
• Have students label the pictures on their own. EXTRA IDEA
Then check answers. Ask students to explain which Have students look at the pictures in Activity 1
elements in the photos justify their answers. again. Elicit what places students think they are.
(A. the Weddell Sea area in Antarctica; B. the Sahara
ANSWERS
Desert; C. the Mississippi River in the US)
A. Antarctica B. Africa C. North America
EXTRA IDEA
• Have students research other record-breaking facts
Activity 2 on the Internet. These facts can relate to any topic,
• Focus attention on the five items and the such as animals, sports, movies, etc.
answer choices. • Have individual students report their facts to
• Explain to students that they will listen to a game the class using superlatives.
show and choose the correct answers as they listen.
If necessary, pause the recording after each question SMART TALK
to give students time to choose their answers. Then Teaching notes for the Smart Talk activity begin on
check answers. page T–90.
ANSWERS
1. b 2. a 3. c 4. b 5. c SMART CHOICE ONLINE
Remind students that there are extra Listening practice
Activity 3
• Focus attention on the questions. Have students
read them silently.
• Play the recording again and have students write
the answers. If necessary, pause after the
information for each question to give students time
to write their answers.
• Check answers.
ANSWERS
1. Over 4 billion 3. In Africa
2. More than 50 4. About 22 million
VARIATION
• Have students answer the questions before playing
the recording again.
change any incorrect answers. Then check answers.
T–27
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LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Which continents are these places on?
Label the pictures with Africa, Antarctica, or North America.
A. B. C.
2 Listen to the game show. As you listen, choose the answer you think is correct.
1. a. Africa b. Asia c. North America
2. a. Africa b. Asia c. North America
3. a. Europe b. Antarctica c. Australia
4. a. Africa b. Antarctica c. Australia
5. a. New York b. Los Angeles c. Mexico City
3 Listen again. Answer the questions.

1. How many people live in Asia?
2. How many countries are there in Africa?
3. Where is the largest subtropical desert in the world?
4. How many people live in North America’s largest city?
4 Listening PLUS. Listen to more of the game show. Choose the correct answer.
1. In the second round, the teams ____.
a. must answer six questions
b. choose a number to get a question
2. The first question is about the world’s longest river and ____.
a. both teams give the right answer
b. both teams give the wrong answer
3. The second question is about ____.

a. the highest mountains in the Himalayas
b. the location of the Himalayas
4. The San Francisco team wins because ____.

a. they know where Aconcagua is
b. they know that Argentina is in South America
SMART TALK
The superlative quiz Student B: Turn to page 99.
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4/18/16 8:50 AM
READING
1 BEFORE YOU READ Look at the title of the article and the pictures.
What do you think is the most dangerous place?
The most dangerous place on the planet

Australia is home to some of the most dangerous creatures on earth. The Australian
taipan, for example, is the most poisonous snake in the world. Its venom is strong enough
to kill 100 adults with just one bite.
Certain sea creatures are as deadly as those on land. Great white sharks
are famous all over the world. Did you know they have about
300 teeth? However, sharks actually kill very few people. In fact,
dogs have killed more people each year than great whites have
killed in decades!
The most violent sea creatures are saltwater crocodiles. Some
of them are 7 meters (23 feet) long, extremely strong, and very
ugly. Although human meat is not their favorite, they attack
anything—including sharks. They don’t swallow people,
but they can break them in half. Despite this, saltwater
crocodiles are a protected species in Australia. If you kill
one, you will be in trouble. On the other hand, they can kill you without
getting into any trouble!
The most deadly Australian creature of all is the box jellyfish. Its
poisonous tentacles can be 3 meters (10 feet) long. Their fatal sting
feels like a powerful electric shock. Your heart stops beating after only
three minutes. Box jellyfish have killed more people in Australia than
snakes, sharks, and saltwater crocodiles combined.
Enjoy Australia, but remember to be careful!
ONLINE
PRACTICE
2 Read the article. Answer these questions.

1. What is the most poisonous snake in the world?
2. What are the most violent sea creatures?
3. What is the most deadly Australian creature of all?
3 Read the article again. Choose (✓) True or False.

True False
1. The Australian taipan kills 100 adults every year.
2. Dogs kill more people than great white sharks do.
3. Saltwater crocodiles don’t attack people.
4. A person can live for three days after a box jellyfish sting.
4 GROUP WORK. What dangerous creatures are there in your country?

Which is the most dangerous? Have you ever seen one? Tell your group.
I think the most dangerous creature is…

Have you ever seen one?
Actually, I have!
WRITING
Turn to page 109.
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READING CHALLENGE WORDS
board.
• Focus attention on the title of the article and the this point, ask students to use the context of the
pictures. Ask What do you think the article is about? sentence to guess the definition of each one and
Elicit It’s about dangerous animals (in Australia). then check their guesses in a dictionary. Elicit and
• Next, ask students if they know the things in the write the correct definitions on the board.
pictures. Focus attention on the pictures of the • Have students create new sentences for each
shark and jellyfish. Ask students if they have ever challenge term and share them with the class.
seen one of these creatures.
• Focus attention on the question. Elicit several
answers. Activity 4
ANSWERS • Elicit some dangerous creatures that live in the area
where you are teaching. Write them on the board.
Answers will vary.
• Then focus attention on the examples in speech
bubbles. Show students how they can use the
examples with their own ideas.
Activity 2 • Have students do the activity in groups. As students
• Read the article aloud to the class or play the work, walk around the class to check progress and
recording. Tell students not to be concerned if they offer help as necessary.
• Have students read the article individually and EXTENSION
answer the questions. Then check answers.
Have the groups share their discussion with the class.
• Read the article aloud again. This time, have Then have the class vote on the most dangerous
students stop you when there is a word they don’t creature discussed.
Extra idea
ANSWERS • In many countries, pests such as mice, cockroaches,
1. the Australian taipan or spiders are more common than dangerous
2. saltwater crocodiles creatures. You can replace or extend Activity 4 by
3. the box jellyfish having students discuss these kinds of creatures.
• Have students vote for the most disliked creature in
their country.
EXTRA IDEA
Have students make a list of words with negative
meanings they find in the article. For example: fatal,
deadly, etc. Then have students sort the words by
WRITING
synonyms or parts of speech. Explain that grouping Teaching notes for the Writing section are on
words is a useful strategy to learn new vocabulary. page T–109.
Activity 3
• Focus attention on the true/false statements. Elicit
the answer to the first item as an example.
• Have students do the activity on their own. Then
check answers.
ANSWERS
1. False 2. True 3. False 4. False
T–28
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SPEAKING EXTRA IDEA
• Have each student write five quiz questions using
The goal of this section is to practice the language in the superlatives. Each question should be on a separate
unit in an enjoyable, meaningful, and personalized way. strip of paper. Students should write the answers
below the questions. Then collect the strips of paper.
• Select one student to be the quiz master. This
Activity 1 student will read the questions to the class.
• Focus attention on the pictures. Elicit what students • As the quiz master reads the questions one at a time,
know about the places in the photos. Then ask the other students should write down the answers.
What is unique about Wellington, New Zealand?
• After reading all of the questions, the quiz master
• Review the quiz items. Explain that students should reads the answers. Students should exchange their
match the places in the column on the left with the answer sheets, so that another student can check
superlatives in the column on the right. their answers.
• Have students do the activity in pairs. As they work, • The student who has the most correct answers wins
walk around the class to check progress and offer the game.
help as necessary.
• As a variation, this activity can be done in groups.
Distribute a smaller number of questions to each
EXPANSION group and have each group select a quiz master.
Have students extend the quiz by listing five more
places and superlative phrases.
Activity 2 • Have students go online to find out more

• Have students make groups by joining other pairs. information about one of the places in the quiz in
Students should compare their answers to Activity 1. Activity 1. Suggest that students search for the name
of the place. They can usually find this information
• Give them a few minutes to discuss whether or not on online encyclopedias or the place’s official
their answers are correct. Then check answers. website.
• CULTURE NOTE: Wellington, the capital of New • Have students write a text with the information or
Zealand, is located on the southern coast of the present it to the class.
Northern Island. The population of Cairo, Egypt, is
about 20 million people (2015). The population of • Remind students that they can also share the
China is almost 1.4 billion (2015). Russia is over 17 information they find on the Discussion Board on
million square kilometers in area. The Pacific Ocean Online Practice. You might also want to ask them
is over 160 square kilometers in area. Angel Falls is to use the Discussion Board for the next unit’s
about 980 meters high. Greenland is over 2 million Warm-Up activity.
square kilometers in area. The highest area of La
Paz, Bolivia, is about 4,100 meters above sea level. TESTING PROGRAM
ANSWERS Print Unit 4 Test from the Testing Program for
1. f 3. a 5. b 7. c an end-of-unit assessment.
2. g 4. e 6. h 8. d
Activity 3
• Elicit superlatives and write them on the board.
• Focus attention on the activity. Tell students that
they can talk about any topic related to their city,
region, or country.
• Focus attention on the examples in speech bubbles.
Show students how they can be used with their own
ideas.
• Have students do the activity in groups. As they
work, walk around the class to check progress and
offer help as necessary.
T–29
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SPEAKING — Geography quiz!
1 PAIR WORK. What do you know about world geography? Work with a partner and
match the places with the superlative phrases. Don’t worry if you don’t know for sure!
What’s the largest island?

Maybe it’s…
The
Superlative
Earth!
1. Wellington, New Zealand, a. the largest population
Wellington, New Zealand Cairo, Egypt
2. Cairo, Egypt, b. the biggest ocean
3. China c. the largest island
4. Russia d. the highest capital city
5. The Pacific e. the largest country
6. Angel Falls, Venezuela, f. the most southern capital city
7. Greenland g. the largest city in Africa
8. La Paz, Bolivia, h. the highest waterfall
2 GROUP WORK. Compare your guesses with other pairs.

We think ... has the largest
population in the world.
3 GROUP WORK. Think of five superlatives about your city, region, or country.
Share your information with your group.
Did you know the oldest restaurant

in the country is here?
I didn’t know that!
GO Choose one of the places in the geography quiz above and find more
ONLINE information about it. Share the information with the class.
NOW I CAN
SPEAK I N G GRAMMAR LISTEN IN G REA D IN G
describe places. use superlative understand a geography understand an article
adjectives. game show. about dangerous animals. 29
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5 Where’s the party? WARM
UP
How many
SPEAKIN G GRAMMAR LISTEN IN G REA D IN G weddings have
Special events Before, after, and when New Year’s traditions Famous festivals you been to?
VOCABULARY
1 Look at the picture. Match the people and the objects with the words in the box.
a. bride c. ring e. guest g. bouquet i. cake k. candle

b. groom d. wedding dress f. present h. fireworks j. card
10
8
1 a
3
9
11
2
5
ONLINE
PRACTICE
2 Use the words in Activity 1 to complete the paragraph

about weddings in the US.
The bride usually wears a white and

carries a of flowers. She and the
invite s for the ceremony and a reception
afterwards. People usually give their s to VOCABULARY TIP
the couple at the reception and eat a piece of wedding Draw pictures to learn
. Sometimes there are beautiful ! new words.
3 PAIR WORK. Look at the picture and read the text

above again. What is similar about a wedding in
your country? What is different? Tell your partner.
bouquet
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5 Where’s the party?
SPEA KIN G
Special events
GRAMMAR
Before, after, and when
L istening
New Year’s traditions
R ea d ing
Famous festivals
Vocabulary: bouquet, bride, cake, candle, card, fireworks, groom, guest, present, ring,
wedding dress; grapes, lucky bags, mistletoe
Conversation: Talking about special events
Language Practice: Adverbial clauses with before, after, and when
Pronunciation: Pauses after adverbial clauses
Listening: People talking about New Year’s traditions
Smart Talk: An information gap activity about two famous festivals
Reading: An article about Latin American festivals
Writing: A description of a festival
Speaking: A discussion about favorite months
VOCABULARY ANSWERS
The bride usually wears a white dress and carries a
The goal of this section is to present and practice the bouquet of flowers. She and the groom invite guests
target vocabulary: wedding expressions. for the ceremony and a reception afterwards. People
usually give their presents to the couple at the reception
Warm-Up and eat a piece of wedding cake. Sometimes there are
beautiful fireworks!
• Books closed. Tell students about a wedding you
have been to or one from a movie you have seen.
Describe what the bride and groom were wearing, EXTRA IDEA
what the ceremony was like, and the food served at Have students describe and explain the items in
the reception. Then have students tell the class how Activity 1. For example: The guests are family members
many weddings they have been to. and friends who go to the wedding.
Board as part of the Online Practice, look at their
comments now with the class. Activity 3
• Elicit other words or phrases to talk about weddings.
For example: bridesmaids, groomsmen, best man,
Activity 1 maid of honor, etc. Write them on the board and
• Books open. Focus attention on the picture. Check elicit or explain their meanings as necessary.
to see which words the students already know. • Have students make pairs and discuss the questions.
• Model the target vocabulary items: bride, groom, etc. As students work, walk around the class to offer
• Have students complete the activity on their own. help as necessary.
• Play the recording. Allow time for students to • Elicit some ideas from students.
change incorrect answers. Then check answers. ANSWERS
• LANGUAGE NOTE: The words bride and groom are
Answers will vary.
only used on the day of the wedding ceremony and
in the planning period before. For about a year after
the wedding, both are called newlyweds.
Vocabulary Tip
ANSWERS
Focus attention on the example in the Vocabulary Tip
1. a 4. c 7. h 10. f box. Explain that making a picture dictionary is a very
2. d 5. e 8. k 11. g effective way of remembering new vocabulary. Students
3. b 6. i 9. j
can draw pictures next to new words in a notebook
or make flashcards with the word on one side and the
picture on the back.
Activity 2
• Focus attention on the paragraph. Students should
Smart Choice Online
complete it using words from Activity 1.
• Have students do the activity on their own. Then Remind students that there are extra Vocabulary practice
check answers. activities on Online Practice and On The Move.
T–30
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CONVERSATION green box in the conversation. Demonstrate this
with South Korea. Point out the other colors and the
The goal of this section is to present and practice the corresponding columns in the chart and boxes in
target vocabulary and grammar of the unit in a typical the conversation.
conversation. • Elicit other words or phrases that can go in each
WARM-UP with their own ideas as well as those in the book.
Ask students where they are going this weekend. Ask • Have students make pairs and practice the
several follow-up questions so that students answer in conversation. Make sure pairs change roles so they
detail. practice each part.
• Focus attention on the model conversation. • Write the questions on the board. Model the
activity by answering the questions with your own
• Preteach words and phrases students might not
information.
be familiar with. For example, afterwards and the
difference between Greek and Greece. • Have students make pairs and answer the questions.
As students work, walk around the class to offer
help as necessary.
• Have students fill in the blanks on their own. ANSWERS
• Play the recording. Allow time for students to Answers will vary.
EXTENSION
correct pronunciation and intonation. Have students ask their partners questions to get as
much detail as possible about the wedding. Then have
students tell the class about their partner’s experience.
conversation. Make sure pairs change roles so
Have the class vote on the most interesting wedding
story.
ANSWERS
1. c 2. b 3. d 4. a EXTRA IDEA
• Have students think about other special occasions.
Elicit ideas and write them on the board. For
VARIATION example: birthday, graduation, etc.
• Play the video instead of the recording when • Have students work in pairs to write conversations
students are checking their answers. about the occasion, using the conversation in
• Play the video again before students practice Activity 1 as a model.
the conversation. Pause after each line of the • Have the pairs perform their conversations to the
conversation and have students repeat. class or a group.
Brad’s lines and have students say his lines. Repeat SMART CHOICE ONLINE
this procedure with Clare’s lines. Remind students that there are extra Conversation
Activity 2
• Focus attention on the chart. Explain that the
chart is color-coded and that items in the green
column, for example, can be substituted into the
T–31
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Where’s the party? • Unit 5
CONVERSATION
ONLINE
PRACTICE

a. on a boat b. Greek c. Greece d. church
Brad What are you doing this weekend?

Clare I’m going to a wedding!
Brad Nice. Who’s getting married?
Clare A friend of mine from college. She’s from 1 .
Brad Have you been to a 2 wedding before?
Clare Yes, I have. It was beautiful. It took place at a 3 .
Brad Was there a party afterwards?
Clare Of course! It was a little unusual, actually.
Brad Really?
Clare Yes, the party was 4 !
Add your own ideas.
1 2 3 4
South Korea Korean hotel at a karaoke bar
Peru Peruvian cathedral in a movie theater
3 PAIR WORK. Tell your partner about a wedding you have been to or heard about.
Who got married? Where was it? Was there a party?
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LANGUAGE PRACTICE
Adverbial clauses: before, after, and when Grammar Reference page 129
The bride can’t see the groom before the wedding begins.
Before the party started, we made a cake.
We usually have a party when we graduate from high school.
When she left college, she traveled for a year.
She looked very happy after she opened the present.
After the wedding ceremony is over, there is usually a reception. ONLINE
PRACTICE
1 Complete the sentences with before, after, or when.

1. When Carlos had a birthday, we threw him a surprise party.
2. he came to the door, we all shouted, “Surprise!”
3. We sang “Happy Birthday” he blew out the candles.
4. he opened his gifts, he sent thank-you cards.
2 Match the information to make complete sentences.

1. When I have a problem, e a. after I read her terrible email.
2. I felt really angry b. when I go to a party.
3. I try to look good c. I went to another one!
4. Before I went home, d. before I come to class.
5. After I left your party, e. I talk to my best friend.
6. I don’t eat breakfast f. I bought some flowers.
3 PAIR WORK. What do you do in these situations? SEQUENCE ADVERBS

Use sequence adverbs to answer the questions.
First, buy a present.
1. What do you do when you host a party? Then get dressed up.
2. What do you do before you go to a party? Next, go to the party.
3. What do you do after you arrive at a party? Finally, have fun!
First, I decide who I want to invite. Then I send those people an email. Next, ...
PRONUNCIATION—Pauses after adverbial clauses

1 Listen. Notice the pauses at the commas when adverbial clauses are
at the beginning of a sentence.
1. I buy a card before I go to a party. Before I go to a party, I buy a card.
2. I go to bed early when I’m tired. When I’m tired, I go to bed early.
3. I feel happy when I see friends. When I see friends, I feel happy.
4. I watch TV after I finish work. After I finish work, I watch TV.
2 Listen again and repeat. Be sure to pause at the commas.

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LANGUAGE PRACTICE do the activity on their own. Check answers.
ANSWERS
target grammar: adverbial clauses with before, after, 1. e 2. a 3. b 4. f 5. c 6. d
and when.
• Books closed. Write the following on the board: EXPANSION
Before he had breakfast, he had a shower. Have students complete the sentences in the activity
After he had a shower, he had breakfast. with information that is true for them. Do one as an
Explain that we can use before and after to show the example: When I have a problem, I talk to my sister.
order of events when we have two actions in the
same sentence.
• Write on the board:
Activity 3
• Focus on the sequence adverbs in the box. Explain
When he went online, he checked his email. their meaning and model the sentences for the class.
Explain that, in this case, when means one action Ask What type of party is the sequence of actions
happening at the same time as another action or as probably about? Elicit birthday party.
an immediate result of it. • Write the first question on the board. Focus on the
• Books open. Write the examples from the Language speech bubble and read the example sentences to
Practice box on the board. Have students focus on the class. Then elicit a sentence beginning with Next
the first example. Ask What action has to be first— and one beginning with Finally to complete the
seeing the groom or the wedding beginning? What sequence in the speech bubble. For example: Next,
action has to be second? Repeat this procedure for I clean my house. Finally, I prepare the food.
the other examples. • Have students do the activity in pairs. As students
• Focus attention on the pairs of sentences. Elicit practice, walk around the class to check progress
or explain that when the adverbial clause of time and offer help as necessary.
comes before the main clause, we use a comma.
When the main clause is first, there is no comma.
PRONUNCIATION
The goal of this section is to focus on pauses after
adverbial clauses.
Activity 1
• Focus attention on the sentences. Explain that
Activity 1
students need to complete the sentences with before,
after, or when. Focus on the example. Elicit why Model the examples. Then play the recording.
when is the best word to complete the sentence.
(They threw him a party during/on his birthday.)
Activity 2
• If necessary, elicit or explain the meaning of any
vocabulary students might not be familiar with. Play the recording again. Have students practice saying
the examples in Activity 1.
Then check answers.
SMART CHOICE ONLINE
ANSWERS
1. When 2. When 3. before 4. After
VARIATION
If students have difficulty with the activity, enact the
scene in the class.
Activity 2
• Focus attention on the activity. Explain that students
need to match the clauses in the two columns to
make logical sentences.
• Focus attention on the example and read the
complete sentence to the class. Then have students
T–32
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LISTENING ANSWERS
Brendan: Sydney; his brother and friends; unforgettable
The goal of this section is to practice listening for the Yang-hee: San Francisco; cousin; magic
main idea, to practice listening for specific information, Pilar: London; strangers; disappointing
and to discuss the content of the listening passages.
Activity 1—Before you listen Activity 5

• This activity introduces three new vocabulary items: • Focus attention on the speech bubble. Elicit
grapes, lucky bags, mistletoe. additional information about Brendan’s trip.
• Focus attention on the pictures. Model the new • Have students make pairs and take turns telling
vocabulary items and have students repeat. about one of the people in the recordings. As
students work, walk around the class to offer help
• Ask How do you think these things are related to as necessary.
New Year’s celebrations? Elicit several answers. Tell
students they can confirm their guesses in the ANSWERS
listening. Answers will vary.
ANSWERS
Answers will vary. EXTRA IDEA
• Have students make a list of things they do to
celebrate the New Year. Then have students put
Activity 2 them in sequence, using first, then, next, and finally.
• Focus attention on the five customs. Preteach any • Then have students make sentences about their New
vocabulary students might not be familiar with. Year’s celebrations using before, after, and when.
For example: suitcases, pillows.
• Play the recording. Have students write I, K, or M
after the customs. Then check answers. SMART TALK
ANSWERS Teaching notes for the Smart Talk activity begin on
1. M 2. M 3. K 4. I 5. I page T–92.
Smart Choice Online

Activity 3 Remind students that there are extra Listening practice
• Focus attention on the true/false statements. activities on Online Practice and On The Move.
Preteach or elicit the meaning of red-haired,
handsome, and awake.
• Play the recording again. Have students choose True
or False for each sentence. Then check answers.
ANSWERS
1. False 2. True 3. True 4. True 5. False
Activity 4
the conversations in Activity 2.
• Explain that now the speakers talk about where
they spent New Year’s Eve abroad. Students should
write the city in the first column of the chart, who
the speaker spent the holiday with in the middle
column, and the adjective they used to describe
their experience in the last column.
• Play the recording. If necessary, pause after each
conversation to give time for students to write their
answers. Then check answers.
T–33
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LISTENING
1 BEFORE YOU LISTEN Look at the pictures. How do you think these things are related
to New Year’s celebrations?
grapes lucky bags mistletoe
2 Listen to people talking about New Year’s traditions in their countries.

Where do these things happen? Write I (Ireland), K (Korea), or M (Mexico).
1. People eat 12 grapes at midnight. M
2. People walk on the streets with suitcases.
3. People leave the lights on in every room.
4. Single people sleep with mistletoe under their pillows.
5. People clean their houses before the new year.

True False
1. In Ireland, it’s lucky if a red-haired woman visits you on New Year’s Day.
2. People think that Brendan is handsome.
3. In Korea, people usually stay awake on the last night of the year.
4. Korean children often receive money during the New Year’s celebrations.
5. Pilar always goes out with a suitcase at midnight on New Year’s Eve.
4 Listening PLUS. Listen to more of the interviews. Complete the chart.

CH Where? Who with? Description
Brendan Sydney
Yang-hee
Pilar
5 PAIR WORK. In your own words, tell your partner

what happened to one of the three people.
Brendan visited his brother

in Sydney last year…
SMART TALK
Dragons and bulls Student B: Turn to page 100.
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READING
1 BEFORE YOU READ Look at the pictures. Do you know anything about these events?
Festival Time in Latin America

Salvador, Brazil Mexico City, Mexico
1 People say that Carnaval in northeastern 6 El Día de los Muertos, or the Day of the
Brazil is the best celebration on earth! Dead, is the day when Mexicans honor
2 For six days, the city center is filled with crowds, the dead by taking food to the cemetery
sounds, and colors. Bands play exciting music on and having a picnic. They also decorate
moving stages, called trios elétricos. Thousands the graves with personal belongings,
of people follow them through the streets. The photographs, and special ornaments.
music and dancing go on all day and all night. 7 You can buy pan de muerto
Carnaval is a time when no one sleeps! (a sweet bread covered with
frosting) in the shape of bones,
Cuzco, Peru candies in the shape of skulls,
3 The fabulous Inti Raymi, or Sun Festival, is and papier maché skeletons.
the second biggest festival in Latin America People use skulls and
after Carnaval in Brazil. skeletons as decorations
4 The festival goes back about 500 years, in their homes, too.
to Inca times. The Inca believed that they
Day of the Dead
were descendants of the sun. Inti Raymi
was the time when they said, “Sun! We
love you! Please don’t leave us!”
5 Nowadays, hundreds of people act out the
roles of Inca priests, nobles, and soldiers.
The ceremony starts in the main square.
After that, thousands of people follow the
Inti Raymi
actors to an ancient fortress in the hills.
Later, there’s great food, music, and dancing!
ONLINE
Carnaval PRACTICE
2 Read the article. Write what each adjective describes.

1. exciting (par. 2) music 4. ancient (par. 5)
2. moving (par. 2) 5. great (par. 5)
3. fabulous (par. 3) 6. special (par. 6)
3 Read the article again. Mark the sentences F (fact) or O (opinion).

1. In Salvador, Carnaval lasts for six days and nights.
2. Carnaval is the best festival in Latin America.
3. Inti Raymi is a 500-year-old Inca tradition.
4. On the Day of the Dead, Mexicans have picnics in cemeteries.
5. Pan de muerto is more delicious than skull-shaped candy.
4 GROUP WORK. What’s your favorite festival? What do you, your friends,
or your family do? Tell your group.
My favorite festival is .
First, we…
Mine is . When
we were young…
WRITING
Turn to page 110.
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READING • If these challenge words haven’t been defined by
The goal of this section is to practice reading sentence to guess the definition of each one and
comprehension. then check their guesses in a dictionary. Elicit and
Activity 1—Before you read challenge term and share them with the class.
Focus attention on the pictures. Ask What do you see in
the pictures? What do you know about these events?
Activity 3
ANSWERS
• Focus attention on the statements. Explain the
Answers will vary. difference between a fact and an opinion. Write
some examples on the board:
I like Brazilian music. (opinion)
Activity 2 Rio is in Brazil. (fact)
• Read the article aloud to the class or play the • Have students look at the reading and find one fact
recording. Tell students not to be concerned if they and one opinion.
do not understand every word. • Have students do the activity on their own. Then
• Explain that students need to match the adjectives check answers.
in the activity with a noun in the article. Focus
attention on the example. Show how exciting in ANSWERS
paragraph 2 is used to describe music. Make sure 1. F 2. O 3. F 4. F 5. O
students notice that the adjective comes before
the noun.
• Have students read the article individually and do EXTENSION
the activity on their own. Then check answers. Have students make fact and opinion statements about
• Read the article aloud again. This time, have festivals they know.
understand. Have other students provide the EXTRA IDEA
answers by paraphrasing, drawing, or miming. • Have students write five comprehension questions
• LANGUAGE NOTE: When referring to the big festival about the text in Activity 1.
in Rio, we usually use the Portuguese spelling • Have students make pairs to exchange and answer
Carnaval, and not the English spelling Carnival. In their questions.
North America, a carnival is a summertime fair.
ANSWERS Activity 4
1. music 3. Inti Raymi 5. food, music, dancing • Focus attention on the example conversation in the
2. stages 4. fortress 6. ornaments
speech bubbles. Model the activity by telling the
class about your favorite festival.
EXPANSION • Have students make groups and tell each other
Focus attention on the adjectives in the text in Activity 1. about their favorite festival. As students work, walk
Have students look at the photos in the article and around the class to offer help as necessary.
choose an appropriate adjective for each image.
CHALLENGE WORDS
WRITING
• Focus attention on the words in blue in the article Teaching notes for the Writing section are on
and explain that these are challenge vocabulary page T–110.
terms.
board.
T–34
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SPEAKING EXTRA IDEA
• You can use this as an opportunity to teach your
The goal of this section is to practice the language in the class about well-known holidays in other countries.
unit in an enjoyable, meaningful, and personalized way. For example: St. Patrick’s Day, Thanksgiving.
• After you present the information, have a classroom
quiz by reading, or having students read, one-line
Activity 1 descriptions of these holidays. Other students guess
• Books closed. Elicit the months of the year and what the holiday is.
write them on the board. Then elicit holidays and
festivals that take place in each month. For example: EXTRA IDEA
January—New Year’s Day, February—Valentine’s
Day, etc. Have students imagine that they are giving advice on a
good time of year to visit their city, region, or country.
• Books open. Focus attention on the pictures. Have Have them make a list of reasons why, including special
students describe what they see. events and festivals that happen in that period. Then
• Focus attention on the task and the example. Have have students make pairs and tell their partner.
students do the activity on their own. Make sure
students give the reasons for their choices.
• CULTURE NOTE: The image in the center shows
young Japanese women performing during Hanezu
Odori, a traditional spring dance in honor of a
• Have students choose a country and then go
online to find out more information about their
famous Japanese poet.
most important festivals. Tell students that they
can usually find this information on online
Activity 2 encyclopedias, the country’s official website, or
tourism websites. Suggest students find out when
• Explain that students should find classmates who and why the festival is held, as well as what people
share one or more of the same favorite months. usually do.
They should compare their reasons for liking each
month. • Have students write a text with the information or
• Focus on the example conversation in the speech
bubbles. Have a pair of students model it for the • Remind students that they can also share the
class. information they find on the Discussion Board on
• Elicit questions and answers students can use when to use the Discussion Board for the next unit’s
doing the activity and write them on the board. Warm-Up activity.
For example: What are your favorite months?
(March, June, and November) Why do you like
March? (Because it starts to get warmer and the TESTING PROGRAM
flowers start to bloom.)
• Have students stand up and walk around the for an end-of-unit assessment.
classroom to do the activity. Encourage them to find
at least two classmates who like the same months.
Activity 3
• Focus attention on the activity and the example in
the speech bubble. Read the example to the class
and complete it according to the information in the
example in Activity 2. For example: ... and because
it’s when I celebrate my birthday.
• Have students tell the class about one of their
favorite months and why they and other classmates
like it.
T–35
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SPEAKING — My favorite months
1 Choose your three favorite months. List the reasons why you like them.
Month Reasons
April spring, festivals, my birthday
1.
2.
3.
JANUARY APRIL JULY OCTOBER
2 CLASS ACTIVITY. Find classmates who share at least one of your

favorite months. Compare your reasons and write them down.
Why is April one of your favorite months?

Because it’s spring. What about you?
Because of spring, but also because

it’s when I celebrate my birthday!
3 CLASS ACTIVITY. Choose one of your favorite months. Tell the class why
you and other classmates like it.
Yuri and I like April. He likes it because it’s

spring. I like it because of spring and…
GO Choose a country. Find out about their most important festivals.

NOW I CAN
describe special use clauses with before, understand different understand an article
cultural events. after, and when. New Year’s traditions. about famous festivals. 35
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6 You should try it! WARM
UP
Do you think
SPEAKIN G G R A MM A R LISTEN IN G REA D IN G you’re a healthy
Suggestions/obligations Should and have to Giving advice Managing stress person?
VOCABULARY
1 Look at the pictures. What are the activities? Write the correct letter.
a. cook fresh food c. get fresh air e. exercise g. relax

b. get stressed d. eat unhealthy food f. be inactive h. stay indoors all day
1. 2. 3. 4.
ONLINE
PRACTICE
5. 6. 7. 8.
2 PAIR WORK. Do you do any of the things in the pictures? Tell your partner.
I exercise twice a week.
I sometimes stay
indoors all day.
3 PAIR WORK. Which of the activities in the pictures do you never do?
Why not? Tell your partner.
I’m never inactive.

I like to exercise.
36
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6 You should try it!
SPEA KIN G
Suggestions/obligations
GRAMMAR
Should and have to
L istening
Giving advice
R ea d ing
Managing stress
Vocabulary: be inactive, cook fresh food, eat unhealthy food, exercise, get fresh air,
get stressed, relax, stay indoors all day; meditation, table tennis, tai chi
Conversation: Talking about suggestions and obligations
Language Practice: Should and have to
Pronunciation: Reduction of has to and have to
Listening: Conversations about lifestyles
Smart Talk: An information gap activity practicing giving advice
Reading: An article about managing stress
Writing: An email describing a new class
Speaking: A survey about living a healthy lifestyle
VOCABULARY • Have students make pairs and do the activity. As

students work, walk around the class to offer help as
The goal of this section is to present and practice the necessary.
target vocabulary: lifestyle expressions. ANSWERS
Answers will vary.
Warm-Up
• Books closed. Ask students to describe healthy
and unhealthy habits or lifestyle choices. Elicit
expressions such as go to the gym, eat hamburgers, Activity 3
etc. Write these in two columns on the board. • Focus attention on the example in the speech
• Then ask Do you think you’re a healthy person? Elicit bubble. Model the activity by telling the class which
answers. of the activities you never do and why not.
• If students contributed to the Warm-Up Discussion • Have students make pairs and do the activity.
Board as part of the Online Practice, look at their • Have students tell the class about their partners.
ANSWERS
Answers will vary.
Activity 1
• Books open. Focus attention on the pictures. Model
Extra idea
the target vocabulary items: cook fresh food, get
stressed, etc. • Have students write down on a sheet of paper what
they ate and drank yesterday. Students should also
indicate whether they cooked the food themselves,
• Play the recording. Allow time for students to bought precooked meals, or ate at a restaurant. Have
change incorrect answers. Then check answers. students compare their lists with a partner.
ANSWERS • If appropriate for your class, have students pass the
sheets around the classroom. The class can vote to
1. f 3. d 5. e 7. a
2. h 4. b 6. c 8. g
determine the healthiest food choices.
• Alternatively, you can have students make a list
of their activities. They can list what they did
yesterday, and how long they spent doing each
Activity 2 activity. Students can vote for the most active person
• Elicit adverbs of frequency such as sometimes and in the class yesterday.
always and time expressions such as every day, once
a month, etc.
• Write the model answers in the speech bubbles on Smart Choice Online
the board. Show students how they can adapt them Remind students that there are extra Vocabulary practice
with other adverbs of frequency, time expressions, activities on Online Practice and On The Move.
and activities.
T–36
4602723_SC3e_TB2.indb 36 5/12/16 8:50 AM

CONVERSATION in the conversation. Demonstrate this with movies.
The goal of this section is to present and practice columns in the chart and boxes in the conversation.
the target vocabulary and grammar of the unit in a • Explain any vocabulary in the chart that students
typical conversation. might not be familiar with. Then elicit other words
or phrases that can go in each column. Explain to
WARM-UP students that they can practice with their own ideas
as well as those in the book.
Books closed. Ask questions about what students do to
keep fit. Elicit activities such as play tennis, etc. Write • Have students make pairs and practice the
these on the board. conversation. Make sure pairs change roles so
they practice each part. As students work, walk
around the class to check progress and offer help as
Activity 1 necessary.
• Books open. Focus attention on the picture. Ask
questions such as Where are the people? What are
they doing? Elicit answers.
Conversation Tip
Focus attention on the example in the Conversation
• Focus attention on the model conversation.
Tip box. Explain that in the conversation, Marco replies
• Have students read the conversation silently, to Kelly’s invitation by explaining fully why he cannot
without doing the activity. accept it. (... I have to study.) This explanation makes
• Have students fill in the blanks on their own. his reply seem much more friendly than just saying No.
change incorrect answers. Then check answers. EXTRA IDEA
• Play the recording again. Pause after each line of the In groups, have students make a list of good reasons to
conversation and have students repeat. Be sure to refuse an invitation and reasons that might not be as
correct pronunciation and intonation. polite. For example, I have to study for a test is a good
• Have students make pairs and practice the reason. However, I want to wash my hair may not be as
conversation. Make sure pairs change roles so they polite. Then have each group share their list with the
practice each part. class.
ANSWERS
SMART CHOICE ONLINE
1. b 2. a 3. c
Remind students that there are extra Conversation
VARIATION
• Books closed. Before students do the activity in
the book, play the video with the sound off. Ask
students to describe what the people are doing in
the video. Write students’ responses on the board.
For example: She’s talking to Marco.
• Books open. Focus on the model conversation.
Follow the teaching notes for Activity 1, but play the
video instead of the recording to check answers and
model the conversation.
Activity 2
for example, can be substituted into the green box
T–37
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You should try it! • Unit 6
CONVERSATION
ONLINE
PRACTICE

a. good b. cafe c. unhealthy
Kelly Hi, Marco. I’m going to the 1 . Do you want to come?

Marco I’d love to, but I have to study. I have a test tomorrow.
Kelly What kind of test?
Marco It’s for my math class.
Kelly But you’re so 2 at math. You don’t need to study!
Marco No, I really can’t.
Kelly Oh, come on. Come out with me!
Marco I really should read these books…
Kelly Marco, you shouldn’t work so hard. It’s 3 .
You have to learn how to relax!
Marco OK.
Kelly Great!
Marco But I really shouldn’t… CONVERSATION TIP
REFUSING AN INVITATION
2 PAIR WORK. Practice the conversation again. If you refuse an invitation,

give a reason.
1 2 3
Do you want to come?
movies great stressful
park wonderful bad for you I’d love to, but

I have to study.
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LANGUAGE PRACTICE
Should and have to Grammar Reference page 130
Suggestion Obligation
What should I do? What do I have to do?
You should try yoga. You have to read these books.
You shouldn’t eat so much fast food! You don’t have to do anything!
Should I drink more water? Do I have to pay for the class?
Yes, you should. No, you don’t. ONLINE
PRACTICE
1 Complete the sentences with should, shouldn’t, have/has to, or don’t/doesn’t have to.
1. To be healthy, we should sleep seven or eight hours every night.
2. I have a car, so I walk to work. But I still walk for exercise.
3. You drink so much soda every day. It’s bad for you.
4. My sister is really busy. She write ten essays before the semester ends.

1. We have to pay the fees e a. before we exercise?
2. Should we warm up b. to lose weight.
3. You should get some fresh air c. after a big meal.
4. You shouldn’t exercise d. because you’ve been indoors all day.
5. You don’t have to go on a diet e. before we take the class.
6. How much do we have to pay f. to join the gym?
3 PAIR WORK. What should people do to have a healthy lifestyle? List five things.
Then discuss your ideas with your partner.
I think people should

exercise every day. Every day? That’s too much!
PRONUNCIATION—Reduction of
has to and have to
1 Listen. Notice the reduced sounds of has to and have to.
Unreduced Reduced
1. He has to eat first. He hasta eat first.
2. I have to leave early. I hafta leave early.
3. She has to go now. She hasta go now.
4. They have to pay. They hafta pay.
2 Listen again and repeat. Be sure to say the reduced sound.
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LANGUAGE PRACTICE Activity 3
• Focus attention on the healthy lifestyle vocabulary
The goal of this section is to present and practice the items on page 36. Elicit other ideas, such as walking,
target grammar: should and have to. doing yoga, and going on vacation.
• Books closed. Explain the difference between should • Explain that students should list five suggestions for
and have to. Should is used for suggestions. Have to a healthy lifestyle using should, shouldn’t, have to, or
is used for obligations, or actions that must be done. don’t have to.
• Take out your wallet. Look through it and ask Is this • Focus on the speech bubbles. Show how to change
enough to buy lunch and dinner? while writing an the example conversation by replacing exercise with
adequate amount of money on the board. Elicit the eat healthy food, for example.
answer Yes. Write a smaller amount on the board.
Repeat the procedure and elicit Maybe. Say I should • Have students make pairs and discuss their
go to the bank. Write an even smaller amount on the suggestions with their partner. As students work,
board. Ask if you have enough money, elicit No, and walk around the class to offer help as necessary.
say I have to go to the bank.
• Books open. Focus attention on the Language EXTENSION
Practice box. Write the sentences on the board. Ask students to tell the class about one of their partner’s
Point out the negative forms, You shouldn’t and suggestions and whether they agree with it or not,
You don’t have to. Explain that don’t have to means giving reasons.
something is not necessary. Give examples, such as
You don’t have to pay to sit in the park. Explain that
shouldn’t is used for suggestions in the negative. For PRONUNCIATION
example: You shouldn’t smoke. We use shouldn’t to
say something is a bad idea. The goal of this section is to focus on the reduction of
• Have to means the same as need to or must. Should has to and have to.
means the same as had better or ought to. We use
should to say that something is a good idea.
Activity 1
• Direct students to page 130 of the Grammar • Focus on the sentences in the two columns. Explain
that the reduced sounds are very common in
everyday speech, and that speakers usually use the
full form for emphasis.
Activity 1 • Model the examples. Then play the recording.
• Explain that students need to complete the
sentences with should, shouldn’t, have to, has to,
don’t have to, or doesn’t have to. Activity 2
• Focus attention on the example. Elicit why should Play the recording. Have students repeat the sentences.
is the correct option to complete the sentence. Make sure they say the reduced sounds.
(Because it is a good idea, it is advisable to sleep
seven or eight hours a night to be healthy.)
• Have students complete the activity on their own. SMART CHOICE ONLINE
Then check answers. Remind students that there are extra Language Practice
ANSWERS
1. should 3. shouldn’t
2. don’t have to 4. has to
Activity 2
• Explain that students need to match the two
columns to make logical sentences.
• Focus attention on the example. Then have students
complete the activity on their own. Check answers.
ANSWERS
1. e 2. a 3. d 4. c 5. b 6. f
T–38
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LISTENING • Preview the sentence starters and answer choices.
Explain any vocabulary items as necessary.
The goal of this section is to practice listening for the • Play the recording and have students choose the
main idea, to practice listening for specific information, correct ending to complete each sentence. Then
and to discuss the listening passages. check answers.
ANSWERS
Activity 1—Before you listen 1. b 2. b 3. a 4. a 5. b 6. a
meditation, table tennis, tai chi.
• Focus attention on the three pictures and model the Activity 5
pronunciation of the new items. • Focus attention on the questions. Explain that
• Then ask the class How can these activities keep you students should tell their group their opinions and
healthy? Elicit several answers. explain why.
POSSIBLE ANSWERS
• Have students make groups and discuss their
opinions.
Meditation helps you relax.
Table tennis is a fun way to exercise.
• Have students report their group’s conclusions to
Tai chi helps your balance. the class.
ANSWERS
Answers will vary.
Activity 2
• Focus attention on the picture. Have students
describe what they see. Explain that students will EXTRA IDEA
listen to two conversations between Erin and Brian • Have students look back at the article on Tough
and the health expert. Mudder on page 8, in Unit 1. Have them write
• Focus attention on the true/false statements. Have sentences using have to regarding how to finish the
students read them silently. challenge. For example: You have to be very fit. You
• Play the recording and have students do the activity. have to crawl across a muddy field with live electric
Then check answers. wires.
• Then have students look back at the article about
ANSWERS Australia on page 28, in Unit 4. Have them make
1. True 3. False 5. False groups and write advice for people traveling to
2. False 4. False 6. False Australia. For example: You should be careful when
you go to the beach in Australia. You shouldn’t kill a
saltwater crocodile.
Activity 3
• Focus attention on the sentences. Explain that this
activity has two parts. First, students complete the SMART TALK
advice with should or shouldn’t. Then they check
whether the advice is for Brian, Erin, or both.
page T–94.
• Play the recording again, pausing occasionally to
give time for students to write their answers. Then
check answers. SMART CHOICE ONLINE
ANSWERS Remind students that there are extra Listening practice

1. should; B 4. should; BO
2. shouldn’t; B 5. shouldn’t; E
3. shouldn’t; BO
Activity 4
• In this activity, students listen to a later conversation
between Erin and Brian. Focus attention on the
picture of Erin and Brian next to Activity 3. Have
students describe what they see.
T–39
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LISTENING
1 BEFORE YOU LISTEN Look at these activities. How can they keep you healthy?
meditation table tennis tai chi
2 Listen to people talking about their lifestyles. Choose (✓) True or False.
True False
1. Brian works with computers.
2. He walks to work every day. Healthier Life
3. He only eats pizza.
4. Erin doesn’t enjoy her work.
5. She does tai chi to relax.
6. She usually cooks at home.
3 Listen again and complete the advice. Who is the advice for?
Write B (Brian), E (Erin), or BO (both).
1. You should get some exercise. B
2. You drive everywhere.
3. You eat so much fast food.
4. You cook fresh food.
5. You drink so much soda.
4 Listening PLUS. Listen to more of Brian and Erin. Choose the correct answer.
1. Erin wants to talk to Brian because . 4. Brian’s idea of exercise is .
a. she thinks she knows him a. walking to his car
b. she saw him earlier b. driving to the gym
2. Erin is drinking something and Brian . 5. Erin thinks that Brian should .
a. wants to try it a. walk to the gym every day
b. doesn’t like it b. walk to the gym sometimes
3. Erin and Brian . 6. Erin and Brian want to .

a. both drink a lot of soda a. change their lifestyles
b. are both drinking coffee b. change their lifestyles immediately
5 GROUP WORK. Who has the better plan for a healthy lifestyle? Erin or Brian?
Tell your group.
SMART TALK
Student A: Turn to page 89
Help me, please! Student B: Turn to page 101.
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READING
1 BEFORE YOU READ Look at the title. What do you think the reading is about?
Are you a stressed-out student?

You can beat it with our FIVE-POINT ACTION PLAN!
1
Some people are OK with three or four hours of sleep a night,
but most people aren’t. You should try to sleep eight hours a
night. If you can’t, then take a nap in the afternoon. Sleeping
too long isn’t good, either. Sleep in on the weekend, but you
shouldn’t stay in bed all day!
2
Students often gain weight because they eat a lot of junk food
and also because they eat late at night. Bad idea! You should try to eat your evening meal
early and have healthy snacks, like fruit. You should also try to drink a liter of water a day—at
least—and avoid soda. Finally, don’t skip breakfast. It’s the most important meal of the day!
You don’t have to eat a big breakfast, but you should eat something.
3
Sometimes you have to stop what you’re doing. Take a break. Turn off the TV or computer,
walk around the room, and breathe deeply. You should do this several times a day. And
once a week, take a walk in a park or in the woods. Look at the trees and smell the flowers!
4
Walk as much as you can. Walking is the best way to stay in shape. Or get a bicycle, but
remember that riding a bike can be dangerous. You should always wear a helmet and bright
clothes. Never ride without them!
5
Do you have a gym nearby? You should use it. You don’t have to exercise every day, but you
should do some aerobic activity three to five times a week. Thirty minutes a day is enough.
Remember: you can review for a test and jog on a treadmill at the same time.
ONLINE
PRACTICE
2 Read the text. Choose the best title for each section. Which one can’t you use?
a. Get exercise c. Do yoga e. Stop and get away
b. Walk or bike d. Sleep or nap f. Eat and drink right
3 Read the sentences. What do they mean?

1. ... most people aren’t. (par. 1) What aren’t most people?
2. Bad idea! (par. 2) What’s the bad idea?
3. Never ride without them! (par. 4) Without what?
4. Thirty minutes a day is enough. (par. 5) Enough what?
4 CLASS ACTIVITY. Discuss the questions.

1. Which is the best idea in the list to beat stress?
2. Are any of the ideas good but impossible for you?
3. Which ideas are not good? WRITING
Turn to page 110.
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READING Activity 3
• Focus attention on the extracts from the text and
The goal of this section is to practice reading the questions. Have students find the first extract in
comprehension. the article. Elicit the answer to the question.
Activity 1—Before you read check answers.
Focus attention on the title of the article. Ask What is ANSWERS
the reading about? Elicit answers.
1. OK with three or four hours of sleep a night
ANSWER 2. eating a lot of junk food and eating late at night
3. a helmet and bright clothes
The article is about student stress. 4. aerobic activity / exercise
CHALLENGE WORDS
Activity 2
terms.
• Focus on the activity and the phrases. Explain that
board.
students have to match the sections in the article
with the titles in the items. Do one as an example. • If these challenge terms haven’t been defined by
• Have students read the text and do the activity on
their own.
• Check answers. Have students identify key words or write the correct definitions on the board.
phrases in each section that helped them choose the
correct title.
understand. Have other students provide the Activity 4
answers by paraphrasing, drawing, or miming. • Focus attention on the list of suggestions in the text
ANSWERS in Activity 1.
1. d
• Have students individually rank the items from 1 to
2. f 5, with 1 being the best idea to beat stress.
3. e • Take a class vote to determine which the class thinks
4. b is the best idea.
5. a
c. Do yoga is not mentioned in the article. • Ask individual students to explain their answers.
• Then discuss which ideas students find good but
impossible, and the ideas students disagree with.
VARIATION
ANSWERS
Before students read the article, review the items
in Activity 2. Have students predict which one is Answers will vary.
not mentioned.
Extension
EXTRA IDEA
Have students give their own advice about how to beat
• Elicit adverbs of frequency (always, usually, stress. Then have the class vote for the best ideas.
sometimes, hardly ever, never, etc.) and write them
on the board.
• Have students describe how often they do the WRITING
things in Activity 2. For example: I hardly ever eat
and drink right. For item d, students can use get Teaching notes for the Writing section are on
enough sleep. page T–110.
T–40
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SPEAKING EXTRA IDEA
• Have students write other tests similar to the one
The goal of this section is to practice the language in the in Activity 1. For example, students could write
unit in an enjoyable, meaningful, and personalized way. one of the following tests: Are you a responsible
student? Are you green? (environmentally aware),
etc. Encourage students to write 5–8 questions on
Activity 1 the topic.
• Focus attention on the questions in the test. Ask • Then have students walk around the class, asking
Have you ever taken a test like this? Elicit responses. other students their questions.
• Review the questions. Preteach any words or
phrases students might not be familiar with. For EXTRA IDEA
example: pins and needles, dizzy, suddenly, etc. • Elicit symptoms, such as stomachache, headache,
• Have students write two additional questions. runny nose, etc. Write them on the board. Then
Elicit one or two examples before students do this elicit remedies for these symptoms.
individually. • Have students make pairs and role-play going to
ANSWERS the doctor. Students should take turns playing
the roles of doctor and patient. The patient should
Answers will vary.
describe his or her symptoms. The doctor should
ask for more information and give advice.
Activity 2
• Have students make pairs. Explain that students
should ask each other the questions in the test and
mark their partner’s answers in the form.
• Have students go online to find information on
how to avoid or reduce stress. Suggest students can
• Focus attention on the example conversation usually find this information on health-related or
in speech bubbles. Elicit several answers to the lifestyle websites.
question Do you often go to bed after midnight? and
write them on the board.
• Have students do the activity. Encourage them
to give extra information when answering the
questions. As students work, walk around the class
to check progress and offer help as necessary.
Warm-Up activity.
Activity 3
• Elicit the language of giving opinions, agreeing and TESTING PROGRAM
disagreeing, and giving advice. For example:
I think … , you should … , I agree … , I disagree … ,
for an end-of-unit assessment.
etc. Write them on the board.
• Focus attention on the example sentences in speech
bubbles. Show students how they can be used with
their own ideas. Write on the board: You shouldn’t
watch TV so much. Then erase watch TV and
replace it with eat unhealthy food, for example.
• Elicit examples of extra information students could
use to explain their answers. Write these on the
board.
• Have students do the activity in pairs. As they
T–41
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SPEAKING — Living a healthy lifestyle
1 Look at the questions in the Healthy Living Test. Add two more questions.
How healthy is your lifestyle?
1. Do you often go to bed after midnight? Yes No
2. Do you ever wake up in the morning with

Yes No
a headache?
3. Is it hard to breathe when you run for a

Yes No
bus or go up some stairs?
4. Do you get pins and needles in your

hands and feet when you sit for a Yes No
long time?
5. Do you ever feel tired in the middle of

Yes No
the day?
6. Do you feel dizzy when you stand up

Yes No
suddenly?
7. (your idea) ? Yes No
8. (your idea) ? Yes No
2 PAIR WORK. Ask your partner the questions and select (✓) Yes or No.
Try to give extra information when you answer.
Do you often go to bed

after midnight? Yes, I do. I stay up watching TV!
3 PAIR WORK. What do you think your partner can do for a healthier lifestyle?
Give your partner advice.
You shouldn’t watch TV so much.

Maybe you should watch TV only I’m not sure I can do that!
on the weekend.
GO Find information about how to avoid or reduce stress.

NOW I CAN
talk about suggestions use should and understand people understand an article
and obligations. have to. giving advice. about managing stress. 41
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REVIEW Units 4–6
Sandy What are you doing, David?
David I’m planning a vacation for me and my

friend Leo. He’s getting married soon, but
before / after that, I want to take him on a trip.
1
Sandy Wow, that’s a nice present! Where are you
going?
David Bali. [SAY MORE]
Sandy Where’s that?
David It’s an island in Indonesia. It’s one of the

beautifulest / most beautiful islands in the
world. 2
Sandy Sounds amazing. You’re a great friend, David!
David Well, he’s my best friend, and Lisa, the

groom / bride, is my friend, too. [SAY MORE]
3
Sandy That’s nice.
David I can’t wait to go. Bali has great beaches,

there’s a rainforest, and there are even
volcanoes.
Sandy What are you going to do when you get there?
David First, we’re going to spend some time on the

beach. Then / Finally, we’re going to do a yoga
course. 4
Sandy Oh, interesting! [SAY MORE]
David Then we’re going to do a cooking class with

the best / better chef in Indonesia.
5
Sandy Wow, can I go with you, too?
3 PAIR WORK. Put a box around the places, geographical features, and activities.
Practice the conversation again. Use your own ideas for the places, geographical
features, and activities.
Sandy Wow, that’s a nice present! Where are you going?
David Bali. [I’m so excited!]

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REVIEW Units 4–6
CONVERSATION
Review Objectives
• Vocabulary: geographical features, wedding expressions, activities
• Grammar: superlative adjectives, adverbial clauses with before, after, when

meaningful way.
box around the places, geographical features, and
Warm-Up activities in the conversation. Students then change
Books closed. Ask Where do you want to go on these words with their own ideas.
vacation? Elicit answers and then ask follow-up • Have students make pairs and put a box around the
questions. For example: Why do you want to go there? words. Then check answers.
Why is that a good place to go on vacation?
• Elicit some ideas for geographical features and
activities and write them on the board before
Activity 1 students do the next part of the activity. Point out
that they might need to change other parts of the
• Books open. Focus attention on the people in the conversation.
picture. Ask Where are they? Are they friends? Elicit
answers. Encourage students to guess and have fun • Have students practice the conversation in pairs
with the activity. using their own ideas.
• Focus attention on the conversation. Preteach words ANSWERS
and phrases students might not be familiar with. A box should be put around the following
• Have students read the conversation silently. At places: Bali, Indonesia, Bali, Indonesia
this time, students should ignore the [say more] geographical features: island, islands, beaches, rainforest,
instruction. Then have students choose the correct volcanoes, beach
answers. activities: spend some time on the beach, do a yoga
course, do a cooking class
• CULTURE NOTE: Indonesia is famous for its
delicious and varied cuisine. Dishes include gado
gado /%gAdoU "gAdoU/ (made with a vegetable salad
and peanut sauce) and nasi goreng /%nAsi g@"rEN/ Activity 4
(fried rice). • Focus attention on the conversation in Activity 1
should provide more information in order to make
Activity 2 the conversation more interesting and keep it going.
• Play the recording. Allow time for students to • Use the example (I’m so excited.) to show how the
change incorrect answers. Then check answers. speaker is providing more information.
• Have students make pairs and practice the • Have students practice the conversation again,
conversation. Make sure pairs change roles so they adding more information at [say more].
practice each part.
ANSWERS
1. before 4. Then
2. most beautiful 5. best
3. bride
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READING
Review Objectives
• Vocabulary: geographical features, lifestyle expressions
• Grammar: superlative adjectives, should and have to, adverbial
clauses with before, after, when
Focus attention on the pictures. Have students describe • Have students make groups.
what they see. Then ask What do you think these places • Focus attention on the questions.
are like? Elicit answers such as They are very hot/cold/
etc. Then ask What problems do the runners have? Elicit
• Have students discuss the questions in groups.
answers. ANSWERS
POSSIBLE ANSWERS Answers will vary.
The Sahara Desert runners feel very hot.

The North Pole runners feel very cold. EXTENSION
Have the groups report on question 3, saying how
many people would or wouldn’t like to run a marathon
Activity 6 and why. Tally the results and main reasons for the class
• Read the article aloud to the class or play the on the board.
testing progrAM
• Focus attention on the items in the activity. Explain
that students need to write questions for each of the Print Midterm Test from the Testing Program
answers with information from the text. for an assessment of Units 1–6.
• Have students read the article and do the activity on
their own. Then check answers.
• LANGUAGE NOTE: NYC is a very common
abbreviation for New York City.
ANSWERS
1. How far did the soldier run between Marathon and
Athens?
2. How many people ran in the New York City marathon
in 2015?
3. Where does the Mount Everest Marathon finish?
4. What is the hottest marathon?
5. How do runners get to the North Pole Marathon?
6. What should you do on the day of a marathon?
EXtension
Write other places and numbers from the text on the
board. Have students write questions with these as the
answers.
T–43
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5 Look at the photos. What problems do the runners have?

THE THE GREATEST TEST
MARATHON
MARATHON DES SABLES, SAHARA DESERT NORTH POLE MARATHON
A ccording to legend, in 490 bc, a soldier

named Pheidippides ran 40 kilometers (24.8 miles)
17,600 feet) and finish in a village called Namche
Bazaar at 3,446 meters (about 11,300 feet). They
to Athens, Greece, from a town called Marathon. have to run along hard mountain trails.
He ran because he had news of a victory in a battle. The hottest marathon is the Marathon des Sables
When the first modern Olympic Games took place in the Sahara Desert, and the coldest is at the North
in Athens in 1896, there was a 40-kilometer race Pole. Runners in the North Pole Marathon have to
to honor him. run on dangerous ice and snow. They fly from Norway
Now there are marathons in many major cities and then fly back again soon after they finish the race.
around the world. One of the biggest is in New York Do you want to run a marathon? Here’s some
City. When the NYC marathon started in 1970, good advice:
there were 127 runners. In 2015, more than 50,000 Your training depends a lot on your age and fitness
runners took part, and over two million people stood level. If it’s your first marathon, you should start
in the streets and watched it! That’s the most people preparing 10 to 12 months before the race.
at any live sports event in the US. In addition to training and exercise, you should
And there are marathons on every continent— try to get good sleep, eat good, fresh food, and drink
up mountains, across deserts, and even on enough water to be well hydrated.
volcanoes! The highest marathon is on Mount And on the day of the race, relax! Don’t get stressed!
Everest. Runners start at 5,364 meters (about
6 Read the article. Write a question for each of these answers.

1. Forty kilometers. 4. Marathon des Sables.
2. More than fifty thousand. 5. They fly from Norway.
3. Namche Bazaar. 6. Relax.

1. Has anyone in your group ever run a marathon? What was it like?
2. Have any of your friends or family run a marathon?
3. Would you like to run a marathon? Why or why not?
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7 There are too many stores! WARM
UP
What’s your
SPEAKIN G G R A MM A R LISTEN IN G REA D IN G favorite place
Complaints /Shopping Too, enough, many, much Shopping habits Online shopping article to shop?
VOCABULARY
1 Look at the pictures. Write the correct letter next to the things to buy.
a. clothing b. perfume c. jewelry d. electronics e. antiques
1 a
$110
ONLINE
PRACTICE
2 Look at the pictures again. Write the numbers of the places next
to their names below. Then listen and check your answers.
antique store 4 perfume store electronics store
flea market boutique
3 PAIR WORK. Look at the things to buy in the stores above.

Which do you think are… VOCABULARY TIP
1. overpriced? 4. outdated? Group new words
by theme.
2. reasonable? 5. trendy?
3. inexpensive?
Stores
I think those pants antique store
are overpriced. Really? I think they’re boutique
reasonable. They’re
really trendy! Items
jewelry
clothing
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7 There are too many stores!
SPEA KIN G
Complaints/Shopping
G R A MM A R
Too, enough, many, much
L istening
Shopping habits
R ea d ing
Online shopping article
Vocabulary: antiques, antique store, boutique, clothing, electronics, electronics store, flea market,
inexpensive, jewelry, outdated, overpriced, perfume, perfume store, reasonable, trendy;
convenient, stressful, tempting
Conversation: Making complaints
Language Practice: Too/not enough; too many/too much
Pronunciation: Word stress in complaints
Listening: Conversations about shopping habits
Smart Talk: An information gap activity about famous markets
Reading: An article about online shopping
Writing: A letter about favorite places to shop
Speaking: A board game about shopping
VOCABULARY ANSWERS
antique store: 4 perfume store: 5 electronics store: 3
The goal of this section is to present and practice the flea market: 2 boutique: 1
target vocabulary: shopping.
Warm-Up Activity 3
• Books closed. Elicit kinds of stores and write them • Focus on the pictures in Activity 1. Elicit the names
on the board. For example: supermarket, convenience of items and write them on the board. For example:
store, etc. T-shirt, rings, etc.
• Then ask What’s your favorite place to shop? Elicit • Explain that students need to look at the items in
several answers. the pictures and give their opinion about them.
• If students contributed to the Warm-Up Discussion • Focus attention on the five adjectives and explain
Board as part of the Online Practice, look at their or elicit their meanings. Then model their
comments now with the class. pronunciation and have students repeat.
• Focus attention on the example conversation in the
Activity 1 speech bubbles. Model it with a student.
• Books open. Focus attention on the pictures. Check • Have students do the activity in pairs.
to see which words the students already know.
• Model the target vocabulary items: clothing, Vocabulary Tip
perfume, etc.
• Focus attention on the Vocabulary Tip box. Explain
• Have students complete the activity on their own. that putting words into thematic groups, such as
• Play the recording. Allow time for students to stores and items in the example, can help students
change incorrect answers. Then check answers. remember the words.
ANSWERS • Write the two thematic categories in the tip and the
words under them in two columns on the board.
1. a 2. c 3. d 4. e 5. b
Then write the adjectives from Activity 3 in a third
column. Ask students to suggest a category for them
and write it above the list of adjectives.
Activity 2 • Explain that when students learn new words relating
• Explain that students will now match the places to these thematic categories, they should write them
in the pictures in Activity 1 to the types of stores. down in the same place.
Students should write the number of the picture
next to the name of the store.
Smart Choice Online
• Play the recording. Allow time for students to Remind students that there are extra Vocabulary practice
change incorrect answers. Then check answers. activities on Online Practice and On The Move.
T–44
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conversation. in the conversation. Demonstrate this with noisy.
Books closed. Ask questions about shopping such as • Elicit other words or phrases that can go in each
Do you think shopping is fun? How often do you go to a column. Explain to students that they can practice
mall or department store? Do you like shopping for other with their own ideas as well as those in the book.
people? Elicit several answers. • Have students make pairs and practice the
practice each part.
Activity 1
EXTRA IDEA
conversation.
Have students play a word association game. Say one
of the vocabulary items from Activity 2. For example:
familiar with. For example: cashiers, line, etc.
noisy. Have students write down as many words as they
• Have students read the conversation silently, can that relate to this word.
SMART CHOICE ONLINE
change incorrect answers. Then check answers. Remind students that there are extra Conversation
• Play the recording again. Pause after each line of the practice activities on Online Practice and On The Move.
practice each part.
ANSWERS
1. a 2. c 3. b 4. d
VARIATION
conversation, and have students repeat.
Emily’s lines and have students say the lines. Repeat
this procedure for Kelly’s lines.
T–45
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There are too many stores! • Unit 7
CONVERSATION
ONLINE
PRACTICE

a. crowded b. boyfriend c. electronics d. laptop
Emily Are you having a good time at the mall?

Kelly Not really. There are too many people here.
Emily I agree. It’s very 1 .
Kelly I went to the 2 store, and there weren’t
enough cashiers. The lines were so long!
Emily Did you buy something there?
Kelly I bought something for my 3 .
Emily Oh, really?
Kelly Yes, I bought a 4 for him.
Emily Oh, nice!
Kelly But it was too expensive.
Emily You don’t like shopping very much, do you?
Kelly No, not at all. How did you guess?
Add your own ideas.
1 2 3 4
noisy jewelry father watch
busy antique friend lamp
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LANGUAGE PRACTICE
Too /not enough; too many /too much Grammar Reference page 131
Count nouns Adjectives
There are too many people here. This mall is too crowded.
There aren’t enough cashiers. These clothes aren’t trendy enough.
Noncount nouns
There’s too much stuff in my closet!
There isn’t enough time to go shopping.
ONLINE
PRACTICE
1 Complete the sentences with too, too much, or too many.

1. There are too many antique stores on this street.
2. The clothes are expensive here. Let’s go somewhere else.
3. I can’t hear you! The music in this store is loud!
4. Oh, no. I spent money at the mall today.
5. There are people in this line. We’re going to be here forever!
2 Complete the sentences with too much, too many, or not enough.
1. The lines were long because there were not enough cashiers.
2. I didn’t go to the boutiques because there was time.
3. My mother has credit cards. She has 20!
4. Ugh! They’ve sprayed perfume in this store. Atchoo!
5. This computer has problems, and it is
fast .
3 PAIR WORK. Complete the conversation with your own ideas.

Then practice with a partner.
A I went to yesterday.
B Really? What did you buy?
A I bought too many and I spent too much .
B Were there a lot of people there?
A Yes, it was too !
PRONUNCIATION—Word stress in complaints

1 Listen. Notice the words that are stressed in complaints.
1. There are too many people here!
2. This place is too noisy!
3. There is not enough time!
4. There is too much stuff here!
2 Listen again and repeat. Be sure to stress the correct words.

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• Explain that students need to fill in the blanks with
The goal of this section is to present and practice the too much, too many, or not enough. Then write the
target grammar: too/not enough, too many/too much. first sentence on the board and complete it as an
• Books closed. Write on the board: example.
The mall is very crowded. • Have students complete the activity on their own.
The mall is too crowded.
ANSWERS
• Explain that very crowded and too crowded are
1. not enough 4. too much
quite similar, except that too crowded has a negative
2. not enough 5. too many, not ... enough
meaning. It means more than is good. 3. too many
• Books open. Write the sentences from the Language
Practice box on the board. Explain that not enough
has a negative meaning and means the opposite of VARIATION
too and too much/many. It means less than is good Before students complete the sentences, have them
or needed. identify whether the blanks in each sentence come
• Point out that enough usually comes before a noun before adjectives, count nouns, or noncount nouns.
and after an adjective. For example: There isn’t
enough food. I’m not warm enough.
• Too many is used with plural count nouns. For Activity 3
example: too many people, too many things. Too • Write the conversation on the board. Elicit what
much is used with noncount nouns. For example: type of word should go into each blank: adjective,
too much food, too much trouble. Too is used on its singular/plural count noun, or noncount noun?
own before adjectives. For example: too crowded. • Have students make pairs and complete the
• Direct students to page 131 of the Grammar conversation with their own ideas. Then have
Reference for more information and practice. students practice their conversation.
• Have pairs of students present their conversations
for the class.
Activity 1 ANSWERS
• Focus attention on the five sentences. Explain that
Answers will vary.
students need to fill in the blanks with too, too
much, or too many.
• Focus on the example. Elicit why too many is the
correct expression to complete the sentence. (It is PRONUNCIATION
followed by a plural count noun, antique stores.)
• Have students complete the activity on their own. The goal of this section is to focus on word stress in
Then check answers. complaints.
ANSWERS
1. too many 4. too much
Activity 1
2. too 5. too many Model the examples. Have students notice the type of
3. too words that are stressed. Then play the recording.
EXTENSION Activity 2
Have students look around the classroom and make Play the recording again. Have students practice saying
statements using too, too much, too many, and not the examples in Activity 1.
enough. For example: There are not enough windows.
There are too many chairs. It isn’t bright enough.
SMART CHOICE ONLINE
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LISTENING ANSWERS
1. Sometimes there are too many people, and she never
The goal of this section is to practice listening for the has enough time.
main idea, to practice listening for specific information, 2. Someone got his credit card details and spent a lot of
and to discuss the listening passages. money with his card.
3. He thinks she buys too much stuff online.
Activity 1—Before you listen

EXTENSION
convenient, stressful, tempting. If students made guesses about who said each comment
in Activity 1, check their guesses now, before doing the
• Focus attention on the comments. Model the
next activity. (1. Li Wei; 2. Rebecca; 3. Mario)
pronunciation of the vocabulary items in bold and
have students repeat.
• Have students match the definitions to the Activity 4
comments. Then check answers. • In this activity, students listen to a conversation
• Focus attention on the three people in the pictures. between the interviewer, Li Wei, and Mario.
Have students guess who made each comment • Preview the statements. Explain any words or
and justify their choices. Write the name of the phrases students might not be familiar with. For
people mentioned by most students next to each example: assistants.
comment number on the board. Tell students they
can confirm their guesses after they listen to the • Play the recording. Have students choose True or
recordings. False. Then check answers.
ANSWERS
ANSWERS
1. False 3. False 5. False
1. c 2. a 3. b
2. True 4. False

• Focus attention on the chart and the example • Have students rewrite sentences 1–4 in Activity 4 to
answer. Explain that students should put a check make a Find someone who ... activity.
mark under the correct name. Sometimes they • Have students write questions such as Do you enjoy
might check more than one name. watching people at the mall? Do you like assistants
• Play the recording and have students do the activity. talking to you? on a piece of paper.
Then check answers. • Have students walk around the classroom and ask
other students the questions until they find
ANSWERS
1. Mario 3. Mario 5. Rebecca, Mario
2. Rebecca 4. Li Wei
SMART TALK
EXTENSION Teaching notes for the Smart Talk activity begin on
page T–96.
• Ask students the reasons for their answers when
completing the chart in Activity 2.
• Have students copy the questions from the book. SMART CHOICE ONLINE
• Play the recording again. Have students listen and Remind students that there are extra Listening practice
write the key words and phrases that justify their activities on Online Practice and On The Move.
answer to each question.
Activity 3
• Focus attention on the three questions. Have
students read them silently.
• Play the recording again. If necessary, pause the
recording after each conversation to give time for
students to write their answers. Then check answers.
T–47
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LISTENING
1 BEFORE YOU LISTEN Read the comments about shopping at malls and online.
Match the words in bold to their definitions. Which person below do you think
made each comment?
1. “Online shopping is too tempting.” a. easy to access
2. “There’s a great mall near my place. It’s very convenient.” b. causing stress
3. “Shopping at a mall is very stressful.” c. irresistible
Rebecca Mario Li Wei
2 Listen to the people talking about shopping. Complete the chart.

Who… Rebecca Mario Li Wei
1. prefers shopping alone? ✓
2. only likes shopping at malls?
3. hates shopping at malls?
4. enjoys shopping at malls and online?
5. thinks that shopping online is dangerous?
3 Listen again and answer the questions.

1. What doesn’t Rebecca like about shopping at the mall?
2. What happened to Mario’s friend?
3. What does Li Wei’s boyfriend think about her online shopping habits?
4 Listening PLUS. Listen to more of the interviews. Choose (✓) True or False.
True False
1. Li Wei and Mario enjoy watching people at the mall.
2. Mario doesn’t like assistants talking to him.
3. Li Wei likes shopping for clothes online.
4. Li Wei thinks it’s a good idea to buy shoes online.
5. Mario is excited about mall shopping with Li Wei.
SMART TALK
Shopper’s paradise? Student B: Turn to page 102.
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READING
1 BEFORE YOU READ Look at the title of the article.
What do you think about online shopping?
Online shopping—a dream or a nightmare?

1 I wanted to buy a new pair of 4 I bought a lot of electronics online last
sunglasses, but I was too busy to go year, and everything was a good deal.
to the stores downtown. So I decided The problem is that someone stole
to order them online. They arrived my credit card information and went
quickly, but they were broken and shopping. My advice is: Be very careful
the case looked used! So I had to go when you shop online!
to the store to change them! What a Eric, Ottawa, Canada
waste of time.
Troy, Jersey City, USA 5 I saw the perfect bracelet for my
girlfriend in a magazine. I spent weeks
2 I like going to stores, but how do you looking for it in jewelry stores. I was so
know if a store has what you want? happy when I finally found it. Then when
The great thing about shopping I got home, I found the same bracelet
online is saving time! There are so online. And it was cheaper! I spent too
many choices, and it doesn’t take much time looking for it, and I paid too
much time to find what you want! much, too.
Jake, Sydney, Australia Min-ho, Incheon, South Korea
3 I do all of my shopping online—it’s 6 The first time I purchased something

so cool! I never have to go to the online, I was a little nervous. I didn’t
mall or wait in line to pay. And I know how they were going to ship it.
don’t have to go around to different But it arrived OK. Now the only problem
stores to compare prices. The only is that I do too much shopping online.
problem is that I usually spend too And because I don’t have to go out much
much money! I’m broke! anymore, I’m not very fit!
Nancy, Seattle, USA Mari, Lima, Peru
ONLINE
PRACTICE
2 Read the article. Are the comments about online shopping positive or negative?
3 Read the article again. Choose (✓) the true statements. Correct the false ones.
1. Troy had to go to the store because they sent the wrong sunglasses.
2. Jake thinks he spends too much time shopping online.
3. Nancy doesn’t like to stand in line to pay for things.
4. Min-ho was angry because he spent a lot of time and money.
5. Mari is worried about shopping online because she doesn’t get enough exercise.
4 PAIR WORK. What kinds of things do you buy online? Why?

Tell your partner.
A I buy electronics online because they’re too expensive in stores.
B I buy books online because it’s very convenient.
WRITING
Turn to page 111.
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READING ANSWERS
1. False. He had to go to the store because the sunglasses
The goal of this section is to practice reading were broken.
comprehension. 2. False. Jake thinks he is saving time by shopping online.
3. True
4. True
Activity 1—Before you read 5. True
• Focus attention on the title of the article and write
it on the board. Elicit the meaning of dream and CHALLENGE WORDS
nightmare. Explain that these words are used in a
metaphorical rather than literal way, and that in this • Focus attention on the words in blue in the article
context, they mean fun or not fun. Focus attention and explain that these are challenge vocabulary
back to the conversation on page 45, and explain terms.
that for Kelly, shopping is probably a nightmare. • Write each sentence containing blue words on the
• Focus the discussion on online shopping and elicit board.
answers to the question: What do you think about • If these challenge terms haven’t been defined by
online shopping? Have students share their opinions this point, ask students to use the context of the
and experiences of online shopping. sentence to guess the definition of each one and
ANSWERS write the correct definitions on the board.
Answers will vary. • Have students create new sentences for each
challenge term and share them with the class
Activity 2 EXTENSION
• Read the article aloud to the class or play the • Ask comprehension questions. Before you start,
recording. Tell students not to be concerned if they make sure students understand that Troy, Eric, Jake,
do not understand every word. and Min-ho are male names, and Mari and Nancy
• Have students read the article individually are female names.
and answer the question about each shopper’s • Ask questions such as Why do Troy and Eric not
comments. Then check answers. recommend online shopping? Elicit Because Troy’s
• Read the article aloud again. This time, have sunglasses were broken and the case looked used.
students stop you when there is a word they don’t Someone stole Eric’s credit card number.
understand. Have other students provide the • Repeat this procedure for other questions.
ANSWERS Activity 4
Positive comments: 2, 3, 5 • Focus attention on the questions and the model
Negative comments: 1, 4, 6 answers. Then ask a student in the class what things
he or she buys online, and why. Have the student
Variation explain the answer in detail.
• Have students draw a two-column chart in their • Have students do the activity in pairs. As students
notebooks. As students read, have them write the work, walk around the class to check progress and
positive comments in one column and the negative offer help as necessary.
comments in the other. • Have students tell the class about their partner’s
• Have students circle the comments they agree with. online shopping habits and reasons.
Activity 3 WRITING
• Focus attention on the statements. Explain any Teaching notes for the Writing section are on
words students might not be familiar with. page T–111.
check answers.
T–48
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SPEAKING EXTRA IDEA
Have students play the game again with new partners,
The goal of this section is to practice the language in the but this time making their own questions.
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the instructions. Point out that
• Have students go online to find tips for a good
shopping experience. Suggest that students can
students will need a coin and a marker, such as an
search for shopping tips, for example. If necessary,
eraser, a coin, or a hairpin, to move on the board.
explain that they can usually find this information
• Focus attention on the game board. Model the on consumer websites or lifestyle magazines online.
questions for the students.
• Focus attention on the first question and the present it to the class.
example conversation. Model it with a student.
Point out that the first speaker should ask follow-
up questions to get more information. Elicit some
follow-up questions students could ask after the
questions on the board. For example, for question 2:
Warm-Up activity.
How often do you shop there? Do you like shopping
there? Why/Why not?
• Have students play the game in pairs. Encourage TESTING PROGRAM
them to write notes so that they remember the Print Unit 7 Test from the Testing Program for an
information about their partner for Activity 2. end-of-unit assessment.
• As students play the game, walk around the class to
check progress and offer help as necessary.
ANSWERS
Answers will vary.
Activity 2
• Have students make groups by joining another pair.
Explain that students will now take turns telling the
information about their partners they found out in
Activity 1 and compare their information.
speech bubbles. Model it with two students.
• Have students do the activity in groups.
EXTENSION
Have a student from each group report their findings
to the class. Write the information on the board. Then
have the class complete these sentences to summarize
the results:
1. Most of us like / don’t like shopping at malls.
2. Most of us usually shop at .
3. Most of us like to shop .
4. Most of us prefer to shop alone / with other people.
5. Most of us have / haven’t spent too much money
shopping.
6. Most of us have / haven’t had problems buying things.
7. Most of us often buy .
8. Most of us think that the worst thing about shopping
is .
9. Most of us shop online .
T–49
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SPEAKING — A shopping game
1 PAIR WORK. Follow these instructions to play the game.

� Take turns flipping a coin to move on the board. Heads = 1 square.
Tails = 2 squares.
� When you land on a square, your partner asks you the question and
then a follow-up question for more information.
A Do you like shopping at malls?
B No, I don’t.
A Why not?
B Because there are too many people.
START
1 2 3
Do you like Where do you When do you
shopping at malls? usually shop? like to shop?
6 5 4
Have you ever had Have you ever Do you prefer to
any problems with spent too much shop with other
buying things? money shopping? people or alone?
7 8 9 FINISH
What kinds of things What’s the worst thing How often do

do you often buy? about shopping? you shop online?
2 GROUP WORK. Now work with another pair. Share the information about your partner.
Compare your ideas.
Yuko doesn’t like shopping at the mall.

Neither do I. It’s too noisy.
Really? I love it! It’s always fun.
GO
ONLINE Find tips for a good shopping experience. Share them with the class.
NOW I CAN
make complaints and use too/not enough understand conversations understand an article
discuss shopping. and too many/much. about shopping habits. on online shopping. 49
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8 I like people who are smart. WARM
UP
What do you notice
SPEAK IN G GRAMMAR LISTEN IN G REA D IN G when you meet
Describing preferences Relative clauses Voicemail messages Dating advice someone new?
VOCABULARY
1 Look at the people. Which adjective from each box best describes
each person’s personality and appearance? Write the correct letters.
Personality Appearance
a. artistic f. bald
b. generous g. slim
c. intelligent h. elegant
d. polite i. muscular
e. reliable j. elderly
d h
1. Larry 2. Sophie
ONLINE
PRACTICE
3. Sally 4. Ted 5. Jon
2 PAIR WORK. Discuss the people in the pictures. Who do you think is the most
interesting person? Who do you think is the most attractive? Why?
I think Sophie is the most

interesting. I like artistic people. I think she’s the most beautiful, but
Ted seems more interesting to me.
3 GROUP WORK. Use the adjectives above to describe your classmates. Do you agree?
I think Jason is a very reliable person.
Do you think so? Carla
is also very reliable.
I agree with both of you. I also
think Jason is really elegant.
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8 I like people who are smart.
SPEA KIN G
Describing preferences
G R A MM A R
Relative clauses
L istening
Voicemail messages
R ea ding
Dating advice
Vocabulary: artistic, bald, elderly, elegant, generous, intelligent, muscular, polite,

reliable, slim; introverted, kind, outgoing
Conversation: Talking about preferences
Language Practice: Defining relative clauses (subject)
Pronunciation: Word stress and content words
Listening: People describing themselves in messages and phone calls
Smart Talk: An information gap activity about people’s interests
Reading: An article about dating advice
Writing: Describing yourself in an email
Speaking: A survey about personal qualities
VOCABULARY EXTENSION
Have students give examples of well-known people who
The goal of this section is to present and practice the have each characteristic. For example: I think Bill Gates
target vocabulary: appearance and personality. is intelligent and generous.
Warm-Up
• Books closed. On the board, write Appearance and Activity 2
Personality. Ask Can you describe your favorite • Focus attention on the questions and the example
celebrity? What does he or she look like? What’s his conversation in the speech bubbles. Have two
or her personality like? Elicit adjectives in both students model the conversation.
categories, such as tall, beautiful, smart, friendly, etc. • Have students work in pairs to discuss the people
• Then ask What do you notice when you meet in the pictures in Activity 1. As students work, walk
someone for the first time? Elicit adjectives that around the class to check progress and offer help as
describe appearance and personality. necessary.
• If students contributed to the Warm-Up Discussion ANSWERS
Board as part of the Online Practice, look at their Answers will vary.
• Books open. Focus attention on the pictures. Have • Focus attention on the example conversation in
students describe what they see. the speech bubbles. Model it with two students.
• Model the target vocabulary items: artistic, generous, If necessary, show how to use one of the other
etc. adjectives to describe someone in the class. For
example: I think Jung-eun is very polite.
• Focus on the examples. Explain that students should
match one adjective from each box to each picture. • Have students make groups and describe their
classmates. As students work, walk around the class
• Have students complete the activity on their own. to offer help as necessary. Make sure students are
• Play the recording. Allow time for students to practicing polite comments.
• LANGUAGE NOTE: We often use elderly to talk about EXTRA IDEA
people who are quite old. It sounds more polite Have students play a guessing game. Have students
than old. The adjective elegant can refer to a stylish describe a classmate’s personality and appearance to a
appearance or to graceful manners. group or the class without saying the person’s name.
ANSWERS The other students try to guess who is being described.
1. d, h 2. a, g 3. b, j 4. c, i 5. e, f
Smart Choice Online
T–50
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The goal of this section is to present and practice is color-coded and that items in the green column,
the target vocabulary and grammar of the unit in a for example, can be substituted into the green box in
typical conversation. the conversation. Demonstrate this with art. Point
out the other colors and the corresponding columns
WARM-UP in the chart and boxes in the conversation.
Books closed. Ask students Have you ever met someone • Elicit other words or phrases that can go in each
online? If they have, ask Which kind of website or column. Explain to students that they can practice
network did you meet them on? Elicit answers. with their own ideas as well as those in the book.
Activity 1 practice each part.
conversation.
EXTRA IDEA
• Have a class survey to find out where students meet
familiar with. For example: dating website, his looks.
people. Write some ideas on the board. For example:
• Have students read the conversation silently, online, at work, at school, etc. Then elicit other ideas.
• Ask for a show of hands to find out the place where
• Have students fill in the blanks on their own. students most often meet people.
• Play the recording again. Pause after each line of the Conversation Tip
conversation and have students repeat. Be sure to Focus attention on the example in the Conversation Tip
correct pronunciation and intonation. box. Read the line A dating website? You used one? to
• Have students make pairs and practice the the class. Explain that the speaker is not really asking a
conversation. Make sure pairs change roles so question. The questioning tone is used to show disbelief
they practice each part. or skepticism.
• LANGUAGE NOTE: Guy is an informal way of
saying man. SMART CHOICE ONLINE
ANSWERS Remind students that there are extra Conversation

1. c 2. d 3. a 4. b
VARIATION
• Books closed. Before students do the activity in the
book, play the video with the sound off. Ask students
to describe what the people are doing in the video.
conversation. Follow the teaching notes for Activity 1,
but play the video instead of the recording to check
answers and model the conversation.
T–51
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I like people who are smart. • Unit 8
CONVERSATION
ONLINE
PRACTICE

a. intelligent b. attractive c. music d. musician
Ana What are you doing?

Emily I’m talking to a guy who lives in California.
Ana Really? Where did you meet him?
Emily On the Internet.
Ana A dating website? You used one of those?
Emily No. It’s a site for people who are interested in 1 .
Ana So, what’s he like?
Emily He’s a very good 2 .
Ana What else do you know about him?
Emily Well, he works for a company that makes computers.
Ana OK. But what does he look like?
Emily I don’t care about his looks! I like guys who are 3 .
Ana So do I! But I also like guys that are 4 !

EXPRESSING EMOTION
Use a questioning tone
to express skepticism.
1 2 3 4
art artist artistic elegant
theater actor polite muscular I met a guy on

the Internet.
A dating website?
You used one?
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LANGUAGE PRACTICE
Relative clauses Grammar Reference page 132
People
Who are you talking to? I’m talking to a guy who/that lives in California.
I like people who/that are creative.
Things
Which company does he work for? He works for a company which/that makes computers.
I prefer movies which/that teach me something.
ONLINE
PRACTICE

1. I like to have fun, so I prefer people d a. which was really interesting.
2. I’m a quiet person, so I’m looking for someone b. that cost too much.
3. I don’t like parties, but I went to a reception c. who doesn’t talk too much.
4. I don’t like expensive things, so don’t give me gifts d. that make me laugh.
2 Rewrite the sentences. Use who or which.

1. He’s a very generous person. He gives his time to everyone.
He’s a very generous person who gives his time to everyone.
2. We met at the new cafe. It has paintings by local artists on the walls.
3. I met a very attractive woman online. She works for a TV company.
4. There’s a new dating website. It looks really interesting.
3 PAIR WORK. Use relative clauses to complete the sentences. Tell your partner.
Do you agree?
1. A good friend is someone… 3. A good neighbor is someone…
2. A good teacher is a person… 4. A good boss is someone…
A good friend is someone who listens.
PRONUNCIATION—Word stress and content words

1 Listen. Notice the stress on content words.
1. I like movies that are funny.
2. I prefer people who like sports.
3. I’m talking to a guy who lives in Florida.
4. He works for a store that sells computers.

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• Focus attention on the example. Make sure students
The goal of this section is to present and practice the understand that the pronoun He in the second
target grammar: defining relative clauses (subject). sentence is replaced with who to make a relative
• Books closed. Explain that when we describe clause. Explain that students need to use a relative
something, we often need to define or specify what clause to combine the sentences.
we are talking about. We can do this by using a • Have students complete the activity on their own.
relative clause. Write the following on the board: Then check answers.
Dave works for a company. It makes computers.
ANSWERS
Then delete the word it and rewrite the sentences
using that or which: 1. He’s a very generous person who gives his time to
everyone.
Dave works for a company that makes computers. 2. We met at the new cafe which has paintings by local
Explain that the relative clause that makes computers artists on the walls.
specifies which company the speaker is referring to. 3. I met a very attractive woman online who works for a
TV company.
• Write the following on the board: 4. There’s a new dating website which looks really
I met a girl. She knows Brad Pitt. interesting.
Replace she with who and rewrite the sentence:
I met a girl who knows Brad Pitt.
• Books open. Focus attention on the Language Activity 3
Practice box. Explain that we use who or that for • Focus attention on the activity and the incomplete
people and which or that for things. sentences. Explain that, first, students will complete
• Direct students to page 132 of the Grammar the sentences with their own ideas. Then they will
Reference for more information and practice. take turns sharing their ideas in pairs and saying
whether or not they agree with their partner’s ideas.
• LANGUAGE NOTE: In American English, speakers
are more likely to use that in a relative clause to • Focus attention on the first sentence starter and the
identify or define a thing. example in the speech bubble. Then elicit another
possible relative clause to complete the sentence. For
example: A good friend is someone who visits you
Activity 1 when you are lonely.
• Focus attention on the four items. Explain that • Have students do the activity in pairs. As students
students need to make logical sentences by matching work, walk around the class to offer help as necessary.
the first part of the sentences on the left with the
relative clauses on the right. Read the complete first
sentence to the class as an example. PRONUNCIATION
• Have students complete the activity on their own. The goal of this section is to focus on word stress and
Then check answers. content words.
ANSWERS
1. d 2. c 3. a 4. b Activity 1
• Model the examples. Explain that key information,
EXTENSION such as like (verb), movies (noun), and funny
(adjective), is usually stressed in sentences.
• Have students identify the relative clauses in
Activity 1 that can take who as well as that. (c, d) • Play the recording. Have students notice the stressed
Ask students to explain why these can also take who. words.
• Then have students identify the relative clauses that
can take which as well as that. (a, b) Ask students to Activity 2
explain why.
Have the students listen to the examples again and
repeat. Make sure students stress the correct words.
SMART CHOICE ONLINE

T–52
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LISTENING EXTRA IDEA
• Ask students to describe what they have in common
The goal of this section is to practice listening for the with Sharon, Alex, Curtis, and Josh.
main idea, to practice listening for specific information, • Have students vote on the person they find most
and to discuss the listening passages. interesting.

• This activity introduces three new vocabulary items: • Explain that students will now listen to a phone
introverted, kind, outgoing. conversation between Sharon and Josh, and answer
• Focus attention on the message. Model the questions about it.
pronunciation of the underlined adjectives and have • Preview the questions. Explain any words or phrases
students repeat. Then read the synonyms to the students might not be familiar with. For example,
class. expecting and response.
• Have students read the message and write the • Play the recording. If necessary, pause at some key
underlined words next to their synonyms. Then points to give students time to write the answers.
check answers. Then check answers.
• Focus attention on the picture. Have students
describe Sharon. Then ask comprehension questions ANSWERS
about the message, such as What is Sharon like? 1. yes
What kind of people does she like? What kind of 2. import and export
music doesn’t she like? Elicit answers. 3. Japanese
4. skeptical
ANSWERS 5. people who want to find out about her, ask her
questions about herself, and don’t talk about
1. kind 2. outgoing 3. introverted themselves all the time

• Focus attention on the questions. Explain that • Have students use Sharon’s message as a model
students will listen to three phone messages for to write their own personal description. Ask
Sharon and answer the questions. students to describe what they study or do, their
personalities, their likes and dislikes, and their
• Play the recording and have students answer
hobbies.
the questions. Then check answers.
• You can collect the students’ descriptions to make a
ANSWERS print or online directory.
Alex lives in Florida, Curtis lives in Boston, Josh lives in
Osaka. Curtis lives the closest to Sharon.
SMART TALK
Activity 3 Teaching notes for the Smart Talk activity begin on
page T–98.
• Focus attention on the six statements. Explain that
students will listen to the messages again and mark
each sentence true or false. SMART CHOICE ONLINE
• Play the recording again and have students do Remind students that there are extra Listening practice
the activity. Then check answers. activities on Online Practice and On The Move.
ANSWERS
1. True 3. False 5. True
EXTENSION
Ask Who do you think Sharon should reply to? Elicit
answers. Encourage students to explain their opinions
and to agree or disagree with each other.
T–53
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LISTENING
1 BEFORE YOU LISTEN Read the message on a dating website.
Write the underlined words next to their synonyms.
log out
Home Matches Profile
Sharon, Boston, MA
Hi, my name is Sharon, and I’m 20 years old. I’m a business major
in Boston, and I want to work in import-export when I graduate
next year. I’d like to connect with people who study or work in other
countries. I’m a little introverted, but I can be funny sometimes.
I love smart and outgoing people who are interested in a lot of
things, but I also like people who are kind to others. I’m a big music
fan, but I don’t like loud rock music. I enjoy cooking, painting, and
drawing. And I love cats and dogs.
View all 4 photos

Send Message
1. friendly and generous 2. extroverted 3. shy
2 Listen to three voicemail messages for Sharon. Where do the people live?
Who lives closest to her?

True False
1. Alex and Sharon have similar tastes in music.
2. Alex and his mother have a lot of cats and dogs.
3. Curtis is someone who loves cooking.
4. Curtis has photos of cats and dogs on his website.
5. Josh lives in a place where he can’t have pets.
6. Josh works as a cook in Osaka, Japan.
4 Listening PLUS. Listen to a phone call between Sharon and Josh.

1. When Josh calls, is Sharon expecting the call?
2. What kind of company does Josh work for?
3. What kind of food does he like?
4. What is Sharon’s response when Josh says they have the same interests?
5. What kind of people does Sharon like?
SMART TALK
Matchmakers Student B: Turn to page 103.
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READING
1 BEFORE YOU READ Look at the title and headings in the article.
Have you tried any of the ideas?
IDEAS
for a first date
Maggie Carr suggests some great (and cheap!) ideas
for a first date.
Planning a first date? Congratulations! Here are some
tips on things to do that are both fun and inexpensive.
1 See a movie I know, a movie is an obvious choice, but there are plenty of ways you can
be impressive on your first date. First of all, be thoughtful and let your date choose the
movie. Try to find a movie theater that has style and comfortable seats. And make sure
you meet early—that way you’ll have time to get tickets to the movie you want!
2 Go ice skating or rollerblading If you enjoy more active dates, why not suggest
ice skating or rollerblading? If your date likes the idea, go for it! It means
that you’re both energetic and enjoy the same kinds of things. And don’t
worry if you can’t skate. Sometimes it’s fun to fall down!
3 Go to the zoo Everyone likes animals, right? So a trip to the zoo makes
an ideal first date. You can show your date how knowledgeable you are
about animal life, but first, make sure that you know what you’re
talking about!
4 Have a picnic by a lake or river Picnics are fun, and if you’re a good
cook, why not be creative and make the food yourself? If not, buying
the right picnic items is also a useful skill. But remember, choosing
the perfect picnic spot is critical. Pick a place where there’s a nice
view and opportunity for romance!
5 Go to a talk Do you want your date to think you are a cultured
person who reads a lot? Why not go to a talk by a famous writer?
Authors who have written a new book often talk at bookstores.
Check the websites of your local bookstores to find one near you.
ONLINE
PRACTICE
2 Read the article. Where do you think it is from? Choose the correct answer.
a. a textbook b. a magazine c. a newspaper
3 Read the article again. Choose (✓) the things that Maggie recommends.
Always choose a movie you have already seen.
Learn to skate before you take your date skating.
Learn about animals in the zoo before you talk about them.
Prepare or shop for your own picnic food.
Write a book to show your date you are intelligent.
4 GROUP WORK. Which do you think is the best suggestion for a first date?
Can you think of other ideas? Tell your group.
I think having a picnic is a great idea.

But it has to be a nice day.
And you have to carry all the food!

WRITING
Turn to page 111.
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4/18/16 8:50 AM
board.
• Ask Where is a good place to go on a first date? this point, ask students to use the context of the
Elicit suggestions. sentence to guess the definition of each one and
• Then focus attention on the first paragraph heading, then check their guesses in a dictionary. Elicit and
See a movie. Ask Is it a good idea to see a movie on a write the correct definitions on the board.
first date? Have you tried this idea? Elicit responses. • Have students create new sentences for each
• Repeat this procedure with the other headings. challenge term and share them with the class.
ANSWERS
Answers will vary. Activity 4
• Focus attention on the questions.
• Write the examples in speech bubbles on the board.
Activity 2 Show how they can be adapted. Ask individual
• Have students read the article quickly. students what they think is Maggie’s best suggestion.
• Ask Is this article from a textbook, a magazine, or a Change the model on the board with the answers
newspaper? Elicit answers. they give. For example: I think seeing a movie is a
great idea.
ANSWER • Elicit other expressions students can use for
b. a magazine agreeing and disagreeing and write them on
the board.
• Have students discuss the questions in groups.
Activity 3
• Read the article aloud to the class or play the EXTENSION
recording. Tell students not to be concerned if they Ask comprehension questions about the article. For
do not understand every word. example: Why does the author recommend inexpensive
• Have students read the article individually and mark ideas? Do you think it is fun to fall when skating?
Maggie’s recommendations. Then check answers.
• Read the article aloud again. This time, have EXTRA IDEA
students stop you when there is a word they don’t • Have students write notes or a text about the best
understand. Have other students provide the date or worst date they have ever heard of. Then
answers by paraphrasing, drawing, or miming. have students share their stories with the class.
• LANGUAGE NOTE: We use the noun date to describe • Have the class vote for the best and worst
the event of going out with someone, usually for dating stories.
romantic reasons, and the person you go out with.
We can also use it as a verb to describe the action of
going out with someone. WRITING
ANSWERS Teaching notes for the Writing section are on
Learn about animals in the zoo before you talk about them. page T–111.
Prepare or shop for your own picnic food.
EXTENSION
Have students rewrite the false statements in Activity 3
to make them true. For example: Always choose a movie
your date wants to see.
T–54
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SPEAKING EXTRA IDEA
• Have students write surveys for other situations.
The goal of this section is to practice the language in the For example: What’s important when you are
unit in an enjoyable, meaningful, and personalized way. interviewing for a job? Elicit words such as
experience, qualifications, etc.
WARM-UP • Then have students repeat Activity 3, sharing their
Books closed. Elicit some of the physical and personal opinions about the characteristics of a successful
qualities students learned in this unit. Write these on job applicant.
the board. If necessary, have students look back on
page 50. EXTRA IDEA
Have students write a paragraph about their dream
date. Students can include information about their
Activity 1 date’s appearance and personality, as well as describe
• Books open. Focus attention on the list of qualities. what they want to do or where they want to go on
Go over each item and elicit the corresponding the date.
adjective. For example: a sense of humor–funny,
athleticism–athletic, etc.
• Focus attention on the last two lines of the survey.
Have students add two qualities to their list. Then
have students rank all of the items on the list.
• Have students go online to find information about
famous couples, how they met, and what attracted
ANSWERS them to each other. Suggest students can search for
Answers will vary.
famous couples, met, and attracted. Alternatively,
they can think of a famous couple and search for
those specific names and the questions How did
[name] and [name] meet? What attracted [name] to
Activity 2 [name]?
• Focus attention on the activity. Explain that students • Have students write a text with the information or
should compare how they ranked the qualities on present it to the class.
the list and tell their partner why.
• Model the example conversation in speech bubbles information they find on the Discussion Board on
with a student. Then have students do the activity in Online Practice. You might also want to ask them
pairs. As they work, walk around the class offering to use the Discussion Board for the next unit’s
help as necessary. Warm-Up activity.
EXTENSION VARIATION
Have students give more information about their Have students search for information on how non-
preferences in the survey. Have them explain their celebrity couples have met. Suggest students can usually
answers. For example, for artistic talent: I like someone find this information in the wedding section of large
who can play the guitar. I like people who are good newspapers or news websites.
singers, because I love karaoke.
TESTING PROGRAM
Activity 3 Print Unit 8 Test from the Testing Program for an
• Have students discuss their answers in groups. end-of-unit assessment.
• Have each group vote to determine the five
characteristics they think are the most important.
EXTENSION
Have students rank the five characteristics from
1 (most important) to 5 (least important).
EXTENSION
Have the groups tell the class the five qualities they
consider the most important, in order of importance.
Write the groups’ lists on the board. Then tally the
qualities the class considers the most important.
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SPEAKING — The most important thing to me
1 Look at the list. Add two qualities that are important to you.
Then rank them from 1 (most important) to 12 (least important).
What’s important to you

when you meet someone?
a sense of humor
artistic talent
athleticism
beauty
elegance
generosity
intelligence
politeness
reliability
wealth
(your choice)
(your choice)
2 PAIR WORK. Compare your lists with a partner. Explain your reasons.
I think a sense of humor is
the most important thing. Me, too. But I also like people
I like people who are funny! who are smart, so intelligence
is the most important to me.
3 GROUP WORK. Share your reasons. Try to agree on the five most
important qualities.
GO Find out about famous couples. How did they meet?

ONLINE What attracted them to each other? Tell the class.
NOW I CAN
describe my use relative clauses. understand voicemail understand an article
preferences. messages. about dating advice. 55
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9 What were you doing? WARM
UP
What do you
SPEAK IN G GRAMMAR LISTEN IN G REA D IN G think is the most
Reporting events Past continuous Describing accidents Dramatic events article dangerous sport?
VOCABULARY
1 Look at the picture. What are the injuries? Write the correct letter.
a. has cut his head c. has a broken nose e. has a broken arm g. has a bruised leg
b. has a black eye d. has lost a tooth f. dislocated his finger h. sprained his ankle
5
4
3
6
2
7
1
c
ONLINE
PRACTICE
2 PAIR WORK. Have you or someone you know ever done

any of these things? Tell your partner.
Have you ever broken

your arm? No, I haven’t, but VOCABULARY TIP
my brother did. Connect words with people
you know. Make sentences.
How did it
happen? He fell off
his bicycle.
My sister
broke her
arm in May.
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9 What were you doing?
SPEA KIN G
Reporting events
G R A MM A R
Past continuous
L istening
Describing accidents
R ea d ing
Dramatic events article
Vocabulary: dislocated his finger, has a black eye, has a broken arm, has a broken nose, has a
bruised leg, has cut his head, has lost a tooth, sprained his ankle; canoeing, jet-skiing, waterskiing
Conversation: Talking about events in the past
Language Practice: The past continuous
Pronunciation: Linked sounds with /y/
Listening: Descriptions of accidents
Smart Talk: An information gap activity about a detective story
Reading: An article about a child who drove a car
Writing: A paragraph about something unusual
Speaking: Telling stories about dramatic events
• If necessary, review the present perfect before doing
The goal of this section is to present and practice the the activity.
target vocabulary: injuries.
• Focus attention on the picture in Activity 1. Ask Have
you ever broken your arm? Elicit several responses.
Warm-Up
• Books closed. Elicit names of sports, including speech bubbles. Model it with a student.
extreme sports. Then ask What do you think is the
most dangerous sport? Elicit responses. Encourage • Have students make pairs and do the activity. As
students to give detailed answers. students work, walk around the class to check
Board as part of the Online Practice, look at their ANSWERS
comments now with the class. Answers will vary.
• Books open. Focus attention on the picture. Have • Have students report their partners’ answers to the
students describe what they see. Check to see which class.
injuries the students already know. • Tally the injuries and reasons on the board to show
• Model the target vocabulary items: has cut his head, which were the most common.
has a black eye, etc.
• Play the recording. Allow time for students to Vocabulary Tip
change incorrect answers. Then check answers. • Focus attention on the example in the Vocabulary
• LANGUAGE NOTE: A bruise around the eye is called Tip box. Explain that, by connecting new language
a black eye. Bruises on other parts of the body are to something they already know and remember,
often described as being black and blue, as in His leg such as a sister’s accident, students can remember
was black and blue. new vocabulary items and expressions more
successfully.
ANSWERS • Have students practice the tip using other
1. c 3. e 5. b 7. f expressions from this page or earlier units.
2. g 4. h 6. d 8. a
Smart Choice Online

EXTRA IDEA Remind students that there are extra Vocabulary
As students do the activity, have them put a check mark practice activities on Online Practice and On The Move.
next to the pictures of injuries they have suffered.
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the target vocabulary and grammar of the unit in a for example, can be substituted into the green box in
typical conversation. the conversation. Demonstrate this with nose. Point
out the other colors and the corresponding columns
WARM-UP in the chart and boxes in the conversation.
Books closed. Pretend that you have broken your arm • Preteach volleyball and skate if necessary.
or hurt your leg. Then elicit questions people usually • Elicit other words or phrases that can go in each
ask when they meet someone who has had an accident. column. Explain to students that they can practice
For example: What happened? Are you OK? with their own ideas as well as those in the book.
Activity 1 conversation. Make sure pairs change roles so
conversation.
EXTRA IDEA
familiar with. For example: ran into, crash into, etc. • Have students review the pronunciation activity on
page 52, in Unit 8, and how the important content
words in each sentence are stressed.
• Then focus attention on the model conversation
on page 57. Have students practice again while
• Play the recording. Allow time for students to stressing the important words, such as nouns, verbs,
change incorrect answers. Then check answers. and adjectives. For example: I broke my leg.
conversation and have students repeat. Be sure to EXTRA IDEA
Elicit some extreme sports, such as bungee jumping,
• Have students make pairs and practice the skydiving, parasailing, etc. Have students make
conversation. Make sure pairs change roles so conversations about accidents that are likely to happen
they practice each part. in these sports. For bungee jumping, for example: What
• LANGUAGE NOTE: Ran into has two meanings. It happened to you? I hurt my head. I fell into the river.
can mean to meet someone by accident. For example:
I ran into my teacher at the bookstore. The other
meaning is similar to crash into. For example: I ran SMART CHOICE ONLINE
into a tree. Remind students that there are extra Conversation
ANSWERS
1. c 2. a 3. b 4. d
VARIATION
students to describe what the people are doing and
talking about in the video.
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What were you doing? • Unit 9
CONVERSATION
ONLINE
PRACTICE

a. soccer b. ski c. arm d. instructor
Ana Anthony! What happened to you?

Anthony I broke my 1 .
Ana Me, too! How did it happen?
Anthony I was playing 2 when I ran into another player.
Ana That’s terrible.
Anthony What about you?
Ana I crashed into someone when I was learning how to 3 .
Anthony Who did you crash into?
Ana My 4 !
2 PAIR WORK. Practice the conversation again.

1 2 3 4
nose volleyball skate father
finger football snowboard cousin
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LANGUAGE PRACTICE
The past continuous Grammar Reference page 133
What happened to you?
I hurt my knee while I was jogging in the park.
While I was driving to the hospital, I had a car accident.
How did it happen?
I was playing soccer when I ran into another player.
I was learning to windsurf when I crashed into someone. ONLINE
PRACTICE

1. I sprained my ankle e a. when I cut my finger.
2. I was making a sandwich b. while she was cleaning my room.
3. She was riding down the street c. while I was eating olives.
4. My mom tripped over my guitar d. when she fell off her bike.
5. I broke a tooth e. while I was playing soccer.
2 Complete the sentences. Use the correct form of the verb in parentheses.
1. I burned (burn) my fingers while I was lighting (light) the camp fire.
2. While he (run) back home, a dog (bite) him.
3. We (cross) the street when the car (hit) us.
4. My sister (fall) down the stairs while she (walk) in her sleep.
3 PAIR WORK. Complete the sentences with information about you.

Then talk about it with your partner.
1. I was walking to school when…
USEFUL LANGUAGE
2. I hurt myself while…
I ran into someone/something.
3. I once heard a strange noise while…
I crashed into someone/something.
4. While I was waiting for the bus/subway/train, ...
I tripped over someone/something.
A I was walking to school when I fell and broke I fell off something.
my wrist. I fell down something.
B What did you do?
A I called my father, and he took me to the hospital.
PRONUNCIATION—Linked sounds with /y/

1 Listen. Notice how the linked words or syllables sound like they have
a /y/ sound between them.
1. I broke my arm. 3. She was playing in the park.
2. I was skiing yesterday. 4. I think I sprained my ankle.
2 Listen again and repeat. Be sure to link the words or syllables with a /y/ sound.
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• Explain that students should complete the sentences
The goal of this section is to present and practice the with the simple past or the past continuous of the
target grammar: the past continuous. verb in parentheses.
• Books closed. Write the following on the board. • Focus on the example. Then have students do the
I played soccer in high school. activity on their own. Check answers.
I broke my leg.
ANSWERS
I was playing soccer when I broke my leg.
1. burned, was lighting 3. were crossing, hit
• Explain that we use the simple past to describe 2. was running, bit 4. fell, was walking
repeated actions in the past (I played soccer in high
school) or a past action of short duration (I broke my
leg). We often use the past continuous to describe
a longer, continuous action in the past that was Activity 3
interrupted by another action. Explain that the action • Focus attention on the Useful Language box.
playing soccer was interrupted by I broke my leg. Explain any vocabulary as necessary.
Explain that the second action is in the simple past. • Focus on the first sentence starter and the example
• Explain that the past continuous is formed with conversation. Model the example with a student.
was/were + verb + -ing. • Have students do the activity in pairs. Encourage
• Books open. Focus attention on the Language them to ask and answer follow-up questions, such as
Practice box. Read the first statement and ask: What Where did you go?
is the longer action? Elicit I was jogging in the park.
ANSWERS
Ask What is the interrupting action? Elicit I hurt my
knee. Explain to students that the longer action is in Answers will vary.
the past continuous.
• Focus attention on when and while. When is usually
used to describe the shorter action. While is used to PRONUNCIATION
describe the longer action. Write on the board:
The goal of this section is to focus on linked sounds
While I was watching TV, my friend called.
with /y/.
I was watching TV when my friend called.
Explain that these sentences have the same
meaning. Activity 1
• Direct students to page 133 of the Grammar Model the examples. Then play the recording.
• LANGUAGE NOTE: In conversation, speakers Activity 2
sometimes use when with the longer action. When
actions are of the same longer length, we can use Play the recording again. Have students practice saying
the past continuous for both. For example: I was the examples in Activity 1.
cleaning my room while she was sleeping.
SMART CHOICE ONLINE
Activity 1 Remind students that there are extra Language Practice

• Focus attention on the two columns and the
example. Explain that students need to complete the
sentences by matching the two columns.
Then check answers.
ANSWERS
1. e 2. a 3. d 4. b 5. c
EXTENSION
Have students rewrite each sentence, using when
instead of while, or while instead of when. For example,
the first sentence becomes I was playing soccer when I
sprained my ankle.
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LISTENING EXTRA IDEA
Have students write sentences with the past continuous
The goal of this section is to practice listening for the and simple past to describe what happened to Robin,
main idea, to practice listening for specific information, Bob, and Min-ju. For example: Robin fell while she was
and to discuss the listening passages. getting out of the shower.

• This activity introduces three new vocabulary items: • In this activity, students listen to the speakers from
canoeing, jet-skiing, waterskiing. Activity 2 talking to different people later.
• Focus attention on the three pictures and the words • Focus attention on the chart. Review the questions
in the box. Model the pronunciation of the new in the headings.
items and have students repeat. • Play the recording. If necessary, pause after each
• Have students write the words under the correct conversation to give time for students to write the
pictures. Then check answers. answers. Then check answers.
ANSWERS ANSWERS
A. waterskiing B. canoeing C. jet-skiing Robin: a doctor; arm hurts; get an X-ray
Bob: his boss/manager; fell down stairs; go home and rest
Min-ju: canoeing instructor; is a little scared of going into
EXTENSION the canoe; go with someone experienced
Ask questions such as Have you ever tried these
activities? Did you get hurt?
SMART TALK
EXTRA IDEA
Have students look at the three pictures and predict page T–100.
what accidents occurred. For example: She broke her
arm while she was jet-skiing.
SMART CHOICE ONLINE
Activity 2 Remind students that there are extra Listening practice

• Focus attention on the pictures in Activity 1.
Explain that students should write the number of
the conversation in the circle on the corresponding
picture.
Then check answers.
ANSWERS
A. 2 B. 3 C. 1
Activity 3
• Focus attention on the six questions and the answer
choices. Preteach any words students might not be
familiar with. For example: cheek, hill, instructor.
Explain that students will listen to the three
conversations again and choose the correct answers.
• Play the recording again and have students do
the activity. Then check answers.
ANSWERS
1. c 3. c 5. a
2. c 4. b 6. a
T–59
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LISTENING
1 BEFORE YOU LISTEN Look at the pictures. What are the people doing?
Label each picture with a word from the box.
canoeing jet-skiing waterskiing
A. B. C.
2 Listen to people talking about accidents. Number the pictures above.

3 Listen again. Choose the correct answer.
1. What did Robin do? 4. What was he doing when it happened?
a. She broke her leg. a. He was waterskiing.
b. She broke her hand. b. He was coming out of a store.
c. She broke her arm. c. He was walking down the beach.
2. What was she doing when it happened? 5. What did Min-ju do?
a. She was jet-skiing. a. She cut her knee.
b. She was taking a shower. b. She cut her cheek.
c. She was getting out of the shower. c. She broke her leg.
3. What did Bob do? 6. What was she doing when it happened?
a. He cut his hand. a. She was walking up a hill.
b. He broke his arm. b. She was canoeing.
c. He sprained his ankle. c. She was talking to her instructor.
4 Listening PLUS. Listen to more of Robin, Bob, and Min-ju.

Complete the chart.
Who are they What’s the What’s the other

talking to? problem now? person’s advice?
Robin a doctor
Bob
Min-ju
SMART TALK
Detective story Student B: Turn to page 104.
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READING
1 BEFORE YOU READ Look at the picture. What do you think the story is about?
Six-Year-Old Boy Drives

Mom’s Car to School!
When a six-year-old boy from Virginia, USA, When the
missed the school bus, he wasn’t happy. police arrived,
He always had breakfast at school, and he the boy was
didn’t want to miss it. He had an unusual crying, but he
and reckless solution to his problem. He was unhurt.
took the keys to his mom’s car while she He wanted to
was sleeping and drove her car to school. walk the rest
Well, he almost drove to school. of the way to school, but the police
The boy drove along a highway, across said, “No way!” Instead, they took him to
a bridge, and through two intersections. the hospital to check for injuries. He was
He was driving faster than most cars on back at school in the afternoon.
the road. He was traveling at more than The school principal was happy that
60 miles (100 kilometers) per hour when the boy was unharmed, but she could not
he passed some cars on a two-lane road. understand his actions. “What were you
The other drivers saw the young boy and thinking?” she asked him. “I wanted to get
called the police. to school,” the boy replied. “I wanted my
While the police were racing to breakfast, and I didn’t want to miss PE.”
the scene, the boy crashed the car. A The boy isn’t very tall. The police think
tractor drove towards him when he was he was probably standing up when he
overtaking another vehicle. The boy drove the car. In other words, he wasn’t
turned quickly, lost control of the car, and wearing a seat belt. He said he knew how
smashed into a pole. He drove 6 miles to drive the car because he played a
(10 kilometers) before he crashed. lot of video games.
ONLINE
PRACTICE
2 Read the article. Put the events in the correct order.

a. The police took the boy to the hospital. d. The boy took his mom’s car keys.
b. The boy missed his bus to school. e. The boy overtook some cars.
c. The boy went to school in the afternoon. f . The boy crashed the car.
3 Read the article again. Choose (✓) True or False.

True False
1. The boy’s mom knew he was driving the car.
2. The boy likes having breakfast at school.
4. When the police found the boy, he was happy.
5. He was wearing a seat belt while he was driving.
6. The boy’s parents taught him to drive a car.
4 GROUP WORK. Close your books. Take turns telling the story
in your own words.
The story is about a six-year-old boy who drove his mom’s car…
WRITING
Turn to page 112.
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board.
• Focus attention on the picture. Ask questions such this point, ask students to use the context of the
as What’s wrong with the car? What do you think sentence to guess the definition of each one and
happened? What is the story about? then check their guesses in a dictionary. Elicit and
• CULTURE NOTE: This is a true story. The event write the correct definitions on the board.
occurred in 2009. • Have students create new sentences for each
ANSWER challenge term and share them with the class.
The story is about a six-year-old boy who drove a car to
school.
Activity 4
Books closed. Have students make groups and take
turns telling the story. Encourage students to help if
Activity 2 another student hesitates too long.
recording. Tell students not to be concerned if they Variation
• Have students sit in a circle, in groups.
students should put the six statements in the order • Have a student tell one detail of the story. Then the
the events happened. next student provides another detail. Have students
continue until they have told everything they can
• Have students read the article individually and put remember.
the events in order. Then check answers.
students stop you when there is a word they don’t WRITING
page T–112.
ANSWERS
1. b 2. d 3. e 4. f 5. a 6. c
Activity 3
• Focus attention on the statements. Read them aloud
to the class.
check answers.
ANSWERS
2. True 4. False
EXTENSION
Have students rewrite the false statements in Activity 3
to make them true. For example: The boy’s mom didn’t
know he was driving the car.
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SPEAKING Activity 3
Focus attention on the example in the speech bubble.
The goal of this section is to practice the language in the Have students tell the class about a classmate’s
unit in an enjoyable, meaningful, and personalized way. experience.
WARM-UP EXTENSION
Books closed. Ask What’s the most exciting thing that • Have students write an account of their experiences.
ever happened to you? Elicit answers. Encourage other
students to ask follow-up questions. • Elicit wh- questions such as Who was she with?
What day was it? Write them on the board.
• Encourage students to answer these questions as
Activity 1 they write.
• Books open. Focus attention on the pictures and the
topics in the questions. EXTRA IDEA
• Go over the questions with the class. Model them Have students say or write chain stories. Start out by
for the students. Preteach words and phrases saying or writing on the board: I was going to school
students might not be familiar with. For example: when … Then have a student complete the sentence.
witness a crime, natural disaster. For example: … I saw my ex-girlfriend on the subway.
• Focus attention on the first question, Have you ever Have other students continue the story.
seen or met a famous person? Elicit answers.
• Elicit key words that students might need to talk
about each topic and write them on the board. For
example, types of accident, types of crime, types of • Have students go online to find out about an
natural disaster. interesting recent news story. Suggest that they
• Have students choose one of the four main search on news websites.
questions and think about the answers to the • Have students write a text with the information or
follow-up questions. Tell students that they can present it to the class.
write notes for Activity 2. As students work, walk • Remind students that they can also share the
around the class to offer help as necessary. information they find on the Discussion Board on
ANSWERS Online Practice. You might also want to ask them
Answers will vary. Warm-Up activity.
VARIATION testing progrAM

• Have students draw a comic strip to illustrate their Print Unit 9 Test from the Testing Program for an
experiences. Refer to Unit 9 Smart Talk on page 92
end-of-unit assessment.
as an example of a comic strip before starting the
activity.
• Encourage students to write captions beneath their
illustrations. For example:
1: I was going up to the stage to get my diploma
2: when I fell down!
3: While I was trying to get back up, ...
Activity 2
• Focus attention on the example in the speech
bubble. Explain that students will talk about their
experience using the answers to the follow-up
questions in Activity 1. The other students in the
group should ask for more details.
• If necessary, model the activity by telling about
something that happened to you. Have students ask
you follow-up questions.
• Have students make groups and talk about their
experiences.
T–61
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SPEAKING — Have you ever ... ?
1 Choose one of the questions (A-D). Read the follow-up questions and
think about your answers to them.
A. Have you ever seen or met a

famous person?
Who was the person? SC3e_SB2_U09_06a
Where were you?
What were you doing?
What did you do? Did you say anything?
B. Have you ever seen an accident?

Where did it happen?
Why were you there?
What happened next?
C. Have you ever witnessed a crime?

When did it happen?
What did you see?
What happened next?
D. Have you ever experienced a natural disaster?

Where were you?
What did you do next?
Did anything happen to you?
2 GROUP WORK. Tell the other students what happened to you.

Answer their questions asking for more details.
I saw Lionel Messi in a coffee shop. I was

having coffee when he walked in.
3 CLASS ACTIVITY. Tell the class what happened to someone in your group.
Mara saw Lionel Messi in a coffee shop! She was ...
GO Choose an interesting recent news story and find out more about it.
NOW I CAN
narrate a story about use the past understand descriptions understand an article
events in the past. continuous. of accidents. about a dramatic event. 61
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REVIEW Units 7–9
Mike Hey, Erin. Where were you?
Erin I was at the mall. [SAY MORE]
Mike Did you buy anything?
Erin Yes, I did. I bought / was buying some

1
jewelry.
Mike Is that why you’re / you were looking so

happy? 2
Erin Do I look happy? Actually, I met a really

interesting guy there.
Mike At the mall?
Erin Yes. I was looking / looked at some jewelry

3
at a boutique, and he started talking to me.
Mike Was he working there?
Erin No. He was looking for a present for his

sister who / which lives in Korea.
4
Mike That’s nice. [SAY MORE]
Erin She wanted shoes who / which aren’t for

sale there. 5
Mike OK. So tell me about the guy.
Erin Well, he’s very attractive and seems

intelligent. [SAY MORE]
Mike You like guys like that!
Erin Who doesn’t? I hope I see him again!
3 PAIR WORK. Put a box around the shopping items and adjectives of appearance and
personality. Practice the conversation again. Use your own ideas for the items and adjectives.
Mike Hey, Erin. Where were you?
Erin I was at the mall. [I went to the new one downtown.]
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REVIEW Units 7–9
CONVERSATION
Review Objectives
• Vocabulary: shopping, appearance and personality
• Grammar: the past continuous, relative clauses

meaningful way.
box around the shopping items and the adjectives
Warm-Up of personality and appearance in the conversation.
Books closed. Ask Where did you meet your best friend Students then change these words with their own
for the first time? Elicit answers. ideas.
• Have students make pairs and put a box around the
words. Then check answers.
Activity 1 • Elicit some ideas for the shopping items and
• Books open. Focus attention on the people in the the adjectives. Write them on the board before
picture. Ask What is she carrying? What do you students do the next part of the activity. Point out
think she was doing? Elicit answers. Encourage that they might need to change other parts of the
students to guess and have fun with the activity. conversation. For example, they might need to
• Focus attention on the conversation. Preteach words change the types of store.
and phrases students might not be familiar with. • Have students practice the conversation again,
For example: for sale, seems, etc. this time using their own ideas for the shopping
• Have students read the conversation silently. At items and the adjectives. As students work, walk
this time, students should ignore the [say more] around the class to check progress and offer help
instruction. Then have students choose the as necessary.
correct answers.
ANSWERS
A box should be put around the following
Activity 2 shopping items: jewelry, jewelry, shoes
• Play the recording. Allow time for students to adjectives: interesting, attractive, intelligent
conversation. Make sure pairs change roles so they Activity 4
practice each part. • Focus attention on the conversation in Activity 1
ANSWERS
should provide more information, to make the
1. bought 4. who conversation more interesting and to keep it going.
2. you’re 5. which
3. was looking
• Use the example (I went to the new one downtown.)
to show how the speaker is providing more
information.
EXPANSION • Have students practice the conversation again,
Have students explain the reasons for their answers. adding more information at [say more].
T–62
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READING
Review Objectives
• Vocabulary: injuries
• Grammar: relative clauses, too / not enough / too many / too much,
the past continuous
Focus attention on the picture. Have students describe • Focus attention on the questions.
what they see. Then ask What is going to happen? What • Have students discuss the questions in groups.
injuries do you think the people will get? Elicit answers,
such as He’s going to fall on the other player. He’s going to ANSWERS
break his arm or sprain his ankle. Answers will vary.
POSSIBLE ANSWERS
The player on the ground is going to break his arm. EXTENSION
The other player is going to sprain his ankle. Have the groups share their suggestions to avoid
accidents with the class. Then have the class vote on the
best suggestions.
Activity 6
recording. Tell students not to be concerned if
they do not understand every word.
• Focus attention on the questions. Preteach words
and phrases students might not be familiar with.
• Have students read the article individually and
answer the questions. Then check answers.
• LANGUAGE NOTE: A contact sport is a sport that
allows players to have contact. Full-contact sports
include (American) football and rugby. Limited-
contact sports include ice hockey, basketball,
and soccer. Non-contact sports include tennis,
swimming, and golf.
ANSWERS
1. Three
2. There were too many injuries.
3. There are two million sports injuries every year.
4. He was playing a computer game.
5. He tripped over a cord.
6. People are spending too much time on their
computers and not enough time outdoors.
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5 Look at the picture. What do you think will happen next?

LIFE IS DANGEROUS
Indoors or outdoors!
D on Walton is a very good high school

basketball player, but he isn’t going to play
his favorite sport this year.
out that injuries involving computers and other
electronic equipment have increased dramatically
in recent years. Most of them occurred at home.
“I love the game, but I keep getting injured,” Ex-basketball player Don Walton was one of
he says. “Last year, I got a lot of injuries when I the victims. One night, he was playing a computer
was playing. I broke my finger, I cut my head, and game, and he decided to make some coffee. As he
I sprained my ankle. I was walking back to his
decided to stop. From desk, he tripped over the
now on, I’m going to cord that connects his
play sports only on a computer to the wall. The
computer!” computer fell off his desk
Don wasn’t the only and landed on his foot.
one who had a sports The coffee spilled on his
accident at school last hand and arm. He broke
year. There are two two toes, and he burned
million sports injuries his hand and arm.
every year in US high schools. Are school sports The statistics are very confusing—more
getting too dangerous? The principal at Don’s accidents at home, fewer accidents outdoors.
high school thinks so. In fact, they no longer play What does it all mean? We asked analyst Hannah
contact sports at the school. Newton.
Liz Gibson is the principal who made the “What do these numbers tell us? They tell
decision. “We stopped playing contact sports, like us this: people are spending too much time on
football and basketball, because there were just their computers and not enough time outdoors,”
too many injuries last year,” she says. she says. “And teenagers are playing too many
But is it safer to not play sports and stay computer games, and they aren’t playing enough
indoors at home? You might be surprised to find sports outside.”
6 Read the article. Answer the questions.

1. How many injuries did Don Walton get last year?
2. Why did they stop playing contact sports at his high school?
3. How many sports injuries are there every year in US high schools?
4. What was Don doing when he decided to make coffee?
5. What happened while he was walking back to his computer?
6. What does Hannah Newton think the statistics mean?
7 GROUP WORK. Discuss the questions.

1. Has anyone in your group had a sports accident?
2. Has anyone had an accident with electronic equipment?
3. How can you avoid accidents indoors and outdoors?
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10 It must be an earthquake! WARM
UP
Are there
SPEA K IN G GRAMMAR LISTEN IN G REA D IN G earthquakes in
Speculating Modals of possibility Extreme natural events Storm-chaser article your country?
VOCABULARY
1 Look at the pictures. What are the extreme natural events? Write the correct letter.
a. avalanche c. earthquake e. hurricane g. tsunami

b. dust storm d. flood f. tornado h. volcanic eruption
1. 2. 3. 4.
ONLINE
5. 6. 7. 8. PRACTICE
2 GROUP WORK. Tell your group about your experiences with extreme
natural events. Ask and answer questions.
I was in an earthquake last

year while I was on vacation.
Wow! Where was it?
What was it like?
3 CLASS ACTIVITY. Which was the most interesting experience you heard
in your group? Tell the class.
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10 It must be an earthquake!
SPEA KIN G
Speculating
GRAMMAR
Modals of possibility
L istening
Extreme natural events
R ea ding
Storm-chaser article
Vocabulary: avalanche, dust storm, earthquake, flood, hurricane, tornado, tsunami,

volcanic eruption; puzzled, relieved, terrified
Conversation: Speculating
Language Practice: May, might, could, can’t, and must
Pronunciation: Word stress in speculations
Listening: Stories about extreme natural events
Smart Talk: An information gap activity about extreme natural events
Reading: An article about storm chasing
Writing: An email about extreme natural events
Speaking: A quiz on extreme natural events
• Focus attention on picture 5 in Activity 1 and ask
The goal of this section is to present and practice the Have you ever been in an earthquake? Elicit answers.
target vocabulary: natural disasters. Then ask Where was it? What was it like? Have
students describe their experience in as much detail
Warm-Up as they can.
• Books closed. Ask students to describe the extreme • Write the examples in speech bubbles on the board.
natural events in their country. Ask Are there Show how they can be changed. Replace earthquake
earthquakes in your country? Elicit answers. with hurricane, for example.
• If students contributed to the Warm-Up Discussion • Have students do the activity in groups.
Board as part of the Online Practice, look at their
comments now with the class. ANSWERS
Answers will vary.
Activity 1
• Books open. Focus attention on the pictures. VARIATION
Check to see which natural events the students If students have not experienced many of the events
already know. presented in Activity 1, have them describe well-known
• Model the target vocabulary items: avalanche, dust disasters from the news or from the past.
storm, etc.
• Have students complete the activity on their own. Activity 3
• Play the recording. Allow time for students to • Focus on the question. Then have a member of
change incorrect answers. Then check answers. each group tell the class about the most interesting
• LANGUAGE NOTE: The word tsunami is borrowed experience in their group.
from Japanese. Tsu means harbor and nami means • Have the class vote on the most interesting
wave. Another frequently used expression in English experience in the class.
to describe this event is tidal wave. A hurricane
is a storm system that develops in the tropics in ANSWERS
the Atlantic Ocean. A similar type of storm in the Answers will vary.
Western Pacific is known as a typhoon.
ANSWERS
1. g 3. h 5. c 7. d Smart Choice Online
2. b 4. e 6. a 8. f
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the target vocabulary and grammar of the unit in a for example, can be substituted into the green
typical conversation. box in the conversation. Demonstrate this with a
hurricane in Miami. Point out the other colors and
WARM-UP the corresponding columns in the chart and boxes
• Books closed. Elicit some situations where students in the conversation.
have felt worried in the past. Write on the board: • Elicit other words or phrases that can go in each
I felt worried … column. Explain to students that they can practice
Complete the sentence yourself by giving examples, with their own ideas as well as those in the book.
such as: • Have students make pairs and practice the
… because my friend was very late. conversation. Make sure pairs change roles so they
practice each part.
… when I was in a boat and the weather was terrible.
• Take a class vote to decide which student had the VARIATION
most worrying experience.
• Have students focus attention on the last line of
the conversation. Have students replace She’s flying
Activity 1 home today with a different explanation.
• Books open. Focus attention on the model • Have students practice the conversation.
conversation.
• Preteach words and phrases students might Conversation Tip
not be familiar with. For example: get in touch, or
something, simple explanation. • Focus attention on the example in the Conversation
Tip box. Show how the second speaker guesses how
• Have students read the conversation silently, the first one feels.
• On the board, write other examples of worrying
• Have students fill in the blanks on their own. situations. For example: I have a test tomorrow. My
• Play the recording. Allow time for students to bike was stolen. Elicit responses such as You must be
change incorrect answers. Then check answers. very nervous. You must be angry.
SMART CHOICE ONLINE
• Have students make pairs and practice the Remind students that there are extra Conversation
conversation. Make sure pairs change roles so they practice activities on Online Practice and On The Move.
practice each part.
ANSWERS
1. c 2. b 3. a
VARIATION
Clare’s lines and have students say her lines. Repeat
this procedure for Brad’s lines.
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It must be an earthquake! • Unit 10
CONVERSATION
ONLINE
PRACTICE

a. traveling b. sister c. a flood in Bangkok
Clare Brad, what’s wrong?

Brad Did you see the news? There was 1 .
Clare Really? I didn’t hear about that.
Brad Yeah, and my 2 is there on vacation!
Clare Oh, no! You must be so worried. Did you try to contact her?
Brad No, I can’t get in touch with her!
Clare Well, she might be 3 or something.
Brad I guess.
Clare Or she could be somewhere without the Internet.
There must be a simple explanation!
Brad Oh, wait… Is today Thursday?
Clare Yeah.
Brad Oh, she’s flying home today!
CONVERSATION TIP
2 PAIR WORK. Practice the conversation again. EXPRESSING EMOTION
Show sympathy by guessing
Use the ideas below. Add your own ideas. what the speaker feels.
1 2 3
My sister is in a
a hurricane in
mother busy city with floods!
Miami
an earthquake
aunt sleeping
in Istanbul You must be
so worried.
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LANGUAGE PRACTICE
May, might, could, can’t, and must Grammar Reference page 134
There must be a simple explanation.
Your sister may be busy.
Your sister might be traveling.
Your sister could be somewhere without the Internet.
Your sister can’t be in Bangkok. She’s flying on an airplane. ONLINE
PRACTICE
1 Match the sentences.

1. The wind is getting stronger. b a. There may be a flood today.
2. The river is very high. b. It must be the hurricane.
3. The room is shaking! c. No, there could be an avalanche.
4. Do you want to go skiing? d. It might be an earthquake.
2 Complete the conversations with must be, might be, or can’t be.
1. A What’s that noise? It sounds like an avalanche!
B It can’t be an avalanche. There aren’t any mountains nearby.
2. A Did you feel that? What was it?

B I’m not sure. It an earthquake. They’re common in this country.
3. A I don’t know where they are. They shopping.

B They shopping. Their wallets are here.
4. A Do you think he’s our new teacher?

B He our new teacher. Our new teacher is a woman.
3 PAIR WORK. Respond to the sentences using can’t be.

1. It must be after 10 p.m. 3. I think that woman is a student.
2. That guy is really rich. 4. Is that a hotel?
It must be after 10 p.m.

It can’t be after 10 p.m.
The stores are still open!
PRONUNCIATION—Word stress in speculations

1 Listen. Notice the words that are stressed in speculations.
1. She must be very worried. 3. They may be right.
2. It could be an accident. 4. There might be a reason.
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• Focus attention on the four conversations. Remind
The goal of this section is to present and practice the students that they should use must be to express a
target grammar: may, might, could, can’t, and must. definite, affirmative opinion; might be for an uncertain
• Books closed. Write the following on the board: opinion; and can’t be for a definite, negative opinion.
There must be a problem. • Focus on the example. Elicit why can’t be is the
There may be a problem. correct answer. (The speaker is sure it is not an
There might be a problem. avalanche, as there aren’t any mountains nearby.)
There could be a problem. ANSWERS
There can’t be a problem. 1. can’t be 3. might be / must be, can’t be
• Explain that we use the modals may, might, can’t, 2. might be 4. can’t be
etc., to show how certain we are about a guess or
opinion. Must be and can’t be are used when we
are most certain. We use must be when we are Activity 3
fairly sure something is true—a definite affirmative • Write the example conversation on the board. Show
opinion. We use can’t be when we are fairly sure how the second speaker makes a negative statement
something isn’t true—a definite negative opinion. using can’t be, and then explains why.
• Explain that despite some minor differences, may, • Elicit other reasons why it can’t be after 10 p.m. For
might, and could have essentially the same meaning, example: The news show isn’t over.
and we use them when we are not certain about a
guess or opinion. • Have students do the activity in pairs. Then elicit
some answers.
• Might be, could be, and may be are also used to
make predictions about the future. For example: POSSIBLE ANSWERS
It may/might/could be cold tomorrow. Must be 1. It can’t be after 10 p.m. The stores are still open!
and can’t be are usually used to describe present 2. He can’t be really rich. He always asks to borrow money
circumstances. For example: It can’t be cold in from me.
Miami. It’s summer. There must be a mistake in the 3. She can’t be a student. She’s never in class.
information. 4. It can’t be a hotel. There are doctors and nurses inside.
• Make sure students don’t confuse maybe with may
be. Maybe is an adverb and is often used before a
noun or pronoun. For example: Tina is late. Maybe
her train was late.
PRONUNCIATION
• Books open. Focus attention on the examples in the The goal of this section is to focus on word stress
Language Practice box. in speculations.
Activity 1
Model the examples. Point out that modals and key
Activity 1 words are stressed. Then play the recording.
• Focus attention on the two sets of statements.
Explain that students need to match them based on Activity 2
the meaning of the sentences.
• Elicit or explain the meaning of any words students the examples in Activity 1.
might not be familiar with.
Then check answers. SMART CHOICE ONLINE
ANSWERS
1. b 2. a 3. d 4. c
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LISTENING Variation
• If students find the activity difficult, you can
The goal of this section is to practice listening for the simplify it by writing several answer options
main idea, to practice listening for specific information, on the board.
and to discuss the content of the listening passages. • Draw a three-column chart. In the first column,
write several places, including Colorado and the
Philippines. In the middle column, write sister,
Activity 1—Before you listen brother, parents, family, girlfriend, etc. In the third
• This activity introduces three new vocabulary items: column, write possible answers. For example: A
puzzled, relieved, terrified. truck was outside the hotel, A plane was flying over
• Focus attention on the pictures. Have students the hotel, etc. Be sure to include the actual answers
describe what they see. in the chart.
• Focus attention on the new vocabulary items in
italics. Model each item and have students repeat.
Activity 4
• Have students label the pictures on their own. Then
check answers • In this activity, students listen to a continuation of
the stories in Activity 2. Students should choose the
ANSWERS best explanation for the recording extracts.
A. puzzled B. terrified C. relieved • Preview the extracts and answer choices. Explain
any words or phrases students might not be familiar
with. For example, impossible and typical.
Activity 2 • Play the recording. Then check answers.
• Focus attention on the pictures in Activity 1 ANSWERS
again. Explain that students will listen to the three
1. b 3. b 5. b
people talking about extreme natural events they 2. a 4. a 6. a
experienced. They should write the number of their
stories in the circle on their pictures.
• Play the recording and have students complete EXTENSION
the activity. Then check answers. • Write other comprehension questions on the board.
For example:
ANSWERS
Where was Lucy’s sister after the earthquake?
A. 1 B. 3 C. 2
Where were Adam and his girlfriend yesterday?
Where did Maggie look for her parents?
Activity 3 • Have students listen again and answer the questions.
• Focus attention on the chart and the questions in
•
the headings.
Play the recording and have students do the activity.
SMART TALK
If necessary, pause after each story to give time for Teaching notes for the Smart Talk activity begin on
students to write their answers. page T–102.
• Check answers.
ANSWERS Smart Choice Online
Lucy: South America; sister; Her sister was waking her up. Remind students that there are extra Listening practice
Adam: Colorado; girlfriend; It was thunder. activities on Online Practice and On The Move.
Maggie: the Philippines; family; A famous person was in
the hotel.
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LISTENING
1 BEFORE YOU LISTEN Look at the people. How do they feel?
Label the pictures with puzzled, relieved, or terrified.
A. B. C.
2 Now listen to the people talking about extreme natural events. Number the pictures.
3 Listen again. Complete the chart.
Where were they? Who were they with? What did they think first?
Lucy South America
Adam
Maggie
4 Listening PLUS. Listen to more of the stories. Choose the correct

explanation of each sentence.
1. “She can’t be in there.”
a. It’s impossible that Lucy’s sister is in her room.
b. It’s impossible that Lucy’s sister is in the hotel.
2. “That’s typical of her.”

a. Lucy’s sister takes care of other people.
b. Lucy’s sister gets scared easily.
3. “We must be the luckiest people in the world.”

a. Adam and his girlfriend are lucky because they saw the avalanche.
b. They’re lucky because they aren’t on the mountain.
4. “You might not make it to the airport.”

a. Adam and his girlfriend might not get to the airport.
b. The road might not get to the airport.
5. “They can’t be on the beach.”

a. Because Maggie’s parents never go to the beach.
b. Because Maggie’s parents go to the beach in the evening.
6. “They slept right through the whole thing!”

a. Maggie’s parents didn’t know about the tsunami because they were sleeping.
b. Maggie’s parents went to sleep right after the tsunami.
SMART TALK
What could it be? Student B: Turn to page 105.
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READING
1 BEFORE YOU READ Look at the pictures. Answer the questions.
1. Have you ever seen a tornado?

2. What information can you get from the map?
Tornado
Alley
Do you want to be a storm chaser? Do you

want to experience the thrill of running after
a tornado? Do you want to feel the power of
the wind and the rain? Then an adventure with
Perfect Storms could be just right for you!
We operate tours in Tornado Alley—the area We plan our tours in the spring and summer
between the Appalachian and Rocky Mountains, during tornado season. However, it’s impossible
in the US, where tornadoes are most common. to guarantee a tornado sighting because
weather conditions will change. We’re very
Why do you need to go storm chasing good, but we can’t predict the weather! So
with us? Why not just go with some friends? you might not see one at all or you could be
Here’s why: Storm chasing can be extremely lucky and see quite a few. But either way, we
dangerous. When you don’t do it right, you guarantee the experience is electric!
could get seriously hurt. Many beginner storm
chasers are injured every year because they Dan Walker was one of our satisfied clients.
don’t take precautions. And they don’t know Here’s what he wrote to us:
enough about tornadoes! When my friends told me about your
storm chasing tours, they were so excited. I
That’s why it makes sense to go with the
thought, “It can’t be THAT good.” But now I
professionals. And the professionals who work know. It IS that good. It was the most amazing
at Perfect Storms are the best in the business. experience I’ve ever had. Choosing to go with
Our team is experienced and knowledgeable, you guys at Perfect Storms was the right
and our drivers keep their eyes on the road! decision. You are simply the best! ONLINE
PRACTICE
2 Read the text quickly. What kind of text is it? Choose the correct answer.
a. a news article c. a geography textbook article
b. an advertisement d. a blog
3 Read the text again. Answer the questions.

1. Why is it better to chase storms with professional chasers?
2. What can happen to beginner storm chasers?
3. Why might it be impossible to see a tornado with Perfect Storms?
4. Why did Dan Walker choose Perfect Storms?
4 GROUP WORK. Do you want to go on an adventure with Perfect Storms?

Tell your group.
I think storm chasing

could be really exciting!
I agree! It sounds amazing.
I think it might be too

dangerous for me. WRITING
Turn to page 112.
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READING ANSWERS
1. Storm chasing is dangerous, and professional storm
The goal of this section is to practice reading chasers have a lot of experience and knowledge.
comprehension. 2. Beginner storm chasers can get seriously injured.
3. It depends on the weather, and they can’t predict the
weather.
Activity 1—Before you read 4. His friends recommended it.
• Focus attention on the pictures and the questions.
Ask What is the country on the map? Why is the CHALLENGE WORDS
center of the map a different color? Elicit answers: the
United States; to show the location of “Tornado Alley” • Focus attention on the words in blue in the article
in the United States. Then ask What can you see in and explain that these are challenge vocabulary
the picture? Elicit I see a tornado, I see people, etc. terms.
Ask What do you think the people are doing? Elicit • Write each sentence containing blue words on the
answers such as They are watching the storm. board.
• Ask the class the two questions in the book. Elicit • If these challenge words haven’t been defined by
several answers. this point, ask students to use the context of the
• CULTURE NOTE: Although tornadoes occur in sentence to guess the definition of each one and
several countries throughout the world, the United then check their guesses in a dictionary. Elicit and
States has many more than any other country. write the correct definitions on the board.
ANSWERS challenge term and share them with the class.
1. Answers will vary.
2. Most tornadoes are in the middle of the United States.
Activity 4
• Have students make groups.
Activity 2 • Focus attention on the question. Write the examples
• Focus attention on the question and the answer in speech bubbles on the board. Show students
choices. Preteach geography and advertisement if how they can change the examples with their
necessary. own ideas by changing could be really exciting to
must be interesting, for example.
• Have students read the text quickly and choose the
type of text. Then check answers. • Have students do the activity. As students discuss
the question, walk around the class to check
ANSWER progress and offer help as necessary.
b. an advertisement
Extra Idea
Expansion Elicit extreme sports and write them on the board.
Ask students to make statements about these activities
Have students explain their answers to Activity 2. Have similar to those in Activity 4.
students identify the passages in the reading that helped
them determine what kind of text it is. For example: We
operate tours ..., Why do you need to go storm chasing with
us?, We plan our tours ..., ... one of our satisfied clients.
WRITING
Teaching notes for the Writing section are on
page T–112.
Activity 3
• Review the questions with the class.
• Have students read the article individually and
answer the questions. Encourage them to use their
own words, and not just repeat words from the text.
• Check answers.
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SPEAKING
unit in an enjoyable, meaningful, and personalized way. • Have students go online to find out about a recent
extreme natural event. Suggest that they search on
news websites.
Activity 1 • Have students write a text with the information or
• Focus attention on the example. Explain that the present it to the class.
five statements are clues. Each statement describes • Remind students that they can also share the
volcanic eruption without using the term. Make sure information they find on the Discussion Board on
students notice that the easiest clue is the last one Online Practice. You might also want to ask them
on the list. to use the Discussion Board for the next unit’s
• If necessary, do another example with the class. Warm-Up activity.
Choose another extreme event from page 64 and
elicit one or two clues. Write them on the board. TESTING PROGRAM
• Have students do the activity in pairs. As students
Print Unit 10 Test from the Testing Program for an
work, walk around the class to offer help as
end-of-unit assessment.
necessary. Make sure each pair writes clues to two
natural disaster events.
• Some students may finish before others. Have these
students write additional clues or write clues for
another event.
ANSWERS
Answers will vary.
Activity 2
• Focus attention on the examples in speech bubbles.
Show how the first speech bubble is the first
example clue in Activity 1. The other bubble is a
guess. Explain that students will take turns reading
out clues one at a time as the other pair makes a
guess after each clue.
• Review the point system. Explain that students
should keep track of their own score as they do the
activity.
• Have each pair of students who worked together
in Activity 1 join another pair. Students take turns
reading their clues to the other pair. The other two
students try to guess the correct answer. Encourage
students to keep score.
EXTENSION
When everyone has completed the activity, ask students
to report their scores to the class.
EXTRA IDEA
• Have students write similar quizzes for other topics
that interest them. For example, they can make a
quiz about celebrities, places, or movies.
• Then repeat the procedure for Activity 2.
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SPEAKING — Extreme natural events quiz
1 PAIR WORK. Choose two extreme natural events and write five clues
to describe each of them. Leave the most obvious clue to the end.
1. This event has happened more than

once in this country.
2. This event is always very loud.
3. It takes place in the mountains.
4. You can see smoke when it happens.
5. Very hot material comes out of the
mountain when this happens.
ANSWER: volcanic eruption
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
ANSWER: ANSWER:
2 GROUP WORK. Join another pair. Take turns reading out the clues and
guessing after each clue. Keep score!
This event has happened more

than once in this country. It could be a flood...
Is it a flood?
Point system
� Your team gets 5 points if you guess after one clue.
� Your team gets 4 points if you guess after two clues.
� Your team gets 3 points if you guess after three clues.
� Your team gets 2 points if you guess after four clues.
� Your team gets 1 point if you guess after five clues.
GO Choose an extreme natural event. Find information about the

ONLINE most recent occurrence. Share the information with the class.
NOW I CAN
make use may, might, understand people understand an article
speculations. could, can’t, and must. describing extreme events. about storm chasers. 69
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11 I used to sing. WARM
UP
What was your
SPEA KIN G G R A MM A R LISTEN IN G REA D IN G favorite year
Past habits Used to Family histories Biographical article at school?
VOCABULARY
1 Which of these schools did you go to?
kindergarten elementary school middle school / junior high
high school language school summer school
2 Look at the pictures. What are the school activities and clubs? Write the correct letter.
a. choir c. orchestra e. drama club

b. sports team d. chess club f. science club
1. 2. 3.
ONLINE
4. 5. 6. PRACTICE
3 PAIR WORK. Ask and answer questions about school activities and clubs.
What extra activities did
you do in junior high? I was in the
drama club.
VOCABULARY TIP
Did you act in any plays? Learn new words with
specific examples.
Yes! I was
in Hamlet!
Sports team
Yankees
Orchestra
Boston Symphony
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11 I used to sing.
SPEA KIN G
Past habits
GRAMMAR
Used to
L istening
Family histories
R ea d ing
Biographical article
Vocabulary: chess club, choir, drama club, elementary school, high school, junior high,
kindergarten, language school, middle school, orchestra, science club, sports team,
summer school; climbing trees, collecting stamps, making model airplanes
Conversation: Talking about past habits
Language Practice: Used to
Pronunciation: Reduction of used to
Listening: Interviews for a family history recording
Smart Talk: An information gap activity about celebrities before they were famous
Reading: A biographical article about Andrew Garfield
Writing: An email about your country
Speaking: A survey about childhood habits
VOCABULARY • Play the recording. Allow time for students to

The goal of this section is to present and practice the ANSWERS
target vocabulary: school types and activities.
1. e 2. b 3. c 4. f 5. a 6. d
Warm-Up
• Books closed. Write the following on the board:
elementary school, middle school, high school. Then Activity 3
ask What was your favorite time at school? Elicit • Focus attention on the example conversation. Model
answers. Then ask Did you have a favorite year? it with a student. Then show students how they
Which was it? can replace junior high in the first speech bubble
• If students contributed to the Warm-Up Discussion with another type of school from Activity 1, and in
Board as part of the Online Practice, look at their the drama club in the second speech bubble with
comments now with the class. another term from Activity 2. Elicit some follow-up
questions students can ask. For example: What kind
of team was it?
Activity 1 • Have students do the activity in pairs.
• Books open. Focus attention on the different kinds • LANGUAGE NOTE: In most schools, there is only
of schools. Model the vocabulary for the class. Then one of each type of club, so we say We were in
elicit answers to the question. the drama club. However, there are often multiple
• LANGUAGE NOTE: Elementary school, middle school, sports teams, and sometimes more than one choir
etc., are compound nouns. The meaning changes if or orchestra. In these cases, we say I was on a sports
they are shortened to one word, such as elementary. team, but I was on the soccer team.
• CULTURE NOTE: In some parts of the US, students ANSWERS
attend a middle school after elementary school. It
Answers will vary.
usually includes grades 5 or 6 through 8. In other
areas, students go to a junior high, which usually
includes grades 7 through 8 or 9.
Vocabulary Tip
ANSWERS
• Focus attention on the Vocabulary Tip box. Explain
Answers will vary. that writing examples of vocabulary words can help
students remember them.
• Elicit more examples of sports teams and orchestras.
Activity 2
• Focus attention on the pictures. Check to see which
Smart Choice Online
activities and clubs the students already know.
• Model the target vocabulary items: choir, sports Remind students that there are extra Vocabulary practice
team, etc. activities on Online Practice and On The Move.
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target vocabulary and grammar of the unit in a typical for example, can be substituted into the green box in
conversation. the conversation. Demonstrate this with musician.
Books open. Have students describe the picture. Then • Elicit other words or phrases that can go in each
ask Do you like singing? Are you in a choir? Do you like column. Explain to students that they can practice
karaoke? Elicit answers. with their own ideas as well as those in the book.
Activity 1 practice each part.
• Focus attention on the model conversation.
• CULTURE NOTE: In some cultures, it is inappropriate
• Preteach words and phrases students might not to praise yourself or even accept praise. In the
be familiar with. For example: not anymore, United States, it is acceptable to do so.
competitions, etc.
• LANGUAGE NOTE: In the conversation, Marco
• Have students read the conversation silently, repeats Kelly’s question: Was it good? Good? It
without doing the activity. was excellent! The purpose of the repetition is to
• Have students fill in the blanks on their own. emphasize how good it was. Repeating a question
• Play the recording. Allow time for students to like this is a common conversation strategy in
change incorrect answers. Then check answers. English.
conversation and have students repeat. Be sure to EXTRA IDEA
correct pronunciation and intonation. Have students demonstrate what they are good at.
• Have students make pairs and practice the For example, singing, drawing, dancing. Have other
conversation. Make sure pairs change roles so they students ask questions, such as When did you learn to
practice each part. do that?
ANSWERS EXTRA IDEA

1. b 2. a 3. d 4. c Ask students if they have ever won a competition.
Encourage other students to find out if they are still
doing the activity.
VARIATION
the book, play the video with the sound off. Ask SMART CHOICE ONLINE
students to describe what the people are doing in Remind students that there are extra Conversation
the video. Write students’ responses on the board. practice activities on Online Practice and On The Move.
For example: Marco is singing.
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I used to sing. • Unit 11
CONVERSATION
ONLINE
PRACTICE

a. sing b. singer c. singing d. in a choir
Kelly Marco, you’re a really great 1 !

Marco Thank you!
Kelly Do you 2 a lot?
Marco Not anymore. I used to when I was younger.
Kelly Really?
Marco Yeah, I used to be 3 when I was at school.
Kelly Really? Was it good?
Marco Good? It was excellent! We used to win competitions!
Kelly So, why did you stop 4 ?
Marco I don’t know. I guess I wanted to try different things.
Kelly Well, I think you should start again. You’re very good!
Add your own ideas.
1 2 3 4
musician play in an orchestra playing
actor act in a drama group acting
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LANGUAGE PRACTICE
Used to Grammar Reference page 135
I used to be in the drama club, and my brother used to be in the orchestra.
Did you use to sing when you were younger?
Yes, I did. I used to be in a choir.
No, I didn’t. I didn’t use to sing, but I used to dance!
I never used to like classical music, but now I love it!
ONLINE
PRACTICE
1 Complete the conversations with use to, used to, or didn’t use to.
1. A Did you use to play soccer when you were in high school?
B No, they have a soccer team. Now they do.
A So, what did you play?
B Video games. I spend all my time on the computer.
2. A Did your sister play table tennis at school?
B No, she play any sports. My brother did.
A What did your sister do in her free time?
B She sing in the school choir.
2 Complete the sentences with information about you.

1. When I was in elementary school, I used to .
2. After school, my friends and I used to .
3. When I was younger, I didn’t use to , but now I do.
4. I never used to like , but now I .
3 PAIR WORK. Compare your answers. Ask for more information.

When I was in elementary
school, I used to draw a lot. Me, too. What did
you use to draw?
PRONUNCIATION—Reduction of used to
1 Listen. Notice the reduced sound of used to.
Unreduced Reduced
1. He used to sing well. He useta sing well.
2. She used to be a teacher. She useta be a teacher.
3. Mark used to play soccer. Mark useta play soccer.
4. I used to watch cartoons. I useta watch cartoons.
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The goal of this section is to present and practice the students need to complete the sentences with
target grammar: used to. information about themselves.
• Books closed. Explain that we use used to to • Model the first item for the class. For example:
describe something in the past that took place over When I was in elementary school, I used to take
an extended period of time and is not true now. piano lessons. Make sure students notice that in item
• Write the following on the board: 4 they should write a noun (or a gerund) in the first
I used to play soccer in high school. Now I don’t. blank. In the second blank, they can write do or
I didn’t use to play chess in high school. Now I do. love + a pronoun. For example: I never used to like
spinach, but now I love it.
Ask Did I play soccer in high school? Elicit Yes. Then
ask Do I play it now? Elicit No. Ask Did I play chess • Have students complete the activity on their own.
in high school? Elicit No. Then ask Do I play it now? POSSIBLE ANSWERS
Elicit Yes.
1. take piano lessons
• Explain that the difference between used to and the 2. ride our bikes around the neighborhood
simple past is that used to refers to a situation that 3. eat vegetables
has changed between the past and now. 4. classical music, do
• Books open. Focus attention on the Language
Practice box. Point out the question form, Did ... use
to, and the negative form, didn’t use to. Make sure Activity 3
students notice that the verb is use, and not used, in • Focus attention on the example conversation. If
these forms. necessary, review the language of agreeing and
• Make sure students notice that use to, used to, and disagreeing, such as So did I, I didn’t, etc.
didn’t use to are followed by the base form of the • Have students compare their answers in pairs.
main verb.
• Point out the example with never. Explain that never EXTENSION
can be used with the affirmative form of used to in
order to make the sentence negative. Have students tell the class something interesting they
learned about their partner in Activity 3.
PRONUNCIATION
Activity 1 The goal of this section is to focus on the reduction of
• Focus attention on the two conversations. Explain used to.
that students need to complete them with use to,
used to, or didn’t use to. Do the first sentence on the
board as an example. Activity 1
• Have students complete the activity on their own. Model the examples. Explain that used to sounds like
Then check answers. use to because the final d in used sounds like a t and
links to the t in to. Then play the recording.
ANSWERS
1. use to, didn’t use to, use to, used to
2. use to, didn’t use to, use to, used to Activity 2
the examples in Activity 1.
EXTRA IDEA
Have students practice the conversations in pairs.
Encourage them to have fun and to say the lines with SMART CHOICE ONLINE
emotion. Remind students that there are extra Language Practice
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LISTENING ANSWERS
1. False. They met when they were children. They lived in
The goal of this section is to practice listening for the the same village.
main idea, to practice listening for specific information, 2. False. Silvana didn’t use to walk to school with boys
and to discuss the content of the listening passages. when she was a child.
3. True
4. False. She was the only girl in the family. She had three
Activity 1—Before you listen brothers.
5. False. Girls usually left school at 13 or 14.
• This activity introduces three new vocabulary items: 6. True
climbing trees, collecting stamps, making model
airplanes.
• Focus attention on the three pictures. Model the EXTENSION
new vocabulary items and have students repeat. • Write other comprehension questions on the board.
• Then ask Do you do any of these activities? Did your For example:
parents or grandparents use to do any of them? Elicit How old were Silvana and Giorgio when they met?
answers. How many schools were there in the village?
ANSWERS Why was working at home so difficult at that time?
Answers will vary. • Have students listen again and answer the questions.
EXTRA IDEA
Activity 2 • Have students interview a classmate. Then ask them
• Explain that students will listen to Carl interview his to write a short biography about their partner.
father and his grandfather and answer the questions. • Before starting, elicit interview questions. For
Then focus attention on the questions. example: Where were you born? Where did you live
• Play the recording and have students answer the when you were a child?
questions. Then check answers.
ANSWERS
SMART TALK
1. in Italy 2. 49 years 3. 52 and 79
page T–104.
Activity 3
• Focus attention on the questions and the answer SMART CHOICE ONLINE
options. Explain any words or phrases students Remind students that there are extra Listening practice
might not be familiar with. activities on Online Practice and On The Move.
Then check answers.
ANSWERS
1. b 2. b 3. c 4. b 5. c
Activity 4
• Explain that now students will listen to a
conversation between Carl and his grandmother.
• Preview the statements. Preteach village, left school,
only child, and housework, if necessary.
• Explain that students should first check the true
statements. Then they should rewrite the false
statements to make them true.
• Play the recording. Give students time to rewrite the
false statements. Then check answers.
• LANGUAGE NOTE: Gramps is a nickname for
Grandfather.
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LISTENING
1 BEFORE YOU LISTEN Look at these free time activities. Do you do any of them?
Did your parents or grandparents use to do them?
collecting stamps climbing trees making model airplanes
2 Listen to Carl interview his father and his grandfather. Answer the questions.
1. Where were Carl’s father and grandfather born?
2. How long have they lived in the US?
3. How old are they now?

1. Where did the Rossi family live when they first came to the US?
a. New York City b. New Jersey c. California
2. What did Carl’s father use to do when he was little?

a. watch cartoons on his phone b. watch TV c. play computer games
3. Where did he use to go when he was a teenager?

a. to the beach b. to the mall c. to the movies
4. What did Carl’s grandfather use to do when he was a kid?

a. play soccer at the beach b. go for long walks c. go to supermarkets
5. What was one of Carl’s grandfather’s favorite activities?

a. making model airplanes b. collecting stamps c. climbing trees
4 Listening PLUS. Listen to Carl interview his grandmother.

Choose (✓) the true statements. Correct the false ones.
1. Carl’s grandparents met at school.
2. Silvana used to walk to school with Giorgio.
3. All the children in the village went to the same school.
4. Silvana was an only child.
5. Silvana left school earlier than the other girls.
6. Silvana’s brothers didn’t help with housework.
SMART TALK
Before they were famous… Student B: Turn to page 106.
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READING
1 BEFORE YOU READ Look at the pictures. What do you know about Andrew Garfield?
Eight things you didn’t know about Andrew Garfield

1 Andrew Garfield is half British and half American.
He was born in Los Angeles, California. His mother is British and his
father is Californian. When Andrew was three, the family moved to
England, and he grew up near London.
2 His family name was originally Garfinkel.
Garfield’s great-grandparents were immigrants from Central Europe,
and he has ancestors from Russia, Poland, and Romania. His paternal
grandfather was the one who changed his last name to Garfield.
3 He was a seriously good gymnast.
While he was growing up in the UK, Garfield used to take part in gymnastics competitions.
He was number three in a national competition when he was only 12 years old.
4 He had a hard time at school.
Garfield says he can identify with Peter Parker (the man who becomes Spider-Man)
because they were both bullied at school. “School is hard,” he said. “I think everyone has
been bullied at some point.”
5 He has been a Spider-Man fan all his life.
He used to wear a Spider-Man costume when he was a young child. When he first put on
his Spider-Man movie suit in 2010, he cried because he felt so emotional.
6 For his role in the Spider-Man movies, he studied spiders.
He learned about the way spiders move. They can move incredibly quickly, and they are
also very sensitive. A small gust of wind feels like a tornado.
7 He was a success on Broadway.
Like many Hollywood actors, Garfield likes acting on stage, too. In 2012,
he appeared in the Arthur Miller play Death of a Salesman in New York.
The role was challenging, and he received excellent reviews.
8 He’s a charity ambassador.
Garfield supports several charities and is an ambassador for the charity
Worldwide Orphans Foundation. When paparazzi try to take photos of
him, he puts a card with the names of the charities in front of his face.
ONLINE
PRACTICE
2 Read the article. What do these words refer to? Match the words to the correct answer.
1. hard (par. 4) a. spiders
2. emotional (par. 5) b. Andrew Garfield’s New York stage role
3. sensitive (par. 6) c. his response to wearing his movie costume
4. challenging (par. 7) d. school
3 Read the article again. Number the events from 1 (first) to 5 (last).
1 a. His family changed their name to Garfield.
b. He took part in gymnastics competitions.
c. He acted in a play on Broadway.
d. His family moved to England.
e. He started filming his first Spider-Man movie.
WRITING
Turn to page 113.
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board.
Focus attention on the top picture. Ask Who is this? this point, ask students to use the context of the
What’s he wearing? What do you know about him? Elicit sentence to guess the definition of each one and
answers. then check their guesses in a dictionary. Elicit and
ANSWERS write the correct definitions on the board.
Answers will vary. • Have students create new sentences for each
EXTRA IDEA EXTRA IDEA

Have students look at the pictures and describe Andrew • Review adverbial time clauses with before, when,
Garfield’s physical appearance. Elicit He has brown hair, and after using the simple past. Write on the board:
brown eyes, he is muscular, etc.
Before the party began, everyone got dressed up.
After they ate cake, the guests gave presents.
Activity 2 When the music started, the people danced.
• Read the article aloud to the class or play the • Have students write sentences about Andrew
recording. Tell students not to be concerned if they Garfield using before, after, and when. For example:
do not understand every word. Before he was an actor, he used to compete in
• Focus attention on the items. Explain that students gymnastics.
should match the adjective on the left with what it When he was in school, he was often bullied.
describes on the right.
After he made the Spider-Man movie, he acted on
• Have students read the article individually and do Broadway.
students stop you when there is a word they don’t WRITING
• LANGUAGE NOTE: A suit can refer to the jacket page T–113.
and pants or skirt that someone wears to work. In
this text, it refers to the outfit a superhero wears.
Photographers who take pictures of celebrities are
called paparazzi. The singular form is paparazzo.
• CULTURE NOTE: In the Spider-Man story, a teenager
named Peter Parker is bitten by a radioactive spider
and develops superpowers. In this text, Broadway
refers to the main theater district in New York City.
Arthur Miller is an important American playwright.
Death of a Salesman is one of his most famous plays.
ANSWERS
1. d 2. c 3. a 4. b
Activity 3
Focus attention on the statements. Have students work
on their own to put the sentences in order from 1 to 5.
ANSWERS
1. a 2. d 3. b 4. e 5. c
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SPEAKING EXTRA IDEA
• Have students describe why they don’t do some
The goal of this section is to practice the language in the things anymore. If appropriate, have them use the
unit in an enjoyable, meaningful, and personalized way. past continuous to describe negative events that
made them quit a hobby. For example: I was playing
soccer when I hurt my leg.
Activity 1 • Review the past continuous in the Language
• Focus attention on the survey and the question Practice box on page 58, in Unit 9, if necessary.
starter in its title, Who used to... .
• Go over the items with the class and model them
for the students.
• Focus attention on the your choice items. Explain • Have students go online to find out about a movie
that students should add one item to each category. star and what he/she used to do when younger.
Elicit ideas of activities people usually do as a child Suggest that they can look at the website for a
or a teenager. news or entertainment organization, an online
• Have students complete the survey on their own. As encyclopedia, or the movie star’s official website.
students work, walk around the class to offer help as • Have students write a text with the information or
necessary. present it to the class.
ANSWERS • Remind students that they can also share the
Answers will vary.
Warm-Up activity.
Activity 2
• Focus attention on the example conversation in
the speech bubbles. Model it for the class. Show testing progrAM
students how they can replace collect things with Print Unit 11 Test from the Testing Program
other items in the survey, for an end-of-unit assessment.
• Point out that students should ask follow-up
questions to get more information.
• Have students walk around the class, asking their
questions to as many classmates as possible. Remind
them to write down the names of the students who
used to do each activity.
Activity 3
• Write the examples in speech bubbles on the board.
Show how they can be changed. Write on the board:
Daniel used to have a pet snake. Elicit information
from an individual student to replace Daniel and
have a pet snake with other information.
• Have students make groups. Then have students
tell their group the most interesting fact that they
learned about their classmates.
EXTENSION
• After students have discussed their information in
groups, have each group choose the most interesting
fact they learned and tell the class about it.
• Then have a show of hands to find out which
student used to do the most interesting things.
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SPEAKING — Find someone who used to ...
1 Look at the questions in the survey. Add one more activity to each list.
Who used to...
watch cartoons every day? collect things?
have a pet? climb trees?
(your choice) (your choice)

Home Hobbies
wear a school uniform? visit relatives?
play on a team? go to the beach?
(your choice) (your choice)

School Vacations
2 CLASS ACTIVITY. Find classmates who used to do the activities.

Try to get extra information.
Did you use to collect things?

Yes, I did.
What did you use to collect?
3 GROUP WORK. Who used to do the most interesting things? Tell your group.
Comment on the information.
Daniel used to have a pet

snake. I think that’s cool! Wow, a snake?
That’s dangerous!
What was its name?
GO Choose a movie star. Find out what he/she used to do when

ONLINE he/she was younger. Tell the class.
NOW I CAN
talk about past use used to. understand family understand a short biographical
habits. histories. text about an actor. 75
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12 If you live downtown... WARM
UP
What and where
SPEAK IN G GRAMMAR LISTEN IN G REA D IN G was your first
Housing options If clauses with modals Student interviews Article about changes home?
VOCABULARY
1 Look at the ads. Complete the descriptions. Then listen and check your answers.
Places to live Locations
dorm farmhouse townhouse campus downtown country
cabin studio mansion village ranch woods
Beautiful townhouse apartment Old on a

in a quiet . in a high-rise . . Includes barn.
Log in Large Shared room

the . in the on a university .
Lots of privacy! Far from nearest neighbors!
ONLINE
PRACTICE
2 PAIR WORK. Do you know anyone who lives or used to live in these places?
Tell your partner.
I have a cousin who

lives on a ranch. Really? My grandparents
used to live on a ranch. Now
they live in a small village.
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12 If you live downtown...
SPEA KIN G
Housing options
G R A MM A R
If clauses with modals
L istening
Student interviews
R ea d ing
Article about changes
Vocabulary: cabin, campus, country, dorm, downtown, farmhouse, mansion, ranch, studio,
townhouse, village, woods; audio production, fashion design, space engineering
Conversation: Talking about housing options
Language Practice: If clauses with modals
Pronunciation: Reduction of if you
Listening: A radio show about plans to study abroad
Smart Talk: An information gap activity about future plans
Reading: An article about life changes
Writing: A letter about studying in your country
Speaking: A discussion game about places to live
• Write the example conversation in speech bubbles
The goal of this section is to present and practice the on the board. Show students how a cousin can be
target vocabulary: places to live. replaced by words such as sister, friend, etc. and on a
ranch can be replaced by one of the places presented
Warm-Up in Activity 1. Elicit other words to describe friends
• Books closed. Write the following on the board: and family members.
suburbs or downtown, apartment or house, noisy • Focus attention on the prepositions in the phrases
or quiet. Then ask What and where was your first on a ranch, in a small village, and in the expressions
home? Have students choose the best words from in the ads in Activity 1. Make sure students notice
the board to describe the place where they first the different prepositions. Explain that most of
lived. the locations are part of prepositional phrases, but
• If students contributed to the Warm-Up Discussion downtown is an exception and does not follow a
Board as part of the Online Practice, look at their preposition.
comments now with the class. • Have students do the activity in pairs. As students
offer help as necessary. Make sure students are using
Activity 1 the correct prepositions.
• Books open. Focus attention on the pictures. • Have a few pairs perform their conversation for
Check to see which housing words the students the class.
already know.
• Model the target vocabulary items: dorm, cabin, etc. EXTRA IDEA
• Have students complete the activity on their own. • Have students write a brief description of the place
• Play the recording. Allow time for students to where they live.
change incorrect answers. Then check answers. • Before they begin, preteach other vocabulary items,
• LANGUAGE NOTE: Dorm is short for dormitory. A such as a one-bedroom apartment, my parents’
studio or studio apartment is a one-room apartment. house, etc.
It has one main room that functions as a bedroom,
living room, and dining room. The buildings and
grounds of a university or college are called a Smart Choice Online
campus. Campuses is the plural form. Remind students that there are extra Vocabulary practice
ANSWERS
1. townhouse, village 4. cabin, woods
2. Studio, downtown 5. mansion, country
3. farmhouse, ranch 6. dorm, campus
T–76
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conversation. in the conversation. Demonstrate this with cousin.
Books closed. Ask students about the advantages • Elicit other words or phrases that can go in each
and disadvantages of living in the suburbs or living column. Explain to students that they can practice
downtown. Ask Which would you prefer, living with their own ideas as well as those in the book.
downtown or living in the suburbs? • Have students make pairs and practice the
conversation. Make sure pairs change roles so
Activity 1
conversation. Conversation Tip
• Preteach words and phrases students might not be Focus attention on the example in the Conversation
familiar with. For example: rent, less, etc. Tip box. Show how one speaker asks two questions in
• Have students read the conversation silently, a row. Explain that the speaker does this to be helpful.
without doing the activity. Because Alex is young, Tanya anticipates that he is
• Have students fill in the blanks on their own. going to rent, and not buy, an apartment; so she asks
Do you want to rent a place? Then she adds a question
• Play the recording. Allow time for students to with a suggestion, How about an apartment downtown?
change incorrect answers. Then check answers. By asking these questions, Tanya is moving the
• Play the recording again. Pause after each line of the conversation along to discuss what Alex wants quickly.
• Have students make pairs and practice the SMART CHOICE ONLINE
conversation. Make sure pairs change roles so Remind students that there are extra Conversation
they practice each part. practice activities on Online Practice and On The Move.
ANSWERS
1. c 2. a 3. d 4. b
VARIATION
students to describe what the people are doing in
the video.
conversation. Follow the teaching notes for Activity 1,
but play the video instead of the recording to check
answers and model the conversation.
T–77
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If you live downtown... • Unit 12
CONVERSATION
ONLINE
PRACTICE

a. an apartment b. quieter c. brother d. stores
Tanya So, how can I help you?

Alex I’m moving here soon, and I’m looking for a place to live with my
1 .
Tanya OK. Do you want to rent a place? How about 2
downtown?
Alex I don’t know. Is that a good idea?
Tanya Well, if you live downtown, you’ll be near some good 3 .
Alex That’s good.
Tanya Of course, if you rent a place in the suburbs, it will also be less expensive.
Alex Oh?
Tanya It may also be 4 in the suburbs.
Alex So what do you prefer? Do you live in the suburbs?
Tanya Me? No way! Who wants to live in the suburbs?
CONVERSATION TIP
2 PAIR WORK. Practice the conversation again. GETTING SPECIFIC INFORMATION
Use an opening + a focus question
Use the ideas below. Add your own ideas. to get specific information.
1 2 3 4
cousin a townhouse theaters safer Do you want to rent a
place? How about an
sister a studio cafes cleaner apartment downtown?
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LANGUAGE PRACTICE
If clauses with modals Grammar Reference page 136
If you live downtown, you’ll be near some good stores. you will you’ll
If you live in the city, you won’t have to take the bus.
If you rent a place in the suburbs, it might be less expensive.
If you rent a place in the city, it may be more dangerous. ONLINE
PRACTICE
1 Match the information to make sentences.

1. If you live downtown, e a. you will have to spend a lot of money.
2. If you buy an apartment, b. you may have to live in a dorm.
3. If you move to the suburbs, c. you won’t have to pay for anything.
4. If you come to my college, d. you might spend more time on trains.
5. If you stay with your parents, e. you’ll be closer to more theaters.
2 Complete the conversations. There may be more than one answer.

1. A What are you going to do on vacation?
B If my parents loan me some money, I ’ll rent a cabin in the woods. If they
don’t, I’m not sure. I try to get a job on a ranch.
2. A Where are you planning to live after the summer?

B I applied for a job in the city. If I get it, move downtown. If I don’t get it,
I don’t know. I move back to my parents’ house.
3. A What are you going to study next semester?

B It depends. I want to study architecture in Chicago. If the school accepts me,
I do that. If it doesn’t, I study anything.
3 PAIR WORK. Complete the conversations. Use your own ideas.

1. A What are you going to do today? 2. A What are you going to do next year?
B I’m not sure. I may . B I don’t know. I might .
A Really? A And if you don’t?
B Yeah, but if I don’t, I’ll probably . B Then I might instead.
PRONUNCIATION—Reduction of if you
1 Listen. Notice the reduced sound of if you.
Unreduced Reduced
1. I’ll stay if you want. I’ll stay ifya want.
2. If you leave now, you’ll make it. Ifya leave now, you’ll make it.
3. You might see her if you run. You might see her ifya run.
4. If you rest, you might feel better. Ifya rest, you might feel better.

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LANGUAGE PRACTICE ANSWERS
1. ’ll, might/may 2. ’ll, may/might 3. ‘ll, won’t
target grammar: if clauses with modals.
• Books closed. Write the following on the board: Activity 3
If it’s nice tomorrow, I might go to the park.
• Focus attention on the conversations. Complete the
If it’s rainy, I might go to the movies. first one with the class as an example. Elicit answers
Underline If and might. such as go back home, go out to dinner, meet my
• Explain that we use a sentence with an if clause and friends. Make sure that students understand that the
a main clause with a modal (might, may, will) to verb must be in the base form.
describe possible situations in the present or future. • Have students complete the conversations in pairs.
Give other examples, such as: If you study a lot, As students work, walk around the class to check
you’ll learn English quickly. If you work hard, you progress and offer help as necessary.
may get a raise. • Have pairs perform their conversation for the class.
• Point out that the verb in the if clause is in the
simple present. ANSWERS
• Books open. Write the sentences from the Language Answers will vary.
Practice box on the board. Focus attention on ’ll,
might, and may. Explain that these modals show
EXTRA IDEA
how certain you are about the situation in the if
clause. In the example If you live downtown, you’ll be On the board, write sentences about Alex using
near some good stores, the speaker is very sure that information from the Conversation on page 77. Leave
this is true. However, in the examples with might out the verb in the if clause. For example:
and may, the speaker is less certain. If Alex _____ downtown, he’ll be near some good stores.
• Won’t is the negative form of will. For example: You If Alex _____ a place in the suburbs, it will be less expensive.
won’t have to take the bus. If Alex _____ in the suburbs, it may also be quieter.
• Direct students to page 136 of the Grammar Have students complete the sentences with the correct
Reference for more information and practice. form of a verb.
Activity 1 PRONUNCIATION
• Explain that students should make logical sentences
The goal of this section is to focus on the reduction
by matching the if clauses on the left with the
of if you.
main clauses on the right. Read the complete first
sentence to the class as an example.
• Have students complete the activity on their own. Activity 1
Then check answers. Model the examples. Explain that if you is often
ANSWERS reduced to ifya. Then play the recording.
1. e 2. a 3. d 4. b 5. c
Activity 2
Activity 2 the examples in Activity 1.
• Explain that students need to complete the
conversations with ’ll, won’t, may, or might.
SMART CHOICE ONLINE
• Focus attention on the example. Ask Why is ’ll the
correct answer? Elicit that the expression I’m not sure Remind students that there are extra Language Practice
in the following sentence indicates that the speaker activities on Online Practice and On The Move.
is more certain about renting a cabin.
Then check answers.
T–78
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The goal of this section is to practice listening for the the radio show from Activity 2. Now students will
main idea, to practice listening for specific information, listen to other people calling in to give advice to the
and to discuss the listening passages. three students interviewed in Activity 2.
• Preview the questions. Preteach organized.
Activity 1—Before you listen • Play the recording. Pause after each conversation to
• This activity introduces three new vocabulary items: give students time to write the answers. Then check
audio production, fashion design, space engineering. answers.
• Focus attention on the three pictures and have ANSWERS
students describe what they see.
1. She lives in Boston. She’s studying space technology.
• Model the new vocabulary items and have students 2. Her college organized it.
repeat. Then ask Which country do you think 3. He studied audio production in London.
offers the best courses in each of these careers? Elicit 4. The music scene in London is great.
answers. 5. She works in San Francisco.
6. There are great fashion designers in Japan.
ANSWERS
Answers will vary. EXTENSION
• Write other comprehension questions on the board.
For example:
Activity 2 What does Nancy say about learning Chinese?
• Explain that students will listen to three students
What is a negative thing Sam says about London?
talking on a radio show.
Where did Anita live in Japan?
• Focus attention on the chart and the example
answer. Explain that students need to listen and • Have students listen again and answer the questions.
complete the chart with what the people are
currently studying and the countries where they
want to study in the future. SMART TALK
Then check answers.
page T–106.
• CULTURE NOTE: Star City is a town in Russia. It is
a center for Russian space exploration. Sichuan is
a province in Western China. It is famous for spicy SMART CHOICE ONLINE
food. It has several places of historical interest, Remind students that there are extra Listening practice
including the Leshan Giant Buddha. activities on Online Practice and On The Move.
ANSWERS
1. Jim: engineering; Russia or China
2. Megan: music; England or the US
3. Richard: fashion design; Italy or France
Activity 3
• Focus attention on the six items. Explain that
students will listen to the show again and choose the
correct answer to complete each sentence.
• If necessary, go over the items and preteach any
vocabulary students might not be familiar with.
• Play the recording again and have students do
ANSWERS
1. b 3. a 5. b
2. b 4. b 6. a
T–79
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LISTENING
1 BEFORE YOU LISTEN Look at these careers. Which country do you think
offers the best courses in each of them?
space engineering audio production fashion design
2 Listen to students on a radio show. Complete the chart.

Name is studying… wants to study in…
1. Jim engineering
2. Megan
3. Richard

1. Jim thinks that . 4. If she can get enough money, .
a. he’ll visit Sichuan next year a. she’ll go immediately
b. he won’t visit Sichuan next year b. she’ll go in September
2. If he can’t go to Star City next summer, . 5. If Richard can’t study in Italy, .
a. he’ll go when he gets permission a. he has to go to France
b. he may not go at all b. he wants to go to France
3. If Megan can’t go to London, . 6. If a fashion house offers him a job, .
a. she’ll stay in the US a. he’ll take it immediately
b. she won’t study at all b. he’ll take it only next year
4 Listening PLUS. Listen to more of the radio show. Answer the questions.
1. Where does Nancy live and what is she studying?
2. Who organized her visit to China?
3. What and where did Sam study?
4. What is good about the place?
5. Where does Anita work?
6. Why does she suggest going to Japan?
SMART TALK
What are their plans? Student B: Turn to page 107.
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READING
1 BEFORE YOU READ Look at the people. Where do they live?
What kind of work do they do?
What next? You’ve finished college, maybe you’ve worked for a few years, and you’re thinking
about what to do next. Read what these two people did to change their lives.
Alicia studied banking at a famous business school.

I wanted to work in an investment bank. So after I
graduated, I moved into a tiny studio in New York and found
a job in Manhattan. It was so perfect! I was living my dream!
However, the dream wasn’t what I expected. I worked at
the bank for three months, but it just didn’t feel right. One
morning, I woke up and thought, “Why am I doing this? I
don’t want to live in a city, and I don’t want to work in a bank.
If I continue on this path, it might be very difficult to change.”
So I gave in my notice and a month later, I left.
What do I really like doing? Riding horses. So I decided to get a job working with horses.
I thought, “If I really like it, I’ll stay; if I don’t like it, I’ll do something else.” I found a job on
a ranch in Arizona. Six months later, I’m still here. My advice: before you accept any job, ask
yourself if it’s what you really want to do.
Three years ago, Martin worked in an import-export firm.

I enjoyed working at the import-export company, and I liked the
people who worked there. But I never felt that it was what I really
wanted to do. Then one day, a nurse came to give us a demonstration
of first-aid techniques, and I suddenly thought, “This is what I want
to do. I want to be a nurse!”
Later, of course, I also thought, “If I study to be a nurse and I’m no good at it, will I ever
get my old job back?” I asked my boss the question, but she wasn’t sure either. So I decided:
OK, it doesn’t matter. If it doesn’t work out, I will do something else.
So I trained to be a nurse. Now, three years later, I’m working in a hospital and living in
a hut in a small village in West Africa. And I have never been happier! My advice: don’t
just do something for money; do something that makes you happy!
ONLINE
PRACTICE
2 Read the article. Choose (✓) True or False.

True False
1. Alicia knew immediately that the bank was the wrong job.
2. She found a job on a ranch but only stayed for six months.
3. Martin liked his coworkers at the import-export company.
4. He knows he can definitely work there again in the future.
3 Read the article again. Explain these references.

1. ... but it just didn’t feel right. (text 1, par. 2) What didn’t feel right?
2. If I really like it, I’ll stay. (text 1, par. 3) If she really likes what?
3. This is what I want to do. (text 2, par. 1) What does he want to do?
4. ... it doesn’t matter. (text 2, par. 2) What doesn’t matter?
4 PAIR WORK. Discuss the advice that each person gives.

Do you agree with them? Why or why not? WRITING
Turn to page 113.
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board.
• Focus attention on the pictures. Have students this point, ask students to use the context of the
describe what they see. sentence to guess the definition of each one and
• Ask Where do these people live? What kind of work then check their guesses in a dictionary. Elicit and
do they do? Elicit several answers. Then have write the correct definitions on the board.
students read the text quickly and confirm their • Have students create new sentences for each
answers.
ANSWERS
Alicia lives on a ranch in Arizona and works with horses. EXTRA IDEA
Martin lives in a hut in a small village in West Africa and • Have students work in pairs to write three
works as a nurse in a hospital. comprehension questions about the text.
• Have each pair join another pair to exchange and
answer their questions.
Activity 2
recording. Tell students not to be concerned if they Activity 4
do not understand every word. • Focus attention on the questions. Have students find
• Have students read the article individually and do the advice each person gives in the last paragraph of
the activity. Then check answers. each text.
• Read the article aloud again. This time, have • Have students discuss the questions in pairs.
students stop you when there is a word they don’t • Have each pair of students tell the class whether
understand. Have other students provide the they both agree with the advice or not and give
answers by paraphrasing, drawing, or miming. reasons.
ANSWERS
EXTRA IDEA
1. False 2. False 3. True 4. False
Have students make pairs to discuss a big change they
have made in their lives. Have them answer these
Expansion questions: What big change did you make? Why? How
did it affect you?
Have students rewrite and correct the false statements.
Activity 3 WRITING
• Focus attention on the items. Do the first with the Teaching notes for the Writing section are on
class as an example. Have students find the quoted page T–113.
passage (... but it just didn’t feel right) in the second
paragraph of the first text. Ask them to read the text
around the passage to understand what the it refers
to. Then elicit the answer to the question.
check answers.
ANSWERS
1. working at the bank
2. a job working with horses
3. to work as a nurse
4. if he can get his job back
T–80
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SPEAKING
unit in an enjoyable, meaningful, and personalized way. • Have students go online to find out about unusual
or interesting places to live. Suggest they can
search for key phrases such as unusual places to
WARM-UP live or unusual homes. Students can often find this
Books closed. Ask Where do you live now? Do you like information on news media websites and special
it? Did you ever live in a nicer place? Where was that? interest or hobby websites.
Can you describe it? • Have students write a text with the information or
Activity 1 • Remind students that they can also share the
• Books open. Focus attention on the pictures and Online Practice.
the types of housing. Use the pictures to explain
houseboat and castle. Ask Do you want to live in any
of these places? Why or why not? Elicit answers. TESTING PROGRAM
• Have students make groups of three, write the types Print Unit 12 Test from the Testing Program for an
of housing on eight pieces of paper, and put them in end-of-unit assessment.
a bag or box.
• Explain that students will choose between two
places to live based on the arguments their
classmates make. Read the instructions aloud. After
each step, have a student read and, if necessary,
complete the example in the corresponding speech
bubble.
• Designate students in each group as A, B, or C. Have
students follow the instructions to play the game.
Suggest that students take notes on the arguments
they hear and the reasons for their decisions, so that
they can refer to them in Activity 2.
VARIATION
Have students choose two housing ideas on their own
instead of taking two slips from the bag. Students B and
C then argue for one of the ideas.
Activity 2
Have students tell the class about a decision one of their
group members made. Encourage them to give reasons
for their own opinions.
EXTENSION
Have the class vote on which place they like the best.
Elicit reasons why.
T–81
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SPEAKING — The location game
1 GROUP WORK. Write the types of housing below on eight pieces of paper
and put them in a bag or box. Then follow the instructions to play the game.
farmhouse
houseboat studio apartment castle
cabin
townhouse t mansion
luxury apartmen
Student A, take out two types of housing Should I live in a luxury apartment
and think of locations for them. downtown or in a houseboat on a river?
Ask the group about your choices.
Student B, argue in favor of the first place If you live in a luxury apartment downtown,
and against the second. you will be close to everything. If you...
Student C, argue against the first place If you live in a luxury apartment downtown,
and in favor of the second. you will spend too much money. If you...
Student A, make your decision. Give reasons OK. I’ve decided I’ll live in ...
for your choice. because...
The student who argued in favor of the place chosen gets one point.
Take turns being students A, B, and C.
2 CLASS ACTIVITY. Tell the class about the decision of one of your group members.
Where did he/she decide to live? Why? Do you agree with him/her?
GO Find out about an unusual and interesting place to live.

ONLINE Tell the class about it.
NOW I CAN
talk about housing use if clauses understand radio interviews understand an article
options. with modals. about studying abroad. about changes. 81
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REVIEW Units 10–12
Tony Hello! You must / might be Karen. Come in
and take a seat. 1
Karen Thank you.
Tony So, why do you want to work at Grange

High? [SAY MORE]
Karen Well, first of all, I use / used to be a student

here. 2
Tony Yes, I saw that in your letter. How long were

you here?
Karen From grade 9 to grade 11.
Tony I see. Did you like it here?
Karen I loved it! I was on the basketball team,

and I sing / used to sing in the school choir.
[SAY MORE] 3
Tony Oh, really? That’s fantastic. So why did you

leave Grange High?
Karen Well, we were living in a small apartment

downtown near school, and then we moved
to a farmhouse in the country.
Tony I see. Is that where you’re living now?
Karen Yes, I love it there. [SAY MORE]
Tony If you get the job, will you move / moving

closer to the city? 4
Karen Oh, yes. I have a friend who lives in a

townhouse near here. If I will get / get the
job, I might move in with her. 5
3 PAIR WORK. Put a box around the school activities and types of houses. Practice
the conversation again. Use your own ideas for the activities and houses.
Tony So, why do you want to work at Grange High? [How did you find out about us?]
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REVIEW Units 10–12
CONVERSATION
Review objectives
• Vocabulary: school activities, places to live
• Grammar: used to, may / might / must, if clauses with modals

meaningful way. • Focus attention on the conversation in Activity 1.
Explain that students should identify and put a box
around the school activities and the types of houses
Warm-Up in the conversation. Students then change these
Books closed. Ask Did you like your high school? Who words with their own ideas.
was your favorite teacher? Who was the principal of the • Have students make pairs and put a box around the
school? What activities were you involved in? Was your words. Then check answers.
home near the school or far away? Elicit answers.
• Elicit some school activities and types of houses
and write them on the board before students
Activity 1 do the next part of the activity. Point out that
students might need to change other parts of the
• Books open. Focus attention on the people in the
conversation. For example, they might need to
picture. Ask Where are they? What are their jobs?
change sing and in depending on the word that
What do you think is happening? Elicit answers.
replaces school choir.
Encourage students to guess and have fun with the
activity. • Have students practice the conversation again, this
time using their own ideas for the school activities
• Focus attention on the conversation. Preteach words
and types of houses.
and phrases students might not be familiar with.
• Have students read the conversation silently. At ANSWERS
this time, students should ignore the [say more] A box should be put around the following
instruction. Then have students choose the correct school activities: the basketball team, the school choir
answers. types of houses: a small apartment, a farmhouse,
a townhouse
• LANGUAGE NOTE: Grange High is an abbreviation
of Grange High School. Names of high schools are
often abbreviated in this way.
Activity 4
• Focus attention on the conversation in Activity 1
Activity 2 again. Explain that [say more] means that students
• Play the recording. Allow time for students to should provide more information, to make the
change incorrect answers. Then check answers. conversation more interesting and to keep it going.
• Have students make pairs and practice the • Use the example (How did you find out about
conversation. Make sure pairs change roles so they us?) to show how the speaker is asking for more
practice each part. information.
ANSWERS • Have students practice the conversation again,
adding more information at [say more].
1. must 4. move
2. used 5. get
3. used to sing
T–82
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READING
Review objectives
• Vocabulary: extreme natural events
• Grammar: if clauses with modals
• Focus attention on the pictures. Have students • Focus attention on the example tip. Explain that
describe what they see. students should choose an extreme natural event
• Ask a student to read the title of the text. Then have and write three tips similar to the one in the
students answer the question. example and those in the text. Encourage students
to write their tips using if clauses.
ANSWER
• Have students make groups to discuss extreme
The article is about how to survive an earthquake. natural events and write the tips.
• Have the groups present their tips to the class.
Activity 6 ANSWERS
• Read the article aloud to the class or play the Answers will vary.
• Focus attention on the items in the activity. Explain testing progrAM
that students need to choose the true statements Print Final Test from the Testing Program for an
and rewrite the false ones. If necessary, correct the assessment of Units 7–12.
first statement on the board as an example: If you’re
in an apartment building, you should stay inside.
• Have students read the article individually and do
ANSWERS
1. False. If you’re in an apartment building, you should
stay inside.
2. True
3. False. You shouldn’t stand in a doorway.
4. False. If you’re in a car, stop driving but stay in the car.
5. True
6. False. Call the emergency services if you are injured.
They need to know where you are.
Extension
Have students write other tips for how to survive an
earthquake. For example: If you live in an earthquake
zone, keep bottled water and canned food in your house.
T–83
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5 Look at the pictures and read the title. What do you think the article is about?
How do you survive an earthquake?
Do you know what to do during an earthquake? If you visit an earthquake zone in the
near future, you’ll need to be prepared. Here are some tips from our experts.
If you’re indoors when an earthquake starts... If you’re outdoors...

1 You may hear the noise of an earthquake before 1 If you’re in a car, stop and stay in the car. You’ll be
the building starts shaking. If you’re in a house, safer if you don’t get out and try to run. But you
you’ll have time to get out. But if you’re in an shouldn’t stopSC3E_SB2_RU10_12_02
on or under bridges or near buildings.
apartment building, you’ll probably be safer if 2 If you are walking outside, don’t go near or into
you stay where you are. a building. And don’t stand near power lines. You
2 If the building starts shaking, get under a table could be electrocuted
REFRESH if they fall.
REALIA
or behind a sofa. If there isn’t any furniture, get 3 In a village, you’ll be safer if you can get to clear
next to an internal wall or corner. Protect your areas, away from buildings and trees. But remember
head and neck. that earthquakes can also cause avalanches of snow
3 Some people think you’ll be safe if you stand or earth on a mountain.
in a doorway. This is not true! Don’t stand or 4 If you’re near a river, remember that there could be
sit near a window, either. You may be seriously a flood after the earthquake. Also, if you’re near a
injured if the window breaks. volcano, you should get as far away as you can.
Earthquakes can often start volcanic eruptions.
Finally, indoors or outdoors, if you have a cell phone and you’re injured,
call the emergency services. They need to know where you are!
6 Read the article. Then read the tips below. Choose (✓) the true statements.
Correct the false ones.
1. If you’re in an apartment building, leave it as quickly as possible.
2. You might be safer if you get under a table and cover your head.
3. If you can, stand in a doorway during an earthquake.
4. If you’re in a car when an earthquake starts, stop driving and get out.
5. You’ll be safer if you go to clearer areas, but mountains might be dangerous.
6. If you call the emergency services, you will give them extra work.
7 GROUP WORK. Choose another extreme natural event. Write three tips for it.
Then share your tips with the class.
If a tornado is approaching, close all the windows and stay indoors.
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SMART TALK
UNIT 1 SMART TALK

Activity 1
• Split the class into pairs. Assign UNIT 1—How are you different?
roles to each student—one Student A
student is A, the other is B.
The information for Student A 1 Add your own question. Then complete the chart with information about you.
is on page 84 of the book. The
Student B information is on
Questions You Your partner
page 96.
• Focus attention on the chart
and the list of questions.
Explain that Student A and
Student B have different
questions to ask. Have students
read the questions.
• Focus attention on the
adjectives at the bottom of
the box. Elicit other examples,
such as friendly, confident, etc. 2 PAIR
Print ready
WORK.art 6/23/06
SC_SB2_IG01.1a
Ask your partner the questions. Then answer your partner’s questions.
•
A
Oxford
WhatUniversity
are youPress
like?
Have students write a question Karen
B I’mMinot
quiet and serious.
(415)457-7559
in the your choice item in the B What are your friends like?
chart. Then have them write A My friends are cool and funny—like me!
answers to all the questions in 3 PAIR WORK. Ask and answer questions to complete the sentences.
the You column. 1. My partner doesn’t like . Neither do I.
• Preteach any vocabulary 2. My partner likes

3. My partner isn’t good at
people. So do I.
. Neither am I.
students may have 4. My partner likes to on vacation. I don’t.
difficulty understanding or What don’t you like?
pronouncing. I don’t like fishing.
• Have students do the activity Neither do I!
on their own.
ANSWERS
Answers will vary.
84
VARIATION 4602709_SC3e_SB2.indb 84 4/18/16 11:29 AM
Before starting the activity, Activity 2 ANSWERS

elicit useful words for each of
the questions in the activity.
• Write the model conversation Answers will vary.
on the board. Explain that
For example: What are you and
students need to complete the
your friends like? (Fun, cool, etc.)
What can you do well? or What
chart by asking their partner Activity 3
the questions. Tell students to • Write the four statements,
do you want to learn how to do?
write their partner’s answers in including the blank space, on
(Swim, draw, etc.)
the Your partner column. the board.
• Model the example • If students have difficulty
conversation with a student. using Neither do I, So do I,
Show students how to etc., review the language for
substitute the text with their agreeing and disagreeing on
own information. page 6.
• Have students do the activity
in pairs.
T–84 Smart Talk • Unit 1

4602723_SC3e_TB2.indb 84 5/12/16 8:50 AM

SMART TALK
UNIT 1—How are you different?

Student B
1 Add your own question. Then complete the chart with information about you.
Questions You Your partner
Print ready art 6/23/06

2 SC_SB2_IG01.1a
PAIR WORK. Ask your partner the questions. Then answer your partner’s questions.
Oxford University Press
Karen
A WhatMinot
are you like?
(415)457-7559
B I’m quiet and serious.
B What are your friends like?

A My friends are cool and funny—like me!
3 PAIR WORK. Ask and answer questions to complete the sentences.

1. My partner doesn’t like . Neither do I.
2. My partner likes people. So do I.
3. My partner isn’t good at . Neither am I.
4. My partner likes to on vacation. I don’t.
What don’t you like?

I don’t like fishing.
Neither do I!
96
4602709_SC3e_SB2.indb 96 4/18/16 11:31 AM
• Have two students model ExtENSION

the example conversation in Have students ask and answer
speech bubbles. Then elicit follow-up questions. For example:
some other questions students Why don’t you like it? Who do you
could ask. For example: What know like that?
kind of people do you like?
What aren’t you good at?
Extra idea
What don’t you like to do on
vacation? Have students make groups and
discuss questions such as What
makes someone a good friend?
in pairs.
What is a good friend like? What is
ANSWERS your perfect weekend like?
Answers will vary.
Unit 1 • Smart Talk T–85

4602723_SC3e_TB2.indb 85 5/12/16 8:50 AM

UNIT 2 Smart Talk • Student A
Activity 1 UNIT 2—What’s interesting and what’s boring?

Student A
• Split the class into pairs.
Assign roles to each student— 1 PAIR WORK. Add two activities to the chart. Then ask questions
one student is A, the other is B. to complete the information about your partner.
The information for Student A A Do you like listening to music at home?

B No, it’s boring. I prefer going to live concerts.
Student B information is on 1 2 3 4 5
Boring OK Interesting/ Very Interesting/
page 97. Very
Boring Exciting Exciting
• Focus attention on the chart 1 Listening to

music at home
and the list of activities. 2 with friends

Hanging out
Explain that Student A and 3 Chatting online

Student B have different 4 Writing
messages
text
activities to ask about. Have 5 Playing sports

students read the list on their 6 Watching
movie on TV
a
own and add two activities.

7 (Your choice)
• Focus attention on the 8 (Your choice)

example conversation. Show
students how the example
conversation relates to the
items in the chart. Then
do another example. Ask a
student Do you like listening 2 PAIR WORK. Talk about your favorite movies and music.
Ask and answer questions to complete the sentences.
to music at home? Elicit an 1. My partner’s favorite kind of music is because .
answer such as No, it’s very 2. My partner’s favorite singer is because .
boring, or Yes, it’s OK. 3. My partner’s favorite kind of movie is

4. My partner’s favorite movie is because
because
.
.
• Have students ask each other 5. My partner’s favorite actor is because .
their questions and complete What’s your favorite kind of music?

the charts with their partner’s I like heavy metal.
information. As students work, Why?
walk around the class to check It’s loud and exciting!
progress and offer help as

necessary.
• LANGUAGE NOTE: Although 85
writing text messages and

watching sports look plural, 4602709_SC3e_SB2.indb 85 4/18/16 11:29 AM
they are singular and take it’s, Activity 2 ExtENSION

not they’re. For writing text • Divide the class into small
messages, for example, we say • Focus attention on the five
statements. Write the first one groups and have them share
It’s boring, not They’re boring. their answers from Activity 2.
on the board. Ask a student
ANSWERS What’s your favorite kind of Write the following sentences
music? Then ask the follow-up on the board and have each
Answers will vary. group complete the lines with
question Why do you like that
kind of music? Complete the the appropriate numbers
statement on the board with or quantifiers.
VARIATION
the student’s answers. 1. of us like the
Before starting the activity, elicit same kind of music.
useful phrases students can use, • Have students do the activity 2. of us have the
such as I prefer, I like, I enjoy, etc. in pairs. same favorite singer.
ANSWERS 3. of us like the
same kinds of movies.
Answers will vary.
4. of us have the
same favorite movie.
ExtENSION 5. of us have the
same favorite actor.
Have students read the completed
statements to the class. • Have each group share their
results with the class.

4602723_SC3e_TB2.indb 86 5/12/16 8:50 AM

Smart Talk • Student B
Unit 2—What’s interesting and what’s boring?

Student B
1 PAiR WORK. Add two activities to the chart. Then ask questions
to complete the information about your partner.
A Do you like listening to music at home?
B No, it’s boring. I prefer going to live concerts.
1 2 3 4 5
Very Boring OK Interesting/ Very Interesting/
Boring Exciting Exciting
1 Going to live
concerts
2 Hanging
family
out with
3 phone
Talking on the
4 Sending emails
To: Tim
Subject: Hi!
Hi, Tim!
5 Watching
I have tickets
for a concert sports
on Friday. Do
you want to
on TV
6 in a theater
Watching a movie
7 (Your choice)
1
8 (Your choice)
E
ON
IT
M
AD
......
Calling 99 99999
+90 999
2 PAiR WORK. Talk about your favorite movies and music.

Ask and answer questions to complete the sentences.
1. My partner’s favorite kind of music is because .
2. My partner’s favorite singer is because .
3. My partner’s favorite kind of movie is because .
4. My partner’s favorite movie is because .
5. My partner’s favorite actor is because .
What’s your favorite kind of music?

i like heavy metal.
Why?
it’s loud and exciting!
97
4602709_SC3e_SB2_BM2_STB.indd 97 5/12/16 11:51 AM
Extra idea EXTRA IDEA

• Divide students into groups of Have students write short
similar likes and dislikes. For paragraphs about where they
example, students who don’t spend their free time. Have
like chatting online. students select one of the activities
• Have groups write as many in the chart to write about. For
reasons for their opinion example, watching a movie in the
as they can. For example: theater. Have students write about
We don’t like chatting online the movie theater where they
because we prefer meeting usually go. Have students provide
friends in a coffee shop. The reasons why. For example: It’s
group that gives the most never crowded. It’s near my house.
reasons wins the activity. It’s cheaper than other movie
theaters.

4602723_SC3e_TB2_STalk.indd 87 5/13/16 11:32 AM

Unit 3 Smart Talk • Student A
Activity 1 UNIT 3—Have you ever seen a celebrity?

Student A
Assign roles to each student— 1 Answer the questions about you. Try to give extra information!
one student is A, the other is B.
The information for Student A 1. Have you ever seen a celebrity?
You:
is on page 86 of the book. The Your partner:
Student B information is on 3. Have you ever seen a really funny movie?
page 98. You:
• Write questions 1 and 2 on Your partner:
the board. Ask Have you 5. Have you ever missed your bus, train, or plane?
You:
ever seen a celebrity? Elicit Your partner:
answers. Then elicit follow-up 7. Have you ever bought something really expensive?
questions, such as Where did You:
you see him or her? What Your partner:
was he or she doing? How did 9. Have you ever tried to return something you bought?
you feel? Repeat this step for You:

Your partner:
question 2.
2 PAIR WORK. Ask and answer questions to complete the information
questions in the book. Explain about your partner. Ask for details.
that students should write Have you ever seen a celebrity?
their answers on the You line. Yes, I have. I saw Moby one day!
• Have students do the activity Really? Where did you see him?
I saw him in a supermarket.
on their own. Encourage
students to give extra
information.
ANSWERS
Answers will vary.
Activity 2
example conversation in 86
speech bubbles. Show

students how the example
4602709_SC3e_SB2.indb 86 4/18/16 11:29 AM
relates to question 1 in ANSWERS EXTENSION

Activity 1. Explain that this Answers will vary. Have students write a short
time students should ask paragraph describing the
their partner the questions experience they’ve enjoyed the
and write the information on Variation most, or enjoyed the least. Then
the Your partner line. Point Have the students stand up and have students read their text to
out that they should ask mingle around the classroom, the class. Have other students vote
follow-up questions for more asking and answering the for the most interesting story.
information. questions to find a classmate who
• Have students do the activity answers yes to each question. EXTRA IDEA
in pairs. As students work, • Have students write three
walk around the class to offer EXTENSION sentences about interesting
help as necessary. experiences they’ve had. One
Ask students to choose something
• CULTURE NOTE: Moby is an interesting they learned about experience should be false.
American pop star. His real their partner to share with The other experiences should
name is Richard Melville the class. be true. For example: I have
Hall. He claims that he is been in an earthquake. I’ve met
a descendant of Herman the queen of England.
Melville, the author of the
novel Moby Dick.

4602723_SC3e_TB2.indb 88 5/12/16 8:51 AM

UNIT 3—Have you ever seen a celebrity?

Student B
1 Answer the questions about you. Try to give extra information!

2. Have you ever heard you look like someone famous?
You:
Your partner:
4. Have you ever seen a really sad movie?

You:
Your partner:
6. Have you ever gotten sick in a car, bus, or boat?

You:
Your partner:
8. Have you ever gotten a good deal on something you bought?

You:
Your partner:
10. Have you ever eaten something really strange?

You:
Your partner:
2 PAIR WORK. Ask and answer questions to complete the information

about your partner. Ask for details.
Have you ever seen a celebrity?

Yes, I have. I saw Moby one day!
Really? Where did you see him?

I saw him in a supermarket.
98
4602709_SC3e_SB2.indb 98 4/18/16 11:31 AM
• Have students read their

statements to the class. The
other students guess whether
the statements are true or false.
EXTRA IDEA
Have students write a brief,
fictional account of when they
met someone famous. Before
starting, elicit some ideas and
write them on the board. Then
elicit details. For example: I’ve met
the president of the United States.
I went to the United States on
vacation. One day, in Washington,
DC, …

4602723_SC3e_TB2.indb 89 5/12/16 8:51 AM

Activity 1 UNIT 4—The superlative quiz

Student A
Assign roles to each student— 1 Answer the questions in the quiz. Then check your answers at the bottom of the page.
one student is A, the other is B. Give yourself points for each correct answer.
The information for Student A

Superlative Quiz
The
page 99. 1. Which European city has the largest population? (1 point)
•
a. London c. Madrid
Focus attention on the quiz. b. Paris d. Moscow
Explain that Student A and 2. Which South American country has the largest population? (2 points)
a. Colombia c. Argentina
Student B have different b. Brazil d. Paraguay
questions to ask. 3. What’s the heaviest animal on earth? (3 points)
•
a. rhinoceros c. hippopotamus
Preteach any vocabulary b. elephant d. mountain gorilla
students may have 4. Which country has the most lakes? (4 points)
difficulty understanding or a. China

b. Russia
c. Canada
d. Sweden
pronouncing. 5. Which is the country with the smallest area in the world? (5 points)

a. the Vatican
b. Andorra
c. Monaco
d. Nauru
on their own.
• After students complete the 2 PAIR WORK. Ask your partner the questions. Give points for each correct answer.
Then compare your scores.
quiz, have them check the A Which European city has the largest population: London, Paris, Madrid,
answer key (upside-down) at or Moscow?
the bottom of the page. B I’m not sure, but I think Moscow has the largest population.
A You’re right. That’s one point!
ANSWERS
The
Student A: Student B: Answers
1. d 1. b
a. the Vatican 5.
c. Canada 4.
2. b 2. b b. elephant 3.
3. b 3. d
b. Brazil 2.
d. Moscow 1.
4. c 4. a
5. a 5. a
Activity 2 87
• Read the first line of each

example conversation (A and 4602709_SC3e_SB2.indb 87 4/18/16 11:29 AM
B). Explain that students need EXTENSION EXTRA IDEA

to say the question and the • Have students write additional Have students use the Internet
possible answers. quiz questions on a sheet to research some of the items in
• Elicit phrases that students can of paper. The questions can the quiz. For example, students
use when doing the activity. be simpler than those in can research reasons why people
For example: I’m sorry, I don’t the Student Book. For each visit France. Students then make
know. Let me think. No, guess question, students should write posters with the information and
again. Yes, you’re right. That’s four possible answers, one true display them in the classroom.
one point/two points. Write and three false. Have students
them on the board. write their name at the top of
• Have students do the activity the sheet of paper.
in pairs. • Collect the quizzes and
distribute them to the class.
Have students do the quizzes
on their own. Then have each
student find the one who
wrote the quiz and check the
answers.

4602723_SC3e_TB2.indb 90 5/12/16 8:51 AM

UNIT 4—The superlative quiz

Student B
1 Answer the questions in the quiz. Then check your answers at the bottom of the page.
Give yourself points for each correct answer.
Superlative Quiz
The
1. Where is the largest rainforest in Asia? (1 point)

a. India c. Japan
b. Indonesia d. Korea
2. Which South American city has the largest population? (2 points)

a. Buenos Aires, Argentina c. Lima, Peru
b. São Paulo, Brazil d. Santiago, Chile
3. Which animal has the longest life span? (3 points)

a. parrot c. chimpanzee
b. alligator d. giant tortoise
4. Which country has the longest coastline? (4 points)

a. Canada c. China
b. Russia d. Great Britain
5. Which country has the most visitors each year? (5 points)

a. France c. the US
b. Japan d. Italy
2 PAIR WORK. Ask your partner the questions. Give points for each correct answer.
Then compare your scores.
B Where is the largest rainforest in Asia: India, Indonesia, Japan,
or Korea?
A I think the largest rainforest in Asia is in India, right?
B No, guess again!
The
Answers
a. France 5.
a. Canada 4.
d. giant tortoise 3.
b. São Paulo, Brazil 2.
b. Indonesia 1.
99
4602709_SC3e_SB2.indb 99 4/18/16 11:31 AM
EXTRA IDEA 5. Where is the Vatican located?

• Play a memory game. Books (in Europe)
closed. After Activity 2, ask 6. Name the largest rainforest
both sets of questions (those in South America. (the
for Student A and Student B) Amazon)
to the class. See if students can 7. Brasília and São Paulo are
remember the correct answers. two Brazilian cities. Name
• You can extend this activity by one other city in Brazil. (Rio
asking the following questions: de Janeiro)
1. In which country is Moscow 8. The largest giant tortoises
located? (Russia) live on the Seychelles Islands
2. What is the capital of Brazil? and one other place. What is
(Brasília) it? (the Galapagos Islands)
3. On which two continents do 9. What is the largest city in
elephants live in the wild? Canada? (Toronto)
(Africa and Asia) 10. What is the capital of
4. What is the capital of France? (Paris)
Canada? (Ottawa)

4602723_SC3e_TB2.indb 91 5/12/16 8:51 AM

Activity 1 UNIT 5—Dragons and bulls

Student A
Assign roles to each student— 1 PAIR WORK. Read about the Running of the Bulls in Pamplona, Spain.
one student is A, the other is B. Then answer your partner’s questions.

page 100.
• Focus attention on the texts in
Activity 1 and the questions
in Activity 2. Explain that
Student A and Student B have The Running of the Bulls
different texts and questions The city of Pamplona is situated in the north
of Spain. Every summer, a very unusual festival
to ask. takes place there. It is called the Festival of San
Fermín, and the most memorable part of the
• Have students read their texts festival is the Running of the Bulls. This very
dangerous event takes place every morning The center of Pamplona
on their own. Explain that between the 7th and 14th of July. at San Fermín
At 8 a.m., someone fires a rocket. When people hear it, they open the doors of the corral
students should read carefully, where the bulls are kept. The bulls run through the streets toward the bull ring, the arena
where bullfights take place. Before the bulls start running, hundreds of people run in the
as they will be asked questions streets in front of them. Many of them are locals, but some are tourists. In the last 90 years,
more than 20 people have died.
about their texts later.
• CULTURE NOTE: San Fermín
is pronounced /sAn f@r"min/.
Qu Yuan is pronounced /tSu 2 PAIR WORK. Ask your partner these questions
about the Hong Kong Dragon Boat Festival.
jAn/. 1. How many people attend the event?
2. What is a dragon boat?
VARIATION 3. What does the drummer do?

4. What do Dragon Boat festivals celebrate?
Divide the class into two groups—

Student A and Student B. Have 3 PAIR WORK. Which words best describe the people
who participate in these events? Which festival do you
students take turns reading the want to attend? Why? Tell your partner.
text aloud for the group, one

sentence at a time. Once the texts
are read, make pairs with one
student from each group.
88
Activity 2 4602709_SC3e_SB2.indb 88 4/18/16 11:29 AM
• When students finish reading, Student B: Activity 3

have them make pairs and take 1. The Running of the Bulls takes • Before doing this activity,
turns asking and answering place in Pamplona. have the A students read
the questions in Activity 2. 2. It takes place every morning
between the 7th and 14th of
about the Dragon Boat
• When students have finished July. racing on page 100 and have
the activity, check answers as 3. Bulls run down the streets of the B students read about
a class. Have students read the town. People run in front the Running of the Bulls on
aloud the section of the text of the bulls. page 88.
where they found the answer. 4. It’s very dangerous. Some
people are killed.
• Draw two columns on the
ANSWERS
board, titled Running of the
Bulls and Dragon Boat Racing.
Student A: Then elicit words to describe
1. Thousands of people attend
EXTENSION
Ask What other sports use the people who take part in
the event.
2. A dragon boat is a long and animals? Elicit examples such the events. Write these on the
narrow racing boat. as horse racing. Ask Are there board.
3. The drummer shouts orders any sports or competitions that • Have students make pairs
and beats a drum. and talk about which event
originally come from your country?
4. They celebrate the life and
Give examples such as sumo they would like to attend.
death of the Chinese poet Qu
Yuan. (Japan). Have students discuss the Make sure students give
questions in pairs or small groups. detailed answers.

4602723_SC3e_TB2.indb 92 5/12/16 8:51 AM

UNIT 5—Dragons and bulls

Student B
1 PAIR WORK. Read about the Hong Kong Dragon Boat Festival.
Then answer your partner’s questions.
Hong Kong Dragon Boat Races

The drummer
The Hong Kong Dragon Boat Festival is one of Hong Kong’s most popular events. Thousands
of people from all over the world come to take part or watch. The festival takes place on the
fifth day of the fifth month on the Chinese lunar calendar, which is usually in June.
Dragon boats are narrow racing boats that are about 10 meters (33 feet) long. Four days
before the festival, each team attaches a dragon’s head and tail to the front and back of their
boat. Every boat carries 22 people who row, a drummer, and someone in the back to steer
the boat in the right direction. The drummer shouts orders and beats a drum while the rowers
paddle the boat.
There are Dragon Boat festivals in many other Chinese cities, too. They celebrate the life and
death of the Chinese poet Qu Yuan.
2 PAIR WORK. Ask your partner these questions

about the Running of the Bulls in Spain.
1. Where in Spain does the Running of the
Bulls take place?
2. When does it take place?
3. What happens during that week?
4. How dangerous is this event?
3 PAIR WORK. Which words best describe the people

who participate in these events? Which festival do you
want to attend? Why? Tell your partner.
100
4602709_SC3e_SB2.indb 100 4/18/16 11:31 AM
EXTENSION EXTRA IDEA

• Have students tell the class Write I think the Running of
which event their partners the Bulls is … on the board.
would like to attend and why. Elicit adjectives to complete the
• On the board, tally the sentence. For example: cruel,
number of times each event is interesting, unusual, etc. Then
mentioned to determine which ask students to write a short
event most of the students paragraph explaining the reasons
would like to attend. for their answer.
EXTENSION
Ask Which festival would you
not like to attend? Why? Elicit
answers.

4602723_SC3e_TB2.indb 93 5/12/16 8:51 AM

Activity 1 UNIT 6—Help me, please!

Student A
Assign roles to each student— 1 PAIR WORK. You spend a lot of time in front of a computer. Read about your problem.
one student is A, the other is B. Then answer your partner’s questions.
The information for Student A You spend at least eight hours in front of a computer.
is on page 89 of the book. The Half of the time you do homework, the rest of the time
you play computer games. Sometimes you play games
Student B information is on all night! You don’t eat anything when you’re on the
page 101. computer, but you drink coffee and soda. Your eyes get
very red and your arm sometimes hurts.
• Focus attention on the pictures
and texts in the boxes. Explain
that Student A and Student B
have different information to
read.
• Have students read their texts
on their own. Explain that
students should read carefully,
as they will be asked questions
about their texts later.
VARIATION
• Before starting the activity,
have students cover the text
in Activity 1. Then have
students look at the picture. 2 PAIR WORK. Your partner eats a lot of fast food.
Ask students to write as many Ask your partner these questions.
details about the person in 1. When do you eat fast food?

2. What kind of fast food do you like?
the picture as they can. For 3. How often do you eat these foods?
Student A, for example: 4. Where do you eat?
He likes computer games. 5. What do you usually drink?
He doesn’t get enough sleep. 3 PAIR WORK. Give your partner advice. Use your own ideas.
• Have students read the text It’s OK to eat fast food sometimes, but you shouldn’t eat it every day!
in Activity 1. Ask them to

compare the text with what 89
they wrote about the picture.

4602709_SC3e_SB2.indb 89 4/18/16 11:29 AM
• When students have finished

Student B:
Activity 2 the activity, check answers as a 1. I spend over eight hours a day
• When students finish reading, class. Have students read aloud in front of a computer.
have them make pairs and take the section of the text where 2. I do my homework and I play
turns asking and answering they found the answer. computer games.
3. I use my computer all day and
the questions in Activity 2. ANSWERS sometimes all night.
• Explain to students that they Student A:
4. I don’t eat anything when I’m
need to imagine that they 1. I eat fast food for breakfast,
in front of the computer, but I
are the person in the picture. lunch, and dinner.
drink coffee and soda.
They are not answering the 5. My eyes get very red and my
2. I like hamburgers and
arms sometimes hurt.
questions about themselves. French fries.
3. I try to eat them every day.
• Do both questions 1 with the
4. I eat in front of the TV.
class as an example. Make sure 5. I usually drink coffee or soda. EXTENSION
that students answer using the Have students ask and answer
pronoun I rather than he or other questions. Although the
she, as they are pretending to answers may not be found in the
be the person in the picture. text or the picture, encourage
• Have students do the activity students to make them up and
in pairs. have fun with the activity.

4602723_SC3e_TB2.indb 94 5/12/16 8:51 AM

UNIT 6—Help me, please!

Student B
1 PAIR WORK. You eat a lot of fast food. Read about your problem.
Then answer your partner’s questions.
You eat fast food for breakfast, lunch, and dinner.

You like hamburgers and French fries, and you try
to eat them every day. You especially like to eat in
front of the TV when you watch your favorite shows.
You usually order coffee or soda
to drink with your meal.
2 PAIR WORK. Your partner spends a lot of time in

front of a computer. Ask your partner these questions.
1. How long do you spend on the computer?
2. What do you do on the computer?
3. When do you use the computer?
4. What do you eat and drink?
5. How do you usually feel?
3 PAIR WORK. Give your partner advice. Use your own ideas.
You shouldn’t spend so much time on the computer! You should take a break.
101
4602709_SC3e_SB2.indb 101 4/18/16 11:31 AM
• Focus attention on the Have pairs perform their
Language Practice box on page conversations for the class.
38. Review how to give advice. Then have students vote for
the students they think gave
• Focus attention back on the
the best advice.
information gap activity. Ask
What advice can you give these
people? Elicit answers. Focus EXTRA IDEA
attention on the examples in Have students think of another
the Student Book, and the problem and write a paragraph
expressions You shouldn’t … similar to the one in Activity 1.
and You should … . Then have students make pairs
• Have students do the activity and practice telling each other
in pairs. about their problem and giving
advice about their partner’s
problem.

4602723_SC3e_TB2.indb 95 5/12/16 8:51 AM

Activity 1 UNIT 7—Shopper’s paradise?

Student A
Assign roles to each student— 1 PAIR WORK. Read about Khan El Khalili Bazaar. Then answer your partner’s questions.
Khan El Khalili Bazaar
is on page 90 of the book. The Khan El Khalili is a souk in Cairo, Egypt. Souk is
Student B information is on the Arabic word for bazaar, or market.
page 102. Khan El Khalili market opened in 1382 when a

prince named El-Khalili built an inn for traders.
• Focus attention on the pictures The original traders sold silk and spices from the
Far East.
and texts. Explain that Student The success of the market encouraged Europeans
to find a new sea route to the Far East. Some
A and Student B have different people think that Khan El Khalili was responsible
for Christopher Columbus’s journey to America!
information to read. The bazaar is a good place to buy clothes, which
• Have students read their texts are usually very cheap. It isn’t a good place to
buy perfume because there are too many smells.
on their own. Explain that Some tourists think that Khan El Khalili is too
crowded. Khan El Khalili Bazaar
students should read carefully,
as they will be asked questions
about their texts later. 2 PAIR WORK. Ask your partner about Chatuchak Weekend Market.
1. Chatuchak Weekend Market is the most famous
market in . (Where is it?)
VARIATION 2. There are more than stalls.

(How many stalls are there?)
As students read, have them 3. More than people visit the market
underline the positive points and every day.

4. Shoppers spend about there every day.
circle the negative points about 5. Be careful when buying antiques because many of
the place they are reading about. them are !
6. You can buy animals, too. Unfortunately, some
of their cages are .
Activity 2
7. Many people think it’s to visit during
the day.
• Explain that students need

8. Some tourists think the market is
to see in one day.
Chatuchak Weekend Market
to ask questions about their

partner’s text in order to 3 PAIR WORK. Do you know another interesting place to shop?
Tell your partner.
complete the sentences.
• Focus attention on the first
sentence and the question in
90
parentheses. Do the first item
in Student A section and in
Student B section with the
4602709_SC3e_SB2.indb 90 4/18/16 11:30 AM
class as examples. 4. $750,000 4. silk and spices

• Have students do the activity (How much do shoppers spend (What did the original traders
in pairs. As students work, there every day?) sell?)
5. not real 5. a new sea route
walk around the class to offer ( Why should you be careful (What did the success of the
help as necessary. when buying antiques?) market encourage many
• Check answers by having 6. too small Europeans to find?)
students read their completed ( What is the problem with some 6. very cheap
sentences aloud. of the animal cages?) ( Why is the market a good
7. too hot place to buy clothes?)
ANSWERS (Is it a good idea to visit the 7. too many smells
market during the day? Why?) ( Why isn’t the market a good
Possible questions in italics. 8. too big place to buy perfume?)
Student A: (Is it a good idea to see the 8. too crowded
1. Bangkok, Thailand market in one day? Why?) ( What do some tourists think
(Where is the Chatuchak about the market?)
Weekend Market?) Student B:
2. 8,000 1. Cairo, Egypt
(How many stalls are there?) (Where is the Khan El Khalili souk?)
3. 200,000 2. bazaar or market
(How many people visit the ( What does souk mean?)
market every day?) 3. 1382
( When did it open?)

4602723_SC3e_TB2.indb 96 5/12/16 8:51 AM

Smart Talk • Student B Activity 3
UNIT 7—Shopper’s paradise?
question and elicit some ideas.
Student B
Write these on the board.
1 PAIR WORK. Read about Chatuchak Weekend Market. Then answer your • Have students do the activity
partner’s questions.
in pairs.

VARIATION
Chatuchak Weekend Market is the most famous
market in Bangkok, Thailand. There are more than
8,000 stalls, and every day more than 200,000
Before starting the activity, write
people visit the market. They spend about questions on the board to guide
$750,000 there each day.
the students. For example:
Be careful when buying antiques because many
of them are not real! You can buy animals, too.
Unfortunately, some of them are in cages that are
Where is the place?
too small.
How many stores are there?
Many people think the best time to visit is in the
evening because it’s too hot to go during the day. What kinds of stores are there?
Some tourists think the market is too big. There
are too many stores to see in one day! How many people do you think go
there every day?
2 PAIR WORK. Ask your partner about Khan El Khalili Bazaar. EXTRA IDEA
1. Khan El Khalili is a souk in .
(Where is it?)
Ask students to write about
2. Souk is the Arabic word for . a market that they would
(What does souk mean?)
recommend to tourists visiting
3. Khan El Khalili opened in when a
prince built an inn for traders. their country or city. Have
4. The original traders sold from the students research details, such as
Far East.
5. The success of the market encouraged many
when the market first opened,
Europeans to find to the Far East. the number of visitors, and other
6. It’s a good place to buy clothes, which are interesting facts. Encourage
usually .
7. It isn’t a good place to buy perfume because
students to write both positive
Khan El Khalili Bazaar
there are . and negative points about the
8. Some tourists think that Khan El Khalili is . place.
3 PAIR WORK. Do you know another interesting place to shop?
Tell your partner.
102
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VARIATION EXTRA IDEA

If students have difficulty asking • Have students work in pairs
the questions, elicit the questions to think about advice they
they need to ask from the class. would give to someone going
See some suggested questions in to one of these markets.
the Answers box. Students then write a short
conversation.
EXTRA IDEA • Write the following on the
Have students work in groups to board as an example of
discuss which market they would how students can start the
like to visit. Have groups compile conversation:
a list of the advantages and A: Guess what! I’m going to
disadvantages of each place and Bangkok!
then choose one place. B: You should go to the
Chatuchak Weekend Market.
It’s very interesting.

4602723_SC3e_TB2.indb 97 5/12/16 8:51 AM

Activity 1 UNIT 8—Matchmakers

Student A
Assign roles to each student— 1 PAIR WORK. Ask and answer questions to complete the information.
one student is A, the other is B. A What does Sheryl do? B She likes art galleries and exercise.
The information for Student A B She’s an art student. A Who’s she looking for?
is on page 91 of the book. The A What does she like? B She’s looking for someone who’s interested in art.
page 103.
• Focus attention on the title
of the activity. Ask What is a
matchmaker? Elicit or teach Name: Sheryl Name: Dennis Name: Isabel
art student
that a matchmaker is someone Occupation:
Likes: art galleries, exercise
Occupation:
Likes:
Occupation: interpreter
Likes: sushi, martial arts
who introduces two people Looking for: someone who’s Looking for: Looking for: someone who
they think would be a good 1.

interested in art
2. 3.
likes movies and food
couple.
and the information beneath
them. Explain that Student A
and Student B have different
information about the people. Name: Alan
Occupation:
Name: Colleen
Occupation: bus driver
Name: Bruce
Occupation:
Explain that students need Likes: Likes: driving, hiking Likes:
to ask and answer questions Looking for: Looking for: someone who
can fix a car
Looking for:
to complete the information 4. 5. 6.
about each person.

2 PAIR WORK. Choose the best
• Focus on the example partner for each person.
conversation. Model it with a

student.
• Preteach any vocabulary Name: Eve Name: Antonio
students may have Occupation: fashion designer Occupation:
difficulty understanding or Likes: traveling, good food

Looking for: someone who
Likes:
Looking for:
pronouncing. For example: likes travel and fashion
7. 8.
interpreter, appreciate.
• Have students do the activity 91
in pairs.
4602709_SC3e_SB2.indb 91 4/18/16 11:31 AM
ANSWERS
7. Eve: fashion designer; Activity 2
1. Sheryl: art student; art
galleries and exercise;
traveling and good food; • Have students read the profiles
someone who likes travel and silently.
someone who’s interested fashion
in art 8. Antonio: lawyer; art, action • Then ask What’s important
2. Dennis: mechanic; cars and movies; someone who in a good relationship? Elicit
kung fu movies; someone appreciates art answers such as It’s important
who enjoys travel
that people have the same
3. Isabel: interpreter; sushi and
martial arts; someone who
interests, or People should be
EXTENSION the same age.
likes movies and food
4. Alan: flight attendant; cooking After students do the activity, have • Have students select people
and painting; someone who them take note of similarities in in the activity that they think
enjoys good food the people’s profiles. For example, would make good couples.
5. Colleen: bus driver; driving students can underline art Then ask students to discuss
and hiking; someone who can galleries (Sheryl), painting (Alan),
fix a car their opinions in pairs.
and someone who appreciates art
6. Bruce: chef; new recipes and
the beach; someone who likes
(Antonio).
being outdoors

4602723_SC3e_TB2.indb 98 5/12/16 8:51 AM

UNIT 8—Matchmakers
Student B
1 PAIR WORK. Ask and answer questions to complete the information.

A What does Sheryl do? B She likes art galleries and exercise.
B She’s an art student. A Who’s she looking for?
A What does she like? B She’s looking for someone who’s interested in art.
Name: Sheryl Name: Dennis Name: Isabel

Occupation: art student Occupation: mechanic Occupation:
Likes: art galleries, exercise Likes: cars, kung fu movies Likes:
Looking for: someone who’s Looking for: someone who Looking for:
interested in art enjoys travel
1. 2. 3.
Name: Alan Name: Colleen Name: Bruce

Occupation: flight attendant Occupation: Occupation: chef
Likes: cooking, painting Likes: Likes: new recipes, the beach
Looking for: someone who Looking for: Looking for: someone who
enjoys good food likes being outdoors
4. 5. 6.
2 PAIR WORK. Choose the best

partner for each person.
Name: Eve Name: Antonio

Occupation: Occupation: lawyer
Likes: Likes: art, action movies
Looking for: Looking for: someone who
appreciates art
7. 8.
103
4602709_SC3e_SB2.indb 103 4/18/16 11:31 AM
POSSIBLE ANSWERS EXTRA IDEA

Dennis and Isabel both like • Have students discuss the
martial arts. different ways people meet.
Dennis and Eve both like travel. • Have students discuss the
Dennis is a mechanic, and advantages and disadvantages
Colleen is looking for someone
of matchmaking.
who can fix a car.
EXTRA IDEA
EXTENSION Have students select people in
Have the pairs of students explain Activity 1 they think would make
their choices to the class. Then good friends. Then ask students
have the class vote for the best to explain their opinions.
couple.

4602723_SC3e_TB2.indb 99 5/12/16 8:51 AM

Activity 1 UNIT 9—Detective story

Student A
Assign roles to each student— 1 PAIR WORK. Ask and answer questions to complete the story.
one student is A, the other is B. A What did Bill do that morning?
The information for Student A B He had coffee at Dino’s and went to his office.

page 104.
and the text. Explain that
Student A and Student B have (What did Bill do?)
different sentences of the same

text.
• Write the example question
and answer on the board.
Explain that students
should take turns asking (What was Cleo doing?)
and answering questions to
complete the story. Point out
that Student A asks questions
1, 3, and 5, and that Student B
asks questions 2, 4, and 6.
• Show students how to change
the pronouns as they answer (What did the woman want?)
the questions. For example,

I and my in the text in the
speech bubbles change to He
and his when students describe
what happened.
questions beneath the pictures.
Make sure students notice 2 PAIR WORK. What do you think happens next? Tell your partner.
these before starting the 92
activity. Remind students to

answer using the same tense as 4602709_SC3e_SB2.indb 92 4/18/16 11:31 AM
in the questions. Activity 2 EXTRA IDEA

• Have students do the activity Write the question on the board. • Divide the class into groups.
in pairs. Check answers by Elicit ideas. Then have students Each group draws two pictures
having students read the answer the question in pairs. of what they think happens
completed text. next in the story.
ANSWERS
ANSWERS • Have students draw speech
Answers will vary. bubbles in each picture. These
1. went to my office speech bubbles should be
2. coming out of my office
left blank.
3. talking on the phone VARIATION
4. Debbie Del Rio • Ask groups to exchange their
5. to give you something Have students share their answers drawings. Students complete
6. a story about you with the class. Then have the class the conversations by writing in
vote on a variety of categories. For the speech bubbles. Encourage
example: the most unlikely ending, students to be creative and to
VARIATION the most exciting ending, etc. have fun.
Before doing the activity, review • Display the drawings where
the past continuous in the EXtra idea students can look at them.
Language Practice box on page 58 Have students work in pairs or Have the class vote for the
of the Student Book. groups and draw a picture of what best one.
they think will happen next.

4602723_SC3e_TB2.indb 100 5/12/16 8:51 AM

UNIT 9—Detective story

Student B
1 PAIR WORK. Ask and answer questions to complete the story.

A What did Bill do that morning?
B He had coffee at Dino’s and went to his office.
(What was the woman doing?)
(What is the woman’s name?)
(What was in the package?)
2 PAIR WORK. What do you think happens next? Tell your partner.
104
4602709_SC3e_SB2.indb 104 4/18/16 11:32 AM
EXTRA IDEA
• Focus attention on the picture
and conversation on page 57.
• Divide students into groups.
Have them draw a series of
pictures of Ana and Anthony,
including speech bubbles.
• Before students begin, elicit
ideas and write them on the
board. For example, students
could draw a picture of
Ana visiting Anthony in
the hospital.
• Have students fill in the speech
bubbles. For example:
Ana: Anthony! What happened
to you?
Anthony: I broke my arm, too.

4602723_SC3e_TB2.indb 101 5/12/16 8:51 AM

Activity 1 UNIT 10—What could it be?

Student A
Assign roles to each student— 1 PAIR WORK. Read the instructions for things you should do during
one student is A, the other is B. an extreme natural event. Talk about what the event could be.
The information for Student A A What do you think the instructions are for?
B They can’t be for an earthquake. The instructions say you should climb a tree.
is on page 93 of the book. The A Yes, it’s not an earthquake.
Student B information is on B Well, it could be…
page 105.
• Focus attention on the Tsunami
• Try to get to higher ground
pictures and text. Explain that immediately. • If you’re outdoors, try to
Student A and Student B have • If you can’t leave your

building, go to the highest floor.
get indoors immediately.
• If you’re indoors, close all windows and doors.
similar information about • If you’re outside, climb a strong tree. • Wear a dust mask to breathe and goggles to
• If you’re in the water, grab something protect your eyes.
extreme natural events to that floats. • Wear long-sleeved shirts and long pants to
discuss. However, the names of cover your skin.
events are sometimes omitted

from the text. Tornado
• Go to the lowest floor
• Focus attention on the • If you see one coming, run
or drive away.
inside your building.
• Go into a room with no
example conversation. Explain • If it’s too close, try to find a safe place indoors. windows or mirrors and stay in the center.
that on page 105, the name of • If you can’t find a safe place, lie down and
cover your mouth, eyes, and nose.
Closets are a good place.
• Get under strong furniture, like a heavy table,
the natural event is omitted. • Face away from the wind. and hold on to it.
Student B needs to discuss the • Cover your head and neck with your arms.
information with Student A

Hurricane
and then guess the name of the • Cover all windows with
event. wood and close all external • Try to get to higher ground
•
doors securely. immediately.
Have students do the activity • Go into a room with no windows or mirrors. • Don’t walk in moving water, even if it doesn’t
in pairs. As students do the Closets are a good place.

• Lie down on the floor and cover your head
look deep.
• Never drive through water. It’s very dangerous!
activity, walk around the class and neck with your arms. • Don’t touch electric equipment if you’re wet
• No matter what, don’t go outside! or standing in water.
to check pronunciation and
ANSWERS
2 PAIR WORK. Which events have similar instructions? Are you surprised by some
of them? Tell your partner.
Student A:
Volcanic eruption; Dust storm; 93
Flood
Student B:
Tsunami; Tornado; Hurricane
4602709_SC3e_SB2.indb 93 4/18/16 11:31 AM
Activity 2 ANSWERS
VARIATION • Focus attention on the The following instructions are

information about tsunamis. similar: Tsunami and Flood;
Before starting the activity, have Have one student read it aloud. Volcanic eruption and Dust storm;
students identify key words in Then ask What instructions Hurricane and Tornado.
each set of instructions. For are similar to these? Elicit The
example, higher ground and flood instructions. Then elicit
water are key expressions in the EXTRA IDEA
information that is common to
instructions about tsunamis. both sets of instructions. For • Focus attention on Activity 1
example: Try to get to higher on page 56, in Unit 9. Have
EXTRA IDEA ground immediately, water. students work in pairs or small
groups to write instructions
Focus attention on the detective • Have students do the activity for what to do if someone has
story on page 92. Have students in pairs. Then check answers
draw the instructions for one of one of those injuries.
by eliciting which events have
the natural events on pages 93 similar instructions. • Before students begin, elicit
and 105 in a similar way. The an example and write it on the
• Ask students if they are board. For example, for has a
instructions can be included as surprised by any of the
speech bubbles. broken nose:
instructions. Elicit reasons.
1. If you have a broken nose,
keep your head up.
2. Put ice on your nose.
3. Get medical attention.
4602723_SC3e_TB2.indb 102 5/12/16 8:51 AM

UNIT 10—What could it be?

Student B
1 PAIR WORK. Read the instructions for things you should do during
an extreme natural event. Talk about what the event could be.
A What do you think the instructions are for?
B They can’t be for an earthquake. The instructions say you should climb a tree.
A Yes, it’s not an earthquake.
B Well, it could be…
Volcanic
• Try to get to higher ground
eruption
immediately. • If you’re outdoors, try to
• If you can’t leave your get indoors immediately.
building, go to the highest floor. • If you’re indoors, close all windows and doors.
• If you’re outside, climb a strong tree. • Wear a dust mask to breathe and goggles to
• If you’re in the water, grab something protect your eyes.
that floats. • Wear long-sleeve shirts and long pants to
cover your skin.
Dust storm
• If you see one coming, run
• Go to the lowest floor
or drive away.
inside your building.
• If it’s too close, try to find a
• Go into a room with no
safe place indoors.
windows or mirrors and stay in the center.
• If you can’t find a safe place, lie down and
Closets are a good place.
cover your mouth, eyes, and nose.
• Get under strong furniture, like a heavy table,
• Face away from the wind.
and hold on to it.
• Cover your head and neck with your arms.
Flood
• Cover all windows with • Try to get to higher ground
wood and close all external immediately.
doors securely. • Don’t walk in moving water,
• Go into a room with no windows or mirrors. even if it doesn’t look deep.
Closets are a good place. • Never drive through water. It’s very dangerous!
• Lie down on the floor and cover your head • Don’t touch electric equipment if you’re wet
and neck with your arms. or standing in water.
• No matter what, don’t go outside!
2 PAIR WORK. Which events have similar instructions? Are you surprised by some
of them? Tell your partner.
105
4602709_SC3e_SB2.indb 105 4/18/16 11:32 AM

4602723_SC3e_TB2.indb 103 5/12/16 8:51 AM

Activities 1 and 2 UNIT 11—Before they were famous…

Student A
Assign roles to each student— 1 Mark the sentences T (true) or F (false). Guess the answers you don’t know.
The information for Student A TRUE OR FALSE?
is on page 94 of the book. The 1 Tennis players Venus and Serena Williams used to write a tennis
Student B information is on newsletter when they were younger.
page 106. 2 Actor Johnny Depp used to be a telemarketer.
• Focus attention on the photos 3 Movie director Quentin Tarantino used to work in
a video store.
and the true/false statements.
Explain that Student A and 4 Singer Madonna used to work in a donut shop in
New York City.
Student B have different
information. Explain that they 5 Actor Ashton Kutcher used to sweep cereal dust
at a factory. Venus and Serena Williams
need to ask their partner to 6 Tennis player Roger Federer used to play professional soccer.
check their answers.
7 Japanese soccer player Keisuke Honda used to train in Spain as a
• Focus attention on the first teenager.
item on page 94. Have A 8 Rock star Bono used to play the guitar when his band first started.
students answer True or 9 Actor Leonardo DiCaprio used to appear in TV ads for bubble gum.
False. Then ask a B student
10 Fashion designer Vera Wang used to compete as a figure skater.
Did tennis players Venus and
Serena Williams use to write
a tennis newsletter when they
2 PAIR WORK. Tell your partner your answers. Then use the information below
to check your partner’s answers.
were younger? I think it’s true. 1. True: Actor John Cho used to teach English at a high school.
Elicit Yes, they did. It’s true. 2. False: Soccer player David Beckham didn’t use to work as a hairdresser.
3. True: Actress Charlize Theron used to take care of the animals on her parents’ farm.
Repeat this procedure for the 4. True: Actor Brad Pitt used to sing in a church choir.
first item on page 106. Ask an 5. False: Singer Rihanna didn’t use to speak French at home when she was a child.
A student a question to check 6. True: Korean soccer player Park Ji-sung used to play in Europe.
7. True: Rolling Stones singer Mick Jagger used to work in a hospital.
if the statement is true or false. 8. True: Japanese Crown Princess Masako used to be a star athlete at school.
• Preview the vocabulary 9. True: Tennis player Rafael Nadal’s uncle used to play soccer for Barcelona.
10. True: Actress Emma Stone used to work as a baker in a dog-treat bakery.
before beginning the activity.
Preteach words students may 3 PAIR WORK. Do you know what other celebrities used to do before they were famous?
Tell your partner.
have difficulty with. Then
check if students know all of 94
the celebrities. Elicit or provide
information as needed. 4602709_SC3e_SB2.indb 94 4/18/16 11:31 AM
• Have students do the activity Quentin Tarantino is an EXTRA IDEA

in pairs. American actor, director, and When students have completed
• CULTURE NOTE: Keisuke producer. His films include the activity, ask questions such
Honda is a Japanese soccer Pulp Fiction and Django as Who used to do the most
star. He has played for the Unchained. interesting thing? Are you surprised
Japanese national team and for by what these people used to do?
ANSWERS
several teams outside Japan,
including Milan in Italy. Park Student A: Student B:
Ji-sung is a Korean soccer 1. True
2. True
1. True
2. False
Activity 3
player. He played for the 3. True 3. True Read the question to the class.
South Korean national team 4. True 4. True Give students some time to think
and some European teams, 5. True 5. False of what they know about some
including Manchester United 6. False 6. True celebrities. Then have them share
in England. Vera Wang is an 7. False 7. True the information in pairs. Make
American fashion designer. 8. True 8. True
sure students use the structure
She competed in figure skating 9. True 9. True
10. True 10. True
used to + verb.
and later turned to fashion
design. She is known for her
skating costumes, wedding
dresses, and evening gowns.

4602723_SC3e_TB2.indb 104 5/12/16 8:51 AM

EXTRA IDEA
Have students play a memory
UNIT 11—Before they were famous… game. Have students make groups
Student B of ten or more. If your class is
small, do this as a whole-class
1 Mark the sentences T (true) or F (false). Guess the answers you don’t know. activity. Have each student make
TRUE OR FALSE? a statement using used to. Then
have students take turns trying to
1 Actor John Cho used to teach English at a high
school. remember what other students in
their group said.
2 Soccer player David Beckham used to work as a
hairdresser.
3 Actress Charlize Theron used to take care of the

animals on her parents’ farm.
4 Actor Brad Pitt used to sing in a church choir.

5 Singer Rihanna used to speak French at home when
she was a child.
John Cho
6 Korean soccer player Park Ji-sung used to play in Europe.

7 Rolling Stones singer Mick Jagger used to work in a hospital.
8 Japanese Crown Princess Masako used to be a star athlete at school.
9 Tennis player Rafael Nadal’s uncle used to play soccer for Barcelona.
10 Actress Emma Stone used to work as a baker in a dog-treat bakery.
2 PAIR WORK. Tell your partner your answers. Then use the information below
to check your partner’s answers.
1. True: Tennis players Venus and Serena Williams used to write a tennis newsletter
when they were younger.
2. True: Actor Johnny Depp used to be a telemarketer.
3. True: Movie director Quentin Tarantino used to work in a video store.
4. True: Singer Madonna used to work in a donut shop in New York City.
5. True: Actor Ashton Kutcher used to sweep cereal dust at a factory.
6. False: Tennis player Roger Federer didn’t use to play professional soccer.
7. False: Japanese soccer player Keisuke Honda didn’t use to train in Spain as a teenager.
8. True: Rock star Bono used to play the guitar when his band first started.
9. True: Actor Leonardo DiCaprio used to appear in TV ads for bubble gum.
10. True: Fashion designer Vera Wang used to compete as a figure skater.
3 PAIR WORK. Do you know what other celebrities used to do before they were famous?
Tell your partner.
106
4602709_SC3e_SB2.indb 106 4/18/16 11:32 AM
VARIATION • Have students read their

Have students write additional statements to the class. Other
true/false statements about what students try to guess the
other celebrities used to do. person as quickly as possible.
Students can then take turns
reading their statements to their EXTRA IDEA
partner and saying whether they Have students research the lives of
are true or false. other famous people. Students can
use the Internet and should do the
EXTENSION research in English. Have students
• Have students think of prepare a short presentation about
another celebrity. Students what they learned.
then write sentences using
used to and now about this
person. For example: She used
to be in a famous TV series.
She used to be married to a
handsome actor. Now, she is
in many comedies. (Jennifer
Aniston)

4602723_SC3e_TB2.indb 105 5/12/16 8:51 AM

Activity 1 UNIT 12—What are their plans?

Student A
Assign roles to each student— 1 PAIR WORK. Ask and answer questions about Lisa and Jessica to complete the story.
one student is A, the other is B. A What’s Lisa going to do next year?
The information for Student A B First, she’s going to go on vacation.
is on page 95 of the book. The Well first,

Student B information is on What are you
I’m going to go
(1) on vacation .
page 107. going to do
next year?
After that,
it depends...

and the conversation in the If I pass my exams,
I’ll go to (2) .
speech bubbles. Explain that
What will you
Student A and Student B have do if you don’t
pass?
different sentences of the
conversation.
• Explain that students have to I may (3)
(4)
I may
,
,
...or I may
ask and answer questions to Don’t ask!
I have no
(5) .
complete the story. Student

idea!
What about
A has to ask questions to you?
complete sentences 2, 3,
What are
4, and 5. Student B has to you going
to do
ask questions to complete next year? I’m going to get a job
and save some money. And
sentences 6, 7, 8, and 9. then I’m going to travel.
• Write the example Where are

you going
I don’t know!
If my friend
conversation on the board. to go? comes with me,
we’ll go to
Show students how they will Florida.
need to change the statements

as they ask and answer
questions. For example, I’ll in If she doesn’t come with me, I
the conversation in the speech

may work on my uncle’s farm.
bubbles changes to She’ll in the

students’ answers. 2 PAIR WORK. What are you going to do next year? Tell your partner.
in pairs. 95
• LANGUAGE NOTE: In the

activity, the statement If my 4602709_SC3e_SB2.indb 95 4/18/16 11:31 AM
friend comes with me changes 3. keep studying

EXTRA IDEA
to If her friend goes with her. 4. travel Put students into pairs and have
We use come only when we 5. get a job them write out their questions
ourselves are involved. For A: What will she do if she and answers.
example: Will you come with doesn’t pass?
B: She may keep studying,
me? Will you come to see me?
When describing other people,
travel, or get a job
6. a job
Activity 2
we usually use go: Will she go 7. travel • Before beginning the activity,
with her? Will she go to see her? B: What is Jessica going to do ask a student What are you
next year? going to do next year? Elicit
ANSWERS A: She’s going to get a job and an answer.
Possible questions and answers in then she’s going to travel.
italics. 8. Florida • Elicit possible follow-up
1. on vacation B: Where will she go if her friend questions. For example: What
A: What is Lisa going to do next goes with her? will you do if you don’t … ? If
year? A: Florida you …, will you … ?
9. farm
B: First, she’s going to go on
B: What may she do if her friend
vacation.
doesn’t go with her? in pairs.
2. business school
A: What will she do if she passes A: She may work on her uncle’s
her exams? farm.
B: She’ll go to business school.

4602723_SC3e_TB2.indb 106 5/12/16 8:51 AM

UNIT 12—What are their plans?

Student B
1 PAIR WORK. Ask and answer questions about Lisa and Jessica to complete the story.
A What’s Lisa going to do next year?
B First, she’s going to go on vacation.
Well first, I’m

going to go on
What are you vacation. After
going to do that, it depends...
next year?
If I pass my exams, I’ll

go to business school.
What will you
do if you don’t
pass?
I may keep studying,

I may travel, ...or I may
Don’t ask! get a job.
I have no
idea!
What about
you?
What are
you going
to do next
year? I’m going to get
(6)
and save some money.
And then I’m going to
(7) .
Where are I don’t know!

you going If my friend
to go? comes with me,
we’ll go to
(8) .
If she doesn’t come

with me, I may work on
my uncle’s (9) .
2 PAIR WORK. What are you going to do next year? Tell your partner.
107
4602709_SC3e_SB2.indb 107 4/18/16 11:32 AM
EXTENSION
Elicit from students what their
partners’ plans are. Write each
activity on the board. Then have a
vote to determine which student
has the most interesting plans.
EXTRA IDEA
Have students give each other
advice about their future plans.
Focus first on the people in the
book. Elicit advice such as Lisa
should study hard. If she doesn’t
pass, she shouldn’t travel. Then
have students give each other
advice about their future plans.

4602723_SC3e_TB2.indb 107 5/12/16 8:51 AM

WRITING
UNIT 1 WRITING
The goal of this section is to
practice likes and dislikes UNIT 1
and agreeing and disagreeing 1 Read this online conversation. Then write a similar conversation about your likes
in writing. and dislikes.
Beachboy: I love to go to the beach.

Activity 1 Surfergirl: So do I.
•
Beachboy: But I don’t like big beach resorts.
Have students read the Surfergirl: Neither do I. They’re expensive.
conversation. Ask students Beachboy: I prefer small hotels on the beach.
about Beachboy’s and Surfergirl: Me, too.

Beachboy: And I really like going to the swimming pool.
Surfergirl’s likes and dislikes. Surfergirl: Really? I don’t. They’re usually too crowded.
For example: Who likes to go to Beachboy: But I don’t like swimming in lakes and rivers.
the beach? Surfergirl: Well, I do. I’ll swim anywhere!
• Have students write a similar

conversation on their own. 2 PAIR WORK. Take turns reading your conversations. Continue the conversation
• LANGUAGE NOTE: The name with your partner.
a person uses online is called

a screen name. Beachboy and UNIT 2
Surfergirl are screen names. 1 Read this letter from a student in the US. Then write a reply. Introduce yourself
and answer the questions in the letter.
I’m a college student in

Hi! My name is Tom Darrow, and
Activity 2 Chicago, Illinois. My major is Film
Studies.
Theory and Culture,
• Read the conversation
Right now, I’m taking a class in Film
where we learn about other culture
s and their opinions about
out what people from
in Activity 1 aloud with movies. This week, we have to find
different cultures think about curren
t movies. Can you help
a student. Model how to me? Can you tell me what kinds of
movies young people in
about them? Please write
your countr y like? How do they feel
continue the conversation me back— I really need your help!
with the student by asking Take care,
questions and making Tom
comments about likes and

dislikes. 2 PAIR WORK. Compare letters with a partner. What else can you tell Tom about
• Have students make pairs, how young people in your country feel about movies?
practice their conversations,

and continue their 108
conversations.
4602709_SC3e_SB2.indb 108 4/18/16 11:32 AM
Extension
Have pairs of students create
a conversation by writing one • Focus attention on the letter. • Have students make pairs and
question or one response at a Preteach or elicit explanations compare their letters.
time on a piece of paper. Have for the following vocabulary: • Have students discuss other
the partners pass the paper back film studies, current movies. things they can tell Tom.
and forth, as though sending each • Have students read the letter. For example: How often do
other text messages. Then check comprehension young people go to the movies,
by asking questions such as typically? Do young people
Where is Tom studying? Why is prefer going to the movies or
UNIT 2 he writing the letter? watching movies at home?
• Have students write a letter in
The goal of this section is to reply to Tom’s letter. Make sure
practice writing a letter with they answer the questions he
opinions about movies. asks in his letter.
T–108 Writing • Units 1–2

4602723_SC3e_TB2.indb 108 5/12/16 8:51 AM

Writing Activity 2
UNIT 3
• Have students make pairs
and compare their completed
1 Read this interview with a racecar driver. Then write a similar interview with interviews.
a celebrity you know. Be creative with the answers!
• Then have students discuss

Sports fan:
Driver:
Have you ever driven a Formula One car?
Yes, I have. I drove one in a race in Brazil last year!
other topics they can ask the
Sports fan: Have you ever had a car accident? celebrity about.
Driver: Yes, I have. Actually, I’ve had many accidents.
Sports fan: Have you ever been injured?
Driver: Sure, but not seriously. I broke my wrist a few
years ago. EXTRA IDEA
Sports fan:
Driver:
Apart from racing, what’s your favorite sport?
I’m a big tennis fan. Have pairs read their interviews
Sports fan:
Driver:
Have you ever been to an important tournament? without saying who the celebrity
Yes, I have. I went to the US Open last year.
Sports fan: Who is your favorite tennis player?
is. Have other students guess.
Driver: Well, I really like Novak Djokovic.
Sports fan: Have you ever met him?
Driver:
UNIT 4
Yes, I have. I met him on a plane from London to Toronto.
2 PAIR WORK. Compare interviews with a partner. What else do you want to The goal of this section is
know about the person?
to practice using superlative
adjectives in writing.
UNIT 4
1 Read the email from a student in the US. Then write a description with similar
information about your city. Use superlatives if you can! Activity 1
From: hannah@gomail.com • Focus attention on the email.
Subject: Denver Preteach or elicit explanations
My name is Hannah, and I live in Denver, Colorado. Denver is for the following vocabulary:
a record-breaking city! At about a mile (1.6 kilometers) above
sea level, it’s one of the highest state capitals in the US.
record-breaking, sea level,
That’s how it got its nickname, “The Mile-High City.” Denver sunshine.
is also one of the sunniest cities in the country! People say
we have 300 days of sunshine every year. (I’ve heard that • As students read the email,
Tucson, Arizona, has more, but Denver is sunny enough for
us!) It also has the biggest airport in the nation. I think the have them underline the
people are the friendliest and most intelligent of any place superlative adjectives.
I’ve been to. It’s true!
• When students finish reading,
ask comprehension questions
2 PAIR WORK. Compare emails with a partner. Do you agree with your
partner’s statements? such as Where does Hannah
live? What kind of place is it?
109
• Explain that students will write
a similar email about the place
4602709_SC3e_SB2.indb 109 4/18/16 11:32 AM
where they live.
UNIT 3 Activity 1 • Have students do the activity
• Focus attention on the on their own.
The goal of this section is to interview. Have two students
practice writing a conversation read it to the class.
using the present perfect and the
• Elicit the names of celebrities
Activity 2
simple past. • Have students make pairs and
that students are interested
in writing about. Then have compare their emails.
students choose a celebrity and • Ask students to list what they
do the activity. agree and disagree with in
• Encourage students to be their partner’s email.
creative. The answers to the
questions in their interviews
do not need to be true.
Units 3–4 • Writing T–109

4602723_SC3e_TB2.indb 109 5/12/16 8:51 AM

UNIT 5 Writing
The goal of this section is UNIT 5

to practice writing about a 1 Read the description of Mardi Gras. Then write about a festival or event in your country.
special event.
Hi. My name is James, and I’m from Florida. Last year, I went with
my mom and dad to Mardi Gras in New Orleans. Mardi Gras is really
astonishing! It doesn’t always take place at the same time. It can
Activity 1 start as early as February 3rd or as late as March 9th. There are
parades all the time, when marching bands and huge floats move
•
slowly through the streets.
Focus attention on the
There are celebrations all over town, but in my opinion, the best place
description. Preteach or elicit to see them is in the French Quarter. The French Quarter is quite
explanations for the following small, so it can get pretty crowded. The costumes are terrific and so
is the music. The people on the floats throw things to people on the
vocabulary: astonishing, take street—beads, coins, and toys for the children. It’s the greatest
free show on earth!
place, marching bands, floats,
costumes, French Quarter.
• Have students read the 2 PAIR WORK. Compare descriptions with a partner who wrote about a
different event. Which event sounds more fun?
description. Then elicit
information about Mardi Gras.
UNIT 6
• Explain to students that they
1 Read this email. Imagine you have recently started taking a class.
are going to write a similar Write an email telling a friend what you have learned.
description about a festival or
event in their country. From:
Subject:
melissa@gomail.com
Yoga
• Have students write their
I took my first yoga class today—and I’ve already learned a lot!
descriptions on their own.
The first thing I learned is that you should arrive early for class. Everyone in the class got
• CULTURE NOTE: When there before I did. By the time I got there, there wasn’t much space for me or my mat!
describing a city, quarter I also found out the hard way that you shouldn’t eat right before class. I had a big meal
an hour before the class, and I was in pain! Believe me, it’s hard to stretch with a very
means part of town. The full stomach!
French Quarter is the oldest At the end of the class, I got up right away to thank the teacher. I guess you shouldn’t do
part of New Orleans, where that. She told me that I should close my eyes, breathe deeply, and relax.
the first French settlers used I also learned that you don’t have to do everything. If something is too difficult, don’t do
it! Yoga is great. I’m sure I’m going to enjoy it—when my knee stops hurting!
to live.
2 PAIR WORK. Take turns reading your emails. Ask your partner more
Activity 2 about the class.
• Have students get together

with someone who wrote 110
about a different event and
compare their completed 4602709_SC3e_SB2.indb 110 4/18/16 11:32 AM
descriptions. • While students read the email, EXTRA IDEA

• Ask students to list the things have them underline sentences Ask students to think about
they like about the event their where the writer gives advice. advice they have for students
partner described. Then ask • Explain to students that they taking an English class.
each pair to choose which are going to write a similar
event sounds the most fun. email about a class, real or
imaginary, that they are taking.
•
UNIT 6 Have students write their
emails on their own.
practice giving advice in writing.
Activity 2
Activity 1 and compare their completed
• Ask students to look at the emails.
email. Elicit or explain the • Then have students ask
meaning of the following follow-up questions.
vocabulary: space, mat, the
hard way, stretch.

4602723_SC3e_TB2.indb 110 5/12/16 8:51 AM

Writing Activity 2
UNIT 7
• Have students make pairs and
compare their letters.
1 Read this letter about shopping in San Francisco. Then write about your favorite
place to shop. • On the board, draw a vertical
line. On the left of the line
write Same, and on the right of
Francisco.
Hi! My name is Kate, and I’m from San
are the line write Different.
I like shopping in Chinatown because there
many stores selling different things,
like perfume,
• Ask two students about their
jewelry, and, of course, food!
In Chinatown, you can find the best Chines
e shopping preferences. Write
food in the city. One of my favorite places
is what they have in common on
ry. You
the Golden Gate Fortune Cookie Facto the left and what they don’t
them
can buy fortune cookies there and watch
making them! have in common on the right.
•
very
In general, the prices in Chinatown are
reasonable—nothing is too expensive—a
nd you can Have students do the activity
talk to the store owners. But the main
reason I like in pairs.
I enjoy the
Chinatown is because of the atmosphere.
find that in a mall!
sights, sounds, and smells. You won’t
EXTRA IDEA
Have students exchange letters
and write follow-up questions
2 PAIR WORK. Compare letters with a partner. Do you have similar shopping preferences? about the information in their
partner’s letter.
UNIT 8
1 Read this email from Greengirl33. Then write a similar paragraph about yourself.
From: greengirl33@hmail.com
UNIT 8
Subject: My preferences
Hi! I’m short, thin, and I have black hair. I’m very outgoing, and practice describing appearance
I think that I’m talented. I like people who are interested in the
environment. In terms of entertainment, I prefer movies with
and personality in writing.
a message, something that makes you think, you know? I like
music that makes me feel happy. My favorite kind of food?
Activity 1
That’s easy—I love Thai food, especially pad thai!
• Have students read the email.

Then elicit answers to the
2 PAIR WORK. Compare paragraphs with a partner. What do you have in common? following questions: What does
the woman look like? (She is
111 short, thin, and has black hair.)
What’s her personality like?
4602709_SC3e_SB2.indb 111 4/18/16 11:32 AM
(She is outgoing and talented.)
UNIT 7 • Have students do the activity What kind of people does she
on their own. like? (She likes people who are
The goal of this section is • CULTURE NOTE: A section interested in the environment.)
to practice describing a place of a town or city with a large What are her likes and dislikes?
in writing. Chinese community is often (She likes serious movies,
called a Chinatown. cheerful music, and Thai food.)
• Then have students write
Activity 1 VARIATION a similar paragraph about
• Focus attention on the • You can guide students by themselves. Make sure they
pictures. Write the following write about their appearance,
writing the following on
questions on the board: Where personality, etc.
the board:
is this? What can you buy 1. Where is it?
there? Do you know a place 2. What is the name of
like this? Elicit answers. For the place?
Activity 2
example: It’s in San Francisco. 3. What kind of place is it? • Have students make pairs and
It’s a place with a lot of Chinese 4. What can you buy there? compare their paragraphs.
businesses. 5. What do you buy there? • Have students list what they
• Explain to students that they 6. How often do you go there? have in common.
are going to write about their • Make sure students answer
own favorite place to shop. these questions in their letters.

4602723_SC3e_TB2.indb 111 5/12/16 8:51 AM

UNIT 9 Writing
The goal of this section is to UNIT 9

practice the past continuous 1 Read this paragraph. Then write a similar paragraph about a funny,
in writing. strange, or interesting thing that happened to you.
Activity 1
A funny thing happened to me last week. I was coming out of my
apartment building when one of my neighbors yelled down to me.
• Preteach or elicit explanations

“You have to help me,” she shouted. “I’m locked in my bathroom!”
I didn’t really know what to do. I told her to wait while I went for
for the following vocabulary: help. I ran until I found a police officer who was giving directions
yelled down, locked in, fire to a tourist. I told him about the woman in the bathroom. He
made a phone call, and a few minutes later, a fire engine arrived.
engine.
• Have students read the paragraph.
• Explain to students that 2 PAIR WORK. Compare paragraphs with a partner. What else do you want
they are going to write a to know about the event?
similar paragraph about

something unusual or funny UNIT 10
that happened to them. Ask 1 Read this email from a friend who needs help. Then write a reply.
students to include at least If necessary, use books or the Internet to find information.
two sentences in the past From: leo@smartmail.com

continuous in their story. Subject: Extreme natural events
• Have students do the activity Help! I need to finish a project on extreme natural events, and I need some examples
on their own. from real life. I have to get them from real people. This is really hard!
Can you answer some questions about natural events in your region or country?
Here are my questions:
Activity 2 1. Do you ever have extreme natural events in your area?

2. Are some more common than others? When do they happen?
• Have students make pairs 3. Are there any volcanoes in your area? Are they “active”? When was the last eruption?
and compare their completed I would love any other information about extreme natural events. Thanks for your help!
paragraphs. Leo
• Then have students ask

follow-up questions. 2 PAIR WORK. Take turns reading your emails. Did you find any
additional information?
EXTENSION
Have students read their
paragraphs to the class. Ask the 112
class to make suggestions about

how to improve each story. 4602709_SC3e_SB2.indb 112 4/18/16 11:32 AM
VARIATION
Assign the activity as homework.
UNIT 10 Ask students to answer the
questions and do additional
The goal of this section is to research on the topic of extreme
practice writing email responses natural events.
to questions about extreme
natural events.
Activity 2
Activity 1 • Have students make pairs
• Ask students to read the emails.
email. Have them identify the
questions the writer asks.
• Then have students list any
additional information they
• Have students write an email found.
answering the questions.

4602723_SC3e_TB2.indb 112 5/12/16 8:51 AM

Writing UNIT 12
UNIT 11 The goal of this section is to
1 Read this email from a friend in another country. Then write a reply. practice using if clauses
with modals in writing.
From: jordan@smail.net
Subject: Project about your country
Hi! I’m doing a school project about your country. Can you answer some questions for me?
First of all, how many people live in the capital city? I looked at several websites and
Activity 1
they have different numbers! And has it always been the capital, or did there use to be
a different one?
• Ask students to look at the
In your opinion, what is the most interesting thing about your country? What is it famous
letter. Preteach or elicit
for? Did it use to be famous for something different? explanations for the following
What are your country’s main exports? Where do you export to? Did you use to export vocabulary: youth hostel,
other things in the past?
roommate.
I hope you can answer my questions! I owe you one!
Jordan
• Have students underline the
if clauses in the letter.
2 PAIR WORK. Compare replies with a partner. What else can you tell Jordan • Explain to students that they
about your country and its past? are going to reply to Christie.
Encourage them to reply using
UNIT 12 if clauses.
1 Read this letter from a friend in another country. Then write a reply. • Have students write their
Answer all the questions.
letters on their own.
’t
study with you next year! I haven
Hi! Guess what! I may come and
decided yet, but I really want to.
I just have to find the money. If
I VARIATION
not come.
don’t have enough money, I may
So, I have a few questions for you.
If I want to study there, where
can Elicit the questions Christie asks
Is there a good language school
I go? What good schools are there? and write them on the board as a
in town?
And is there a youth hostel or studen
t dorm where I can stay? Is it reference for students.
If I want to share the rent with
expensive to rent an apartment?
a roommate?
someone, will it be easy to find
have time to show me around?
If I come there to live, will you
I hope to see you soon! Activity 2
Christie
2 PAIR WORK. Compare letters with a partner. Did you answer Christie’s letters.
questions the same way?
• Then have students list
their similar answers to the
113
questions.
4602709_SC3e_SB2.indb 113 4/18/16 11:32 AM
UNIT 11 Activity 2
The goal of this section is to and compare their completed
practice using used to in writing. emails.
• Then ask students to give
Activity 1 additional information about
their country and its past.
• Focus attention on the email.
Preteach or elicit explanations
for the following vocabulary: EXTRA IDEA
capital city, exports. As homework, have students
• Ask students to read the email. research additional information
Have students identify the about their country. Have students
questions the writer asks. write a report about how the
country has changed in the last
• Have students write an email
100 years.
answering the questions.

4602723_SC3e_TB2.indb 113 5/12/16 8:51 AM

AUDIO SCRIPTS
UNIT 1 L Really? Did you enjoy it?

J Yes. I spent most of my time visiting art galleries.
LISTENING . . . . . . . . . . . . . . . . . . . p . 7 What about you?
Tom Hi, Joanne! L Well, I was also in Europe.
Joanne Hi, Tom! Great to see you. T Is that right? Where did you go?
T Great to see you, too. Did you have a good vacation? L Barcelona.
J Yes, it was wonderful. I went to Europe. T No way! So did I!
T No, really? So did I! Where did you go? L You were in Barcelona?
J I went to Italy. T Yes.
T Where in Italy? L When?
J Florence. T The last two weeks in August.
T And what did you do there? L You’re kidding! So was I. Where did you stay?
J I went to art classes. T In a hostel in the center of Barcelona.
T Cool! Do you want to study art this semester? L What was its name?
J No. I want to study languages. T Plaza Catalunya.
T Really? So do I. L I stayed there, too! Maybe that’s where I saw you!
J Cool! So, tell me—where did you go on vacation? T Wow! Small world!
T I went to Spain. L Yes! Did you like Barcelona?
J Where in Spain? T I loved it.
T Barcelona. L So did I.
J Oh, wow, what a great city!
T Well, actually, I didn’t spend much time sightseeing in the UNIT 2
city. I took cooking classes.
J Cooking classes in Spain? Excellent. LISTENING . . . . . . . . . . . . . . . . . . p . 13
T Yeah, it was fun. But I worked very hard.
1. Host Welcome to the Free Time Show. I have some very
J So did I!
interesting young people with me today. So let’s meet the
T Did you get a chance to visit any other places in Italy?
first one. Hello, what’s your name and how old are you?
J No. I didn’t have enough money.
Sandra My name is Sandra Hancox and I’m 18 years old.
T Neither did I. I came home and went to stay with my
H And you have an interesting free time activity, right?
grandparents in Florida.
S Right.
J Hey! So did I!
H What is it you like to do?
T Ha! I guess everyone has grandparents in Florida! So, what
S I like to make horror movies.
courses are you taking this year?
H Horror movies? Do you like to act in them or to direct
J Well, I’m definitely going to study a language.
them?
T So am I. Which one?
S I like to direct, and my friends are the actors.
J Italian! How about you?
H Do your friends enjoy acting in them?
T Well, I want to go to Brazil for more cooking classes next
S Yes, they do. They think it’s really exciting.
year, so maybe Portuguese.
H And where do you usually make these movies?
J Smart choice!
S Oh, you know, in friends’ houses and apartments. And,
T But I also want to study Japanese. I mean, it’s my
occasionally, in small studios.
grandparents’ language, and I can’t speak more than
H But next week you’re going to do something different,
three words.
right?
J So why don’t you study two languages?
S Yes, we’re going to make a movie in a beach house,
T Hmm... I’ll think about it.
with monsters coming from the sea.
H That’s very cool. When you finish, can you come back
LISTENING PLUS . . . . . . . . . . . . . . . . p . 7
and tell us about it?
Lisa Joanne! Hi!
S Sure!
Joanne Lisa! Hello!
L How are you? 2. Host My next guest is Andy Newman. Welcome to the
J I’m fine. Lisa, do you know Tom Hovstadt? show, Andy.
L Yes… I think so. I remember you from somewhere. Andy Thank you.
Tom You do? H How old are you, Andy?
L Yes. Were you in my Portuguese class last semester? A I’m 18 years old.
T Uh, no. In fact, I’m planning to study Portuguese this H And I understand that you are a very talented
semester. musician, right?
L But I’m sure I recognize you from someplace. Anyway, A Um, I guess. I can play a few instruments.
Joanne, how was your vacation? H What can you play?
J Great. A Piano, guitar, and I’m going to learn to play the violin.
L What did you do? H That’s impressive. So do you want to play in an
J I went to Italy. orchestra?
114
4602709_SC3e_SB2.indb 114 5/12/16 11:32
4/18/16 8:51 AM
Audio Scripts
A Well, yes, one day. But right now, I’m playing guitar in a 2. Host Hello, Andy. Welcome back.
rock band. Andy Thank you.
H Really? H Did you get to open for your favorite band?
A Yes, my ambition is to tour with a really famous band. A Yes.
H Right, and I understand that you’re doing something H How did it go?
about that soon, right? A I was a little disappointed.
A That’s right. Next week my favorite band is in town, and H Why? Wasn’t the concert good?
we’re going to open for them—you know, play before A Oh, no, the concert was amazing. I was disappointed
they start. with myself. My performance was terrible.
H That’s great! Come back and tell us how it goes, OK? H Well, it was good experience, right?
A OK! A Yes. I just want to do it again and get it right.
H Best of luck!
3. Host And now I have two very nice young people with me.
A Thank you.
Hi. What are your names and how old are you?
Briana I’m Briana Lopez and I’m 19, and this is my brother 3. Host Hi, Briana and Enrique. Welcome back.
Enrique. He’s 18. Briana/Enrique Thank you.
Enrique Hi. H Good to see you again. Did you go to the recording
H And what do you do in your free time? studio?
B We write songs. B Yes, we did.
H What kind of songs? H How was it?
E All kinds—blues, country, pop. B Amazing.
H Do you write the songs together? E Awesome.
E We write the words together, but then I usually write B The studio people were so good. Really helpful.
the music myself. H How many songs did you record?
H Do you both sing and play instruments? B Only three. That was the only problem.
B I sing and Enrique plays keyboards. E Yep, we didn’t have enough time.
H And do you record them? H Well, I hope you get another chance.
B Well, we already recorded some of them on a computer, B So do we!
but next week we’re going to a real studio. H Good luck!
E We have the chance to record five of our favorite songs. B/E Thank you!
H Oh, that’s great! Well, please come back and tell us all
about it. UNIT 3
B We’d love to.
LISTENING . . . . . . . . . . . . . . . . . . p . 19
LISTENING PLUS . . . . . . . . . . . . . . . p . 13
Matt Hello?
1. Host Hi, Sandra. Welcome back!
Amanda Hey, Matt, what’s up?
Sandra Nice to be here.
M Oh, hi, Amanda.
H So, did you make your horror movie in the beach
A How are you?
house?
M Oh... OK, I guess.
S Yes, we did.
A Hey, you don’t sound too good. What’s the problem?
H And how was it?
M I’m filling out an application.
S Awesome! It was a very interesting experience.
A What kind of application?
H Did the actors enjoy it, too?
M To be a counselor at a summer camp.
S Yes, they did. They were all very excited about it.
A Oh, OK. So... what’s the problem?
H Did you have any problems?
M I’m having trouble with one of the questions.
S Actually, we did—with one of the scenes.
A What’s the question?
H OK... What happened?
M “Have you ever done anything interesting or unusual?”
S Well, in this scene two of the actors run on the beach
A Uh, OK. Well, have you?
and start screaming.
M I’m not sure.
H Right?...
A Well, uh... have you ever traveled to any unusual places?
S Well, someone on the beach got frightened and called
M Um... I’ve been to Mexico. But I guess a lot of people have
the police.
been to Mexico, right?
H Oh, no!
A Yes, you’re right. Have you been to any other place outside
S Oh, yes... And suddenly there were police cars
the US?
everywhere.
M No, I haven’t.
H Did you explain about the movie?
A OK... have you... um... have you done any extreme sports,
S Yes. The police were OK about it.
like skydiving?
H And did you finish the movie?
M Um... well, I went whitewater rafting once.
S Yes, we did.
A Oh, excellent! Where did you do that?
H Are you happy with it?
S Hmm... not really. I’d like to do it again.
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M In Colorado. I was there for my 18th birthday, just last answer. Two points for a correct answer, and the questions are
month. about continents. So, let’s get started. Question one: Which is
A OK, so write that down. the biggest continent in the world? Jose?
M And we went snowboarding when I was there, too. Jose Asia.
A Snowboarding in Colorado! Write it down. H That is correct! Two points! Asia is the biggest
M Oh, I almost forgot! I went cave diving in Florida once. continent. It also has a bigger population than any other
A Cave diving? Wow. I’d love to try cave diving someday. continent—over four billion people or about 60 percent of
How was it? the population of the entire world. So, what is the second
M Oh, I can barely remember. It was years ago. largest continent in the world? Seiko?
A Did you go on your own? Seiko North America?
M No, I went with my parents. I think I was about H No, Seiko, I’m sorry, that’s wrong. Amy?
10 or so... Amy Africa?
A Cool. Anyway, you see? You’ve done lots of exciting stuff! H Yes! Africa is the second largest continent. There are
Write it all down and send the application. more than 50 countries in Africa. Imagine that! For an
extra two points: the world’s biggest subtropical desert
LISTENING PLUS . . . . . . . . . . . . . . . p . 19 is in Africa. Can you name it? Tony?
Amanda Hello? Tony The biggest subtropical desert is… the Sahara?
Matt Hi, Amanda. It’s Matt. H Right! Two points! OK. Question three: Which is the
A Hey, Matt. How are you? smallest continent? Amy?
M OK, I guess. A Europe?
A Have you sent the application? H No, Amy, that’s wrong. Tony?
M Yes, I have. T Australia.
A Have you gotten a reply? H That’s right! Two points! OK. Question four: Does anyone
M Yes, I have. know which continent has the fewest people? Amy?
A And...? A Antarctica?
M I got the camp counselor’s job. H That’s right. Now, North America consists of three large
A Great! countries—Canada, the US, and Mexico. So, question five—
M There’s just one problem. Well, two actually. the last question in this round: What is… the largest city
A Uh-huh? in North America? Seiko?
M I have to teach the kids how to swim. S Mexico City?
A Oh. And what’s the problem? You can’t swim? H Correct! Mexico City has a population of around 22 million
M Of course I can swim! people in its metropolitan area. By the way, the name of
A So what’s the problem? every continent begins and ends with the letter A, except
M I don’t go swimming very often. I’m out of practice. one—Europe. So, the scores at the end of round one are…
A How long before you start at the summer camp?
M Three months. LISTENING PLUS . . . . . . . . . . . . . . . p . 27
A Well, then find a swimming pool and practice again. Host So, the scores at the end of round one are… Boston
M OK. six points and San Francisco six points! OK, teams, in round
A Every day! two, you choose a number from one to six, and you answer a
M I’ll try. question on the subject of that number. So, San Francisco, give
A OK, so try! What’s the other problem? me a number between one and six.
M I have to have a driver’s license. Seiko Five.
A And you don’t have one? H Number five. Your question will be on… rivers. OK, here’s
M No, I don’t. I failed my test. your question. What is the longest river in the world?
A Come on. You have three months! You can take the S Uh… well, I guess the answer is the Nile? I mean, the
test again and pass it! Amazon is really long, too…
M Amanda... Tony I think it’s the Amazon.
A Yes? S You do? OK. We’ll say the Amazon. Is it the Amazon?
M I love your confidence! H No, it isn’t. And I can give the question to Boston.
Amy I think it’s the Nile, too. What do you think?
UNIT 4 Jose I think it’s the Mississippi.
A The Mississippi?
LISTENING . . . . . . . . . . . . . . . . . . p . 27 J Yes.
A OK. The Mississippi?
Host Hello and welcome to World Quiz. Let me start by
H No! It’s the Nile. OK, Boston, give me a number.
introducing the two teams. On my left, from Boston, please
J One.
welcome Jose and Amy! And on my right, from San Francisco,
H Your question is on… mountains. The Himalayas mountain
please welcome Seiko and Tony! OK, the rules are simple. In
range is in five different countries. Three of those countries
round one, there are five questions and anyone can answer.
are China, Bhutan, and Nepal. What are the other two
You just hit the buzzer. If you’re wrong, the other team can
countries?
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A We don’t know, sorry. Y Yes! And to make sure this doesn’t happen, we leave the
H San Francisco? Do you want to try? lights on in every room of the house.
T Russia and Afghanistan? I Interesting.
H No, Tony, you’re way off. The answer is India and Pakistan. Y New Year is also a nice time for children. On New
OK. The scores are even, so I have one final question for Year’s Day, they get a lucky bag from their parents or
both teams. The tallest mountains in the world are in the grandparents.
Himalayas, but where is the tallest mountain outside the I A lucky bag?
Himalayas? Amy? Y Yes. We call them bokjumeoni. They’re made of silk—very
A Kilimanjaro? In Africa? beautiful!
H No, I’m afraid it isn’t. Does no one else want to try? OK, I What’s in the lucky bags?
well, the answer is Aconcagua, and it’s nearly 7,000 meters Y Usually money, but sometimes other small gifts, too.
tall. So, still no winner. Back on the buzzers. Does anyone 3. Interviewer Pilar, tell me about the New Year in Mexico.
want to take a guess where Aconcagua is? Tony? Pilar Well, there are some interesting things about New
T South America? Year. Do you know about the grapes?
H Yes! Where? I Grapes? No.
A Um… Argentina? P Well, when we have dinner on New Year’s Eve, we put
H …is the right answer! So, San Francisco are today’s 12 grapes on everyone’s plate right before midnight.
winners! Join us next week for another World Quiz ! I Twelve grapes?
P Yes, one grape for each month of the year. And then we
UNIT 5 eat the grapes in the 12 seconds before midnight.
I Twelve grapes in 12 seconds?
LISTENING . . . . . . . . . . . . . . . . . . p . 33 P Yes! And you make a wish with each grape—one wish
1. Interviewer Brendan, tell me about New Year in Ireland. for every month of the year.
Brendan Well, first of all, it’s very important that you clean I Interesting. Anything else?
your house before the end of the year. Your house must be P Well, there is another interesting tradition, but I don’t
really clean before the new year starts. know anyone who does it.
I I see. Anything else? I What is it?
B It’s also lucky if the first person to come into your house P Well, they say that if you want to travel during the
after midnight is a tall, dark, handsome man. And he year, then at midnight, you take a bag, a suitcase or
must go in the front door and go out the back door. something, and you go for a walk in the streets.
I Interesting. I There are people on the street with suitcases at
B Very good if it’s a tall, dark, handsome man. Not very midnight?
good if it’s a red-haired woman. P Apparently. But I’ve never seen them...
I It isn’t good if a woman with red hair comes into the
house?
LISTENING PLUS . . . . . . . . . . . . . . . p . 33
B If she’s the first one, it’s not good. If she comes in after 1. Interviewer Brendan, have you ever spent New Year’s in
the tall, dark, handsome man, then it’s OK. another country?
I Brendan, you’re tall, dark, and handsome. Brendan Oh, yes, last year—in Australia.
B Oh, thank you. I Tell me about it.
I Do people ask you to be the first person in their house? B I went to visit my brother. He lives in Sydney. Some of
B Actually, yes, they do. his friends invited us to their apartment. There was a
I I’m not surprised. wonderful view of the Opera House. Have you ever seen
B Oh, there’s one other thing. If you’re single and you a picture of the Sydney Opera House?
want to get married in the new year, you put some I Oh, yes, it’s beautiful. So, how was the party?
mistletoe under your pillow. B Actually, the party was quiet—dinner with about 10
I Under your pillow? people. When the party started, my brother’s friend said,
B Right. That way, when you go to sleep, you dream about “We have someone here from Ireland. That’s very lucky!”
your future husband or wife. I That’s nice! So, what happened at midnight?
I Are you single, Brendan? B Well, half an hour before midnight, we all walked down
B Yes, I am, actually... to the waterfront to look at the Sydney Harbor Bridge.
At midnight, there was a fireworks display there.
2. Interviewer Yang-hee, what happens on New Year’s Eve
I Was it good?
in Korea?
B It was magnificent. After the fireworks finished, there
Yang-hee Oh, I love our New Year’s Eve festival—we call
was a big street party.
it Seotdal Geumeum. It’s the night when no one sleeps. In
I So, how would you describe New Year’s in Sydney?
the past, some people believed that if you sleep that night,
B Unforgettable!
your eyebrows turn white!
I Your eyebrows turn white?
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2. Interviewer Yang-hee, have you ever spent New Year’s H I see.

outside Korea? B Should I stop driving to work?
Yang-hee Yes, two years ago, when I visited my cousin in H Well, maybe you shouldn’t drive all the time. Maybe
San Francisco. you should take the bus two or three times a week.
I What did you do? Walking to the bus is good exercise, and I think you
Y Well, my cousin made a really nice Korean meal. After need that.
we ate it, we went out. We went down to the dock and B OK.
went on a boat cruise. H Do you go to the gym?
I A boat cruise? B Not anymore. But I go to the club.
Y Yes, we took a cruise around San Francisco Bay. When H Oh, do you exercise there?
the boat reached the Golden Gate Bridge, a fireworks B Well, I play table tennis once in a while.
display started. It was really amazing! H OK, that’s not bad, but it’s not enough exercise. You
I So you enjoyed New Year’s in San Francisco. should do more than that.
Y Oh, yes! It was magic! B Right.
3. Interviewer Pilar, have you ever spent New Year’s in any H What about food? What kind of food do you eat?
place other than Mexico? B I eat a lot of pizza. Maybe four or five times a week.
Pilar Yes. About ten years ago, I studied English in London, H Do you eat any vegetables or fruit?
England, and I spent Christmas and New Year’s there. B Oh, yes, I eat salad—maybe once a month.
I What did you do? H OK. Well, this is my advice: you really should walk
P Well, I went to a party. I brought a lot of grapes, and and get some exercise. And you shouldn’t eat so much
I wanted to do the Mexican thing—you know, eat 12 pizza! You should eat more fruit and vegetables, and
grapes? But no one wanted to do it. cook more fresh food.
I Why not? B OK, I’ll try.
P Because they wanted to watch TV. 2. Erin Hi, my name’s Erin.
I Why? Health expert Nice to meet you, Erin. How can I help you?
P They wanted to watch the New Year fireworks. E I think I need to change my lifestyle.
I Were the fireworks good? H OK. How old are you?
P Yes, but they were on TV! Fireworks are not exciting E 26.
on TV. H And what do you do?
I Then what happened? E I’m a teacher.
P After the fireworks, everyone went home. H Do you enjoy your work?
I So, what word describes your New Year’s in London? E Yes, I like it, but I get stressed a lot and I’m always
P Disappointing. tired.
H Do you exercise?
UNIT 6 E Well, I ride my bike everywhere.
H That’s good. And what do you do to relax?
LISTENING . . . . . . . . . . . . . . . . . . p . 39 E Um... I watch TV...
H Well, that’s OK, but if you get stressed a lot, maybe you
1. Health expert Hello!
should try something like meditation or tai chi.
Brian Hi.
E Really? Do meditation and tai chi help?
H Can I help you?
H They’re very good for a lot of people. You should try it.
B Uh… I don’t know. Maybe you can give me some advice.
E OK.
H Sure. Do you want to take a seat? So, what’s your name?
H And what kinds of things do you like to eat?
B Brian.
E I like all kinds of food, but I live alone and don’t have
H And how old are you, Brian?
much time to cook.
B I’m 52.
H So, what do you eat?
H OK. What do you do?
E Fast food, most days, and I drink a lot of soda.
B I work with computers.
H Ah… OK. Well, Erin, first of all, you should try to cook
H So you spend a lot of time in front of a computer?
fresh food more often. It really doesn’t take that much
B Yeah, usually. It depends, but some days, 12 hours.
time. And if you eat fast food, you should try to eat
H Wow, that’s a long time. Do you have to work that long?
some salad with it.
B Well, I don’t have to, but I do. I like my work. Is that bad?
E OK.
H Well, it’s good that you like your work, but 12 hours is a
H And my advice is: drink less soda.
lot. How do you get to work? Do you walk? Take the bus?
E Less soda. OK.
B No, I have to drive.
H In fact, you should stop drinking it completely.
H You have to drive?
E Stop drinking soda? What should I drink, then?
B There isn’t a bus or a subway from where I live.
H Try drinking more water and herbal tea. Actually, they
H Really?
have great herbal tea at the stand over there. You
B Well, there is a bus, but it’s a 15-minute walk from my
should try some.
apartment.
E OK. Thanks.
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LISTENING PLUS . . . . . . . . . . . . . . . p . 39 UNIT 7

Erin Hi.
Brian Hello?
LISTENING . . . . . . . . . . . . . . . . . . p . 47
E Can I join you? 1. Interviewer Excuse me. I’m doing a survey about shopping
B Uh… do we know each other? habits. Can I ask you a few questions?
E No, but you talked to the Healthier Life lady, right? Rebecca Sure.
B Yes. I Can I have your name?
E So did I. R Rebecca Schultz.
B Oh, really? I OK, Rebecca, question one: Do you like shopping at
E So, can I join you? malls?
B Sure. R Yes, I love going to malls. There’s a great mall near my
E Thanks. Your name is Brian, right? place. It’s very convenient.
B Yes. And you are…? I What do you like about it?
E Erin. R Well, there are so many stores.
B Nice to meet you, Erin. What’s that you’re drinking? I OK. Anything you don’t like?
E This? Oh, it’s herbal tea. R Well, sometimes there are too many people. And I never
B Ugh… have enough time.
E It’s good, actually! I’m changing my life, and this is the I Next, do you like shopping alone or with friends?
start. Is that soda? R Oh, with friends! Always!
B Yes, it is. I What about shopping online? Do you like it?
E I drink a lot of soda. R No, I don’t. I never shop online.
B Me, too. I Why not?
E You do? Well, we should both drink less soda. R Well, it’s too dangerous to give your personal
B I agree. information online—you know, your credit card number,
E In fact, we should stop drinking soda completely. that kind of thing.
B Well, I’m not so sure about that.
2. Interviewer Excuse me. I’m doing a survey about shopping
E Well, I’m going to stop drinking soda from today. What’s
habits. Can I ask you some questions?
that you’re eating?
Mario OK.
B It’s just a cookie.
I What’s your name?
E It’s a big cookie. And it’s chocolate, right?
M Mario Diaz.
B Yeah.
I Tell me, Mario, do you like shopping at malls?
E Maybe you should stop eating cookies, too.
M No! I hate it!
B Well, maybe…
I Really? Why?
E Another thing—and I’m sorry if this is a personal question,
M There are too many stores, there are too many people,
Brian, but—do you exercise at all?
and there’s too much noise! Shopping at a mall is very
B Exercise? Sure I do.
stressful!
E Great! What do you do?
I OK. Next question: Do you like shopping alone or with
B Well, every morning, I walk to my car.
friends?
E You walk to your car? Brian, walking to your car is not
M Well, if I have to go to stores, I prefer to shop alone. But
exercise!
really, I prefer to buy stuff online.
B Listen, Erin—I live in an apartment, and I have to park my
I What kinds of things do you buy online?
car a long way from it.
M Everything—electronics, clothing... I even bought my
E How far?
bicycle online.
B About a half mile. I have to walk to the car in the morning,
I Are there any problems with shopping online? Is it
and I have to walk back to my apartment in the evening.
dangerous?
That’s a mile.
M Well, I didn’t think it was dangerous, but then a friend
E Do you go the gym?
of mine had a problem. Someone got his credit card
B Not anymore.
details and spent a lot of money with his card. So, yes,
E Why not?
it’s a little dangerous, but you can find good stuff there.
B It’s too far away.
E How far? 3. Interviewer Excuse me. I’m doing a survey about shopping
B About two miles. And there’s no place to park my car. habits. Can I ask you some questions?
E Why don’t you walk there? Li Wei Sure. What do you want to know?
B Walk two miles? Are you crazy? I OK, first of all, what’s your name?
E You don’t have to do it every day. L Li Wei Chen. You can call me Li Wei.
B Erin, you sure have some crazy ideas. I Thanks. So, Li Wei, do you like shopping at malls?
E Yes, Brian, but it’s time to change. We both have to change L Yes, I do.
our lifestyles! I What do you like about it?
B Yes, but maybe we shouldn’t change too fast, eh? L Well, you can find everything you want there—under
one roof.
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I Is there anything you don’t like about malls? UNIT 8

L Well, there are too many places to go, and I never have
enough time. LISTENING . . . . . . . . . . . . . . . . . . p . 53
I Do you like to shop with friends or alone? 1. Hi, Sharon. My name is Alex, and I live in Florida. I’m 22
L Both. I like to shop alone and with friends. years old, and I’m a business student in Miami. I’m tall,
I OK. What about shopping online? slim, and I work out a lot, so I’m quite muscular. I’m a
L Oh, I love it! I buy a lot of things online. Actually, my little introverted, too. I live with my mother, and we have
boyfriend thinks I buy too much stuff online! a lot of cats, but no dogs. I don’t like them very much. I’m
I What’s the best thing about shopping online? also interested in music, but I’m not very musical. You
L The choice! And you can see it all without leaving home. say that you don’t like rock music—neither do I! I’m more
I Any problems with online shopping? into jazz and classical music. Can you believe my mother
L Yes! It’s all too tempting. It’s very easy to spend too much introduced me to jazz? We sometimes even listen to
money online. music together.
I Do you think it’s dangerous to shop online?
2. Hello, Sharon. My name is Curtis, and I’m also from
L Dangerous? No, not at all.
Boston. I’m studying business here, too, so maybe we’re at
the same school! Like you, I hope to work for a company
LISTENING PLUS . . . . . . . . . . . . . . . p . 47
that specializes in import and export. People say I’m
Interviewer Hello again. I’m with Li Wei and Mario, and
outgoing, talented, handsome, and funny—well, that’s
we’re talking some more about shopping. Li Wei, what kind of
what my friends say! I’m not a big music fan, though, and
shopping do you like to do?
I don’t really know much about cats and dogs. But I really
Li Wei Well, like I said, I love going to the mall. We have a
enjoy cooking! Well, actually, no, that’s wrong. I’m not a
great one here.
very talented cook, but I do like it when other people cook
I Mario?
for me. And I paint and draw a lot. It’s my favorite hobby.
Mario I hate going to the mall. The mall in this town is too
If you go to my website, you can check out some of the
big, and there are always too many people there.
stuff that I’ve done. I think you’ll agree I’m very talented.
L But that’s not a problem. You can take a break. Don’t
you like just sitting, having coffee, and watching people 3. Hi, Sharon. I just read your message, and you sound like
walk by? someone who I’d like to meet. My name is Josh, I’m
M Coffee is fine, but watching people—no way. a teacher, and I love dogs and cats. I don’t have any pets
I Mario, you prefer shopping online, right? because my apartment is too small. I like classical music,
M Right. It’s easy, it’s quick. You can look at stuff. You can and I’m starting to get into jazz, but I’m not sure I
take your time and think… understand it yet. I don’t paint. I’m not very artistic, but
L But you can do that at the mall, too. I love going to art galleries. I’m not a great cook, but I’m
M No, you can’t! You stop, you look at something, and a store taking classes in Japanese cooking. Oh, did I mention that
assistant says, “Hi! Can I help you?” I live in Osaka, Japan?
L Right. And you say, “No, thank you, just looking.” It’s easy.
I So, Li Wei, you said you buy a lot of things online?
LISTENING PLUS . . . . . . . . . . . . . . . p . 53
L Yes, I buy things all the time. Stuff like books and tickets Sharon Hello?
for shows… But I never buy clothes and shoes. I mean, Josh Sharon?
imagine buying a pair of shoes online. That’s just crazy. S Yes?
M Why? J Hi. This is Josh.
L Because you have to see them, try them on. See if they’re S Josh?
the right size. J Yes. Josh from Japan.
M That isn’t a problem. If you buy something online and you S Oh! Hi!
don’t like it, you can usually send it back. J You said I should call. Is it all right?
I So, Mario, aren’t you going to change your mind about S Sure!
shopping in malls? J Do you have time to talk now?
M I don’t think so. S Yes! Yes, I do.
I How about if Li Wei takes you mall shopping? J Great. So, what are we going to talk about?
M What? S Um… well, you can start by telling me about you.
L Sure thing! J OK. I’m a teacher.
M Hold on a second. S What kind of teacher?
I So, this is the challenge: Li Wei is going to take Mario J I teach business English.
shopping at the mall. We’re going to see if she can change S OK. Do you teach in a school? A college?
his mind about it. OK, you guys? J Actually, I work for a company that imports and exports
L Yes! Come on, Mario! We’re going to have a great time. stuff. I’m the company English teacher.
M I am not so sure about that. S I see. Do you live in Tokyo?
J No, I live in Osaka.
S Oh, right, you said that. Sorry.
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J That’s OK. Actually, I live in Kobe, which is about 30 3. Friend What did you do on vacation last year, Min-ju?
kilometers from Osaka. Min-ju I went canoeing at Yellowstone.
S Is it a big city? F Nice! Did you enjoy it?
J Yes. It’s the sixth biggest city in Japan. M Um… well, I enjoyed the vacation, but I cut my knee
S Oh, OK. Do you like it there? pretty badly.
J I love it. The people are great, and I like the place where F Uh-oh. I guess canoeing can be dangerous, huh?
I work. M Actually, I didn’t cut my knee while I was canoeing.
S And what do you do in your free time? F No?
J I go out a lot. I love Japanese food. I like going to M No. I did it while I was taking my canoe up a hill.
restaurants that serve traditional Japanese cuisine. F Huh? What happened?
S And you like music, right? M I wasn’t looking where I was going, and I tripped over
J Yes, classical and jazz. There’s a great jazz festival here, a rock.
which takes place in October. F Terrible!
S And what else do you like to do? M It was. But then my instructor helped me. In fact, he
J Well, I like meeting people online. I like talking to people carried me up the hill and then drove me to the hospital.
who have the same interests as I do. And you seem to be F Good.
interested in the same things that I am. M Yes, very good. He was a very nice guy.
S I do? F And…?
J Oh, yes. M And, well, let’s say I know him a little better now.
S How do you know?
J Excuse me? LISTENING PLUS . . . . . . . . . . . . . . . p . 59
S How do you know I’m someone who has the same 1. Doctor Come in.
interests as you? Robin Hi, my name’s Robin Edwards.
J What do you mean? D Take a seat, Robin.
S Well, you didn’t ask me a single question. R Thank you.
J I didn’t? D How can I help you?
S No. R Well, I broke my arm when I was on vacation last year.
J Oh. So… uh… Sharon, what kind of people do you like? D How did it happen?
S I like people who want to find out about me. I like people R I fell when I was getting out of the shower.
who ask me lots of interesting questions. And I like people D Really?
who don’t talk about themselves all the time. R Yes, the thing is, that happened five months ago, but
J Um… OK. That makes sense. my arm started hurting again.
D Oh, I’m sorry to hear that. When did it start hurting?
UNIT 9 R When I was carrying a new sofa up the stairs.
D Hmm… that isn’t good. Maybe you should get an X-ray.
LISTENING . . . . . . . . . . . . . . . . . . p . 59 Let’s see what we can do.
R Thanks.
1. Friend What did you do on your vacation last year, Robin?
Robin I went jet-skiing. It was my first time. 2. Bob Hi, can I come in?
F Oh? Did you have a good time? Manager Oh, hi, Bob. Yes, come in.
R Actually, no. I broke my arm. B Ouch!
F Oh, no! Jet-skiing is so dangerous! M Are you OK?
R I didn’t break my arm when I was jet-skiing. B Not really, no.
F No? M What’s the problem?
R No. I broke it in the bathroom of my hotel room. B Well, before I came to work here, like, last year, I
F Really? How did you do that? sprained my ankle.
R I fell while I was getting out of the shower. M How did you do that?
F Oh! That’s too bad. B I was coming out of a store and I tripped on something
on the floor.
2. Friend Where did you go on vacation last year, Bob?
M I see.
Bob We went to the beach.
B The thing is, I think I just sprained my ankle again.
F That sounds nice. What did you do there?
M When?
B Well, we wanted to go waterskiing.
B Ten minutes ago. I was walking down the stairs, and I
F Cool! Did you have a good time?
missed a step. Same ankle. And it really hurts now.
B Well, not really. I sprained my ankle.
M You can’t work like that. You should go home and rest.
F Oh, sorry to hear that. Waterskiing is a little dangerous,
B Thanks.
isn’t it?
M Come back tomorrow.
B Oh, I didn’t sprain my ankle when I was waterskiing.
B OK. The thing is, it really hurts. Can I take two days off?
F No?
M Bob, come back tomorrow. OK?
B No, I fell down when I was walking out of a store.
B OK.
F Oh, not good.
B No, not good at all.
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Audio Scripts
3. Min-ju Hello, I’m Min-ju. away from the beach. And this—this kind of wave—was
Instructor Hi, I’m Elena. I’m one of the instructors. following them! I was absolutely terrified. The wave came
M Nice to meet you. over the wall of the hotel and hit the building! I was so
I Have you been canoeing before? lucky I was on the fourth floor of the hotel.
M Well, I took some lessons on my vacation last year.
I Oh, how was it? LISTENING PLUS . . . . . . . . . . . . . . . p . 67
M Oh… it was fine, but I didn’t actually do much canoeing. 1. Lucy: I knocked on my sister’s door. When she didn’t
I Why not? answer, I thought, “Maybe she left already.” So I went to
M Well, on the first day, I cut my knee very badly when I the street, but when I saw she wasn’t there, I tried to get
was carrying my canoe up a hill. back into the hotel. But a guy stopped me. “She can’t be
I Ouch! in there,” he said. “The hotel is empty.” Just then, I saw
M My instructor was amazing. He carried me up the hill her. She was taking care of some children who were really
and took me to the hospital. scared. That’s typical of her, and I’ve never been so happy
I That was nice of him. to see her!
M Yes, very nice. In fact, we’re married now. 2. Adam: So, my girlfriend and I were in the coffee shop, and
I Wow! I was thinking, “We must be the luckiest people in the
M But I haven’t been back in a canoe since then. And I world right now!” “Can you imagine?” my girlfriend said.
don’t know why, but I’m a little scared now. “We were on that mountain yesterday.” Then all the lights
I OK. Maybe you should go out with someone more went out. “Oh,” I thought, “the power lines must be down.”
experienced today. Then the coffee shop manager said, “Is anyone planning
M Good. I’d like that. to fly out of here today?” “Yes,” we said. “Well, you might
I And don’t worry. You’ll be fine. not make it to the airport,” he said. “The road is closed. It’s
under the avalanche.” At first I thought, “Oh, no!” But then
UNIT 10 I thought, “Hey, this means an extra day of vacation!”
LISTENING . . . . . . . . . . . . . . . . . . p . 67 3. Maggie: I ran out of my hotel room and went to my

parents’ room, but they weren’t there. I thought, “They
1. Lucy: I was traveling with my sister in South America can’t be on the beach. They usually don’t go to the beach
when there was an earthquake near the town where we until the evening.” But I was still worried. Where were they?
were staying. We were in a student hostel, and she was Then I thought, “They might be in the restaurant.” That’s
in a different room from me. I was asleep when it started, on the first floor. I went down there; the place was flooded,
and I woke up because my bed was shaking. At first, I and it was terrible! But my parents weren’t there. Then I
was a little puzzled, but then I thought, “Oh, it must be thought about the roof. There was a swimming pool up
my sister. We have to get up.” Then I realized, “It can’t be there, so I ran up. When I got there, I was so relieved! My
my sister. She’s in a different room!” Then a bell started parents were lying by the pool, and they were asleep. Can
ringing, and I heard someone in the hall. He was speaking you believe it? They slept right through the whole thing!
in Spanish, but I don’t understand Spanish. So I went to
the door, and people were running down the hall. “Don’t UNIT 11
use the elevators!” someone shouted. Then I realized, “It
must be an earthquake!” LISTENING . . . . . . . . . . . . . . . . . . p . 73
2. Adam: There was an avalanche when my girlfriend and I 1. Carl Hi, my name is Carl Rossi. I’m 24 years old, and I live
were on a skiing vacation in Aspen, Colorado. Fortunately, in California. I’m making an audio history of my family.
we weren’t actually skiing at the time. We were in the I’m going to talk to my dad and my grandfather to find out
coffee shop in our hotel. I heard a noise, and at first I what they used to do when they were younger. First of all,
thought, “It must be thunder.” But then I looked out the my dad, Franco Rossi. Hi, Dad.
window and the sky was blue. So I thought, “It can’t be Franco Hi.
thunder, there are no clouds in the sky.” Then someone C Welcome to the Rossi family history recording.
shouted and pointed at the window on the other side of F It’s nice to be here.
the coffee shop. There was a huge avalanche coming down C OK, let’s start. Dad, where were you born?
a nearby mountain! We all stood there and watched the F I was born in Italy.
snow. It was incredible! I was so relieved that we weren’t C And when did you come to live in the United States?
skiing at the time. Fortunately, there was no one on the F We came here when I was three years old.
mountain when it happened. C How long ago was that?
3. Maggie: I was on a family beach vacation in the F Well, I’m 52 now, so it was 49 years ago.
Philippines last year when there was a tsunami! I was C And did you come from Italy to California?
sleeping in my hotel room when it happened. I woke up F No, when we came to the US, we first lived in New
when I heard shouting. I thought, “What on earth is going Jersey, and then in New York City. We came to live in
on?” I thought, “Someone famous must be at the hotel.” It California right after you were born.
was possible—we were staying at a very expensive hotel. C What did you use to do in your free time when you
Anyway, I went onto my balcony, and people were running were a kid?
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Audio Scripts
F I used to make model airplanes. S We met when we were children.

C Really? Do you still have them? C Really?
F I’m afraid not. And I used to collect stamps. S Yes. We used to live in the same village. In fact, your
C Ah, right, I’ve seen the books. They’re amazing! grandfather lived on the same street. He used to walk past
F Yes. I don’t understand why your generation doesn’t my house on his way to school.
collect stamps... C How old were you when you met him?
C Yeah, well. Did you use to have a TV in those days? S No idea! He was always there.
F Yes, I used to watch cartoons all the time when I was C Did you use to walk to school together?
little. Later, I used to watch a lot of comedy shows. S Walk to school with a boy? No way! My parents didn’t let
C You didn’t have computers, cell phones, or things like me talk to any boys on the street.
that, right? C They didn’t? Even when you were a child?
F No, nothing like that. S Yes, especially when I was a child. The boys in my village
C So, what else did you do in your free time when you were terrible. They used to get into trouble all the time.
were a teenager? Anyway, I didn’t like boys in those days. But the girls were
F Well, lots of things. I used to go dancing, go to the nice, of course.
movies, or just hang out with friends. C Tell me about your school.
C Oh, right, well, teens also do that these days. Did you S Well, it was a small village, so there was just one school for
use to hang out at the mall? all the children.
F Well, there weren’t any big shopping malls in New York C All the children? Until they went to college?
City in those days. S Yes, but not many people went to college. I left school
C Oh. when I was… I can’t remember, when I was 13 or 14.
C Wow. That’s very young to leave school.
2. Carl Hi, this is Carl Rossi again, and I’m back with my
S It was normal in those days. Girls didn’t use to stay in
grandfather, my dad’s dad. His name is Giorgio Rossi. Hi,
school for a long time. We had to work at home.
Gramps!
C Work at home? Doing what?
Giorgio Hi, Carl.
S Housework! Carl, remember, we didn’t use to have washing
C Welcome to the Rossi family history recording.
machines, dishwashers, vacuum cleaners. We didn’t even
G OK, OK! Let’s do it!
have running water! There was a lot of work. Too much for
C So, Dad told me that he was born in Italy. Were you
my mother.
born there, too?
C I see.
G Yes, I was.
S Also, I was the only girl in the family, so I used to do
C And did you go to school and stuff there?
everything.
G Yes, I did. We lived there until I was nearly 30 years old.
C But you had three brothers. Didn’t they do any housework?
C And how old are you now?
S Oh, Carl, did the boys do housework? That’s funny!
G I’m 79.
C What’s funny? I don’t understand. You had three brothers,
C So, did you use to have a TV when you were a kid?
right?
G No! I didn’t even see a television until I came to the US.
S Right.
C Then, what did you use to do in your free time?
C And they didn’t use to help with housework?
G Lots of things! We lived near the sea, so we used to go
S Right.
to the beach a lot. We also used to play soccer or go
C So what did they use to do?
for long walks. One of my favorite things was climbing
S I told you! They used to get into trouble!
trees. There was a big tree outside my bedroom
window. I used to climb it down to go and play with
my friends. UNIT 12
C And did you use to hang out at the mall with your
friends? LISTENING . . . . . . . . . . . . . . . . . . p . 79
G Carl, they didn’t have shopping malls where I lived. 1. Host Hi, and welcome to Student Radio. Today’s topic is
They didn’t even have supermarkets. living and studying in another country. I’m going to talk to
C No supermarkets? So where did you go to buy food? some students about where they want to study. First of all,
G We used to buy it from farmers. Or we used to go to Jim McCormick.
stores! Jim Hi.
H What are you studying?
LISTENING PLUS . . . . . . . . . . . . . . . p . 73 J At the moment, I’m studying engineering.
Carl This is Carl again. Now I’m talking to my grandmother, H And I understand your special interest is space
Silvana. Welcome to the Rossi family history recording, and technology.
thanks for helping me with this, Grandma. J That’s right. And next year, I want to study in a country
Silvana No problem, Carl. where they have a space program.
C OK. Well, I want to ask you about your life in Italy, before H So where do you plan to go?
you came to the US. J Well, the two countries I can choose from are Russia
S What do you want to know? and China. I think China has the most interesting
C Well, first of all, when did you meet Gramps? program. It’s in Sichuan Province.
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Audio Scripts
H Where? technology. Last year I was in China. In Sichuan

J Sichuan Province, in the southwest of China. Province.
H I see. J Wow. How was it?
J But I don’t think there’s much chance for me to visit N Just amazing. If you get the chance, you have to go.
Sichuan, so I’m trying to find a way to go to Russia. H That’s very interesting, Nancy. How did you do that? I
H Where in Russia? mean, how did you organize your visit?
J I want to go to Star City. It’s the place where the N My college organized it for me. Jim, it’ll help you if you
Russian cosmonauts go for training. can do it that way.
H And when are you planning to go? H Do you have any other advice for Jim?
J Well, if I get permission soon, I’ll go next summer. If I N Yes. Learn Chinese before you go. If you do that, your
don’t, I may not go at all. life will be a lot easier!
2. Host Hi. What’s your name? 2. Host Hello, caller, you’re through to Megan Kirk.
Megan Megan Kirk. Sam Hi, Megan, my name is Sam.
H And what do you study, Megan? Megan Hi, Sam. Nice to meet you.
M Well, right now I’m studying music. S Hi. Nice to meet you, too. You want to go to England,
H Do you play a musical instrument? right?
M Yes, I do. I play the guitar, and I also play the piano. But M Right.
what I really want to do is become an audio producer S You made the right decision. I studied audio
and work in music studios. production in London and I had a fantastic experience!
H I see. That’s quite a change of career. M London is good, huh?
M Not really. I’ve done some recordings, and I realized S It’s great. The music scene is awesome. If you go to
that I prefer the technical side of it. London, you’ll hear musicians from all over the world.
H So, what are your plans? M That’s great.
M Well, I applied to take an audio production course in S But…
London, England. H Uh-huh, there’s a “but.”
H Really? Why London? S There is a big “but.” London is a very expensive city. If
M Because they have some great music studios there. you want to live somewhere nice, you’ll have to pay a
H And if you can’t go to England? lot of money. Try to share a place with someone.
M If I can’t go to England, I’ll study here in the US. H Thanks for your advice, Sam!
H Right! We have some good studios, too! M Yes, thank you.
M I know that. S You’re welcome!
H And when do you want to go? 3. Host I’m with Richard Donovan, who wants to study
M Well, if I can get the money soon, I’ll go in September. If fashion design in Milan, Italy, but he isn’t sure he’ll be
it takes a little longer to save up, I may go next year. accepted. Is that right, Richard?
3. Host Hi. What’s your name? Richard Right.
Richard Richard Donovan. H What will you do if they don’t accept you? Will you go
H And what are you studying, Richard? to Paris?
R Well, I started out studying photography, but now I’m R Well, at the moment, Paris is also a problem. I really
studying fashion design. need a third option.
H I see. And you want to study in another country? H OK, callers. So, Richard is looking for another option.
R That’s right. He wants to go somewhere to study fashion design.
H Where do you want to go? Any ideas? OK, we have a caller on Line 2.
R Italy. But if I can’t go to Italy, I want to go to France. Anita Hello!
H Where in Italy? H Hello. And your name is…?
R Milan. It’s the center of the Italian fashion trade. A Anita Cummings.
H I see. And when do you want to do that? H And what do you do, Anita?
R Well, I’m making plans to start work in one of the top A I work in a fashion house in San Francisco.
fashion houses in Milan next year. H Sounds good. So, what do you want to say to Richard?
H Next year? A Hello, Richard. It will be really good for you if you go
R Yes. But if they say I can come sooner, I’ll leave to Italy, but I have another suggestion. Why not go to
immediately. Japan?
R Japan?
LISTENING PLUS . . . . . . . . . . . . . . . p . 79 A Yes. They have great fashion designers there.
1. Host Welcome back to Student Radio. I’m with Jim R Yeah, you’re right.
McCormick, and, Jim, we have a caller who wants to give A I spent a year working in a fashion house in Kobe, and
you some advice. Go ahead, caller. I learned a lot.
Nancy Hi, Jim, my name is Nancy. R That’s very interesting. OK, if I don’t get a chance to go
Jim Hi, Nancy. to Europe, I’ll definitely think about Japan.
N Hi. I live in Boston, and I’m also studying space
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GRAMMAR
• Point out that the informal

GRAMMAR ways to agree or disagree are
used to talk about the speaker,
UNIT 1 not about other people. We
can say Me, neither! but not
Agreeing with so and neither
Her, neither!
We use so to show agreement with affirmative statements. Notice that we use the
verb before the subject. • Ask students to give additional
• A I’m tired.
B So am I. (So I am.)
• A She is hungry.
B So is he. (So he is.) examples of conversations
We use neither to show agreement with negative statements. Notice that we use with agreeing or disagreeing
the verb before the subject.
• A I’m not thirsty. • A She isn’t angry.
responses.
B Neither am I. (Neither I am.) B Neither is he. (Neither he is.)
We use the helping verbs be, can, and do with so and neither.
So
A I’m studying now.
Neither
A I’m not studying now.
NOW PRACTICE
B So am I. B Neither am I.
A
B
I’m going to leave soon.
So am I.
A
B
I’m not going to leave soon.
Neither am I.
Activity 1
A
B
I can swim.
So can I.
A
B
I can’t swim.
Neither can I.
A I like mountain climbing. A I don’t like mountain climbing. example. Elicit whether the
B
A
So do I.
I talked to him yesterday.
B
A
Neither do I.
I didn’t talk to him yesterday.
verb in the first statement is
B So did I. B Neither did I. be, can, or another verb. Then
There is also a more informal way to respond. ask about the tense. Elicit the
• A I’m going on vacation.
B Me, too.
• A I’m not going on vacation.
B Me, neither.
answer So did we.
• Have students read the
NOW PRACTICE sentences carefully and do the
1 Agree with the statements below. activity on their own.
1. A We loved the movie. 6. A We didn’t go scuba diving. • Have students compare their
So did
B
2. A I don’t understand this.
we. B we.
7. A He can come for dinner.
answers with a partner before
B I. B she. checking answers with the
3. A She can’t leave now. 8. A I’m not going to stay out late tonight. class.
B he. B I.
4. A I’m going to take a vacation soon. 9. A I’m having a lot of fun.
ANSWERS
B I. B I.
5. A I think hiking is boring. 10. A She isn’t saying anything. 1. So did
B I. B he.
2. Neither do
3. Neither can
4. So am
5. So do
125
6. Neither did
7. So can
8. Neither am
4602709_SC3e_SB2.indb 125 4/18/16 11:32 AM
9. So am
UNIT 1 • Point out that we use the 10. Neither is
helping verb do when agreeing
Grammar Reference with verbs other than be and
modals. We also use be when
• Have students read the agreeing to statements in
explanations of how to use so the present continuous. For
when expressing agreement example:
with affirmative statements,
and neither when expressing A I’m having fun.
agreement with negative ones. B So am I.
• Use the charts to show • Make sure students notice the
examples. Explain that the statements and responses in
pattern is So + helping verb tenses other than the present:
or be + subject to show A I talked to him yesterday.
agreement with affirmative (simple past)
statements, and Neither + B So did I.
helping verb or be + subject
for negative statements.
Unit 1 • Grammar T–125

4602723_SC3e_TB2.indb 125 5/12/16 8:51 AM

UNIT 2 Grammar
Grammar Reference UNIT 2

• Have students read the Adjectives with –ing and –ed; –ed adjectives + preposition
explanations of when to use We usually use adjectives ending with -ed to describe feelings or emotions.
adjectives ending in -ed or

• I feel tired. (I feel tiring.) • I feel bored. (I feel boring.)
• I feel relaxed. (I feel relaxing.) • I feel disappointed. (I feel disappointing.)
-ing. Ask students to give We usually use adjectives ending with -ing to describe the causes of feelings or emotions.
additional examples. • Hiking is tiring. (Hiking is tired.)

• The movie is boring. (The movie is bored.)
• Sailing is relaxing. (Sailing is relaxed.)
• The music was disappointing. (The music was disappointed.)
• Use the chart to show the After some -ed adjectives, we can use a preposition + a noun or gerund (the -ing form of a verb).
prepositions that are used • I am interested in your new book. • I am interested in reading your new book.
with particular adjectives. Ask Some common -ed adjectives + preposition are:
students to make additional -ed adjective

amazed
+ preposition
at
-ed adjective
interested
+ preposition
in
sentences using the adjectives bored by/with surprised by/at
and prepositions in the chart. disappointed

excited
in/with
about/by
terrified
tired
of/at
of
frightened of/by
NOW PRACTICE NOW PRACTICE
1 Complete the conversations. Choose the correct word in parentheses.

Activity 1 1. A How was the movie?
• Focus attention on the first B It was OK, but I was (boring/bored) for the first hour.
conversation and use it as an 2. A How was your sailing trip?

B It was (frightening/frightened). I almost fell in the water.
example. Have two students 3. A Do you want to go out tonight?
read it. Elicit whether the B I don’t think so. I feel really (tiring/tired).
4. A How was the party?
speaker in B is describing how B It was really (disappointing/disappointed). Only a few people came.
he or she felt or what caused 5. A Did you enjoy your vacation?
the feeling. B Absolutely. It was (amazing/amazed).
• Have students read the five 2 Complete the questions with a preposition from the box.
conversations carefully and do 1. Do you ever get tired of watching movies?
about
the activity on their own. 2. What are you interested
3. Do you ever get excited
doing this weekend?
doing your homework?
by
in
• Have students compare their 4. What are most people terrified ? of
answers with a partner before 5. Do you get bored

6. Why are some people frightened
listening to classical music?
airplanes?
checking answers with the
class.
ANSWERS 126
1. bored
2. frightening 4602709_SC3e_SB2.indb 126 4/18/16 11:32 AM
3. tired
4. disappointing ANSWERS
5. amazing 1. of
2. in
3. about
4. by / of
Activity 2 5. by
• Focus attention on the 6. of / by
activity. Make sure students
understand that they need to
complete the questions using
one of the prepositions in
the box. Explain that some
prepositions can be used more
than once.
on their own.
• Have students compare their
class.
T–126 Grammar • Unit 2
4602723_SC3e_TB2.indb 126 5/12/16 8:51 AM

Grammar
• Have students read the five
sentences carefully and do the
UNIT 3 activity on their own.
The present perfect • Have students compare their
We use the present perfect:
1. to talk about a past event which happened in a period of time up to now.
• Have you ever ridden a motorcycle? (= in your life up to now) class.
• She has climbed ten mountains. (= in her life up to now)
2. to talk about a past event that has an effect on the present. ANSWERS
• I have forgotten my homework. (= I don’t have it now.)
• He has broken his arm. (= It is broken now.)
1. has, gone
3. to talk about a past state that continues up to now. 2. haven’t tried
• I have studied English for five months. (= I’m still studying English.)
• We have lived in Seoul since 2009. (= We are still living in Seoul.) 3. haven’t eaten
We form the present perfect with has/have + the past participle of the main verb.
4. has, wanted
5. have, flown
Affirmative and negative statements
I have has
He
You ’ve ’s
tried it. She tried it.
We have not has not
It
Activity 2
They haven’t hasn’t
We don’t mention the exact time of a past event when we use the present perfect.
But we can use time expressions for periods of time up to now that are not finished yet.
When we are talking about a specific time in the past, we use the simple past form of a verb. • Focus attention on the
• We’ve been there many times. (= in our lives up to now)
example. Make sure students
• I have climbed three mountains this year. (= This year is not finished yet.)
• I climbed three mountains last year. (= Last year is over.) understand that they need to
choose the present perfect or
NOW PRACTICE the simple past form of the
1 Complete the sentences. Use the present perfect form of the verb in parentheses. verb.
1. My sister has never gone skydiving. (go) • Have students do the activity
2. I
3. We
to windsurf. Have you? (not try)
anything today. (not eat)
on their own.
4. He always a sports car. (want) • Have students compare their
5. How many times you in an airplane? (fly)
2 Complete the sentences. Choose the correct form of the verb in parentheses. checking answers with the
1. I (have gone/went) bungee jumping many times. class.
2. My friends and I (have gone/went) hang-gliding last fall.
3. My parents (have visited/visited) China several times last year.
• If students have trouble
4. We (have eaten/ate) out three times this week. doing the activity, encourage
5. I (haven’t watched/didn’t watch) a good movie for a long time.
them to identify whether the
6. My friends (have seen/saw) a great comedy on Saturday.
statements contain specific
time references. Remind
students that we do not use
127
the present perfect to describe
actions at specific times in the
past.
4602709_SC3e_SB2.indb 127 4/18/16 11:32 AM
UNIT 3 • Explain that we do not use

time expressions that show ANSWERS
Grammar Reference a specific time in the past 1. have gone
(yesterday, last Monday) with 2. went
• Have students read the the present perfect. We do use 3. visited
explanations of when to use time expressions that show an 4. have eaten
the present perfect. unfinished period of time (for 5. haven’t watched
• Use the chart to explain five years, since last year) and 6. saw
the pattern in affirmative frequency expressions such as
statements: Noun or pronoun many times, three times, etc.
+ has or have + past participle.
The negative is formed with
has not or have not. NOW PRACTICE
• Point out that when we make
questions with the present Activity 1
perfect, have/has comes before • Focus attention on the
the subject. For example: Has example. Elicit why has ...
he tried it? How many times gone are the correct words
have you seen that movie? to complete the sentence.
(My sister = she; gone = past
participle of go)

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UNIT 4 Grammar

• Have students read the Superlative adjectives: forms and spelling rules
explanations of when to use We use superlatives to compare a thing/person (or a group of things/people) to the whole group the
thing/person belongs to. The superlative is usually preceded by the or a possessive adjective.
and how to form superlative • Rio is the most exciting city in the world. • She’s my best friend.
adjectives.
• What is the longest river in the world? • This is our newest car.
•
To form the superlative, we add –est to one-syllable adjectives and some two-syllable adjectives.
Focus attention on the Spelling rules: short adjectives
examples. Make sure students For most one-syllable adjectives, just add –est. cheap cheapest new newest
notice that we use the article For short adjectives that end in –e, add –st. large
big
largest fine
fat
finest
For short adjectives that end in one vowel and one biggest fattest
the or a possessive before the consonant, double the consonant and add –est.
adjectives. Ask students to give For short adjectives that end in –y, change
the –y to –i and add –est.
dry driest lazy laziest
additional examples. A few adjectives have an irregular form. good best bad worst
• Point out that some common With most two-syllable adjectives and with longer adjectives, we use most + adjective.
adjectives are irregular. These Spelling rules: long adjectives

most + adjective
include good (better, best) and
famous most famous
expensive most + adjective most expensive
bad (worse, worst). We can leave out the noun if it has already been mentioned.
• Which city is the most beautiful?
• Which movie was the best?
NOW PRACTICE NOW PRACTICE
Activity 1 1 Write the superlative form of the adjectives.

• 1. happy happiest 5. thin 9. amazing
Focus attention on the 2. old 6. important 10. sad
example. Have students look at 3. cute 7. pretty 11. wide
the spelling rules and identify 4. angry 8. romantic 12. funny
which rule applies to happy. 2 Complete the questions with the superlative form of the adjective in parentheses.
• Have students do the activity 1. What car is the most expensive ? (expensive)
on their own. 2. What is the

3. What is the
sport? (dangerous)
movie you’ve ever seen? (funny)
• Have students compare their 4. What kind of music is the ? (relaxing)
answers with a partner before 5. Who is the

6. Who in your family is the
person in your family? (tall)
? (thin)
class.
• Check answers by having
students write the answers on
128
the board or spell each word to
the class. 4602709_SC3e_SB2.indb 128 4/18/16 11:32 AM
ANSWERS • Have students do the activity

1. happiest on their own.
2. oldest • Have students compare their
3. cutest answers with a partner before
4. angriest checking answers with the
5. thinnest
class.
6. most important
7. prettiest ANSWERS
8. most romantic
9. most amazing 1. most expensive
10. saddest 2. most dangerous
11. widest 3. funniest
12. funniest 4. most relaxing
5. tallest
6. thinnest
Activity 2
example. Elicit why the
most expensive is the correct
superlative form of expensive.
(The adjective expensive has
three syllables.)
4602723_SC3e_TB2.indb 128 5/12/16 8:51 AM

the conjunction, depending on
Grammar
the meaning of the sentence.
UNIT 5 Remind students that they also
Adverbial clauses: before, after, and when need to consider whether a
comma is necessary.
•
We use the words before, after, and when to introduce a time clause.
• I studied English before I went to the United States. Have students read the four
• I hope to travel after I finish college.
• When I have a problem, I talk to my friends. sentences carefully and do the
Time clauses usually follow the main clause, but we can also use them before the main clause. activity on their own.
When the time clause comes first, we use a comma (,) to separate it from the main clause.
Main clause Time clause

A couple usually gets engaged before they get married. answers with a partner before
A couple usually goes on a honeymoon after they get married.
Time clause
Before a couple gets married,
Main clause
they usually get engaged.
class.
After the couple gets married, they go on a honeymoon.
ANSWERS
We use the simple present in a time clause to express future time.
• I’ll be there when the guests arrive. (I’ll be there when the guests will arrive.)
• When classes end, we’re going to go to Spain. (When classes will end, we’re going to go to Spain.)
1. When I went to Anna’s party, I
took a gift. / I took a gift when
If both clauses refer to the same period of time, we need to use similar verb forms in each clause.
• I always listen to music before I go to bed. (I always listen to music before I went to bed.)
I went to Anna’s party.
• Last night I listened to music before I went to bed. (Last night I listened to music before I go to bed.) 2. After I ate breakfast, I went to
work. / I went to work after I
NOW PRACTICE ate breakfast.
3. When I was on the bus
1 Rewrite these sentences using a time clause with the word in parentheses. yesterday, I fell asleep. / I fell
1. I went to Anna’s party and I took a gift. (when)
When I went to Anna’s party, I took a gift. asleep when I was on the bus
2. I ate breakfast and then I went to work. (after) yesterday.
4. This morning I went jogging
3. I was on the bus yesterday and I fell asleep. (when) before I had breakfast. /
Before I had breakfast this
4. This morning I went jogging and then I had breakfast. (before)
morning, I went jogging.
2 Complete the sentences with the correct form of the verb in parentheses.
Activity 2
1. When I called my friend, she didn’t answer. (call)
2. She never answers when he her. (call)
3. She’ll call you when she
4. We left before it
home. (get)
to rain. (start)
5. We’ll leave when it to rain. (start) activity. Make sure students
6. It was dark outside when we home in the morning. (leave)
use the correct tense of the
verb in parentheses.
129 • Focus attention on the
example. Elicit why called is
4602709_SC3e_SB2.indb 129 4/18/16 11:32 AM
the correct form to complete
UNIT 5 • Use the charts to show the use the sentence. (The sentence
of commas when the clause is about the past, as indicated
Grammar Reference with the time expression starts by the main clause: she didn’t
the sentence. answer.)
• Have students read the
explanations of how to use • Explain the use of tenses in • Have students do the activity
before, after, and when to both clauses. Note that when on their own.
introduce a time clause. Ask describing future time, the • Have students compare their
students to give additional verb in the adverbial clause is answers with a partner before
examples. in the present tense. checking answers with the
• Write the following examples class.
on the board:
Before I studied English,
NOW PRACTICE ANSWERS
1. called
I went to the United States. Activity 1 2. calls
I studied English before
I went to the United States. • Focus attention on the first 3. gets
item and use it as an example. 4. started
Use these examples to show 5. starts
how the meaning of the Students need to connect the 6. left
sentence changes completely two clauses in the sentence
depending on the position of using when. In order to do
the conjunction. this, they need to remove and,
and consider where to place

4602723_SC3e_TB2.indb 129 5/12/16 8:51 AM

UNIT 6 Grammar

• Have students read the Should and have to
explanations of when we use We often use should to ask for and give advice and to make suggestions.
should and have to. Explain

• What should I do to be healthier? • Should I call her?
• You should exercise every day. • Shouldn’t you be there by now?
the difference in meaning For affirmative statements, we use should + the base form of a main verb.
between the two expressions.

For negative statements, we use should not or shouldn’t.
Have to expresses something Affirmative statements

I/You/He/She/It/We/They should exercise every day.
obligatory, as in You have to Negative statements
boil water to make tea. Should I/You/He/She/It/We/They
should not exercise
every day.
expresses something optional shouldn’t exercise
but recommended, as in You We use have to + the base form of a main verb to talk about obligation and rules.
• What kinds of clothes do I have to wear? • You have to get in shape.
should exercise every day. • Does he have to pay for the class? • She has to get a job.
• Use the charts and the We use don’t have to when something is not necessary.
• We don’t have to wear a uniform to school.
explanations to show the • He doesn’t have to pay for the class.
form. Make sure students

understand that in questions NOW PRACTICE
with should, the modal comes 1 Complete the sentences with should or shouldn’t and a verb from the box.
before the subject. In questions 1. It’s really cold outside. You should wear a coat.
answer
with have to, we use the 2. You don’t look very well. Maybe you
3. You this movie. It’s not very good.
to the doctor. drive
eat
helping verb do/does before 4. The phone’s ringing. I it? go
the subject and the base form 5. It’s getting late. We dinner soon.
watch
wear
of have after it. Ask students to 6. You there. The car isn’t working very well.
give additional examples. 2 Rewrite the sentences. Use should, have to, or don’t have to.
1. Don’t call me. It’s not necessary.
You don’t have to call me.
NOW PRACTICE 2. Drink a lot of water. It’s a good idea.
3. Exercise every day. It’s necessary.
Activity 1 4. Don’t tell me again. I understand you.

• Focus attention on the verbs
in the box and the example. 5. Take this medicine. It’s necessary.
Elicit why should wear are the

correct words to complete
the sentence. (The speaker is
130
giving advice: it is a good idea
to wear a coat.) 4602709_SC3e_SB2.indb 130 4/18/16 11:32 AM
• Have students read the six

sentences carefully and do the Activity 2 ANSWERS
activity on their own. • Focus attention on the activity. 1. You don’t have to call me.
• Have students compare their Students need to decide 2. You should drink a lot of water.
whether the suggestion in each 3. You have to exercise every day.
answers with a partner before 4. You don’t have to tell me again.
checking answers with the item is recommended, not
5. You have to take this medicine.
class. recommended, obligatory, or
not obligatory.
ANSWERS • Write the first item on the
1. should wear board. Then elicit the answer
2. should go as an example. Remind
3. shouldn’t watch students that they need to start
4. Should, answer the sentence with You.
5. should eat
6. shouldn’t drive • Have students do the activity
on their own.
class.
4602723_SC3e_TB2.indb 130 5/12/16 8:51 AM

Grammar NOW PRACTICE
UNIT 7 Activity 1
Too/not enough; too many/too much
Too means more than is needed or wanted. We use too + an adjective or adverb. example. Elicit why too much
is the correct answer. (Jewelry
• It’s too cold. (= It’s colder than I want.)
• I have too much food. (= It’s more food than I need.)
is a noncount noun.)
• He eats too fast. (= He eats faster than he should.)
•
We often use too with many or much. We use too many with count nouns and
too much with noncount nouns.
Have students read the six
• There were too many people in the room.
• There is too much water in the cup. items carefully and do the
Count nouns Noncount nouns activity on their own.
•
There are too many people in the store. They spend too much money.
I have too many books to read. We have too much food. Have students compare their
We can also use too much and too many without a noun if the noun was
mentioned before or is understood. checking answers with the
• He doesn’t need ten pairs of shoes. He bought too many!
• She works 12 hours a day. That’s too much! (= too much work) class.
Not enough is the opposite of too. It means we need or want more of something.
We use not enough in two ways: ANSWERS
1. not + adjective or adverb + enough
• It’s not quiet enough. (= I want it to be quieter.)
1. too much
• I can’t run fast enough. (= I want to run faster.) 2. too many
2. not enough + noun 3. too much
• There isn’t enough food. (= We need more food.)
• I don’t have enough money. (= I need more money.)
4. too much
5. too many
6. too many
NOW PRACTICE
1 Complete the sentences with too much or too many.

too much
Activity 2
1. It’s impossible to have jewelry.
2. You can never have friends.
3. How do you feel when you eat
4. Is it possible to watch television?
food?
• Focus attention on the activity.
5. Do you spend hours on the phone? Review the pattern do/does +
6. Are there malls in your area?
not + base form of verb +
2 Complete the sentences. Use too or not enough and the words in parentheses. (adverb +) enough for negative
1. Jason wants to buy a car, but he doesn’t have enough money. (have) statements.
2. Ann wants to go to the movies, but she
3. Ken wanted to finish his homework, but he
homework. (have/much)
time. (have)
4. Erin wanted to see the beginning of the movie, but she . (be/late) on their own.
5. Linda hoped to pass the test, but she . (study/hard)
131 checking answers with the
class.
4602709_SC3e_SB2.indb 131 4/18/16 11:32 AM
ANSWERS
UNIT 7 • Point out that not enough is
the opposite of too much and 1. doesn’t have enough
too many. The opposite of too 2. has too much
Grammar Reference + adjective, as in It is too cold, 3. didn’t have enough
• Have students read the is not + adjective + enough, as
4. was too late
explanations of when to 5. didn’t study hard enough
in It is not cold enough.
use too.
• Spend time reviewing the
• When used before an adjective negative forms, such as isn’t
(It’s too cold), before an adverb enough and don’t have enough.
(She arrived too late), and
before quantity words (There’s • Ask students to give additional
too much food), too has a examples using too, too many,
negative meaning. too much, and not enough.
• Use the examples and the
chart to show that the
quantity words many and
much are used with count and
noncount nouns, respectively.
Point out that the noun can
sometimes be left out when
it was mentioned before or is
understood.

4602723_SC3e_TB2.indb 131 5/12/16 8:51 AM

UNIT 8 Grammar

• Have students read the Defining relative clauses (subject)
explanations of defining We can use relative clauses to identify, define, or classify a thing or a person.
relative clauses. Ask students

• I like people who are reliable.
• I work at a store that sells computer games.
to give additional examples of We use the relative pronouns who, which, and that to introduce defining relative clauses.
relative clauses that describe

Who is for people, which is for things, that is for either people or things.
people and things. Main clause

I like people
Relative clause
who/that are fun.
• Focus attention on the This is a company which/that makes computers.
explanation of how the verb Who, which, and that refer back to the thing or person they identify, define, or classify.
• I have a friend who is very artistic.
in the subject relative clause • I work at a store that sells video games.
needs to agree in number with The verb in a subject relative clause agrees in number with the noun in the main clause.
the noun the relative pronoun • I know a guy who speaks many languages.
• I know some people who speak many languages.
refers to in the main clause. In a subject relative clause, we don’t use a personal subject pronoun after which, who, or that.
Have students rewrite the • I like people who are friendly. (I like people who they are friendly.)
example I have a friend who is

very artistic, substituting friend NOW PRACTICE
with friends: I have friends who 1 Complete the sentences with who or which.
are very artistic. 1. I have a car which is ten years old.
2. There are some students in my class are always late.
3. Do you know anyone is both artistic and reliable?
NOW PRACTICE
4. Do you have any books in English are easy to read?
5. Have you ever had a teacher didn’t give homework?
6. Have you ever had homework was fun to do?
Activity 1 2 Complete the sentences. Choose the correct form of the verb in parentheses.
• Focus attention on the 1. I have a friend who (live/lives) in the US.
example. Elicit whether the 2. I have three friends who (are/is) already married.
3. My parents have some antiques that (are/is) very valuable.
noun before the relative clause 4. Is there a store around here that (sell/sells) electronics?
is a person or a thing. 5. Have you ever had a job that (were/was) very interesting?
•
6. Is there any food that (make/makes) you sick?
Have students read the six
items carefully and do the
activity on their own.
checking answers with the 132
class.
4602709_SC3e_SB2.indb 132 4/18/16 11:32 AM
ANSWERS
ANSWERS
1. which
2. who 1. lives
3. who 2. are
4. which 3. are
5. who 4. sells
6. which 5. was
6. makes
Activity 2
activity. Make sure students
identify whether the relative
clauses are describing singular,
plural, or noncount nouns.
class.
4602723_SC3e_TB2.indb 132 5/12/16 8:51 AM

Grammar
• Have students read the five
UNIT 9 activity on their own.
The past continuous • Have students compare their
We use the past continuous to talk about something in progress at a specific time in the past.
• In 2008 we were living in Spain. checking answers with the
• What were you doing at 10:00 last night?
class.
We often use the past continuous to talk about something in progress when another action
(usually in the simple past) took place.
• I was making a fire when I burned my hand. ANSWERS
• We were watching TV when the lights went out.
We use the helping verb be, not do, in past continuous statements and questions. 1. lost
Affirmative and negative statements
2. was riding
was sleeping. were reading.
3. watched
I/He/She/It was not reading. You/We/They were not sleeping. 4. was exercising
wasn’t reading. weren’t sleeping.
5. fell
Wh- questions
Where was I/he/she/it sleeping? Where were you/we/they sleeping?
Activity 2
NOW PRACTICE • Focus attention on the
1 Complete the sentences with the verb in parentheses. activity. Make sure students
Use the past continuous or simple past form.
1. He lost a tooth while he was playing football. (lose)
2. She a motorcycle when she had the accident. (ride) use the past continuous when
3. We were really bored when we the movie. (watch) answering the questions.
•
4. I at the gym when you called. (exercise)
5. He was running when he down the stairs. (fall) Elicit an answer for the first
question or provide a model
2 Answer the questions with information about you. using your own information.
1. What were you doing at 9:00 yesterday morning?
For example: I was sitting in
2. Where were you going to school when you first took an English class? the subway at 9:00 yesterday
morning.
3. Where were your parents living when they met?
4. What was your teacher doing when you left your last class?
on their own.
class.
133 ANSWERS
Answers will vary.
4602709_SC3e_SB2.indb 133 4/18/16 11:32 AM
UNIT 9 • Focus attention on the use

of the past continuous for
Grammar Reference actions in progress that are
interrupted by another event.
• Have students read the Make sure students notice
explanations of when to use how the interrupting action is
the past continuous. in the simple past. Also note
• Use the chart to show the form the use of adverbial clauses
of statements and questions in with when.
the past continuous.
• Have students write additional
examples of statements in the NOW PRACTICE
past continuous with specific
time expressions. Activity 1
• Focus attention on the example.
Elicit why lost is the correct
form to complete the sentence.
(We use the simple past for the
shorter action interrupting a
longer one, which uses the past
continuous.)

4602723_SC3e_TB2.indb 133 5/12/16 8:51 AM

UNIT 10 Grammar

• Have students read the Must be, may be, might be, could be, and can’t be
explanations of how to use the We use must, could, might, may, can’t + be to talk about degrees of certainty.
modals to express degrees of

• I saw her going into her house. She must be at home. (= I’m almost 100% sure it is true.)
• She speaks Portuguese. She might be from Brazil. (= I’m not sure if it is true.)
certainty. Explain that may be,

• I just saw him in the park. He can’t be in the library. (= I’m almost 100% sure it is not true.)
might be, and could be express

must almost 100% sure it is true
a similar degree of certainty. may (not)

might (not) not sure if it is true (but it is possible)
• Focus attention on how to could
make negative statements. must not
• Have students give other couldn’t

can’t
almost 100% sure it is not true
examples of affirmative and Notice the difference between may not/might not and can’t:
negative statements using • He may/might not be at home. (= It is possible that he is not at home. I’m not sure.)
• He can’t be at home. I just saw him in the park. (= It is not possible that he is at home.)
the modals.
NOW PRACTICE
NOW PRACTICE 1 Choose the correct response.

1. I just heard him leave.
a. He must be here. b. He may be back in a minute.
Activity 1 2. She speaks English.
•
a. She must be from the US. b. She might be from the US.
Focus attention on the 3. The house is dark.
example. Have a student read a. They can’t be at home. b. They might not be at home.
the statement and the answer 4. My keys are in my office.

a. They can’t be at home. b. They might not be at home.
options. Elicit why He may be
back in a minute is the correct 2 Complete the conversations. Choose the correct answer.
answer. (The speaker heard him 1. A That dish looks strange. What is it?
leave, so he is not there.)

B You can only get fish at this restaurant, so it (must/might) be a kind of fish.
A Yes, but what kind?
• Have students do the activity B I don’t know. I guess it (could/can’t) be tuna.

2. A Why isn’t Sarah here?
on their own. B I don’t know. She (might/must) be sick.
• Have students compare their A She (might not /can’t) be. I just saw her jogging.
3. A Where is everyone? All the classrooms are empty.
answers with a partner before B Everyone (can’t/might not) be late.
checking answers with the A No, there (must not/might) be any classes today!
class.
ANSWERS 134
1. b 2. b 3. b 4. a
4602709_SC3e_SB2.indb 134 4/18/16 11:32 AM
Activity 2
example. Make sure students
identify whether the speaker is
certain or not.
on their own.
class.
ANSWERS
1. must, could
2. might, can’t
3. can’t, must not
4602723_SC3e_TB2.indb 134 5/12/16 8:51 AM

Grammar NOW PRACTICE
UNIT 11 Activity 1
Used to: statements and questions
We use used to + the base form of a verb for past habits or situations that are different now. example. Elicit why didn’t use
to is the correct answer. (The
• They used to play soccer, but they don’t anymore.
• I used to take the bus to school, but now I drive.
word instead indicates that

• That building used to be a school, but it’s a store now.
Affirmative statements
I/You/He/She/It/We/They used to live in Australia.
they wrote letters, not emails.)
We use didn’t + use to in negative statements. We use did + use to in questions. • Go over the other items.
• I didn’t use to like rock music. (I didn’t used to like rock music.)
• Where did you use to live? (Where did you used to live?) Preteach vocabulary
• Did he use to play an instrument? (Did he used to play an instrument?)
as necessary.
•
Negative statements
I/You/He/She/It/We/They didn’t use to live in Australia. Have students do the activity
on their own.
Wh- questions
Where did I/you/he/she/it/we/they use to live? • Have students compare their
It is common to use never used to as a negative form. answers with a partner before
• I never used to like country music, but now I love it.
class.
NOW PRACTICE
1 Complete the sentences with used to or didn’t use to. ANSWERS

1. People didn’t use to have email. They wrote letters instead.
1. didn’t use to
2. Men wear hats all the time, but now they don’t.
3. People watch TV on small screens, but now they have large ones.
2. used to
4. Children have a lot of free time to play. They had to work instead. 3. used to
5. People get married at a much younger age. 4. didn’t use to
5. used to
2 Complete the conversations. Use the verb in parentheses.
1. A How do you like it here?
B It’s nice, but I’m a little homesick.
A Where did you use to live
B In Costa Rica.
? (live)
Activity 2
2. A How long have you been a chef? • Focus attention on the activity.
B For about six months.
A Really? What ? (do)
Explain that students need
B I was a dancer. to complete the conversation
3. A What did you think of Gloria? with the correct form of used
B She’s nice, but she’s very quiet.
A Yeah, she like that. (be)
to + the verb in parentheses.
Point out that they sometimes
need to add a pronoun.
135 • Focus on the example. Elicit
why did you use to live is
4602709_SC3e_SB2.indb 135 4/18/16 11:32 AM
the correct answer. (It is a
UNIT 11 • Use the charts to explain question, so the helping verb
the forms of affirmative and did goes before the subject
negative statements, and you. Also, because it is a
Grammar Reference questions. Make sure students question, the verb form is use,
• Have students read the notice that we use use to, and not used.)
explanations of how to use
used to. Make sure students
not used to, in the negative • Have students do the activity
(with didn’t) and question on their own.
understand that used to form (with did). Also point
expresses a habitual activity or out that we can use used to
condition in the past that is no answers with a partner before
with never to make negative
longer true now. checking answers with the
statements.
class.
• Students should not confuse • Have students give other
this usage with the expressions examples with used to. ANSWERS
I am used to living in the
1. did you use to live
United States (which describes 2. did you use to do
something in the present 3. didn’t use to be / never used
and means that the speaker to be
is familiar with something)
and Sugar is used to sweeten
coffee (which also describes
something in the present).

4602723_SC3e_TB2.indb 135 5/12/16 8:51 AM

UNIT 12 Grammar

• Have students read the If clauses with modals: statements and questions
explanations of when we use if We use if clauses for possible events in the future when one event depends on another.
The if clause can come before or after the main clause. When the if clause comes first,
clauses with modals. we use a comma (,) after it.
•
• If I go to Japan, I’ll visit Kyoto and Nara.
Use the charts and the • I might take a taxi home if I work late tonight.
explanations to show the form. We use the simple present in the if clause. We use will, may, or might + the base form
of a verb in the main clause.
Make sure students notice If clause (if + simple present) Main clause (modal + base form)
the use of the simple present I will make more money.
I won’t have much free time.
in the if clause. Point out If I get a better job,
I may take more trips.
that although the verb in the I may not stay in this apartment.
I might move to a bigger apartment.
if clause changes in form to I might not tell anyone.
agree with the subject (If I get Yes/No questions
a job, If she gets a job), the verb Will your parents be upset
Won’t they be upset
if you move to the city?
if you don’t pass your exam?
that follows the modal in the Wh- questions
main clause is always in the Where will you live if you move to the city?
base form.
What will you do if you don’t pass your exam?
Who will you live with if I don’t go?
• Elicit additional examples We can use affirmative or negative verbs in one clause or in both clauses.
of negative and affirmative

• If I don’t get a job, I’ll borrow some money.
• If I get a job, I won’t have any free time.
statements and questions using

• If I don’t get a job, I won’t be able to pay for things.
if clauses and modals.

NOW PRACTICE
1 Complete the questions. Choose the correct verb form.

NOW PRACTICE 1. If you don’t study for the test next week, what (might happen/happens)?
2. How (will you come/do you come) to work if you move to a farm?
3. What will you do if you (won’t find/don’t find) a good job?
Activity 1 4. If you (will be/are) late to class, what will your teacher say?
•
5. (Will you get/Do you get) angry if I don’t go with you?
Focus attention on the
example. Elicit why might 2 Complete the sentences with the affirmative or negative form of the verb
happen is the correct form to in parentheses.
1. If he doesn’t call me tonight, I won’t speak to him again. (call)
complete the sentence. (We 2. If I get any more phone calls, I my phone! (turn off)
usually use a modal in the 3. You might get hurt if you . (slow down)
main clause to ask about a 4. If you don’t eat something today, you
5. If you
sick. (get)
the radio, I won’t be able to study. (turn off)
possible event.)
• Have students read the six 136

activity on their own. 4602709_SC3e_SB2.indb 136 4/18/16 11:32 AM
• Have students compare their • Have students do the activity

answers with a partner before on their own.
checking answers with the • Have students compare their
class. answers with a partner before
ANSWERS
class.
1. might happen
2. will you come ANSWERS
3. don’t find 1. doesn’t call
4. are 2. ’ll turn off
5. Will you get 3. don’t slow down
4. ’ll get
5. don’t turn off
Activity 2
example. Tell students to
think about the meaning of
the sentence. Elicit why the
negative doesn’t call makes the
most sense.
4602723_SC3e_TB2.indb 136 5/12/16 8:51 AM

VOCABULARY
Unit 1 amazed fly an airplane deadly special
camping amazing hang-gliding deep unforgettable
fishing astonished parasailing dry unusual
go on vacation astonishing ride a bicycle famous wonderful
go swimming bored ride a horse fatal
birthday
go to the beach boring ride a motorcycle good
celebration
go to the mountains colorful run a marathon high
ceremony
hiking cool skydiving hot
festival
horseback riding costly snowboarding humid
New Year’s Eve
kayaking disappointed take dance lessons large
party
rock climbing disappointing vacuum long
picnic
sailing epic whitewater rafting poisonous
reception
scuba diving excited windsurfing popular
surprise party
see a concert exciting zip-lining powerful
wedding
sightseeing expensive small
airplane
spend time somewhere experienced strong decoration
award
stay at a hotel fictional tall grapes
bridge
stay home frightened ugly lucky bags
celebrity
take a vacation frightening violent mistletoe
cliff
travel somewhere fun wide ornament
electric car
visit somewhere/ funny
elephant Africa decorate
someone imaginative
helicopter Antarctica follow
impressive
beach resort opening sequence Asia honor
incredible
campground parachute Australia
innovative
forest poem Europe
interested
record North America
Unit 6
hostel interesting
roller coaster South America avoid soda
hotel relaxed
sports car be inactive
river relaxing attack
statue change your lifestyle
art class spectacular break cook fresh food
stuntman
cooking class successful kill drink soda
summer camp
music class surprised swallow eat fast food
tower
surprising eat healthy food
crawl terrible inspire eat junk food
dumpster violent leap
Unit 5
eat unhealthy food
endurance test make appearances bouquet
make a movie exercise
live electric wire cake
play in a band get fresh air
quarter pipe candle
get stressed
weird record a song Unit 4 card
go on a diet
acting city fireworks
go to the gym
guarantee continent flowers
Unit 2 relax
poster country gift
action movie skip breakfast
producer desert present
animation sleep in
review hot spring ring
blockbuster stay indoors all day
scene island thank-you card
classic movie stay in shape
star lake wedding dress
disaster movie take a break
studio mountain range
family movie bride take a nap
trailer ocean
horror movie groom walk
viewer rainforest
martial arts movie guest warm up
visual river
romantic comedy volcano ancient meditation
science fiction movie worldwide
waterfall delicious table tennis
classical music fabulous tai chi
bad
country music Unit 3 great yoga
beautiful
heavy metal BASE jumping happy
big advice
jazz bungee jumping important
careful gym
pop cave diving lucky
cold helmet
rap clean the windows magic
colorful lifestyle
soul music do the laundry magnificent
dangerous treadmill
drive a racecar moving
137
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4/18/16 8:51 AM
Vocabulary
Unit 7 knowledgeable run into (someone/ operate house

antique store outgoing something) predict houseboat
boutique polite smash into (something) hut
electric
electronics store quiet sprain your ankle log cabin
flea market reliable trip over (something) luxury apartment
jewelry store shy
accident
Unit 11 mansion
mall smart elementary school studio
crime
market talented high school townhouse
injury
perfume store thoughtful junior high
natural disaster campus
attractive kindergarten city
antiques ankle
bald language school country
clothing arm
elderly middle school downtown
electronics cheek
elegant summer school island
jewelry eye
perfume handsome chess club neighborhood
finger
stuff muscular choir ranch
head
slim drama club suburbs
broken knee
tall orchestra village
busy leg
science club woods
convenient appearance nose
artistic talent tooth soccer location
crowded
athleticism sports team rent
inexpensive canoeing
beauty table tennis
loud jet-skiing audio production
noisy elegance act
waterskiing engineering
outdated generosity be bullied fashion design
overpriced intelligence reckless be in a club photography
reasonable looks unharmed climb trees space engineering
stressful personality unhurt collect stamps space technology
tempting politeness dance
experience a natural
trendy reliability hang out get your job back
disaster
used sense of humor have a pet give in your notice
lose control
wealth make model airplanes work out
cashier witness a crime
date play a musical first-aid techniques
complaint
instrument path
credit card critical Unit 10 play a sport
good deal impressive avalanche play computer games
line perfect clouds play in the orchestra
shopping habits
dust storm play on a school team
store assistant
earthquake play soccer
Unit 9
be broke flood play table tennis
break a hand
compare prices hurricane sing
break a leg
purchase smoke watch cartoons
break an arm
ship thunder wear a school uniform
burn yourself
shop online tornado win competitions
crash into (someone/
spend time tsunami
something) ancestor
stand in line volcanic eruption
cut a finger charity
wave
cut your cheek great-grandparents
weather condition
Unit 8 cut your head gust of wind
wind
artistic cut yourself paparazzi
creative dislocate your finger puzzled
cultured fall down (something) relieved
fall off (something) scared
Unit 12
friendly
have a black eye terrified apartment
funny
have a broken arm worried building
energetic
have a broken nose cabin
extroverted precautions
have a bruised leg castle
generous sighting
have a car accident dorm
intelligent storm chasing
hurt yourself farmhouse
introverted thrill
lose a tooth high-rise
kind
138
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4/18/16 8:51 AM
Workbook Answer Key
Unit 1 5. Neither was I.

6. (Oh, really?) I’m not.
3
1. to help the children grow up to
Vocabulary 5
be successful workers
2. to learn about changes in the
1 Answers will vary. jungle
1. sailing
2. horseback riding 6
3. camping 1. were Unit 2
4. hiking 2. did
5. rock climbing 3. went Vocabulary
6. scuba diving 4. don’t
1
7. fishing 5. do
1. romantic comedy
8. sightseeing 6. were
2. martial arts
3. horror movie
Language Practice Listening 4. action movie
5. science fiction movie
1 1 6. animation
1. So 1. True
2. So 2. False 2
3. Neither 3. False 1. festival
4. Neither 4. True 2. kinds
5. So 5. False 3. fun
6. Neither 4. terrible
2 5. disappointing
2 a.
1. does
2. is Language Practice
3. can Pronunciation
4. were 1
1 1. interested
5. do
1. b 2. boring
6. am
2. a 3. exciting
7. did
3. a 4. relaxed
8. was
4. b 5. disappointing
3 6. tired
1. So Reading 2
2. really
3. So 1 1. relaxing
4. really 1. Brian 2. amazing
5. Neither 2. Debbie 3. tired
6. So 4. interested
2 5. boring
4 1. True 6. frightened
1. So do I. 2. True
2. So did I. 3. False
3. (Oh, really?) I do. 4. False
4. Neither did I.
Workbook Answer Key T–139

4602723_SC3e_TB2.indb 139 5/12/16 8:51 AM

3 Reading 2
1. ing 1. done
2. ing 1 2. run
3. ed 1. Star Wars: The Force Awakens 3. visited
4. ed 2. Jurassic World 4. tried
5. ing 5. traveled
2 6. bought
4 1. Many of the old characters in
1. boring the new Star Wars movie are 3
2. disappointed played by the same actors. 1. Have you ever gone hang-
3. amazing 2. Walt Disney produced Star gliding?
Wars: The Force Awakens. 2. I have never eaten Indian food.
4. surprised
3. In Jurassic World, a dinosaur 3. Frank has gone to Brazil three
5. excited
escapes from the theme park. times.
6. tired
4. It took over ten years to 4. I have never seen a pyramid.
produce Jurassic World.
5 5. Have you ever ridden a camel?
1. excited 3 6. Have they ever driven a race
2. boring car?
Answers will vary.
3. tired
4
4. frightening
5. surprised Unit 3 1. Have you ever swum in the
ocean?
6 Vocabulary 2. We have never (haven’t ever)
been to Canada.
1. boring
1 3. Have you ever tried skydiving?
2. surprised
1. hang-gliding 4. Have they ever met a movie
3. excited
2. bungee jumping star?
4. interested
3. skydiving
5
4. driving
Listening 5. riding
1. Have
2. gone
6. windsurfing
1 3. went
7. ziplining
1. False 4. Did
8. parasailing
2. True 5. did
3. False 2 6. ’ve
4. False 1. bungee jumping 7. gone
5. True 2. skydiving
6. True 6
3. windsurfing
7. True 1. Have you ever
4. hang-gliding
2. have
2 Language Practice 3. climbed a mountain in South
1. an action movie Korea two years ago
2. a science fiction movie 1 4. Did
3. an action movie 1. Has; hasn’t 5. did
2. Have; have 6. have never climbed a mountain
3. Have; haven’t 7. gone hang-gliding
Pronunciation 4. Has; has 8. Venezuela
1 5. Have; haven’t
6. Have; have 7
1. c Answers will vary.
2. a
3. a
4. c
5. a
6. a
T–140 Workbook Answer Key

4602723_SC3e_TB2.indb 140 5/12/16 8:51 AM

Listening Review & Answer
Workbook Reading Key
1 Check Units 1
1. Laura
2. Laura 1–3 1. c
2. b
3. rides a motorcycle
Vocabulary 3. d
4. 22 4. d
5. likes 1 5. d
6. St. Lucia 1. c 6. a
7. hiking 2. b
Unit 4
8. didn’t like 3. a
4. d
2
1. go snowboarding
5. a Vocabulary
6. b
2. go hang-gliding
1
3. go scuba diving 2 1. volcanoes
4. go bungee jumping 1. c 2. continents
5. read a book 2. b 3. oceans
6. go white water rafting 3. d 4. rivers
4. a 5. islands
Pronunciation 5. c 6. waterfalls
6. d 7. deserts
1 8. lakes
1. a
Language 2
2. a
3. b 1 1. wealthy
4. b 1. b 2. romantic
2. b 3. tiny
4. famous
Reading 3. d
5. crowded
4. b
1 5. c 6. expensive
2 6. d
2 2
Language Practice
1. platform 1. c 5. b 1
2. ropes 2. a 6. a 1. bigger
3. helmet, harness 3. c 7. b 2. the longest
4. a 8. c 3. the most beautiful
3
4. the coldest
1. Yes
Conversation 5. more expensive
2. No
6. the most crowded
3. Yes 1
4. Yes 1. c 2
5. No 2. b 1. The Amazon is the widest river
3. c in the world.
4 2. The Pacific is the deepest ocean
4. b
Answers will vary. in the world.
5. a
6. d 3. The Atacama Desert is the
7. a driest place on Earth.
8. d 4. Tokyo is the most crowded city
in Japan.
9. b
10. d
11. a
12. a
4602723_SC3e_TB2.indb 141 5/12/16 8:51 AM

5. Great Britain is the biggest Pronunciation Clues across:
island in Europe. 4. ring
6. Toronto is the most expensive 1 7. fireworks
city in Canada. 1. b 3. b
2. a 4. a 2
3 1. party 4. cake
1. Mongolia is one of the highest 2. cards 5. candles
countries in the world. Reading 3. present
2. That was the best vacation I’ve
ever taken. 1
3. The Himalayas are the highest 3, 4 Language Practice
mountains in the world.
2 1
4. Which country is larger, China
or Russia? 1. 60 km/h 1. Before
2. 1,900 kg 2. before
4 3. 6 meters 3. After
1. Is the Nile the longest river in 4. 25 years 4. after
the world? 5. When
5. leaves
2. Is Antarctica the coldest place
6. 100–110 km/h
on Earth? 2
3. What is the biggest city in 7. 45–55 kg
1. People buy pumpkins and
Peru? 8. 1.8–2.15 meters candy before the Halloween
4. Is Chinese one of the most 9. 8–10 years celebration starts.
difficult languages in the 10. other animals 2. After the children dress up in
world? 11. very fast costumes, they visit friends’
12. 4 grams houses.
5 13. 50–75 mm 3. Before the children arrive,
1. What is the most exciting 14. 15 months friends buy candy for the
sport? children.
15. small insects
2. What is the most delicious 4. When people open their doors,
food? 3 the children ask for candy.
3. What is the most romantic 1. cheetah 5. When the children visit
vacation? their houses, friends give the
2. sloth
4. What is the most interesting children candy.
3. pygmy shrew
book?
4. giraffe 3
6 5. pygmy shrew 1. First
Answers will vary. 6. giraffe 2. before
3. when
4
4. Then
Listening Answers will vary.
5. After
1 6. Then
1. False Unit 5 4
2. True
3. True Vocabulary Answers will vary.
4. False
1
5. False
Clues down:
Listening
6. True
1. dress 1
7. True
2. bride 1. 1, 3, 2
2 3. guest 2. 2, 3, 1
1. a 5. groom 3. 2, 3, 1
2. b 6. bouquet
2
b

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Pronunciation Workbook
3
Answers will vary. Answer
Listening Key
1 1
1. a a, b, d, e, h, j
2. a
Language Practice
3. a 2
1
4. b 1. False 5. False
1. don’t have to
5. b 2. False 6. False
2. have to
3. True 7. False
3. should
4. True
Reading 4. shouldn’t
5. shouldn’t
1 Pronunciation
1. Midsummer Festival is in the 2
1. shouldn’t drink coffee 1
middle of the summer.
2. have to learn to swim first 1. a
2. Midsummer Festival is on the
longest day / shortest night of 3. have to pay a fee 2. a
the year. 4. shouldn’t eat a lot of ice cream 3. b
5. don’t have to go to a class 4. a
2
6. have to / should get up early
a. 6
b. 1 3
Reading
c. 3 1. You shouldn’t stay up late 1
d. 5 before an exam. 1. kickboxing
e. 2 2. You should take a break every 2. roller hockey
f. 4 30 minutes.
3. They have to do their 2
3 homework before Thursday. 1. roller hockey
1. True 4. We don’t have to go to our 2. yoga
2. False English class tomorrow.
3. Zumba
3. True 5. Do I have to take an exam
4. kickboxing
4. True next week?
3
4 4
1. False
Answers will vary. 1. should
2. False
2. should
3. True
3. have to
Unit 6 4. have to
4. True
5. don’t have to
Vocabulary 6. have to
7. shouldn’t
Review &
1
1. eat unhealthy food
8. should Check Units
2. cook fresh food 5 4–6
3. get fresh air Answers will vary.
4. relax Vocabulary
5. stay indoors all day
1
6. get stressed
1. d
2 2. c
1. relax 3. b
2. eat unhealthy food 4. d
3. exercise 5. a
4. skip breakfast 6. b
7. d

4602723_SC3e_TB2.indb 143 5/12/16 8:51 AM

2 3. antiques 5
1. c 4. perfume Answers will vary.
2. d 5. clothing
3. a
4. a 2 Listening
5. b 1. d 4. e
1
6. c 2. a 5. c
1. b
3. b
2. a
Language 3 3. c
1. flea markets
1 2. perfume stores 2
1. c 3. antiques stores 1. False 5. False
2. a 4. boutiques 2. True 6. False
3. b 5. electronics stores 3. False 7. True
4. a 4. True 8. False
5. b
Language Practice Pronunciation
6. d
1
2 1
1. too many
1. a 1. b
2. too many
2. b 2. b
3. too much
3. c 3. b
4. too many
4. b 4. a
5. too much
5. a
6. too much
6. d
Reading
2
Conversation 1. The sweater is too small. It’s 1
not big enough. Sport Hostel
1 2. The computer is too heavy. It’s
1. a 7. b not light enough. 2
2. c 8. c 3. The boots are too expensive. 1. quiet
They’re not inexpensive 2. convenient
3. c 9. d
enough. 3. expensive
4. b 10. a
4. The pants are too short. They’re 4. crowded
5. d 11. a not long enough.
6. d 12. b
3
3
1. b
Reading 1. There are not enough cashiers
2. a
in this store.
3. c
1 2. I have too many books at home.
1. a 3. This electronics store is too 4
2. c crowded.
Answers will vary.
3. d 4. I am not rich enough to buy
4. b jewelry.
5. a 5. People spend too much money
on things.
Unit 8
6. d
Vocabulary
4
Unit 7 1.
2.
his old car is not big enough
there are not enough buses
1
1. intelligent
Vocabulary 3. she does not have enough time 2. reliable
4. his old cell phone is not trendy 3. artistic
1 enough 4. polite
1. jewelry 5. she does not have enough 5. generous
2. electronics money
4602723_SC3e_TB2.indb 144 5/12/16 8:51 AM

2
1. artistic Workbook
Pronunciation Answer Key
Language Practice
2. muscular 1 1
3. bald 1. b 1. was playing, hurt
4. elegant 2. a 2. was learning, crashed
5. elderly 3. b 3. were walking, slipped
6. thin 4. a 4. cut, was walking
2
Language Practice Reading 1. was going, hit
2. was skiing, bruised
1 1
3. was making, cut
1. He works for a company that/ a. Computer crazy
which makes action movies. 4. was driving, saw
b. Can’t say goodbye
2. He likes movies that/which c. Lonely
have a lot of fast cars. d. Email friends 3
3. He knows people that/who are
movie stars and musicians. 1. Where was Erica swimming?
2
4. He lives in a house that/which She was swimming in the
1. c ocean.
has a large swimming pool. 2. b
5. He buys only clothes that are 2. Where were Jack and Luke
3. d going?
expensive.
4. a They were going to work.
2 3. What were you and I doing?
3
Answers will vary. We were having dinner.
1. c
3 2. a 4
1. which 3. d 1. Was Jared driving?
2. which 4. b No, he wasn’t.
3. which 2. Was Jared shopping?
4
4. who Yes, he was.
Answers will vary.
5. who 3. Was Ayumi eating?
6. who No, she wasn’t.
4
Unit 9 4. Was Ayumi working on her
computer?
Answers will vary. Vocabulary Yes, she was.
5. Were Ray and Luisa sleeping?
1 No, they weren’t.
Listening 1. sprained, ankle 6. Were Ray and Luisa watching
2. dislocated, finger TV?
1
3. black, eye Yes, they were.
1. muscular
4. broke, arm
2. play sports
5. hit, head 5
3. intelligent
6. cut, leg 1. Rita broke her arm while she
4. outgoing was skiing.
5. artistic 2 2. They weren’t paying attention
1. b when they tripped over the rug.
2
2. e 3. Where was she going when she
1. b, f crashed her car?
3. a
2. d, e, i 4. Were you playing football
4. f
3. c, g when you sprained your ankle?
5. d
4. a, h
6. c

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Listening 2 Language Practice
1. d 4. b
1 2. c 5. a 1
1. False 4. False 3. d 6. c 1. must
2. False 5. True 2. may
3. True Language 3. might
4. must
2
1 5. could
1. b
1. c 6. can’t
2. a
2. d
3. b 2
3. a
4. a 1. c
Pronunciation 5. a 2. e
6. b 3. b
1 4. a
1. crying 2 5. d
2. annoying 1. a
3. trying 2. d 3
4. flying 3. b 1. must play soccer
5. my ankle 4. d 2. might not go to the movie
5. a 3. can’t be home
6. c 4. must be at the mall
Reading 5. might not be free
6. can’t be at work
1 Conversation 7. might go scuba diving
1. True
2. False 1 4
1. a 7. b 1. We can’t speak Japanese.
2 2. c 8. b 2. It might be an earthquake.
1. c 3. a 9. b 3. She may speak Portuguese.
2. a 4. d 10. b 4. They might not be French.
3. b 5. b 11. c 5. He must work in a gym.
4. d 6. c 12. d 6. She might not like this
3 perfume.
1. traveling Reading
5
2. standing
1 1. She can’t be Italian.
3. sleeping
1. d 2. He must like to take pictures.
4. waiting
2. a 3. They could be her parents.
4 3. a 4. She must be learning French.
Answers will vary. 4. b 5. She can’t be on vacation.
5. d
6. b
Review & Listening
Check Units Unit 10 1
c
7–9 Vocabulary 2
Vocabulary 1 1. False 5. True
1. c 5. d 2. True 6. True
1 3. False 7. False
2. h 6. e
1. b 4. d 4. True 8. False
3. g 7. f
2. d 5. a
4. b 8. a
3. a 6. d

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Pronunciation Workbook Answer
3. didn’t use to listen to jazz, but
he used to listen to rock Key
Pronunciation
1 4. didn’t use to ride bikes, but 1
1. b they used to go running 1. a
2. b 5. didn’t use to read newspapers, 2. a
but we used to read magazines
3. a 3. a
6. didn’t use to download videos,
4. a 4. b
but they used to go to the
movies 5. a
Reading 2
1. Did you use to, I didn’t, did you
Reading
1
1. Indonesia use to play, I used to 1
2. Mauna Loa 2. Did James use to, he did food, movies, news, sports
3. Did Alexis and Colin use to,
2 they didn’t, did they use to 2
1. Merapi means “mountain of work, They used to work 1. People used to get their news
fire.” 4. Did Lana use to, she did from the newspapers or the
2. The last time Mauna Loa radio.
erupted was in 1984. 3 2. Families used to have only one
3. Millions of people live near 1. I didn’t use to like fish. TV at home.
Mount Vesuvius. 2. Sandra used to live in Mexico 3. TV shows used to be in black
4. Mount Kilimanjaro is a City. and white.
dormant volcano. 3. Did Aaron use to play tennis? 4. There used to be only one or
4. Where did you use to go to two channels.
3 school?
Answers will vary. 3
4 Answers will vary.
1. use to, didn’t, used to
Unit 11 2. did, use to, used to, didn’t use to
3. use to, didn’t, used to Unit 12
Vocabulary 4. did, use to, used to, didn’t use to
5. use to, did
Vocabulary
1
1. orchestra 1
5
2. chess club a. dorm
Answers will vary.
3. choir b. cabin
4. drama club c. farmhouse
Listening d. studio
2 e. townhouses
1. play 1
f. mansion
2. belong 1. a
3. act 2. b 2
4. play 1. d 4. f
2
5. join 2. c 5. a
1. used to be college roommates
6. sing 3. b 6. e
2. used to work for the same
company
Language Practice 3. computers Language Practice
4. work a lot of hours
1
1 5. Colorado
1. is, will go
1. didn’t use to sing, but she used 6. when she was a child
to dance 2. will study, have
7. teaching
2. didn’t use to study hard, but she 3. has, will buy
8. at a middle school
used to read a lot 4. will fail, don’t
5. lives, won’t need
6. don’t, will be

4602723_SC3e_TB2.indb 147 5/12/16 8:51 AM

2
1. If he gets a better job, he’ll rent
Listening Review &
a bigger apartment.
2. Justine will study Spanish if
1 Check Units
she goes to Venezuela.
1. home
2. neighborhoods 10–12
3. Amaro and Emilia won’t go
on vacation if they don’t save
3. two
Vocabulary
4. a fashion designer
enough money.
5. the area west of downtown 1
4. If Fatima lives in the suburbs,
she will take the train to work 1. c
2
every day. 2. b
1. b, e
5. If the weather isn’t nice, we 3. c
won’t go to the mountains. 2. a, f
4. d
6. I won’t buy a car if I don’t get 3. d, g
5. a
a raise. 4. c, h
2
3
1. If I don’t get good grades, I
Pronunciation 1. b 5. c
2. a 6. d
won’t go to college.
1 3. c 7. b
2. Ricardo won’t go on vacation 4. b
1. b
this summer if he doesn’t get a
cheap ticket. 2. a
3. What will she do if she doesn’t 3. a Language
find a job? 4. b
4. Will you be happy if you get 1
the scholarship? 1. c 4. b
Reading 2. a 5. d
4 3. d 6. a
1
1. will
1. his friend 2
2. is
2. a problem 1. b 5. d
3. ’ll go
2. a 6. b
4. will 2 3. c 7. a
5. isn’t 1. right away 4. a
6. might see 2. upset
7. ’ll go 3. get more out of
8. isn’t 4. valuable
Conversation
9. ’ll watch
1
3
5 1. a 7. a
1. d
1. save enough money 2. d 8. c
2. a
2. I’ll buy a new car 3. a 9. c
3. b
3. don’t save enough money 4. d 10. d
4. c
4. might look for a job with a 5. c 11. a
5. e
better salary 6. b 12. b
5. have enough time 4
6. I’ll start writing a book Answers will vary. Reading
7. don’t have enough time
8. I’ll write short stories 1
1. a
6 2. c
Answers will vary. 3. c
4. b
5. b
6. d

4602723_SC3e_TB2.indb 148 5/12/16 8:51 AM

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Oxford - Smart Choice 2 Teacher - S Book 3rd Edition

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Starter 2

• Connect with their teacher and view and

SMART CHOICE Starter

4602723_SC3e_TB2.indb 2 5/12/16 8:49 AM

tool for monitoring and tracking student,

• See your students’ achievements Total Score 76% 76% 70%

at a glance Total Seat Time 124 min 124 min 24 min

• Use progress reports as invaluable Activity Completion 19/168 19/144 5/5

records for student evaluation Total Score 54% 54% 65%

Total Score Time 138 min 138 min 28 min

Total Score 93% 93% 36%

Total Score Time 42 min 42 min 16 min

Activity Completion 3/168 3/144 5/5

Total Scoreotas 0% 0% 85%

GET STARTED Third Edition

SMART CHOICE Home Edit Profile Log Out Help

Students and teachers can register

4602723_SC3e_TB2.indb 3 5/12/16 8:49 AM

The Smart Choice Online Practice Testing Program includes a comprehensive

Downloadable tests Unit 5 Test

plus a Midterm and Final Test Vocabulary

Student Book 1 3. Look at the pictu

re. Choose True

• Language- and skills-based tests 4.

assess vocabulary, grammar, reading, read __________________

do __________________ talk __________________

SMART CHOICE Home Edit Profile Log Out Help

Tests are downloadable

4602723_SC3e_TB2.indb 4 5/12/16 8:49 AM

© Copyright Oxford University Press

4602723_SC3e_TB2_FM.indd 5 29/11/2019 10:49

WELCOME TO SMART CHOICE Workbook with Self-Study Listening

4602723_SC3e_TB2_FM.indd 6 09/12/2019 09:14

4602723_SC3e_TB2_FM.indd 7 29/11/2019 10:49

Who’s going to What do we

4602723_SC3e_TB2.indb 2 5/12/16 8:50 AM

4602723_SC3e_TB2.indb 3 5/12/16 8:50 AM

2 GROUP WORK. Practice the conversations.

a. rock climbing d. camping g. fishing

2 PAIR WORK. Which activities above did you do in the past?

I went scuba diving last year.

I want to go rock climbing.

Activity 1 EXTRA IDEA

Smart Choice Online

4602723_SC3e_TB2.indb 4 5/12/16 8:50 AM

4602723_SC3e_TB2_U01.indd 5 29/11/2019 10:57

1 Complete the conversation. Then listen and check your answers.

a. scuba diving b. at the beach c. beach resort d. worked

Brad So, Clare! How was your summer vacation?

stayed home by a river campground kayaking

1 Match the statements and responses.

2 Complete the conversations.

• Books closed. Divide the board into four squares.

• Books open. Focus attention on the Language Answers will vary.

4602723_SC3e_TB2_U01.indd 6 29/11/2019 10:57

4602723_SC3e_TB2.indb 7 5/12/16 8:50 AM

art class cooking class music class

2 Listen to two students talking about their vacation. Write T (Tom)

3 Listen again. Answer the questions.

4 Listening PLUS. Listen to more of the conversation.

2 Read the article. Answer these questions.

3 GROUP WORK. Discuss these questions with your group.

I don’t think it’s

• Connect with their teacher and view and

• See your students’ achievements Total Score 76% 76% 70%

• Use progress reports as invaluable Activity Completion 19/168 19/144 5/5

• Language- and skills-based tests 4.

do talk

Tests are downloadable